Resources to Support People in Homelessness Services

Reboot UK

Resources to support people in homelessness services

improve their digital skills

Appendix: sample forms and lesson plans
from Evolve Housing + Support

Contents

Choosing topics for IT classes – expression of interest form 2

CV and online session: sample lesson plan 3

Digital photography and Adobe Photoshop: sample lesson plan 8

Music Workshop: sample lesson plan 12

Work & Learning team individual learning plan template 16

We’re going to be offering I.T. classes. So we can get an idea of what you’d like to learn, please go through and tick anything you’re interested in learning.

Please return to George’s pigeon hole at reception. J

Your name:

Skill / Interested?
Email set up & using email
Internet basics
Keyboard & mouse basics
Using a computer & using online searches
Using the Internet Safely
Completing online forms and creating documents
Facebook and socialising online
Job hunting online
Look after the pennies - online & banking online
Photos online
Shopping online
Skills and careers online
Staying healthy with NHS Choices
Staying safe online
Watching and listening online

22

Reboot UK sample forms and lesson plans from Evolve Housing + Support

Session Title:
CV Preparation / Learning Styles: Activities suitable for Visual/Auditory & Kinaesthetic learners
Location & Number of Learners: / Time: / Tutor:
Aim(s):
Students will be introduced to the uses of CVs, what content should and should not be included in the CV, CV layout and effective presentation and how to publish CV Online using https://www.visualcv.com/
Learning Material/resources
·  Pens / Paper
·  White Board / Pens
·  Handouts
·  A4 paper
·  Flipchart paper
Specific Objectives/Learning Outcomes:
·  Learners will understand the common uses of CVs and what they are for.
·  Tutor will identify who has and wishes to improve their CV as well as identifying learners who do not have a CV.
·  Learners will provide any existing knowledge of CVs with regards to content and layout and will be provided with further information from the tutor.
·  Learners will be introduced to Chronological format CV.
·  With regards to appearance (when typing the CV), learners will be introduced to various functions available on Microsoft Word or Google Docs.
·  Most learners will start or complete a rough handwritten draft of their CV using templates provided or can make notes on their current CVs.
Equal Opportunities & Differentiation will be addressed by:
·  This lesson plan caters for various learning abilities.
·  Worksheets can be produced in larger font/coloured paper.
·  Peer support can be provided through mixed ability groups - learners working together on some tasks.
·  Learners may bring copies of their current CV if they have one available to hand.
Timing / Activity - Tutor / Activity - Learner / Resources / Learning Checks and Assessment Methods
5 mins / Learners join the group
Greet learners as they enter the room and ask each learner to write out a name plaque / Learners take their seats and write themselves out a name plaque / A4 paper plain or coloured
Flipchart pens / N/A
2 min / Introduce aims and objectives of session
See front page of session plan / Listen to information provided by tutor / ask questions and participate / Aims and objectives can be pre-written onto flipchart paper / Questions and Answers
5 - 10 mins / Introductions/Ground Rules
Ask group to introduce themselves and what they hope to get from the workshop today and what a good ground rule would be.
Tutor writes group ground rules onto flipchart / Learners introduce themselves and state what they hope to get from the course as well as 1 ground rule. / Pens
Flipchart paper / How well do learners listen to each other/what rules did they agree on?
5 mins / Icebreaker – Write 3 things about you, 2 are true 1 is false
Customers asked to write down 3 things about themselves on a piece of paper. 2 are true 1 is false. Tutor collects papers and reads them out. The others have to guess first who the person is and then which statement is not true. / Learners participate as much as they feel that they can/want to. / Paper/Pens / Participation, ideas, knowledge of different skills.
Timing / Activity - Tutor / Activity - Learner / Resources / Learning Checks and Assessment Methods
5 mins / CV Quiz – True, False or Optional?
FAQs answered and to gather existing knowledge and ideas from the group
Tutor asks each person (or pair) for their answer, using flipchart paper to write feedback or examples / Learners complete the quiz and choose True, False or Optional as an answer to each statement. Learners should complete the quiz on their own but if appropriate, may work in pairs. Group and tutor discuss each answer with reasons.
Learners can record the correct answer as each statement is discussed / CV Quiz handout
Flipchart paper and pens / Questions and Answers / Group Discussion/ Learner’s verbal contribution, existing knowledge of CV content/layout
5- 10
minutes / CV Layout – Traditional/Chronological CV
Discuss and obtain further knowledge of the chronological (commonly used) CV
Use flipchart paper to write feedback and to create a CV section by section. Use LH side of flipchart paper only. The RH side will be needed for the next activity
What order to you put it in?
Distribute “The Layout of Your CV and other useful tips” handout after the activity / Learners provide verbal feedback
and can ask questions / The Layout of Your CV and Other Useful Tips Handout
Flipchart Paper / Observation and general feedback from group
BREAK TIME - 10 minutes
Timing / Activity - Tutor / Activity - Learner / Resources / Learning Checks and Assessment Methods
5 minutes / Presentation of Your CV using Word / Google Docs
If possible, use a short film clip to demonstrate what Word can do – bold, underline, bullet points, different fonts, spacing etc
or
demonstrate using a laptop
or
use the handout provided / Learners can ask questions and provide feedback / Your CV's Appearance is Important too handout
Laptop (if available)
Youtube clip (if available) / Participation / verbal feedback
Learners' IT knowledge/skills
15-30 mins / Invite learners to create a rough draft of their CV if they haven’t got one ready. / Arrange times for CV drafting and IT support
15-30min / Introduce Learners to how to publish CV Online using https://www.visualcv.com/
Watch short film.
Discuss advantages - Save work online or offline as a PDF.
Personal professional website - complete with promotional tools like email marketing and social sharing. Track email opens, views and downloads / Learners can ask questions and provide feedback / Laptop
Youtube clip / Verbal feedback
Timing / Activity - Tutor / Activity - Learner / Resources / Learning Checks and Assessment Methods
10 mins / End of session/Next steps
What have individuals learnt today?
Do they have any further questions or need further support and information?
Complete and publish site next week. Mention a bit about online security and safety. / Tutor and group revisit the aims and objectives of the session as well as looking back at what their original hopes were for today / N/A / verbal feedback
5 min / Learner feedback Survey
Give to learners to gain written feedback from training session / Learners to complete feedback / Learner feedback survey / Completed Activity

22

Reboot UK sample forms and lesson plans from Evolve Housing + Support

Lesson plan

TRAINER: / DATE: / LOCATION:
SESSION: Introduction to Digital Photography and Photoshop / TIME: / DURATION: 90min
AIM OF SESSION: Learners will be introduced to the basic functions of a digital camera. They will learn the basic principles of composing a good portrait photograph. Learners will learn how to transfer images from camera to computer, how to edit photographs using Photoshop.
TIMING / OBJECTIVES/LEARNING OUTCOMES
THE LEARNER WILL: / RESOURCES / TRAINERS ACTIVITY / LEARNERS ACTIVITY / ASSESSMENT
10mins / Learners will be able to identify trainer and familiarise themselves with the names of others in the group. / A4 paper
Flipchart Pens
Flipchart / Greet learners as they enter the room and ask each learner to write out a name plaque.
Trainer to write their name on flipchart to introduce themselves.
Housekeeping, fire exits and ground rules.
Deliver icebreaker – Ask learners to write 3 things about you, 2 are true 1 is false. Trainer collects papers and reads them out. / Learners take their seats and write themselves out a name plaque.
Contribute to ground rules.
Participate in icebreaker - by writing their names and 3 things about themselves. 2 true, 1 false. The other learners have to guess first who the person is and then which statement is not true. / Learners have taken their seats and are clearly identified by their name plaques.
Q and A.
Trainer observations.
5min / To gain knowledge of the aims and objectives of the session. / Powerpoint
Slides 1,2,3 / Outlines the sessions aims and objectives.
Explains contents of the session.
Provides answers to any questions asked. / Listen
Ask questions / Q and A
Trainer Observations
10min / Learners will identify their current knowledge and understanding of digital photography and image editing equipment. / A4 Logo Handouts / Ask learners to get into pairs and in their pairs identify logo’s on handout.
Ask learners to feedback their knowledge of the logo’s to get an understanding of how familiar learners are of the tools used for digital photography and image edited.
Trainer to clarify and gaps in their knowledge by answering any questions. / Get into pairs and participate in activity.
Identify logos if recognised and feedback to group and demonstrate existing knowledge of digital photography equipment and image editing software.
Ask questions. / Q and A
Trainer observations.
Group discussion.
15 min / To gain knowledge and familiarise learners with a digital slr bridge camera and some of its basic functions.
Learners will demonstrate how to operate a digital slr camera to perform at different lighting level. / Powerpoint slides
4,5,6
Inc. Youtube vid *** / Present learners with youtube video from powerpoint presentation.
Ask learners to identify the functions on camera and demonstrate how to select different functions.
Trainer to write functions on flipchart.
Ask learners to get into pairs and give 1 camera to each pair.
Ask learners in pairs to take 10 portrait pictures of each other. 5 with use of flash and 5 without the use of the flash function. / Watch video and ask questions if they have any.
Learners will participate in group discussion and be able to summarise cameras main functions.
Get into pairs and participate in activity. / Group task.
Q and A.
Trainer observations.
Discussion.
10min / Refreshment break / Water
Teas
Coffee
Cups / Trainer will tell learners they have a 10min break / N/A / N/A
10min / Learners will demonstrate how to transfer images from camera to computer.
Learners will gain knowledge of how to organise digital image files. / SD Cards (Already in cameras)
SD Readers (Already on computers.
Computer/s / Trainer will demonstrate to learners how to open and eject SD card from camera and insert into SD card reader in computer.
Trainer will demonstrate to learners how to create and name a folder on computer.
Trainer will demonstrate to learners how to transfer files from SD card to folder created on computer. / Get into pairs and participate in activity by demonstrating to trainer how to eject SD card from camera
Learner will create and name folder on computer.
Learner will transfer file from SD card to folder created on computer. / Group task.
Q and A.
Trainer observations.
Discussion.
20min / Learner will learn how to open, select, edit save photographs using adobe photoshop. / Computer/s
Powerpoint slide 7,8,9 inc. youtube clip**
Handouts / Trainer will play short film on adobe photoshop.
Trainer will briefly recap main elements with the group
Trainer will demonstrate how to open photoshop and then open and select image file.
Trainer will demonstrate how to adjust brightness, contrast, hues, how to crop, resize and save image.
Trainer will demonstrate how to send to print - If printer is available. / Watch video and ask questions if they have any.
Listen.
Get into pairs and participate in activity.
Learners will select images work with.
Learners will print and present finish images - If printer is available. / Group task.
Q and A.
Trainer observations.
Discussion.
Print out.
10min / Learners will have knowledge of what was covered today. / Powerpoint slides (recap) 10,11,12 / Trainer will recap days session
Trainer will handout evaluation forms.
Trainer will end session. / Listen.
Give verbal feedback.
Give written feedback through evaluation form / Q and A
Trainer observations
Writing

22

Reboot UK sample forms and lesson plans from Evolve Housing + Support

Session Title: FL Studio Workshop
Music Workshop Lesson 1 / Learning Styles: Activities suitable for Visual/Auditory & Kinaesthetic learners
Location & Number of Learners: 2-4 / Time: 2hrs per lesson / Tutor:
Aim(s):
Students will be introduced to the uses of FL Studio, to complete a drum track using FL Studio. Steps to include picking the right drums, setting chord up progressions, creating quick melody, adding baseline and if time permitting mix track to make sound more professional.
Learning Material/resources
·  Pens / Paper
·  White Board / Pens
·  Interactive video’s from BusyWorksBeats.com
·  A4 paper
·  Flipchart paper
·  Handout - summary of FL Studio
Specific Objectives/Learning Outcomes:
·  Learners will understand the common uses Digital Audio Workstations (DAW’s) and what they are used for.