The ELSIE Syllabus

The ELSIE syllabus, from year 1 through to year 3, is designed to take students through each stage of the DOTS model, as shown in diagram to the right, which has been adapted from Law and Watts (1977).

Each aspect of the DOTS model is defined by Watts (2006: 10) as follows:

Self Awareness – in terms of interests, abilities, values, etc.

Opportunity Awareness – knowing what work opportunities exist and their requirements

Decision Learning – decision-making skills

Transition Learning – including job-search and self-presentation skills

The first-year course takes the students progressively through the various stages of the DOTS model.  However, there is a particular focus on the first two parts - Self Awareness and Opportunity Awareness. We believe that there is much to be gained if students know - from the point at which they commence their studies - how their skills, personal attributes, motivations and values match their careers-of-interest. We also believe that students should be made aware of possible career opportunities as early as possible, so that they can better tailor their degree scheme (if choice is available to them). To help the students make a link between the Self Awareness stage and Opportunity Awareness stage, we ask them to use career profiling tools such as the Prospects Planner.  

Level 1 also covers issues in respect to language and representation, in particular, (i) (writing) CVs and applications, and (ii) interview techniques. Students go on to engage in Decision Learning and Transition Learning activities in more depth in their second and third years. 

 Basic breakdown of the ELSIE syllabus, for level 1:

• Preliminary: The DOTS model

• PART 1: Self-development

• PART 2: Subject-based skills / Academic writing

• PART 3: Information skills

• PART 4: Presentation skills / Observation skills

• PART 5: Starting the ELSIE projects

Note: Transferable skills / employability skills are focussed on throughout – we ask the students to complete journals and encourage them, in particular, (i) to reflect on the skills which they are acquiring and refining throughout their degree scheme, and (ii) to look at how these skills can be transferred to and utilised in a working context.

References:

Law, W. and Watts, A.G. (1977), Schools, Careers and Community, Church Information Office: London.

Watts, A.G. (2006), Career Development Learning and Employability, The Higher Education Academy: York.