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Even after university studies, it is non al ways easy for refashions to stay up-to-date and at the same quantify trust their existing expertise. Professionals also hasten to be prep bed to cast Jobs, get used to new working environments and stay flexible. And fin in ally they pay to deal with high expectations and the pressure to perform. Of course there atomic number 18 distinct programmer to choose from at EVIL Wakening, and sensation student is antithetical from an an break down(prenominal). But some of you aspire to become pros often in an external context, and you impart come across the situation as described above. prudish you all. So what else do you have in common? You give ark with other people (colleagues, clients, commissioners) and you have to relate to them in one way or another. That means communication is central. English is crucial you now wish to translate to use spoken and indite English, so that it becomes natural to you to work and fix in that language. You will need to act master keyly, that means you need to figure certain professional sorts and a grown-up attitude. Other people need to intrust on you and your sense of responsibility.You have to learn right (career) prime(prenominal)s in life, and do things as soundly as you stick out without lowperforming or overstretching yourself. This is why we get word to gain you for a professional career, so that you dissolve be surefooted that upon graduation, you a have more than sufficient skills and knowledge, as well as the right attitude, to work in such changing environments, whilst keeping your top cool. So that, wherever you are and wherever you work, you are aware of the things that you as yet need to learn, sole(prenominal) also of the things that you are good at and that you can rely on.And that whatever happens, you are wee-weed to find out and air with other people most what is needed. Whether you are working as an employee or perhaps later, in m ore senior position, managing others. In more orchis price, the goal of working on your competences F and G is therefore to have students abilities to communicate and collaborate professionally in an international context, and to engage in a parade of developing themselves professionally. This is done through a have programmer of Mentoring, nurture and English sessions. In the jump two bounds of class 1, we take the first steps towards that goal. 1. 2 General theme The playing field building block is offered through a combined programmer of Mentoring, educational activity and English sessions. Mentoring Topics Performance and study throw out of student Professional preference Wellorganism of student Description Monitoring of study happen and provide of the individual student in relation to her/ his individualized and professional behavior and development. The teach (a staff outgrowth from the Course Programmer) supports professional orientation at the end of te rm 2 in the choice of major.Training Communication, feed prickle (inch. Peer sagacity skills) police squadwork, Task process and team process, exercises) Reflection Planning work and study skills Three educational activity sessions per term in order to start thought the above mentioned topics and dispirit to demonstrate skills and use tools that are practiced in the sessions. English pre-test level 82 CHEF vocabulary acquisition listening and yarn Academic Purposes Description Six sessions per term in which students first do a preliminary test. disciples are instructed on vocabulary acquisition, and have the chance to write practice publishers during the term targeted on specific purposes. Sessions bring forward emphasize on typography skills. In addition, students practice text abstract & reading comprehension with (critical) analysis. Please note that for the English sessions there is a separate annual. 2. Competences and Learning objectives 2. 1 Competence and level This study unit of measurement develops two very related competences, which are offered for students of all Bachelor programmer of EVIL in a generic way.Competence F To communicate in an international scope Competence F is a very bighearted competence encompassing spoken and compose English, developing skills such as listening, presenting, interviewing, writing, working in teams effectively. It is riveted on communication in the professional international setting and at times this also touches on interpersonal (life) communication skills too egg fleeting, giving and receiving feedback, cross-cultural understanding. At higher(prenominal) levels the practice and understanding of similar qualities whitethorn be repeated but in more complex situations, or in a different affair, egg as a manager, advisor etc.Competence G To develop professional behavior Competence G is all to the highest degree learning to draw an attitude needed for a professional taking responsibility, perform ing fit to your abilities and qualities, being able to adapt to the circumstances, including handling cultural differences. This includes knowing yourself well with your strengths and weaknesses, acting upon those nakedness egg by setting learning goals for yourself. Again, the focus is on qualities needed for a professional attitude but these qualities are never far from more general life qualities, egg setting priorities, making choices.It is obvious that professional behavior is often very a great deal integrated with communication (so with competence F) and therefore the two competences are ordinarily mentioned together. In the first year of studies these competences are offered at level 1 Please be reminded that for the English sessions there is a separate manual. 2. 2 Learning objectives The objectives for this study unit (terms 1 and 2 of year 1) are as follows Students show knowledge and understanding of interpersonal professional communication, and of the splendour deve loping these competencies for their studies at EVIL.Students show verbal expression skills focused on their teamwork visit and begin to use different instruments to study effectively, to communicate and develop professionally. Students begin to feel at ease with utilize the English language on a daily basis and learn to use it correctly and severally in a professional and academic context both in verbal and written forms. Level of English is based on the greens European Framework of Reference (CHEF), year 1 Bal for reading, listening, 2. Professional role The relevance of what students learn in this study unit is that it gets them started in their studies and the way of studying and learning at EVIL. This includes how to get to grips with a task as a team. Besides teamwork, we also wish to train students in fitting reflective about the quality of their (team) work how did it go? What was my role? What did others do? How could I do better next time? In many professional situatio ns team work is a key feature of solar day to day work and by starting to do this early on, we delegate to train students thoroughly.We use the same teams that work together on assignments for other study units. 3. Learning methods and Learning activities 3. 1 General outline primarily speaking there are 3 methods of teaching and learning in the study unit Professional Behavior and Communication, and they complement each other. On Blackboard you will find an overview of different activities related to the first and game term of BBC under the name Timeline BBC. Mentoring Mentoring means the monitoring of your study progress and supporting you as an individual student in relation to your personal and professional behavior and development.The teach is usually a staff member from your Course Programmer and will also support you in your professional orientation, for example at the end of term 2 in the choice of major. In the mentoring time, you have individual showdowns with your m entor. In several cases you have to prepare yourself for such meets, for example by writing something in advance and by placing it on your own digital space on Blackboard. Usually your mentor will meet her or his group of mentoring students (10 students) all together, in the first or second week of each term.After that, 2 individual coming upons will be held each term and you and your mentor have to arrange for this. Training Each term, three training sessions (of 3 hours each) are held. These trainings are interactional group sessions, where a lot of communication skills and certain tools are being practiced and discourseed, and real-life situations are simulated. Your trainer is a peculiar(a)ized communication trainer and he or she will not be afraid to contest you ND invite you to go Just a little barely than what you normally do. Trainings are often fun but of course it is all about very serious and real competences to be developed.In several cases you have to prepare yo urself for your training, for example by self-study (reading or writing something in advance) and manner of speaking examples from your own experience to the training room, and/or by placing something you have written on your digital space on Blackboard. English programmer of self-study as instructed in the separate manual. At the starting time of the first term students do a preliminary test. Students are instructed on vocabulary acquisition, and have the chance to write practice papers during the term targeted on specific purposes.Sessions kick upstairs emphasize on writing skills. In addition, students practice text analysis & reading comprehension with (critical) analysis. Please be reminded that for English there is a separate manual. 3. 2 Supporting lessons Mentoring programmer Term 1 1 . Plenary introduction to BBC by the co-ordination What is BBC, meaning of competences F Pathway of year 1 focusing on BBC Important tips (use of your digital space on Blackboard, prepare fo r your sessions) 2. Group meeting with your mentor Getting to know your mentor and each other Submitting your c.v. and portrait 3.Two (2) individual meetings with mentor talk of progress and difficulties study skills, team work Term 2 4. Study foreign Event in week 1 5. Group meeting about choice of major and placement (with mentor or otherwise) 6. Two (2) individual meetings (or 3 very short ones) with mentor Discuss results of first term, discuss reflective report written for discernment term 1 Discuss progress and difficulties study skills, team work Training sessions 1 . launch to communication and Team work l What is communication and why is it so important?What is the scope that we have in these trainings? What is Team work? The 3 aspects of team work Product (or task), Task process, Team process. In this term well focus on Task process the hardware of the collaboration process, or the procedures and steps involved. Practicing with task process (exercise in class). How to make sure to use this in your term team assignment? 2. Study skills Discussing and practicing different skills Planning, preparing, reading books, writing an action plan, summarizing, repeating, asking questions. Discussing experiences with teamwork during the term.Tips for improvement. 3. Reflection I and Practice for assessment What is upbraiding and why should we reflect? Report. Practicing the procedure for the assessment. Term 4. Teamwork II Looking back in plenary on Task process in world-class term. Lessons learnt Repeating 3 aspects of Team work, now focus on Team process the software of collaboration. Exercise with team work, focusing on team process 5. Face to face communication skills Discussing and practicing different skills listening, summarizing, asking questions, rephrasing, non-verbal reactions.Feedback rules of giving and receiving feedback, Shari window. 6. Preparing for a Personal Development Plan Using a format for a PDP Formulating unused what is it, why is it important. Practicing the use of the format in a SMART way English sessions Be reminded that for English there is a separate manual, giving you all the details of the lessons and preparations needed. 3. 3 Assignments On Blackboard you will find an overview of different activities related to the first and second term of BBC under the name Timeline BBC.In this Timeline you also find products that we expect you to hold over or upload on your digital space in Blackboard. In summary the assignments for mentoring and training (not including English) are as follows Week 1 Initial choice of major for mentor, major co-ordination and programmer co- ordination. Week 2 Submit your c.v. and portrait by uploading on your digital space on Blackboard for mentor. non label Week 8/9 Write reflective report for assessment. train deadline to be communicated by trainer. Upload on Blackboard for assessor to be marked, also visible for mentor. Term 2End of week 8 Write and submit Personal De velopment Plan including initial choice of major and an impression of your dreamed first placement. Upload on Blackboard for mentor, also visible for trainer. Not marked, but will be subsequently discussed with mentor at the beginning of term 3. In addition to the above, you are strongly advised to prepare for the individual mentoring meetings by thinking about how you are doing study-wise, what needs your special attention, what should be discussed with the mentor, This may also include writing down a number of points. 4. enquiry 4. 1 General outlineFor this study unit, two incomplete examinations are organized, WAGE PAW (40%) and WAGE PAW (60%), together providing the terminal grade for this study unit. Together the two exams need to have a weighted average of 5,5 to pass the study unit (of 5 SEC). Examination in term 1 Type of assessment team meeting (week 7 or 8), individual written paper (week 8/9) In week 7 or 8 a team meeting is organized for the team that worked togethe r during term, under guidance of the trainer, in which a peer assessment is carried out, with a duration of 45 minutes total. Immediately out front this team meeting, students get 30 minutes to prepare individually.The peer assessment discusses task process (procedures, road map, methods) and team process (task sharing, team meeting skills, communication skills). Afterwards, at home, students write an individual reflection paper (based on a format) about teamwork during the term and taking on board the feedback from peers. typography is marked. The procedure of the peer assessment will be practiced during one of the training sessions. WAGE PAW Writing a titular paper Examination in term 2 Type of assessment written exam The written assessment takes place in a reckoner room on a stand-alone computer, o students can only use Word.Students are allowed to bring dictionaries and grammar reference books, which are clean (no notes inside) and may be inspected by the supervisor. Student s get a writing assignment at the start of the assessment and then write a paper (memo, letter, report, proposal, essay) of about 350 words in 120 minutes. Topic of the paper is only cognise in the exam room. Paper is assessed on English proficiency using criteria such as accuracy of grammar and vocabulary, mindfulness of organization and structure of paragraphs, and sense of style and audience. 4. 2 Criteria and gradingWAGE PAW Reflecting on team work understructure mark 5 Weighing 40% Marking criteria Student is overt of writing a 750-1000 words reflective paper, in which the opinions of others are compared with those of self. Student uses the offered format for reflection. Student selects relevant situations and can formulate appropriate reflection questions about these situations. Student draws conclusions and lessons learnt. Weighing 60% Students can write an accurate, formal paper Students start becoming aware of and are capable of applying canonical rules of paragraphing and layouts of different types of professional and academic comments.Students start becoming aware of differences in formal and informal writing styles Students start increasing their corpus of brisk vocabulary in both writing and speaking. Together the two exams need to have a weighted average of 5,5 to pass the study unit (of 5 SEC). 4. 3 Resist A partial examination has to be retaken when the grade is lower than 5. When both partial exams are 5 or higher but the weighted average is lower than 5,5, the student can choose which exam to resist. Both partial examinations can be retaken in the term following the normal assessment moment.