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Brief presentation of the previous activity. The evaluation of the presentation is already included in the rubrics. The students have to write down 2-3 positive and negative points of every group and after the last presentation will be a feedback debate.

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After making sure that most of the ideas of job searching it is time to create groups of 4 students for an activity whose objective is working on HOT´s and bring some culture to debate. Each group is given a job searching method and a country, so they have to develop a strategy to apply for job offers related to their work area (logistics and transportation) but through a specific channel and country. It will be a good opportunity for making a summative evaluation, which will consist of two parts: 70% of the mark will be done by the teacher assessment (rubric) and 30% by peer evaluation. The groups are also provided with a list of the goals they must achieve, fostering learn to learn, metacognition and focusing on the process of learning.

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Now we are going to check if everything is understood (formative evaluation) working on LOTs skills and we scaffold it with a matching concept exercise.

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The first activity of the session will be watching a video about job search methods (4 minutes). Afterword we discuss previous experiences of the learners and job processes that they have been through and previous knowledge about the topic. On the blackboard the teacher writes the main concepts as language of learning.  The video will be very helpful as it has clear titles for each topic with bold text (scaffolding).

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                                                                                                                                       SESSION 1

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                                                                                                                                       SESSION 1

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                                                                                                                                      SESSION 2

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A final activity to recapitulate main ideas and other concepts that might appear while learning. To carry out this activity, a Kahoot test will be done as a formative evaluation (also available on TES Teach) and new concepts will be gathered in the glossary on the blackboard. It´s important the test to be done in pairs to encourage teamwork, at the same time that it is motivating and rewarding for the learners.

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To match desirable personal/professional skills with the job selecting process and bring some cultural aspects to debate, this activity in pairs consists in debating about the main professional and personal skills in a certain job position for a specific international company (that they are given). Each pair has to summarize their conclusions and briefly expose them, so that they work on HOT´s specially evaluating and analysing, as the learners can work on their oral communication. As language of learning students are given a set of words that have to match with pictures (scaffolding), and subsequently use them for the debate.

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On this activity we still work on LOT´s, essentially understand and remember, with a well-structured text and we are going to scaffolding it with words in bold type and the different processes separated by paragraphs. Afterword the students will have to complete a crossword which will allow them to check if they understand properly the topic (formative evaluation). Extra material will be available on the TES Teach Platform for learners who seek a deeper knowledge.

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The main objective here is introduce the job selection process as an introduction to this topic. First of all, the teacher presents a picture which includes several tools and emojis representing parts of the recruiting processes, what will help the student to understand and make connexions. It will be continued with a brainstorming of the learners inspired on that picture while the teacher list on the blackboard the main ideas (mind map).

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To detect their level in terms of language and knowledge of the subject, an initial evaluation will be also done with a Socrative test. Formative evaluation will have an important role on the assessment, as it helps the students to know about their learning acquisition process and support them to understand how their cognitive process works. A formative test will be done as a feedback activity in class at the end of the first session (activity 4), so that students can check their reached level and compare with the expected one. That test will be available on a specific space on TES Teach (in case the students want to have access to it), which will be also used as a backup for the students with further resources and extra material. There are more formative asessment on activities 2 and 6.

Both participation and group work will be evaluated with rubrics, being used also peer evaluation for the second one (see activity 7 and 8). This group work will be used as a summative evaluation of the two CLILC sessions.

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- Questions/answers: What is the most appropriate job searching engine for a job in logistic sector? What is your main professional strength/weakness. The main requirements to this work offer are… If you wanted to work in Europe, which app would you use to find a suitable job? Have you worked before in this sector? What are your thoughts on an Erasmus interchange?

- Comparing and contrasting: if I have an extensive experience but lower academic qualification… Generic job engines are less accurate than specific ones. An internship in an international well-known company can be more enriching to my career than an ordinary job, do you agree with me? Would you agree with me that asking questions at the end of the interview is…

- Giving an opinion: I consider that studing a University degree in the future is an option. As far as I am concerned, job advertising in newspaper is…I strongly believe that English is a key competence to consider in job selection processes. You made a good point, but public employment is considerably more/less…

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- Create a glossary of terms to collect new concepts and further ideas.

- Use vocabulary on different material such us newspaper articles or extra resources available on the supply platform on internet (TES Teach) that do not appear on a specific vocabulary list.

- Collecting information of other student speeches and comments by creating a specific space on the blackboard to collect the new words.

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Professional career, training and professional pathway, source of information, job search engine, application form, job interview, employment agency, personnel department, wages, to apply for a job, job interview, CV Europass, Erasmus, mobility programs, personal branding, intercultural environment, letter of reference, personal and professional skills.

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This part is divided into 3 different sections below (Language of, for and through learning).
There are also other aspects to consider on this program, such us as reduced teacher talk to encourage learners participation and communication, make use of non-verbal communication to reinforce the message, connecting the material with previous experiences of the teacher or students to improve attention, engagement and memory, and prioritise oral fluency rather than accuracy (in case of bad pronunciation or mistake, make use of techniques like slow repetition and selective treatment of the mistake).

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Ø  The objective is to follow an increasing cognitive process throughout the 2 sessions taking into consideration Bloom´s Taxonomy, starting from low order thinking skills to higher ones. Working on the low ones at the beginning will be necessary in order to allow a following focus on the higher ones, specially evaluating and analysing. The main objective is the student to analyse and evaluate from their own point of view his situation and objectives regarding job searching perspectives.

Ø  Help the students to understand how computer tools and apps works by making use of them, so that they can apply to themselves.

Ø  Focus on analysing the most appropriate ways to find a certain job.

Ø  Let the student evaluate and compare different labour option abroad.

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Ø  Job selection procedures.

Ø  Active job search.

Ø  Informatic apps and tools for job searching.

Ø  Learning and labour opportunities in Europe.

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For this point we are going to consider the 4C´s of Coyle as the basic scheme: Content, cognition, culture and communication.

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The criteria for assess the students will evaluate how they:

·         Identify the sources of information for job offers

·         Analise main desirable characteristics and competences of the applicant

·         Recognize the different processes in the active job searching process

·         Evaluate the use of tools and apps for job searching

·         Create possible training and professional path to their labour sector

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·         To make the students understand different ways to actively search for a job.

·         To help students to understand selection procedures.

·         To let the students to know the importance of key competences for selection procedures.

·         To make the students capable to pass an entire selection process in English.

·         The students to understand different tools and app for job searching.

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The present project of CLIL for Training and Career Counselling module of Advance Vocational Training in Logistic and Transport  (Orden 11 de marzo de 2013, which develop the curriculum of Advance Vocal Training in Logistic and Transport in Andalusia ) is design for the development of 2 sessions of this  de marzo de methodology. Taking into consideration that it might be a considerable dispersion  in terms of language level and the expected level after Hight School, the linguistic level of these two sessions will be a B1 level according to  CEFRL, in a context where the student can understand and manage in most of the situation, create texts, explained and briefly justify.

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Ø  Create interest on different professional and training path regardless the linguistic or cultural context.

Ø  Become aware of the increasing importance of labour mobility and language skills on job searching.

Ø  Taking into consideration the core of this vocational training and the current globalisation, transportation and logistic must be consider in a broader sense, as it is a key process in international business and commerce.

Ø  To collect strategies and advices to face a job process selection in an international and intercultural context.