Lesson Plan - February - April 2021

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Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat In the long run, this leader incorporated in the focuses on creating strong teams that can communicate P well and embrace each other's 9 unique skillsets in order to get work done. A manager with this leadership style might help employees improve on their strengths by giving them new tasks to try, offering them guidance, or meeting to discuss constructive feedback. They might also encourage one or more team members to expand on their strengths by learning new skills from other teammates. 8. Bureaucratic Leadership Rarely Effective Bureaucratic leaders go by the books. This style of leadership might listen and consider the input of employees -- unlike autocratic leadership -- but the leader tends to reject an employee's input if it conflicts with company policy or past practices. You may run into a bureaucratic leader at a larger, older, or traditional company. September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI)

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Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat At these companies, when a incorporated in the colleague or employee proposes a strong strategy that seems new or non- traditional, bureaucratic leaders may reject it. Their resistance might be because the company has already been successful with current processes and trying something new could waste time or resources if it doesn't work. Employees under this leadership style might not feel as controlled as they would under autocratic leadership, but there is still a lack of freedom in how much people are able to do in their roles. This can quickly shut down innovation, and is definitely not encouraged for companies who are chasing ambitious goals and quick growth. b) Students will be able The Character of Leadership Discussion identify the characteristics of The following questions should Presentation a good leader help us to focus on the character of leadership. September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) P 9

F-VTDI-ACAD-SLPT-1.1 s Steps (things to do) Learning Instructional tegies to be Styles (visual, Media (teaching e lesson) auditory, aids and kinesthetic etc.) technology) Students will be asked to: Visual Computer Microsoft ➢ Students will watch a video on the Auditory Document Character of Leadership Page 63 of 94

Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat 1) What should be the incorporated in the characteristics of a true leader? 2) What characteristics should we seek to develop in a leader or a potential leader? 3) What should people say about me as a leader? 4) What would I like to see in me as a leader? 5) What would I like to see developed in me? 6) What should a workplace I work with expect and hopefully see developed in my character as I work in a leadership position? What are some of the Characteristics of a Leader Purpose Oriented Characteristics Visionary - A leader must be a visionary person. He/she must be able to visualize the need and the accomplishment of the goal and then be able to articulate those dreams or visions to his/her followers and see to it that they become a reality. September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) P 9

F-VTDI-ACAD-SLPT-1.1 s Steps (things to do) Learning Instructional tegies to be Styles (visual, Media (teaching e lesson) ➢ Students will attempt to answer all six questions. auditory, aids and kinesthetic etc.) technology) Students will be asked to: ➢ Identify one Leader in Society and write about them identifying their style of Leadership, One purpose Oriented Characteristics and One People Oriented Characteristic giving examples for each. Page 64 of 94

Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat Change Agent – Leaders are incorporated in the “change agents” They bring about change in order to fulfill P the visions and purpose of an 9 organization. Responsible - The responsible leader takes life seriously he does not leave responsibilities to someone else when it is clearly his own responsibility. The responsible leader sees the problem and provides a solution; he does not look for “band-aid” solutions to situation Decisive – Another dominant characteristic of real leaders is their decisiveness – they can and do make wise decisions. The leaders, no matter what their positions, are not afraid of conflict. They make hard decisions, unpopular decisions, and costly decisions – and then act on them. Transvisionary – An effective leader not only is visionary, he is transvisionary. That is, he motivates people in such way that the vision is transferred to them and they possess the vision as their own. People September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI)

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Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat tend to be more enthusiastic incorporated in the and motivated if a vision, purpose, ideas, etc. are their P own. 9 People Oriented Characteristics Exemplary – Setting an example for others to follow is critical. A leaders shows the way to go by showing the followers the way he wants them to go. If you want them to reach the top with you, they must follow your good example of mountain climbing – you cannot tell them to “do as I say, not as I do” Sensitive/Discerning - A leader needs to be understanding and sensitive to the people around him - sensitive to their culture, their needs, their feelings, tier wishes, their abilities and weaknesses. He needs to be discerning in looking at their potential and envisioning what they can become. He needs to be sensitive and discerning concerning his own strengths and weaknesses s that he can serve other smore effectively. He must be keenly conscious September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI)

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Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat and alert to the culture and incorporated in the environment in which he leads. P Honest, Credible & 9 Trustworthy - A leader shows his honesty when he shares the credit of success and accomplished work with those who did it under his leadership. Creative – A good leader possesses creativity and originality. He is able to be creative in solving problems, in envisioning what needs to be done and in ways to motivate people. He seeks and creates alternative means, if necessary, to fulfill the purpose and reach the objectives and goals. Serving with Humility Influential Loyalty – is something you give, regardless of what you received in return. In return. In giving loyalty you’ll find that people may become more loyal to your leadership. Out of loyalty will flow other great qualities. September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI)

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Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat Flexible & Versatile incorporated in the True leaders are willing to change their style of leadership to adapt to changing needs. Complimentary, Encourager A leader who reassures people will be much more effective. He is known for statements like. You can handle it. You’ll learn, I don’t have any doubts about that? I know you can catch up, You made he right decision, You made a mistake, but we all do, give it another try, This kind of reassurance encouragers workers and followers Diplomatic and Tactful – The word “tact” stems from the Latin word “Tactus”, which means touch. Tact means dealing with people without offending them. Diplomacy is closely related to tact in that it is a skill in handling affairs without raising antagonism or hostility. Involves conversation or action which maintains peace rather than causing trouble and problems among others. September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) P 9

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Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat A leader needs to be balanced incorporated in the in his openness and honesty. you can hurt someone very P easily by saying something 9 openly and honestly but not diplomatically or tactfully. Listening and Communicating An effective leader knows when to be silent and to listen well. When Listening, a good leader can pick up good ideas, think about them and modify them in order to benefit the organization. Millions of dollars worth of valuable ideas have been lost because someone did not listen well and note the idea on paper. Encourages and Empowers A leader will encourage his followers rather than dwell on their weaknesses and negative aspects. A leader expects the best of the people around him. A leader empowers his followers by making them feel significant, motivating them and showing high expectations of them and showing high expectations of them. This enhances their self-esteem and competence resulting in September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI)

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Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat effectiveness. The leader can incorporated in the create commitment, transforming intention into P sustained reality. He 9 encourages his followers to attain exceptional results. In summary, he energizes his follower and his teams. Integrity – is the heart of character. It builds trust, has high influence and values, facilitates the setting for high standards, creates solid reputation rather than just image. This means it must be exemplified in the leader’s life before he can lead others with credibility rather than cleverness! A leader must have integrity n order for people to trust him enough to follow him. The Word “Integrity” implies wholeness and coherence, it also suggests rightness, a sense of moral soundness. A leader must be known to be a man or woman of integrity. True leaders exemplify high ethics in the way the way they conduct themselves and how they fulfill their responsibilities. The leader ensures that the September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI)

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Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat organization also is known for incorporated in the its high standards of ethics. September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) P 9

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F-VTDI-ACAD-SLPT-1.1 Lesson References: Braden Becker The 8 Most Common Leadership Styles & How to Find Your Own https://blog.hubspot.com/marketing/leadership-styles Orr, R. A. (1998) The Essentials for Effective Christian Leadership Development . Alberta: Canada Maxwell, J. (2007). 21 Irrefutable Laws of Leadership. Thomas Nelson: Dallas US III. GUIDED PRACTICE: (Practice by learner under close supervision of teacher/ instructor) With guidance from teacher, students will be able to learn how develop their skills to become the leaders of today and tomorrow. IV. ASSESSMENT: (Test / performance of task to acceptable standard. Independent practice that measures what was learned and how it can be applied to the real world). Students will be assessed based on the e) Activities given in class and participation f) Assignments V. CULMINATING ACTIVITY: (Opportunity for learners to demonstrate achievement of learning objectives. Clarify/reinforce/repeat/review main teaching/learning points. Assign homework to facilitate application or extension of classroom learning.) VI. EVALUATION: (Teacher’s reflection on outcome of the lesson including achievement of learning objectives and management of misbehaviour. Outline lesson strengths / weaknesses and recommendations.) Students have a tendency not to turn up for class as a result lessons have to be re-taught. I am unable to carry out group assignments as class only consist of two or three students. SUGGESTED READING FOR THE STUDENTS: Books Maxwell, J. (2007). 21 Irrefutable Laws of Leadership. Thomas Nelson: Dallas US The next lesson is: Preparing for an Interview September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) Page 72 of 94

F-VTDI-ACAD-SLPT-1.1 VOCATIONAL TRAINING DEVELOPMENT INSTITUTE STUDENT LESSON PLAN TEMPLATE Subject: Guidance Counselling Number of 3-4 Employability Skills Students: 45 minutes – 1 hr 20 min Topic: Time: Subtopic Preparing for an Interview Dianne Lewis Name of Teacher 4th & 5th March 18-19, 2021 Grade/Class: Date: GENERAL OBJECTIVES: One of the key elements to presenting the best impression in an interview is how you dress. No matter the position, a candidate should be clean and dressed professionally to better their chances of winning the position. The objectives of this lesson is teach students how to prepares themselves for an interview. LESSON OBJECTIVES: (These should be stated to reflect performance, condition and standard) By the end of the lessons Knowledge: k) Students will be able to understand what is involved in preparing for a job interview 100% accuracy. l) Students will be able to understand why it is important to dress well for an interview with 100% accuracy. m) Students will be able identify the appropriate dress code for interview 100% accuracy. Skills: j) Students will be able to prepare themselves adequately for a job interview with 100% accuracy. k) Students will be able dress appropriately for a job interview with 100% accuracy. Attitude: e) Students will be able to understand the value of dressing appropriately for a job interview with 90% accuracy. f) Students will be able to appreciate the value of proper grooming with 90% accuracy. September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) Page 73 of 94

Employability skills (Identify (tick) skills to be incorporated in the lesson) F-VTDI-ACAD-SLPT-1.1 Collecting ,analyzing Communicating Planning and Working with others Solving Using mathematical Using and organizing ideas idea and organizing and in teams problems ideas and technology information activities techniques and information ✓ ✓ ✓ ✓ ✓ ✓ IV. PREPARATION OF THE LEARNER (Introduction to lesson content) Prepare learner for engagement with the content of this lesson by: Students will be introduced to lesson by watching a video on personal hygiene. https://www.youtube.com/watch?v=UxskKQ9WOTE September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) Page 74 of 94

II. PRESENTATION OF LESSON: Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat Choose each objective from above. If it is a higher order Bullet point the content incorporated in the objective, state the lower order students need to know Write each strategy fro objectives that will lead to the (condition of objectives higher where necessary. teacher will guide stud employ to achieve the KNOWLEDGE ❑ Dressing for an Interview Videos (5) How to dress for an ❑ One of the key elements to Discussions: interview presenting the best first impression in an interview is how you dress. No matter the position, a candidate should be clean and dressed professionally to better their chances of winning the position. (6) Why is it Important to ❑ A job interview presents Dress well for an the opportunity for you to interview sell yourself by having your skills and experience stand out from the rest of the applicants. Preparation steps for a job interview can consist of coming up September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) P 9

F-VTDI-ACAD-SLPT-1.1 s Steps (things to do) Learning Instructional tegies to be Write the step-by-step process for each Styles (visual, Media (teaching e lesson) om the auditory, aids and s above) kinesthetic etc.) technology) dents to objectives The As above objective. What will students do with anticipated guidance from teacher learning styles objectives highlight Students will be required to Visual Youtube Video Auditory Computer ➢ Watch Youtube video on personal Verbal Pen hygiene https://www.youtube.com/watch?v=Uxsk KQ9WOTE Page 75 of 94

Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat with questions to ask the incorporated in the hiring manager, printing out resumes and lists of references and conducting additional research. (7) Appropriate Dress What Men Should Wear On A Code for an interview Job Interview • When you embark on the final interview, the dress code is usually business professional. • Regardless, here are some options that you should consider for a job interview: • BELT • TIES • PANTS • SHIRT: • SHOES & SOCKS: • ACCESSORIES: • HAIR: • PERFUME • FINGER NAILS September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) P 9

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Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat SKILLS Students will be able dress incorporated in the appropriately for a job interview • Take some time to Discussion prepare your interview Research outfit to be sure you're ready to make the best Presentation impression. • Well in advance of your interview, make sure you have appropriate interview attire, and everything fits correctly. • Get your clothes ready the night before, so you don't have to spend time getting them ready the day of the interview. • Be sure to polish your shoes the night before. September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) P 9

F-VTDI-ACAD-SLPT-1.1 s Steps (things to do) Learning Instructional tegies to be Styles (visual, Media (teaching e lesson) Students will be asked to: ➢ Students will watch a video on auditory, aids and how to dress for an interview kinesthetic etc.) technology) ➢ Students dress themselves for an Auditory Websites interview and take a picture of themselves and post it in the Visual Computer Guidance Class whatsapp group. Reading Powerpoint Page 77 of 94

F-VTDI-ACAD-SLPT-1.1 Lesson References: DOYLE, A (2019, November 1) How to Dress for a Job Interview: What to Wear for for a Formal or Casual Interview[Blog][Retrieved from] https://www.thebalancecareers.com/how-to-dress-for-an-interview-2061163 III. GUIDED PRACTICE: (Practice by learner under close supervision of teacher/ instructor) With guidance from teacher, students will be able to learn how to properly attire themselves for job interviews and to put into practice good Hygiene practices. IV. ASSESSMENT: (Test / performance of task to acceptable standard. Independent practice that measures what was learned and how it can be applied to the real world). Students will be assessed based on the g) Activities given in class and participation h) Assignments V. CULMINATING ACTIVITY: (Opportunity for learners to demonstrate achievement of learning objectives. Clarify/reinforce/repeat/review main teaching/learning points. Assign homework to facilitate application or extension of classroom learning.) VI. EVALUATION: (Teacher’s reflection on outcome of the lesson including achievement of learning objectives and management of misbehaviour. Outline lesson strengths / weaknesses and recommendations.) Students have a tendency not to turn up for class as a result lessons have to be re-taught. I am unable to carry out group assignments as class only consist of two or three students. SUGGESTED READING FOR THE STUDENTS: Books Martin Yate (2012) Knock 'em Dead Job Interview: How to Turn Job Interviews Into Job Offers Publisher: Adams Media The next lesson is: Human Trafficking September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) Page 78 of 94

F-VTDI-ACAD-SLPT-1.1 VOCATIONAL TRAINING DEVELOPMENT INSTITUTE STUDENT LESSON PLAN TEMPLATE Subject: Guidance Counselling Employability Skills Topic: Subtopic Job Search Skills and Strategies Dianne Lewis Name of Teacher 4th & 5th Number of 3-4 Grade/Class: March 26, 29, 31 Students: 45 minutes – 1 hr 20 min Time: Date: GENERAL OBJECTIVES: The foundation of a successful job search begins with traditional skills. These are the skills that existed before the advent of the Internet, instant communication, and online profiles. They consist of scanning newspapers, using the phone, walking into establishments with your own two legs, and generally having a inner drive or a sense of purpose to find employment. The objectives of this lesson is teach students how to employ the use of Job Search Skills and Strategies to seek out employment opportunity not just on a local level but also on an international level. LESSON OBJECTIVES: (These should be stated to reflect performance, condition and standard) By the end of the lessons Knowledge: n) Students will be able define Job Search Tools and Want Ads. With 100% accuracy. o) Students will be able to define what are Job Search Skills and Strategies with 100% accuracy. p) Students will be able to define what are job scams with 100% accuracy. Skills: l) Students will be able use Job Search Skills and Strategies to identify job opportunities with 90% accuracy. m) Students will be able to state the Disadvantages of using Internet Job Search versus Want Ads with 100% accuracy. n) Students will be able to identify want ads, and use the internet and Job Search Tools with 100% accuracy. Attitude: g) Students will be able to evaluate and analyze Want ads and Job Search tools on the internet with 90% accuracy. September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) Page 79 of 94

F-VTDI-ACAD-SLPT-1.1 h) Students will be able to make choices as it relates to finding jobs via Want ads and Job Search tools on the internet with 90% accuracy. Employability skills (Identify (tick) skills to be incorporated in the lesson) Collecting ,analyzing Communicating Planning and Working with others Solving Using mathematical Using and organizing ideas idea and organizing and in teams problems ideas and technology information activities techniques and information ✓ ✓ ✓ ✓ ✓ ✓ V. PREPARATION OF THE LEARNER (Introduction to lesson content) Prepare learner for engagement with the content of this lesson by: • The students will be asked to take the Career Section or the Classified section of the Daily Gleaner or Observer to class. • Students will go through the Want ads in the Career Section or Classified section of the Daily Gleaner and look at the job offers eg positions, qualifications, location, duration (permanent or temporary). • Students will say which ad appeals to them and why? Activity 1. Get a pen, and circle jobs that: 2. Choose a job that you think has a high pay grade. 3. Choose job that you think has a low pay grade. 4. State whether they have just a telephone number, email or address only or any two or all. 5. State whether a contact person was highlighted and a name given September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) Page 80 of 94

II. PRESENTATION OF LESSON: Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat Choose each objective from above. If it is a higher order Bullet point the content incorporated in the objective, state the lower order students need to know Write each strategy fro objectives that will lead to the (condition of objectives higher where necessary. teacher will guide stud employ to achieve the KNOWLEDGE Job Search Tools: Job Discussions: (8) Define what are Job search tools are any methods Research that help you find jobs Search Tools and Want effectively and efficiently. They Ads can range from job search and job advice websites to organizations, digital mediums, extensions and software programs. Job search tools help people identify unique job opportunities through searches that will save time and energy. Want Ads: The want ads in a newspaper or magazine are small advertisements, usually offering things for sale or offering jobs. September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) P 9

F-VTDI-ACAD-SLPT-1.1 s Steps (things to do) Learning Instructional tegies to be Write the step-by-step process for each Styles (visual, Media (teaching e lesson) om the auditory, aids and s above) kinesthetic etc.) technology) dents to objectives The As above Page 81 of objective. What will students do with anticipated 94 guidance from teacher learning styles objectives highlight Students will be required to Visual Gleaner and Auditory Observer. ➢ Take Sections of the Gleaner and Verbal Computer Observer to class Pen ➢ Students will say which ad appeals to them and why? Students will be Required to: ➢ Get a pen, and circle jobs that: ➢ Choose a job that you think has a high pay grade. ➢ Choose job that you think has a low pay grade. ➢ State whether they have just a telephone number, email or address only or any two or all. ➢ State whether a contact person was highlighted and a name given

Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat (9) Define what are job search 1. Job Search Skill: Job incorporated in the skills and Strategies search Skill can be broken down into two categories: P 9 a. Traditional Job Search Skills The foundation of a successful job search begins with traditional skills. These are the skills that existed before the advent of the Internet, instant communication, and online profiles. They consist of scanning newspapers, using the phone, walking into establishments with your own two legs, and generally having a hard- nosed sense of purpose to find employment. You may be wondering why it’s important that you practice these skills in these modern times. In short: because they still work, and they leave a strong impression on hiring managers. b. Modern Job Search Skills: Modern job search skills are quickly becoming an absolute necessity to successfully apply to major corporations, and September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI)

F-VTDI-ACAD-SLPT-1.1 s Steps (things to do) Learning Instructional tegies to be Styles (visual, Media (teaching e lesson) auditory, aids and kinesthetic etc.) technology) Computer Page 82 of 94

Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat (10) Define what are Job Scams especially modern types of incorporated in the business-like web companies and app developers. By “modern” we are, of course, talking about the Internet and its various jobs search tools and aides. Currently, the defining characteristic of Internet-based job search tools is how rapidly they change. Fortunately, this has largely been for the better — generally there’s been increased ease of use, and less spam, scams, and nonsense. What is Job Scams: In simple terms, it’s fake online job advertising, targeting jobseekers with the aim of stealing personal information or money. SKILLS Traditional Search Skills Discussion Using Job Search Skills and Strategies to identify job ➢ Strategy to Use Identify Research opportunities Jobs Presentation Want Ads Creativity and Collabor Telephone Cold Calling Feet and Legs September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) P 9

F-VTDI-ACAD-SLPT-1.1 s Steps (things to do) Learning Instructional tegies to be Styles (visual, Media (teaching e lesson) auditory, aids and kinesthetic etc.) technology) Students will be asked to: Auditory Websites ➢ Record themselves doing a mock Visual Computer Telephone Cold Call to a Reading Powerpointn company. ration Page 83 of 94

Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strat Leveraging Your Network incorporated in the Modern Search Skills Job Search Engine the Disadvantages of using ➢ Job Scam Discussion Internet Job Search ➢ Identify Theft September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) P 9

F-VTDI-ACAD-SLPT-1.1 s Steps (things to do) Learning Instructional tegies to be ➢ Research and find five Jamaican Styles (visual, Media (teaching e lesson) auditory, aids and kinesthetic etc.) technology) Job Search Engine, Five Caribbean Job Search Engine, Five International Job Search Engine ➢ They will give a report about one of each report must include: Types of jobs advertise and other features of the Job Search Engine ➢ They will set up a LinkedIn account and display in class. Students will be introduce to a Auditory Youtube short video on Identity theft Visual https://www.you tube.com/watch ?v=kDFeSUUw RnA Page 84 of 94

F-VTDI-ACAD-SLPT-1.1 Lesson References: Chen J. (2019, January 2) .Job Search Skills and Strategies https://resumegenius.com/blog/career-advice/job- hunting-tips. Collins (n.d.) COBUILD Advanced English Dictionary https://collinsdictionary.com/dictionary/english/want-ad Indeed Career Guide (2021 January 28)) Effective Search tools to Get You a Job [Blog Post] Retrieved from https://indeed.com/career-advice/finding-a-job/job-search tools/ UCAS (2020.) Job Scams and Internet Fraud III. GUIDED PRACTICE: (Practice by learner under close supervision of teacher/ instructor) With guidance from teacher, students will be able to learn how to use the Traditional Search Skills and the Modern Search Skills. IV. ASSESSMENT: (Test / performance of task to acceptable standard. Independent practice that measures what was learned and how it can be applied to the real world). Students will be assessed based on the i) Activities given in class and participation j) Assignments V. CULMINATING ACTIVITY: (Opportunity for learners to demonstrate achievement of learning objectives. Clarify/reinforce/repeat/review main teaching/learning points. Assign homework to facilitate application or extension of classroom learning.) VI. EVALUATION: (Teacher’s reflection on outcome of the lesson including achievement of learning objectives and management of misbehaviour. Outline lesson strengths / weaknesses and recommendations.) Students have a tendency not to turn u p for class as a result lessons have to be re-taught. I am unable to carry out group assignments as class only consist of two or three students. SUGGESTED READING FOR THE STUDENTS: Books Maurene J. Hinds (2005) The Ferguson Guide To Resumes And Job Hunting Skills: A Step-By-Step Guide To Preparing For Your Job Search Checkmark Books Mary Morris Heiberger, Julia Miller Vick (2001) The academic job search handbook University of Pennsylvania Press: Arlene S. Hirsch 2005 Job search and career checklists: 101 proven time-saving checklists to organize and plan your career search JIST Works Dikel M.R., Roehm F.E. 2004 Guide to Internet Job Searching The next lesson is: Human Trafficking September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) Page 85 of 94

F-VTDI-ACAD-SLPT-1.1 VOCATIONAL TRAINING DEVELOPMENT INSTITUTE STUDENT LESSON PLAN TEMPLATE Subject: Guidance Counselling Number of 3-4 Employability Skills Students: 40 minutes – 1 hr 20 min Topic: Time: Subtopic Human Trafficking Dianne Lewis Name of Teacher 4th & 5th April 13-14, 16 Grade/Class: Date: GENERAL OBJECTIVES: Human trafficking, otherwise known as modern slavery, involves the use of force, fraud, or coercion to obtain some type of labor or commercial sex act against the will of the person trafficked. The objectives of this lesson is to make students wiser about the dangers that exist and they will be expose to as they employ the use off Modern Job Search Tools, Skills and Strategies. LESSON OBJECTIVES: (These should be stated to reflect performance, condition and standard) By the end of the lessons Knowledge: q) Students will be able define what is Migration 100% accuracy. r) Students will be able to define what is Human Trafficking with 100% accuracy. s) Students will be able to define what are the push and pulls of Migration with 100% accuracy. t) Students will be able to state why Human Trafficking takes place with 100% Accuracy u) Students will be able to define what are the Myths about Human Trafficiking with 100% accuracy. Skills: o) Students will be able use knowledge about Human Trafficking to identify legitimate and illegitimate job opportunities with 80% accuracy. p) Students will be able to state How to Prevent and Protect Themselves from Being Trafficked with 100%. q) Students will be able to state the difference between Human Trafficking and Human Smuggling with Attitude: i) Students will be able to evaluate and analyze Jobs on the internet with 80% accuracy. September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) Page 86 of 94

F-VTDI-ACAD-SLPT-1.1 j) Students will be able to make choices as it relates to finding jobs via Modern Job Search tools on the internet with 80% accuracy. Employability skills (Identify (tick) skills to be incorporated in the lesson) Collecting ,analyzing Communicating Planning and Working with others Solving Using mathematical Using and organizing ideas idea and organizing and in teams problems ideas and technology information activities techniques and information ✓ ✓ ✓ ✓ ✓ ✓ VI. PREPARATION OF THE LEARNER (Introduction to lesson content) Prepare learner for engagement with the content of this lesson by: • The students will watch a video of a true life girl who was trapped into Human Trafficking. September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) Page 87 of 94

II. PRESENTATION OF LESSON: Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strategi Choose each objective from above. If it is a higher order Bullet point the content incorporated in the les objective, state the lower order students need to know Write each strategy from objectives that will lead to the (condition of objectives higher where necessary. teacher will guide stude employ to achieve the o (11) Migration ⚫ Migration is the Discussions: movement of people Research (12) Define what are from one place to the push and pulls of another. Migration . ⚫ People migrate for different reasons. ⚫ These reasons are called push and pull factors. ⚫ These push or pull factors sometimes cause people to end up in Human Trafficking situations. PUSH FACTORS ⚫ Social: Discrimination ⚫ Environment: Climate Change September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) P 9

F-VTDI-ACAD-SLPT-1.1 ies to be Steps (things to do) Learning Instructional sson) Styles (visual, Media (teaching m the Write the step-by-step process for each auditory, aids and kinesthetic etc.) technology) The As above above) objective. What will students do with anticipated ents to guidance from teacher learning objectives styles objectives highlight Students will be required to Visual Computer ➢ Visit the “Amanda Alert” Website Auditory Pen Verbal Page 88 of 94

Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strategi (13) Define Human Trafficking ⚫ Economic: incorporated in the les Unemployment Discussions: (14) Reasons for Research Human Trafficking ⚫ Political: war and social unrest PULL FACTORS ⚫ Safety ⚫ Opportunity ⚫ Stability ⚫ Freedom What is Human Trafficking ACT (What is done) ⚫ Recruitment, transportation, transfer, harbouring or receipt of persons The Means (How it is done) ⚫ Human trafficking is considered to be modern day slavery because it involves the use of: ⚫ Threat or use of force, Coercion, abduction, fraud, deception, abuse of power or vulnerability, or giving payments or benefits to a person in control of the victim ⚫ Sexual Exploitation ⚫ Forced Labour September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) P 9

F-VTDI-ACAD-SLPT-1.1 ies to be Steps (things to do) Learning Instructional sson) Styles (visual, Media (teaching Students will be required to: ➢ What a video about a girl who was auditory, aids and kinesthetic etc.) technology) trafficked. ➢ Visit the “Amanda Alert” Website Page 89 of 94

Learning Objectives Key Points Strategies (Content Summary) (Learner-centred strategi (15) Myths about Human Trafficking. ⚫ Child Trafficking incorporated in the les ⚫ Debt Bondage ⚫ Domestic Servitude ⚫ Forced Marriage ⚫ Forced Crime ⚫ Drug Crime ⚫ Organ Harvesting Myth#1. Human trafficking does not take place in some countries. Myth#2. Human trafficking victims are only foreign born individuals and those who are poor. Myth#3. Human trafficking is only for sex trafficking. Myth#4. Human Trafficking and Human Smuggling are the same. Myth#5. Individuals must be forced or coerced into human trafficking. Myth#6. Human trafficking victims will attempt to help seek help when in public. September 2014 STUDENT LESSON PLAN TEMPLATE (VTDI) P 9

F-VTDI-ACAD-SLPT-1.1 ies to be Steps (things to do) Learning Instructional sson) Styles (visual, Media (teaching auditory, aids and kinesthetic etc.) technology) Page 90 of 94