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Brochure_GuidEU_2023

The FUTURE CAREER GUIDANCE Erasmus project (reference number 2020-1- RO01-KA229-079867) is an innovative enterprise of 4 public schools from Romania (u201dVoievodul Mirceau201d High School, Tu00e2rgoviu0219te u2013 as main coordinator), Italia (Istituto Comprensivo "Francesco Crispi", Ragusa), Turkiye (Duraliler Ortaokulu, Antalya) and Latvia (Rigas 34 Vidusskola, Riga) as partners in their quest to mentor and to inspire young students in choosing their future career.

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Brochure_GuidEU_2023

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  1. Erasmus+ KA229 Future Career Guidance - GuidEU Project number: 2020-1-RO01-KA229-079867 ERASMUS+ GuidEU Good Practice Guidebook ITALIA LATVIA ROMANIA TÜRKIYE 2023 2023

  2. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 Designed by: Ionel CÎRNARU This project has been funded with support from the European Commission. This publication/ communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 1

  3. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 GuidEU ERASMUS+ INTRODUCTION The FUTURE CAREER GUIDANCE Erasmus+ project (reference number 2020-1- RO01-KA229-079867) is an innovative enterprise of 4 public schools from Romania (”Voievodul Mircea” High School, Târgoviște – as main coordinator), Italia (Istituto Comprensivo "Francesco Crispi", Ragusa), Turkiye (Duraliler Ortaokulu, Antalya) and Latvia (Rigas 34 Vidusskola, Riga) as partners in their quest to mentor and to inspire young students in choosing their future career. The teachers and the school counsellors involved in this project strongly believe in the school’s role to help pupils to identify their strengths and their passions that will allow them to access the job market with a successful outcome. Always a current issue in our society, the career guidance services offered in schools are meant to fight against early school leaving while continuously adapting the curricula to the job market. Also, a crucial accomplishment is to create links between schools, employers, training facility institutions, the students and their families. The main objectives of the project target the following topics: • the improvement of career guidance services offered in schools; • the decline of early school leaving; • the enhancement of guidance skills among teachers and school counsellors; • the exploration of new forms of teaching and interacting with students in order to overcome disengagement; •fighting youth unemployment through a series of measures adapted to our students’ needs One of the results of our cooperation is the Good Practice Guidebook that contains illustrative lesson plans and worksheets on the topic of career guidance implemented in the partner schools. We thank the partner institutions for their hard work in designing and implementing the lessons and we make them available today to those interested in modernizing the quality of their career guidance services. Hopefully, the materials contained in the Good Practice Guidebook will serve as guidance and as inspiration. 2

  4. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 TABLE OF CONTENTS INTRODUCTION……………………………………………….…………. pag. 2 01. ITALIA……………………………………………….……………………… pag. 4 02. LATVIA……………………………………………………………………… pag. 19 03. ROMANIA…………………………………………………………………... pag. 29 04. TÜRKIYE……………………………………………………………………. pag. 74 3

  5. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 01. ITALIA LESSON PLAN 1 - FUTURE CAREER GUIDANCE – GuideEU Title of the activity: What would you like to be? This is a teaching unit composed of 4 lessons of 45 minutes each Coordinating teacher: Antonia Belluardo Date/venue 20.02. 2022 Participants students of the third year of low secondary school (8th grade) 3c Description of the activity: − the students will start to think about a future career according to their abilities, skills and competences The objectives of the teaching unit were: − to discover their personality − to discover their skills − to motivate them to choose the right career − to have a clear career plan to get a well-paid job FIRST LESSON: JOB VOCABULARY THE TEACHER TELL THE CLASS THAT THEY WILL LEARN different technique for memorizing words. Learning vocabulary is essential in order to be able to speak a foreign language and that the greatest difficulties in using a foreign language are related to vocabulary problems. Explain that knowledge of vocabulary includes a set of different acquisitions: knowing the spelling form and pronunciation, the part of speech, the meaning or the equivalent in one's own language. Invite students to follow the advice to study a few new words each day LESSON PLAN Lesson Plan 3 - Year 8 Guess the jobs/professions Lesson duration: 2 periods of 40 minutes Aims and objectives − The aim of this activity is to enhance and reinforce knowledge of different jobs/professions Learning outcomes: − Students will acquire an in-depth knowledge of the different aspects of jobs and professions that allows them to identify the different tasks needed for different professions. − Students will be able to match skills sets to occupations Step by step guidelines (starter, main, plenary) Starter Ask students to sit in pairs Main Students use cards and play a game in groups or in pairs. Place the cards face down. 4

  6. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 The game starts with a student pick in a card and describing the job or acting out the job similar to the well-known charades games. When a student guesses the correct job he is awarded with points. Any system of rewarding the correct guess can be used. The teacher then suggested a game via you tube to the guess the jobs links Plenary: Classroom discussion on different jobs/professions and anything that surprised the students. Have they learnt anything new about a certain profession/job? Is there any job/profession that particularly interests you? Methods and Tools: − Profession cards and exercise, links to videos Evaluation/feedback (questions for teachers) − What went well in this lesson? Why? − What factors do you think affected the lesson; either positively or negatively? − Was there anything in this lesson that you would adapt for the future? 5

  7. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 LESSON PLAN FOR EMPLOYABILITY SKILLS - PART 2. CV WRITING To gain an understanding of the skills that students have in order to sell themselves to future employers including what motivates and drives them and what they want in a job. To look at CV and covering letter content. Extract information from worksheets Use communication skills to work in pairs / groups Employability Skills – How to get that job. CV Writing TO EO Lesson Title Objectives Objectives. By the end of this lesson, students will be able to describe the skills that they have, what they are looking for in a job and what is important to them. They will have an understanding of CV writing and what goes into a CV and covering letter. Duration 45 min lesson Resources/references 3 Worksheets: 30 Second Commercial, identifying strengths, values and drivers. White board and pen (for facilitator) Time Method Resources Introduction 1. Interest. In the ever increasing competitive world of work, employers are looking for their employees to have a number of other skills as well as the qualifications. Having an understanding of what makes you tick could help you decide what type of job, or at least working environment that you should look at. 2. Need. Everyone at some stage of their life will need a CV. 3. Objectives. After this lesson students should be able to: Describe the skills that they have that any employer will look for Be able to identify their strengths and what drives / motivates them Have a greater understanding of CV writing and what it entails Knowledge of the importance of a covering letter. Ask - Why is it important that we are covering employability skills? DO NOT spend longer than 5 mins on intro. PPt 5 mins 6

  8. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 Main body One of the biggest parts about getting a job is the ability to sell yourself. This can come across as unnatural or feeling stupid (bigging yourself up or coming across as arrogant). Some of you may feel that you’ve got no skills to sell to an employer and this session should give you all the confidence to know that ALL of you have skills that an employer wants. Hand out ‘30 Second Commercial Sheets’. Ask them to go through the questions. Teacher led / whole class 10 - 15mins Skills sheet The key strengths and personal qualities might be the part they struggle on – in which case stop the class and Click on ‘Identifying Strengths’ slide. Ask the class what they think this means and write some buzz words / statements on the board to help them. Hand out Strengths worksheets (if there is a lack of time – this could be given as a worksheet at the end for students to do to help them construct their CV) White board Individually / Teacher led Identifying Strengths Activity Some may not have had a job or feel that they have done anything. Ask them about whether they are in: A sports team - motivation / commitment – to train in the cold, to get there (inc time management), teamwork, good communication. Playing an instrument -motivation / commitment to practice, working through pain (when they 1st started -guitar – fingers, clarinet – bottom lip etc), Commitment, have they played in front of an audience = confidence etc. Ability to follow instructions. How do they get to sports practice or outside of school lessons – planning skills and time management (got to get there, on time etc) Facilitator must go round the class and help students who are struggling for experiences they can draw on. The slide with the statements might also give them some ideas. Pick out a couple that could be related to playing on a sports team, being in a youth club etc – ie helping those who have not had a job. Some who have had a job may not see that ‘babysitting’ has any skills when in fact– communication skills, patience, reliability, trustworthiness etc are all important. Nice to have* Recommend hiding slide in a 45 min lesson. Work and Careers in 21st Century. Main point is that not many people stay in one job for life. Many things that have changed the working world as it is now compared with when their parents got jobs. Teacher led 7

  9. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 10mins Individually / Teacher led Employability skills Exercise – Values and Drivers. What motivates and drives individuals? This gives students an idea of what they should look when they are job hunting. Where would you look for a job? – Pose the question to the class and get them to work in a group (where possible) to come up with the answers. Get a couple of answers from each group before putting up the slide If time: Pose question – What stages do you go through when you apply for a job? If short of time – put the question up and go straight to next slide which gives the stages. CV Focus Values and Drivers Activity All PPt 15mins CV – is not just used for getting an interview can be used for all the other reasons – therefore important to have a comprehensive one. Pose question – What should be on a CV? Illicit answers from them and write on board before going through each of the stages that they (hopefully) have come up with. Point of 30 second commercial at the beginning should helpstart the CV. Covering Letter Teacher led Really important and is often not done by applicants. Summary 3mins Really important that you all start working on a CV – Activities done today should help focus you. People are there to help; parents, careers advisors, job centres can all help. Lots of examples on the internet but remember –you need to understand what’s on your CV so it must be written by you! Hand out if req at end. 8

  10. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 LESSON PLAN 3 VOCABULARY JOBS REINFORCEMENT VOCABULARY JOBS: 45 MINUTES TEACHER: ANTONIA BELLUARDO CLASS 3C (8TH GRADE) The teacher suggests reinforcement exercises to remind the previous lesson about vocabulary using different techniques EXERCISE 1: Who said it? Match the jobs in the box to the sentences. WORKS: nurse – factory worker – engineer – accountant – hairdresser – lawyer– web developer – police officer – chef – office worker - builder - mechanic – fire fighter – farmer – journalist Example: “I operate a machine in a factory “. Factory worker 1. I work in an office. I send emails and make phone calls “. _ _ 2. “I repair cars, motorbikes and other vehicles”. _ 9

  11. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 3. “I design roads and bridges “. _ 4. “I cut and color people’s hair”. _ _ 5. “I keep and check the financial records in a business”. _________________________________________________ 6. “I protect people from criminals”. _________________________________________________ 7. “I cook food in a restaurant”. _________________________________________________ 8. “I write for a newspaper”. _________________________________________________ 9. “I create websites”. _________________________________________________ 10. “I look after people in hospital”. _________________________________________________ 11. “I stop fires and rescue people and animals from fires” _________________________________________________ 12. “I advise and help you if you have legal problems”. _________________________________________________ 13. “I build and repair houses” _________________________________________________ 14. “I grow vegetables and keep cows and sheep”. _________________________________________________ 10

  12. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 sentences to describe each of the jobs in exercise 1. EXERCISE 2: Choose two or more adjectives from the box and write Boring exciting – interesting – dangerous – difficult – satisfying – creative – stressful – repetitive – well paid Example: A nurse’s job is difficult and stressful. They will finish the lesson using these two internet games: • Link 01: https://youtu.be/ptZKKmydpc4 • Link 02: https://youtu.be/X3sIDsuwLJw 11

  13. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 LESSON PLAN 4 ”CLOSED IN WASTE PREMISES" Lesson plan: 7th grade, class 2c Experimenting with waste differentiation with the EscapeRoom waste differentiation involves carrying out a game activity (Escape room) which, through cooperative learning and problem solving skills, aims to solve questions prepared by the teacher on the topic studied. After the initial phase of brainstorming, knowledge and learning, the teaching unit on you are locked up as a group, and from which you must get out by overcoming challenges that present themselves as puzzles, quiz or reasoning. In general, an Escape Room is a game that involves escaping from a room in which situation was simulated in which the students are the inhabitants of a building located in Milan. Each of them has its own identity, its physical appearance, its own history and lives a series of adventures in this building. In the specific case, through the use of software (Learningapps and Genially) a the apartment buildings finds himself locked in the garbage rooms and has to find out who is the perpetrator of the crime to get out. But a tragedy occurs: the doorman of the building has been brutally murdered! One of and what are the elements to discover: find the perpetrator, the place, the date, the mobile phone and the murder weapon. For all this, you will have to rummage ... in the trash! A short introductory video explains how to manage to find the clues to solve the riddle room, the author proposes here a series of activities for her students to work with different language skills. The supports are both written and audiovisual. From a simple structure based on the five types of containers present in the waste The Learning Apps exercises come with some puzzles: crosswords, image association, hangman game". (glass, organic waste, electronic waste...). The teacher also took care to match the theme of each puzzle to the type of container it is still a Learning Apps activity, used in an original way to synthesize all the words found. The five required elements must be written correctly (accents included!) to access the final code and to finally exit the room. At the end of the investigation, a digital bulletin board will summarize the clues found: school. The students work in groups, in an engaging way on the various components of the discipline, sharing the results of the solved quizzes and participating in a cooperative way in learning. The pupils who carry out the activity belong to a second class of lower secondary 12

  14. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 EXECUTION TIMES It will take 40 minutes in total, necessary for: • view the videos contained in the presentation; • solve the quiz; • confront each other to solve problems MATERIALS • electronic devices; EDUCATIONAL AND EDUCATIONAL OBJECTIVES • develop problem solving skills. To progress, the search for simple information is not envisaged, but it is necessary to find the right answers to non-trivial, challenging problems. • develops logic, rigor, attention to detail and, in general, lateral thinking. Each player contributes his own cognitive resources and not just his disciplinary knowledge. • develop the ability to communicate, share, identify and solve problems. • develops the ability to work in groups and compare notes with peers; • develop digital skills SOCIAL OBJECTIVES − KNOWING HOW TO WORK IN GROUPS: the Escape Room takes place in groups for which the social skills of Cooperative Learning, team building, collaboration and group spirit are developed. − DEVELOP INDIVIDUAL CREATIVITY: you add skills enhanced by a healthy competition that benefits everyone's creativity − KNOW HOW TO COMPARE: The answer to each question must be unique, therefore the group must negotiate and evaluate between different options. − INCLUSIVENESS: The activity is highly inclusive for the theory of multiple intelligences: since it is not just about mathematical logic but also about intuition, spatiality and attention to detail, everyone can offer a different approach to overcoming challenges. RESOURCES − https://view.genial.ly/5a54b7377224be0ecc270d21 13

  15. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 LESSON PLAN 5 JOB WEBSITE TO FIND OUT YOUR PERSONALITY OBJECTIVES CLASS: 3°C DATE: 20 OCTOBER 2022 TOPIC:Job website to find out your personality objectives: • Find out your personality to choose the right job AT THE END OF THE LESSON THE STUDENTS WILL BE ABLE TO KNOW WHAT KIND OF PERSON THEY ARE MATERIALS: their test books, sheets to write the test results and impressions DESCRIPTION OF THE ACTIVITY: The teacher starts explaining them that it’s very important to know what kind o person they are and to help them she suggests to read carefully and answer a questionnaire She starts a warm up activity by asking them simple questions • Are you a more creative or practical person? • What are your skills? After doing the test she divided the class into three groups according to the test results profiles in order to step into the next and final evaluation phases of the proposed lessons What would you like to be/ become in your Future A career website for teenagers Some teenagers know exactly what they’re going to do when they finish school –they’re the lucky ones – but for most teens it’s a very difficult decision. There are hundreds of different jobs. How can you choose the job which is right for you? Well, why not start with yourself? What do you like doing? What are you good at? Try our job quiz and find out! JOB QUIZ What’s my job? 14

  16. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 - YOUR STRENGTHS (Cross the answers which are correct for yourself) 1) Strengths are things that you are good at. A) I am good with numbers. B) I am good with my hands. C) I have a lot of new ideas. 2) My best subjects at school are... A) Maths and Science. B) Languages and Sport. C) Art and design. - YOUR ABILITIES 3) Abilities are things that you can do well. A) I can solve difficult maths problems. B) I can repair things at home. C) I can create new things, for example, design and make birthday cards. 4) I would like to... A) learn how to program a computer B) learn how to cook C) learn how to play a musical instrument. 15

  17. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 - YOUR INTERESTS 5) In my free time I like... A) doing puzzles and crosswords. B) making models and repairing things. C) drawing and designing new things. 6) I enjoy... A) reading. B) playing computer games. C) listening to music. CHECK YOUR SCORE: - Did you cross more A, B or C answers? More AsYou are analytical. You like solving complex problems. An engineer or a software analyst would be good jobs for you. More BsYou are practical. You learn from practical experience. So, what are you going to do? Well, a builder or a chef would be good jobs for you. More CsYou are creative. People are going to want you for your new and different ideas. An artist or a journalist would be good jobs for you. 16

  18. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 RESULTS CLASS 3 C Lower Secondary School 1. Federica Antoci: (Results: BBCCCC) She’s quite a creative person. 2. Anna Arezzi: (Results: CCCCCC) She’screative person. 3. Giulio Emiliano Callari Ottaviano: (Results:AAACAC) He’s quite an analytical person. 4. Sofia Cappuzzello: (Results: AACCCC) She’s quite a creative person. 5. Amedeo Carbonaro: (Results: CBBABB) He’s quite a practical person. 6. Tommaso Cascone Schembari Rosa:(Results:CBACBC) He’s quite a creative person. 7. Cristiano Dierna: (Results: BCCCAB) He’s quite a creative person. 8. Giuseppe Duri: (Results: AAABAB) He’s quite an analytical person. 9. Davide Fontana: (Results: BBBCBC) He’s quite apractical person. 10. Rachele Frazzetta: (Results: ABAAAC) She’s quite ananalytical person. 11. Alessia Giannì: (Results: CCCACC) She’s quite a creative person. 12. Maria Giummarra: (Results: BACCBC) She’s quite a creative person. 13. Marta Giummarra: (Results: CCBCBBC) She’s quite a creative person. 14. Mattia Guarnaccia: (Results: CBCCAC) He’s quite a creative person. 15. Silvia Guastella: (Results: CBCCCA) She’s quite a creative person. 16. Enrico Guccione: (Results: AAAACC) He’s quite ananalytical person. 17. Giulio Francesco Lacarrubba:(Results: ABACAC) He’s quite an analytical person. 18. Miriam Lo Monaco: (Results: BBCCAC) She’s quite a creative person. 19. Clerissa Loka: (Results: BCCBCC) She’s quite a creative person. 20. Ivan Attilio Marrone: (Results: CBBCAC): He’s quite a creative person. 21. Flavio Massari: (Results: BBBABB): He’s quite apractical person. 22. Annarita Schembari: (Results: BCCCCA) She’s quite a creative person. 23. Daniele Vicari: (Results: AACABB) He’s quite an analytical person. 17

  19. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 • CREATIVES PEOPLE: 14/23 = 61% • PRACTICALS PEOPLE: 3/23 = 13% • ANALYTICALS PEOPLE: 6/23 = 26% 18

  20. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 02. LATVIA LESSON PLAN 1 - FUTURE CAREER GUIDANCE – GuideEU Primary & Secondary FORUM THEATRE LESSONOUTCOME: Unit/Topic: Forum Theatre Date: October, 3, 2022 Key Learning Area: English Language Year: Grade 12 A double lesson (Key Knowledge and Skills students should achieve in the lesson taken from relevant curriculum documents.) • Career choice • Acting out skills • Appropriate phrases and vocabulary LESSONSTRUCTURE: Time Introduction (Set): 10 min Time Main Content: 15 min Teaching Approaches -Warm up -Aims of the lesson/Prognosing results -Questions about future career Teaching Approaches Forum theatre (theory) Structure Grammar rules Appropriate phrases and vocabulary Teacher’s explanation of the Forum Theatre - Videos from Erasmus visit to Romania 2022 September - Internet resources - tips to make a good acting-out presentation -Studying of an example of a forum theatre presentation 19

  21. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 15 min Brainstorming Discussions Making an acting-out presentation Group work Time 35 min Conclusion: Presenting the group work Presenting the acting out The students make up groups and think about the topic of the role-play, the roles and the context. 1. The group of students show the role-play to other students who during the first time only watch it. 2. Then the student who feels that he/she can substitute one of the actors in order to change the outcome of the situation, claps his/her hands and does the substitution. Considering good/weak points Teaching Approaches RESOURCES (Include equipment required for class and/or for teacher preparation) - Videos from Erasmus visit to Romania 2022 September - Internet resources - Desks for group work ASSESSMENT - Self evaluation 10 min - Group evaluation (apple pie) -Teacher’s evaluation REFLECTION -What we have studied at the lesson 5 min -Where we will apply this knowledge (links with real life) 20

  22. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 LESSON PLAN 2 INTEGRATION OF CAREER EDUCATION IN THE IMPROVED LEARNING CONTENT - SPORTS LESSON School - Riga 34th secondary school Class 10th grade Lesson duration and realization: 40 min. X 2 Lesson topic, basic concepts: Physical health: − type of movement – walking, − heart rate indicators, pedometer, − self-exploration, emotional self-regulation − in choosing and creating a lifestyle, − reflection. Achievable result: • Ability to analyze physical load, • strengthening healthy lifestyle habits, • learning exercise (walking) as a form of emotional self-regulation • self-exploration: the ability to choose and use the most suitable emotional control and regulation options during physical activities. • Development of skills to research, evaluate and reflect on one's lifestyle and physical activities Preparation: Study subject - sport - assessment of standards and program, comparison. Preparation for the realisation of the lesson – substantive, technically professional, methodical – Reflection: in discussing the collected student results and make conclusions Teaching Aids and Resources -the learning material to be used: the theoretical material on the characteristics of health was taken from the textbook and the Internet. A worksheet with a description of the work progress was used for the practical work (in the attachment.) Education standard "Sports and health" (School 2030) Methods: Self-study, situation analysis, discussion. Feedback: Personal letters from students are received with the completed worksheet in the learning journal. Formative assessment "tested" or "not tested" takes place for the performed task. 21

  23. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 At the end – at the second lesson - the results are collected and the conclusions are discussed. The Course of the lesson Pupils for the first time - during the lesson - - search for information on the Internet about the role of physical movement in a person's health, - compare it with the information in the textbook and - receive a worksheet with instructions + individually by e-mail, which must be completed at home within one week. Worksheet. 1. Install the pedometer on your mobile device. 2. Type of movement – walking. Cover a distance of 1000m THREE TIMES A WEEK! 3. Measure the heart rate (pulse) twice: before performing the task (SR – 1) and after performing the task (SR – 2). 4. Make an entry in the table also three times a week. 5. The execution time and the number of steps is also recorded in the table. 6. Calculate the speed according to the formula: V= S /T (Speed = Distance length/Execution time.) And also put the indicators into the table. No. Date Heart rate Distance length Lead time Number of steps Heart rate V = (beats per minute) (beats per minute) speed (min/sec) (SR – 1) (meters) (SR – 2) 1. 2. 3. 7. Task: - by collecting data in a table and evaluating your physical, psychological, emotional states during and after physical activities, write a personal conclusion about the interaction between a person's physical and psychological states, about the creation of an individual lifestyle and send this work to the teacher by ... (the specific date). A week after receiving all the students' works (table + conclusions) during the lesson, the last stage - reflection takes place: 22

  24. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 - discussion of the results and gathering of students' opinions with conclusions about the interaction between the physical and psychological states of a person, - about the creation of an individual lifestyle. The teacher summarizes the results and posts the grades. The end! LESSON SKETCH 3 A CULTURE OF SPEECH Goal: development of correct speech. 1 stage: •Breathing exercises (palms, pump, cat). 2 stage: •Articulation exercises (soundless, with voice). 3 stage: •Diction exercises. Tongue twisters. •Пта- пто- пту-пты •Шта- што- шту- шты •На дворе трава, на траве дрова. 23

  25. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 LESSON PLAN - CAREER EDUCATION FOR 12TH GRADE PERSONALITY STRUCTURE, PSYCHOLOGICAL ROLES OF A PERSON SCHOOL YEAR 2021 – 2022 A teacher, career consultant GROUP: 12th grade ACTIVITIES INCLUDED IN THE PROGRAM: • Career.self-knowledge, self-esteem • Positive, constructive communication. TARGET: Using the personality structure, conducingt self-analysis of students, showing the influence of psychological roles on the behaviour and forms of human communication. OPERATIONAL OBJECTIVES: • To define the terms: PERSON? Structure? Ego? Superego? ID (Libido) Consciousness? Psychological roles? Getting acquainted with the theory of S. Freud about the personality structure • List your personal qualities that help business communication • List your personal qualities that may hinder business communication 24

  26. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 GENERAL SKILLS: • Students' knowledge and self-knowledge • Adapting students to the social environment and various professional environments METHODS AND PROCEDURES USED: heuristic conversation, explanation, exercise, analitic self-knowledge MEANS OF EVALUATION: worksheets FORMS OF ORGANISATION OF THE ACTIVITY: frontal, individual TEACHING MEDIA: worksheets, felt-tip pens. Time length: 60 min Activity moments The teacher's activity Student activity Methods; procedures Type of organization Actualization communication • In the future life, business and personal communication with different people awaits you ... List 5-7 personal qualities of people with whom you are pleased and would like to cooperate... • Name 5 -7 - personal qualities of people that are unpleasant for you and with whom you try to avoid personal communication. • Mark the positive and negative features that are characteristic PERSONALLY in your lists with a special colour. • In the process of work, the teacher monitors the work of the class and of life situations and On the worksheets, the student writes the character traits necessary for successful cooperation. heuristic conversation, discussion frontal, individual 1.Ice breakers On the worksheets, the student writes character traits that hinder successful cooperation. The students highlight and underline their features in the lists on the worksheets of YOU 25

  27. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 observes the pace and volume of the work. 2. Announcing the theme and objectives 2. Teacher explains the life situation for students: Students listen and write down the topic of the lesson Explanation frontal You are in your teens when self-fulfillment and material independence are a priority. When planning your life and future career, it is important to understand what plays an important role in your profession and personal life - communication. What influences the success of our communication? The psychological roles of a person. topic is: Personality structure, Target: Using the personality structure, conduct your self-analysis. showing the influence of psychological roles on the behaviour of human communication. 3. Carrying out activity I 3. Brainstorming proposed: What is a ... personality? Structure? Ego? Consciousness? Psychological roles? Students respond Brainstorming frontal Students identify the expressions, the words requested 4. Carrying out activity II 4. Teacher explains and draw Students draw and write down the personality structure worksheets. frontal, individual on their Personality structure (* Sigmund Freud) (Theory + examples) Explanation Students identify the expressions, the words requested. Students perform the task. 26

  28. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 Subconscious: emotions, desires, passions ... "I want!" - "CHILD" Public consciousness: upbringing, duties, traditions, it is accepted ... “should! necessary!" - "PARENT" Personality (Ego) constant choice of situations between "need" and "want" - "ADULT" 5. Carrying out activity III 5. Task for students: Students prepare answers and respond Exercise Individual, Name situations in which YOU acted in different psychological roles! discussion frontal 6. Task for students: On their worksheets, students draw the structure of THEIR personality, indicating the colour and volume of each part . Students analyse personality structure and make conclusions about themselves individual 6. Carrying out activity IV Draw your personality structure using worksheets and coloured markers, defining the volume and colour of each psychological role. Exercise Students perform the task. 7. Carrying out activity V 7. Conclusions - Students are challenged to discuss what this new activity has brought, what they have learned and how it will help them in the future Students analyse lesson subject, the new activity and make conclusions, perform worksheet tasks Individual, discussion frontal Conclusions 27

  29. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 STUDENTS' worksheets Personal qualities that help communication: Personal qualities that hinder communication: 1. _________________________________________ 2. _________________________________________ 3. _________________________________________ 4. _________________________________________ 5. _________________________________________ 6. _________________________________________ 7. _________________________________________ 8. _________________________________________ 9. _________________________________________ 1. _________________________________________ 2. _________________________________________ 3. _________________________________________ 4. _________________________________________ 5. _________________________________________ 6. _________________________________________ 7. _________________________________________ 8. _________________________________________ 9. _________________________________________ My Personality structure • Personality structure (* Sigmund Freud Theory) 28

  30. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 03. ROMANIA Activity I - INTRODUCTION TO SCHOOL AND PROFESSIONAL GUIDANCE. IMPORTANT FACTORS IN CHOOSING A CAREER Part I Introduction: Students are offered an ice-breaking exercise, "Time Bank", to introduce the idea of efficient use of time and setting priorities Imagine that you are in the following situation: Through fortunate circumstances, you won the right for a bank to pay you $ 86,400 in your account each morning. To benefit from the full amount, you must follow 3 rules: - what you did not spend in one day is not added to the next day, but is lost; - the bank can withdraw at any time, without any notice. What would you do with that money? Think well.... This bank is TIME ... every morning you get 86400 seconds that you can't put aside, because once the day is over they are definitely lost ... That's why you try to use them as well as possible, making the life of those around you and your life as beautiful as possible. Strive to make every second count, because otherwise it will be lost ... Announcing the topic: The teacher announces the students that they will do together a series of school and career guidance activities that aim to identify career options and make decisions in this regard. Carrying out the activity: - Drawing on the students' experience, the counselor clarifies some terms often used in the career guidance process: career, profession, trade, occupation - The counselor discusses with the students the options they have professionally at the moment - they answer the question: ”What can I do? (professionally)” - without graduating high school? - with a high school diploma - without a baccalaureate degree / with a baccalaureate degree? Students conclude that the chances of having a well-paid and rewarding job increase the higher the level of education. Open discussion: the need for information from reliable sources (official sites, representatives of institutions, trusted persons) on the labor market, qualification courses, post-secondary education, university, etc. 29

  31. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 - The counselor asks things to consider when considering a career choice: ✓ students give examples from personal experience ✓ it is concluded that there are internal influences and external influences - The counselor proposes a random discussion of the factors that influence career choices in general: skills, values, professional interests, personality traits, family, school, labor market, group of friends, family traditions, etc. Exercise: a student pulls a factor out of an envelope, decides whether it is internal or external, and explains how it can influence him or her in choosing an occupation; classmates add other ideas if they have a different opinion. - The conclusion drawn by the counselor together with the students: it is important to take into account external influences, to take into account all the information that can help us in the career decision process because there are aspects that cannot be ignored; also very important is the self-knowledge and deep analysis from a personal point of view in order to identify a job that is suitable and adapted to our characteristics. Part II - The students are read the therapeutic story The Treasure of Knowledge to reinforce the idea that when you are aware of your own abilities you are valuable and sought after for the field in which you excel; For this to be possible, it is important to identify which profession / trade really fits your own characteristics. A farmer's tractor was no longer moving. All attempts by the farmer and his friends to repair it had failed. Eventually, the farmer called a specialist. The man examined the tractor, opened the hood, and looked intently at everything. Eventually, he took a hammer. With a single blow to a certain part of the engine, he made it run again. The engine hummed as if it had never been faulty. But when the farmer saw the expert's bill, he became very angry. "How, you want 100 euros, when everything you did was a hammer blow?" "Dear friend," replied the man, "for the blow with the hammer I calculated only one euro." But I have to ask for 99 euros because I knew where to hit." - The counselor proposes to the students a homework topic: personal analysis from the perspective of the three internal factors that major influence the career choices: interests, skills and values. - Students are challenged to answer the following questions: 1. What do I like to do? 2. What am I good at, what do I do well? 3. What is important to me, what makes me feel happy? Bonus question: What do others say about my features? (others can sometimes be our mirror). 30

  32. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 Activity 2 - SELF-KNOWLEDGE: SKILLS, INTERESTS, VALUES Students present their own characteristics identified by answering the 4 questions. Classmates applaud those who present for their courage to open up to others and for a sincere analysis of themselves. Students are reminded of the 3 important internal factors in career choices: interests, skills, values. Students are given lists of skills and values. They have the task to identify 3-4 personal skills/ values and to think about occupations that require those skills and satisfy the chosen values. Skills, abilities, abilities, personal qualities adaptable attention to detail competitive spirit creator with initiative imaginative leadership / consumer qualities qualities of negotiator / mediator Skills, abilities, abilities, personal qualities computer skills good advisor / guide with love for children good cartoonist skills to teach others sense of observation Values variety helping others independence collegiality accomplishment membership good performer security good controller / inspector power and authority balance between the roles held (in the family, profession, society) care for people good interpreter calculation skills / accounting records ability to make the right decisions quickly good manual dexterity aesthetic feeling care for animal creativity good organizer / planner stability calm and patient persevering with a positive / optimistic / confident tone trusted person with qualities to sell good public speaker technical skills manual skills strong sensations, risk material profit adventure spirit social statute economical / thoughtful good hearing good visual acuity adventure spirit good self-control personal development competition influence on others altruism variety - The Holland Professional Interest Questionnaire is applied to students. Then the score is calculated and the students are explained that depending on the preference to work with objects or people, with fixed data or ideas, there are 6 categories of professional interests; realistic, investigative, artistic, social, entrepreneurial and conventional. Students receive explanations about professional preferences and ideas for professions/ trades corresponding to the dominant interests. 31

  33. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 WORKSHEET THE HEXAGON OF INTERESTS Final discussion about the importance of knowing one's skills, interests and values because choosing a career must be a conscious process in which we take into account so many circumstances, but especially what we like to do, our skills and what offers us satisfaction and well-being. Ending of the activity: students are invited to answer the question (usually addressed to children) What do you want to be / become when you grow up? 32

  34. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 Activity 3 - CAREER PLAN Students are given an imagination exercise: They are invited to write on a note the answer to the question: What is the ideal profession for you? Where do you see yourself working in the future and being happy? Afterwards, the tickets are collected and randomly distributed. Students are challenged to imagine that someone is forcing them to do work specific to that occupation without being able to refuse. They ask: How would you feel if someone forced you to have a certain job? How would you feel about not liking your job? What arguments do you have for the person who imposes that job on you? How can you avoid such a situation? It is concluded that it is important to know what we want in order not to end up in a situation of having a job that does not suit us and does not bring us personal and professional satisfaction. Students are asked to write a career plan to identify where they want to get, what their strengths are, what could prevent them from achieving their goal along the way, what skills they could work on and what goals they set for themselves. Students present their career plan. 33

  35. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 Students who want to present their career plan are praised for their determination and courage, and those who are undecided are encouraged to continue to look for what suits them professionally. It is concluded that it is important to be determined, to know both your strengths and weaknesses, to experience various tasks, to get involved in many activities to get to know each other better and to make a suitable choice for yourself in the future. Students are asked to watch and discuss Steve Jobs' motivational speech at Stanford University (2005) in order to know the prospect of a successful person. The speech is stopped at various stages and the students are challenged to say how they could use the ideas presented. Final Discussions: Students are encouraged to be courageous and confident in their own strength, to dare to dream and to fight for what they want. Students are also informed about other activities on the topic of career guidance that take place in school and to which they can participate. Other activities carried out on the topic of career guidance (depending on the identified needs and requests of students and teachers):  Individual or small group counseling activities for students interested in getting to know each other better  Documentation activities: access to official websites of post-secondary schools / universities, available jobs, external qualification courses  Job preparation activities: preparation of specific documents (CV, letter of intent), interview preparation  Doing cognitive aptitude tests (individual) to reconcile personal characteristics with the requirements of various trades / professions  Information activities with the representatives of some institutions (universities, post- secondary schools, etc.) in order to present their schooling offer  Information activities with the representatives of the County Employment Agency in order to present the situation locally (available jobs, free qualification courses, conditions for obtaining unemployment benefits)  Information visits to various companies Meetings with resource persons from various fields (in order to share their own experience). 34

  36. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 ACTIVITY 0. INTRODUCTORY MEETING Coordinators:Ionescu Daniela, Coşoveanu Francesca, Stăncescu Mihaela Date/ venue: 24.09.2020, the school’s park Participants: 19 students from classes IXth E, XIth B, XI-th A, XII-th C, XII-th D Description of the activity : The main purpose of this introductory activity was to form the group of participating students. This meeting was attended by both upper class students, many of them beneficiaries of international mobility in the past school years, and 9th grade students who decided to get involved in the ERASMUS+ projects running in their high school. The coordinating teachers proposed two ice-breaking games so that students from different classes could get to know each other better. First, they were asked to introduce themselves, giving their name and a passion, so that the next pupil could repeat the information provided by the classmates who had introduced themselves before them. The next task was for each pupil to talk about themselves by making two statements, one true and one false, with their peers guessing which was the latter. The activity was a pretext to link conversations and learn about each other. After the introductory part, the teachers spoke to the students about the four projects running this school year, highlighting the key elements of the projects carried out last school year. Students were given details about the projects (aim, objectives, partner schools, their future tasks as beneficiaries of this programme). The information provided by the teachers was brought to life by the impressions of older pupils, beneficiaries of international mobility, who told the group about their training experiences. In the next part, students worked in groups and were encouraged to work together to complete the tasks and then reflect on the learning from the activity. The activities carried out during the introductory meeting are part of the calendar of events dedicated to the celebration of the European Day of Foreign Languages, as a gesture of appreciation to all the schools that have been partners in Erasmus+ projects over the years. Before the end of the session, the teachers reminded the participants of the existence of communication and project promotion groups, both on the social network Facebook 35

  37. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 and on whatsapp, which serve as a communication link between students and teachers on the topic of European funded projects. The impact on the students –The students found this first introductory session particularly useful, as they were provided with additional information about the European funded projects that are running in our high school this school year. They received details about the themes and objectives of the projects, partner schools, etc. They also had the opportunity to interact with the other members of the target group, which was an opportunity for the group of students to bond. Dissemination in the local press: https://www.gazetadambovitei.ro/educatie/liceul-voievodul-mircea-continua- traditia-proiectelor-europene/ ACTIVITY 1. CAREER COUNSELLING AND GUIDANCE Coordinating teachers: MATEI Raluca, STǍNCESCU Mihaela Date/ venue: 22.09.2021, the classroom Participants: 24 students from class IX C, Social Sciences profile, Chief Police Officer, BUCUROIU Victor, from the County Police Inspectorate, Dâmbovița - Crime Analysis and Prevention Department Description of the activity: The activity, carried out together with the students of the 9th C class, Social Sciences, was intended to be an informative-preventive session, but also a counselling session in view of their future career choice. Thus, the students had the opportunity to get acquainted with police work and to discover some of the secrets of police life in the Crime Prevention Section. They were able to ask questions to our guest, Mr Bucuroiu, Senior Chief Constable of Police, who gave some recommendations for the students' safety in their daily life and on social media. After the theoretical presentation, which involved the presentation of the duties of police officers in the various departments, the students were involved in practical games on the prevention of juvenile delinquency and victimization of minors. In turn, some of the participating students offered to get involved in the role-playing games, bringing suggestions for correcting the situations exposed. At the end, the participants concluded that the job of police officer involves high responsibilities and continuous training, but that it can be a rewarding profession in support of citizens. At the same time, they said they were more informed and 36

  38. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 knowledgeable about the characteristics of school violence, the dangers of internet use and the prevention of human trafficking. Impact on the participants –The feedback from the students following this activity to familiarise themselves with the profession of police officer was positive, with all participating students expressing an interest in the topic. At the same time, the students expressed their wish to participate in similar sessions, and suggested inviting professionals from various fields of activity. In addition, the students expressed their intention to participate in job shadowing activities in the department where our guest works and responded enthusiastically to the invitation of Mr. Bucuroiu to make an educational visit to Caragiale Penitentiary. Photos taken during the activity: 37

  39. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 ACTIVITY 2. EUROPEAN DAY OF LANGUAGES- HOW CAN FOREIGN LANGUAGES HELP ME IN MY FUTURE CAREER? Coordinating teachers: THE FOREIGN LANGUAGES DEPARTMENT Date/ venue: 27.09.2021, the Festivity Room Participants: students from classes IX-a B, a IX-a C, a X-a F, a XII-a D Description of the activity: The European Day of Foreign Languages is an annual event celebrated worldwide and is already a renowned tradition in the foreign languages department of Voievodul Mircea High School. This year, new high school students as well as senior students participated in an interactive information session on the theme: How can foreign languages help me in my future career? The activity involved a brainstorming and discussion phase, followed by a cultural information session and a multilingual artistic moment. Thus, the trigger for the meeting was the question 'Is it useful for me to speak a foreign language?' One by one, pupils contributed to the discussion by noting the benefits they could gain from knowing a foreign language. Getting a job and career advancement were top of the list of reasons given. The teachers highlighted a number of statistics from around the world focusing on the chances of language learners getting a better-paid job and the popularity of foreign languages worldwide. Next, the students used PowerPoint presentations to share their curiosities about European languages with their classmates. Their presentations were marked by cultural elements and stereotypes attached to different peoples, and at the end, the audience's attention was tested by a few follow-up questions. The activity ended with a much appreciated multilingual artistic moment performed by a 12th grade student who performed songs in several languages. The impact on the participants: Participating pupils gave positive feedback on the activity dedicated to the celebration of European languages and expressed their interest in future similar activities. Asked to reflect on one thing that struck them during the activity, they mentioned the artistic moment, but also the awareness of the importance that language learning can have in our professional and personal lives. 38

  40. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 Pictures taken during the activity: ACTIVITY 3. WHERE DO I GO AFTER GRADUATION? PROFESSION AND CAREER Coordinating teachers: prof. Coșoveanu Francesca, prof. Nae Laura Date/ venue: 11th March 2022 / the classroom Participants: studnets of XIIth E Description of the activity: Mrs. Francesca Coșoveanu presents to the students of class X - a B information about the European ERASMUS+ project "Future Career Guidance - guidEU". The teacher presents to the students the material "What do we do after graduation?" in the form of a PowerPoint presentation The teachers propose to the students a debate about career, what career they want to have, what educational preparation such a career requires, the possibilities to achieve the desired career. The teachers divide the pupils into four groups, each group having a task to work on. Thus, Group 1 - Ways of exploring job opportunities, Group 2 and Group 3 - Methods of self-presentation, Group 4 - Steps needed in making a decision. Students write down new information using the Google Jamboard app. 39

  41. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 in a Google Forms. Impact on the students– Annexes: The evaluation of the activity is carried out by observing the activity and behaviour of the students involved. Evaluation is also carried out through a series of Q & A questions and the opinions and conclusions formed by the students. Students also provided feedback by completing an online questionnaire via Google Forms. The students were delighted with the activity and actively participated, and at the end wanted to extend the time allocated to the activity. During the activity students: • identified some possible jobs; • identified their own wishes for a future career; • they became aware of the possibilities of achieving their desired career; • developed their self-confidence; • developed their communication and interpersonal skills; • they got to know the local, national and international labour market situation. Students' answers to the feedback sheet (Google Forms): At the end of the activity students give feedback by writing down their own opinions 40

  42. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 41

  43. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 Pictures taken during the activity 42

  44. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 GROUP COUNCILING PROGRAM FOR 12TH GRADE "MY CAREER" SCHOOL YEAR 2021 – 2022 COUNCELLOR PSYCHOLOGIST: Raluca MATEI TARGET GROUP: 12th grade ACTIVITIES INCLUDED IN THE PROGRAM: • Career. Profession. Occupation. Factors influencing career choice • Assessing personal factors in choosing a career. Career plan GENERAL SKILLS: • Students' knowledge and self-knowledge • Adapting students to the school environment and various professional environments SPECIFIC SKILLS: • Awareness of the importance of various factors in choosing a career: skills, values, interests • Training / developing the ability to build an effective personal career plan OPERATIONAL OBJECTIVES: • To define the terms career, profession, trade, occupation • List the relevant factors in choosing a career • Explain the influence of factors in choosing and building a career • Carry out the career plan in relation to their own characteristics METHODS AND PROCEDURES USED: heuristic conversation, explanation, exercise, problem solving MEANS OF EVALUATION: worksheets FORMS OF ORGANIZATION OF THE ACTIVITY: frontal, individual, in groups TEACHING MEDIA: worksheets, flipchart sheets Time length: 100 min. 44

  45. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 CARRYING OUT THE ACTIVITY (ACTIVITY I) Methods; procedures Explanation The game Explanation Brainstorming Exercise Type of organization Frontal Individual Frontal Frontal Group work Group work Frontal Activity moments The teacher's activity Student activity 1. Breaking the ice 2. Announcing the theme and objectives 3. Carrying out the activity The following exercise is proposed to the students: "time bank". The rules of the game are explained. It is concluded that this bank is the time that will withdraw our money daily if it is not spent profitably. The time must be used so that you get all the things you want. So every day in your life counts and you can use it usefully. You are in your teens when self-fulfillment and material independence are a priority. It is helpful to think about your future career as a source of fulfillment in all areas of your personal life. The topic is: my career: Factors influencing career choice. Brainstorming proposed: What is a career? When I think of a career, I think of ........ - Based on them, the career is defined; certain terms are clarified. - What influences us when we choose a profession? - It is concluded that the factors are external or internal - Students are offered a random analysis of the factors involved in choosing a career. Each student extracts a factor, puts it in a category, and says how they think it will influence them. - A scheme is drawn on the blackboard to illustrate the interdependence of the factors and the categories to which they belong - Task: identify the positive and negative influences of the following factors: (student-family relationship circle, group of friends, school and media) Students have the task of imagining what they can spend 86.400 euros on every day, following certain rules. Analyze the time used daily Students identify the expressions, the words requested Students respond Students solve the task. Students argue on the influence of that factor in choosing your future career. Students analyze each category of factors Students analyze influences, solve worksheet tasks Students conclude that the choice of career must be made primarily on the basis of personal characteristics 45

  46. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 - It is concluded that it is useful to capitalize on the positive influences of these factors and to be aware of the effect of the negative ones. Students are asked to say what the perfect job would be for them and why - CARRYING OUT THE ACTIVITY (ACTIVITY II) Methods; procedures Type of organization Activity moments The teacher's activity Student activity 1. Breaking the ice 2. Announcing the theme objectives 3. Carrying out the activity An exercise is proposed: "the clover of success" The rules are explained Some files are analyzed It is concluded that the questions concerned: our interests, skills, values - these are personal factors in choosing a career The topic is: Personal factors in choosing a career. My career plan Students are asked to identify personal values Students are grouped and asked to identify professional environments that correspond to given values Students' opinions are analyzed The importance of choosing a career that corresponds to personal values is discussed with the students In order to identify the requirements of a profession / trade, it is useful to identify our skills, abilities and to make a correspondence between the level at which we have developed these requirements and the level required by the respective profession. The "skills" sheet is distributed to students. Each skill is analyzed with them. Students are given the task of choosing from the list of skills those relevant to certain professions / trades - The Holland questionnaire is applied Draw a four-leaf clover on the board and answer the following questions: what activities / tasks I like to do; what I know how to do; my model in life; a tip for the clover owner Students identify the importance of values and their correspondence with various work environments Students work in groups and identify the set of skills required for a particular profession / trade Students work individually to complete the questionnaire Exercise Explanation Exercise Exercise Individual Group work Frontal Group work and 46

  47. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 - A frontal interpretation of the results of the questionnaire is performed By analyzing our own skills, values, positive family influences, labor market information, I become able to build my own career path responsibly. - Students complete the career plan - Conclusions - Students are challenged to discuss what this new activity has brought, what they have learned and how it will help them in the future. Students work in groups and identify the set of skills required for a particular profession / trade Students solve the task. Conversation Individual APPENDIX 1 47

  48. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 APPENDIX 2 - Factors involved in choosing a career: POSITIVE / NEGATIVE INFLUENCES FACTOR Grade______ + - Familly School Group of friends Mass media/labour market 48

  49. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 APPENDIX 3 PROFESSIONAL ENVIRONMENTS (PROFESSIONS) THAT CORRESPOND TO VALUES THESE VALUES PROFESSIONAL ADVANCEMENT INDEPENDENCE COLLEGIALITY FINANCIAL POWER SAFETY COMMUNICATION SOCIAL PRESTIGE 49

  50. GOOD PRACTICE GUIDEBOOK - TÂRGOVIȘTE, ROMANIA 2023 APPENDIX 4 Professional environments that correspond to these values Skills, abilities, abilities, personal qualities adaptable attention to detail competitive spirit VALUES Variety Helping others Independence Collegiality Fulfillment membership Security Power and authority Balance between the roles held (in family, profession, society) Creativity Stability creator with initiative imaginative leadership / consumer qualities qualities of negotiator / mediator care for people care for animal good organizer / planner Strong sensations, risk Material profit Social statute calm and patient persevering with a positive / optimistic / confident tone trusted person with qualities to sell good public speaker technical skills Personal Development Competition Influence on others manual skills 50

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