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WWW
students enjoyed the networking activities and really saw the value in the process

EBI
The obvious problem was that some students did not bring in their CV which hampered the Peer assessment task for some of them

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2nd March ARH
excellent resources and made lots of impact on students who are currently finding work experience placements. The networking aspect is something 2 students had already benefited from. It is really encouraging to see how worldly wise the students are and have even started to use Indeed job search.
Overall a very constructive lesson .

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Yes.
A well planned lesson, very easy to deliver and the students accepted fully the importance of a good c.v.
There was some good discussion around the 'dos and don'ts'

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I was very impressed by the wealth of soft skills that students identified at the start and were able to link these to examples in their own experience. What is becoming clear are those who have some outside responsibility or even that of being a prefect, are able to easier identify with the qualities needed. I used the lesson as a thought provoking exercise and many were proactive . Good lesson

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WWW:
Students engaged well with each task and could see the benefit of preparing for interview questions

EBI:
From a teaching point of view it is a good idea to break down the different sub tasks( steps) on to different slides

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WWW- some students found identifying areas of strengths and weakness useful, as well as thinking about examples to talk about in interviews.

Evaluation- some students felt this session was repeating some aspects of other sessions. Lots of students also have assessments today/this week so wanted to spend time on independent study and revision. Some students also felt the sheets were not useful.

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WWW: Students enjoyed the animal likeness and it was interesting to see how some were not so vocal in describing their qualities so it was particularly pertinent  to have them think about the characteristics. Writing a CV is about standing out from the crowd and this gave students food for thought on this.
The case examples of career paths was excellent.

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WWW: A lot of common sense was applied by students to discern what qualities they could ideally demonstrate in their field. Much interaction gave the lesson a good impetus.

EBI: Introduce a scenario which requires specific job/people skills and has a concept of role play.

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WWW - Students responded well to the questions about their own online reputations and were able to reflect on their own use of social media and the consequences (with references to high-profile case studies, i.e. Kevin Hart).

EBI - A simple activity to see what they could find out about the online reputations of others would have been useful (and probably quite enlightening).

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WWW
Good to give students time to reflect on their online reputation and link it to future applications. Many were already savvy about this topic, though good discussions unfolded.
Videos brief and informative.
Students generally found lesson useful.

EBI
Extra Activity - mobile phones used to check Facebook etc if they weren't friends - what could be seen; to check privacy.

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WWW - Good to focus on the differences (and relative importance of) reality and reputation.

EBI - Slides quite word-heavy; could have included an activity to change one/two aspects of their social media profiles and/or set up a LinkedIn profile to create an online CV; this could then be built on in future employability lessons, used to research careers/networks, etc.

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Employability Lesson 2 – Personal Brand and Communication - LRN

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Employability Lesson 2 – Personal Brand and Communication - LRN

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WWW: Students found some aspects of this session very useful e.g. considering their personal brand and how others may perceive them and how this can be improved/worked on.

EBI: Some slides/tasks were repetitive and slightly wordy.

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WWW - Very interesting to discuss personality types, especially using Myers-Briggs.

EBI - Real world application could have been made more practical - how do employers use this, and why?

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WWW- students enjoyed discussing each other's personality types. They also found the diagrams of career routes useful

EBI - time on laptops to complete full personality test and research own career routes

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WWW
Students enjoyed evaluating their personalty traits and discussing in pairs.
They were also interested in the different types of careers available.

EBI:
Needed more time to Demo the websites.

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WWW student really engaged with the topic area.
EBI: This is a topic that could be extended further( perhaps students could present a method  in pairs )

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WWW - students really engaged in producing the timetable following the intro

EBI There is a clear link between the timetable and the previous lesson on managing stress

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L3 - Timetable Review + Notetaking - SEC 

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L3 - Timetable Review + Notetaking - SEC 

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PD3 (Note taking) Very PPT heavy but good list of behaviours - suggest students convert own notes into note form (using Cornell etc) rather than random piece of text? Also discussed importance of revision techniques which was linked and useful.

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L3 - Timetable Review + Notetaking - SWA

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L3 - Timetable Review + Notetaking - SWA

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WWW-  Students enjoyed the summarising task

EBI -

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L4 - Collaboration & Presentation Skills - LRN

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L4 - Collaboration & Presentation Skills - LRN

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WWW - students enjoyed working together to make their own presentations

EBI- maybe a bit more time needed once we had got through the ppt, also a list of possible topics

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WWW - Students enjoyed the challenge of developing and delivering these presentations.
EBI - Could have extended the criteria to include good practice for presenting - talk to the audience, limit words per slide, include pictures etc.

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WWW - Presentations lesson (independent learning); interactive sessions more helpful.

EBI - Didactic (sitting and listening) ineffective; some (student designed) powerpoints not engaging - why not ask subject areas for topics to focus on?.

Future sessions - Finance; Human rights; Info on university (general introduction); basic car costs/maintenance; basics of politics/voting.

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WWW- we did receive some useful information some of the time mainly in the lesson about time management
EBI - we are just going over things we already know and see this lesson as kind of pointless. I don't think we should receive homework from this lesson either especially spending time doing a presentation when we all have other valuable things we could be doing.
Could this time not be spent more wisely.

some of the lessons and tasks in life skills could be useful if only structured better e.g the presentations would be much more efficient if they were more structured instead of very all over the place
some of the stuff has already been covered before so is a complete waste

As weird as it sounds but id like to learn how to manage finances and how taxes work regarding paying them
These are real lifeskills

L1 was useful to think about, L2 was not useful as timetabling doesnt account for sudden events (doesnt help the fabled growth mindset), L3 wasnt great as notetaking is different to everyone, Ls4 and 5 were good in concept as they encouraged teamwork and presentaion skills, but really the homework was too big with everything else in A level

Best - Stress Management
Worst - Timetable
They could be improved by having more real world topics.
I'd only use PowerPoint.
More revision techniques.
One on one session organizing with teachers.

WWW- The time and stress managment
EBI- If it was more engaging, the rest of the lessons have felt unnecessary

(Student evaluation) presentation and collaboration skills were useful and fun but wasn’t a fan of the timetabling and stress management lessons - they weren't overly helpful. Would like to cover proper life aspects rather than revision and management skills

L3 was the worst one, because everyone takes notes differently and planning a timetable isn't effective to revision because you can new deadlines for homework that would then ruin the timetable anyway.

The presentations needed more structure because it wasn't clear what we needed to do.

It would have been more useful to learn actual life skills such as taxes etc because we actually need to know that whereas creating a timetable isn't going to be important and we've spent the past 5 years in PD doing that anyway.

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No student is using a timetable beyond what lessons they have.
Stress levels are about 3/5.
No one feels that their time management skills have improved.
6 students enjoyed making the presentations
15 students enjoyed watching the presentations.
No students would use anything other than powerpoint.
They would like to learn about financial issues like student loans, budgeting and mortgages.

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WWW- students enjoy sessions which require independent work/more interactive e.g presentations

EBI - students said they have covered a lot of the content before (e.g. stress/worry, time management). Don't enjoy powerpoint heavy sessions.

Future sessions -
- money management (at uni, student loans, mortgages etc)
- gap year/volunteering opportunities - an opportunities board
- current affairs in the news/around the world