PERSONAL & PROFESSIONAL SKILLS (PPS)
These process skills will be formally introduced and modeled. In a rapidly ever-changing world we believe that these skills will allow students to respond to change and adjust accordingly.
Within the structure of emotional intelligence, students develop a heightened send of self-awareness, self-management, social awareness, and relationships management. Student reflective work will be embedded within their extended digital project. It will highlight ethical dilemmas on both a theoretical level and also on a personal level.
Within the structure of emotional intelligence, students develop a heightened send of self-awareness, self-management, social awareness, and relationships management. Student reflective work will be embedded within their extended digital project. It will highlight ethical dilemmas on both a theoretical level and also on a personal level.
EACH SECTION FEATURES:
- An opening infographic spread containing key information relating to the chapter's theme.
- Activities requiring students to investigate some of the chapter's key concepts, communicate new ideas and reflect on their learning.
- Genuine articles from newspapers, magazines and websites, that give a real-life perspective on some of the key issues being discussed.
- An end of chapter reflection requiring students to apply their learning to a culminate project or assess their own performance.
ACTIVITIES ARE DIVIDED INTO THREE CATEGORIES:
1) THINKING - Thinking activities require students to consider some of the key ideas of the course or respond to source material, and to share their thoughts with their classmates. Similar to a Socratic Seminar.
2) DOING - Doing activities prompt students to carry out an investigation, discover and communicate ideas and information, or perform a practical application of their learning.
3) REFLECTING - Reflecting activities ask students to think deeply about their own skills, qualities and practices. Students will record their thoughts on their blog
- An opening infographic spread containing key information relating to the chapter's theme.
- Activities requiring students to investigate some of the chapter's key concepts, communicate new ideas and reflect on their learning.
- Genuine articles from newspapers, magazines and websites, that give a real-life perspective on some of the key issues being discussed.
- An end of chapter reflection requiring students to apply their learning to a culminate project or assess their own performance.
ACTIVITIES ARE DIVIDED INTO THREE CATEGORIES:
1) THINKING - Thinking activities require students to consider some of the key ideas of the course or respond to source material, and to share their thoughts with their classmates. Similar to a Socratic Seminar.
2) DOING - Doing activities prompt students to carry out an investigation, discover and communicate ideas and information, or perform a practical application of their learning.
3) REFLECTING - Reflecting activities ask students to think deeply about their own skills, qualities and practices. Students will record their thoughts on their blog