Ideas for Marketing & Communication

 See below for a list of ideas that corresponds with our educational content:

• Website development - IT skills, lay-out, customer directed
  
• Designing a brand logo - new image, slogan, effectiveness
  
•  Sponsoring an event - brands, companies and costs

• Business trip / programme - communication, attitude

• Trade fair / demonstration - communication, business attitude

• Study trip to the UK - budget, sights, choices, travel

• Social Media and marketing - new sources, research

• Purchasing Behaviour - survey, research

• Charity - How to get new clients

• PR for a firm - target group, press

• Carbon footprint / environment friendly companies

• Organising an event - planning, location, target group

•  Festival - programme, planning, facilities
   
• Survey among students - Consuming, money, etc.
  
• Lay out of packaging - new image, costs, transportation

• Customer satisfaction - language, survey

•  Mini market - Selling products

• The four Ps - Product Price Promotion Place

• Creating a new product - Dragon's Den
  
• Products - comparison / competition / developmen

Official Documents

Vocational trainings have formal documents in which compentences, goals, tasks and levels are explained. These are called 'kwalificatie dossiers'.

Here you'll find the document for Marketing and Communication 2012-2013

Important aspects are:
- Kerntaken
- Competences
- Language levels

____________________________________________________

CEFR LEVELS FOR ENGLISH

•	Luisteren: B1
•	Lezen: B1
•	Gesprekken voeren: B1
•	Spreken: B1
•	Schrijven: A2

Verantwoording beroepsniveau 1e moderne vreemde taal (Engels):

 De keuze voor het niveau B1 in het domein Luisteren is gebaseerd op het voorkomen van o.a. de volgende taalactiviteiten:

• Luistert naar voorstellen van anderen.
• Luistert tijdens vakspecifieke gesprekken.
• Analyseert wensen opdrachtgever en vat samen wat er gezegd is.

De keuze voor het niveau B1 in het domein Lezen is gebaseerd op het voorkomen van o.a. de volgende taalactiviteiten:

• Leest verzamelde gegevens/informatie/bijdragen voor (strategische en operationele) plannen.
• Leest nieuws- en informatiebronnen.
• Analyseert onderzoeksvragen en verzamelde data.
• Combineert/vergelijkt informatie uit verschillende informatiebronnen.

De keuze voor het niveau B1 in het domein Gesprekken voeren is gebaseerd op het voorkomen van o.a. de volgende taalactiviteiten:

• Licht voorstellen voor een plan toe.
• Verzamelt middels vraaggesprekken informatie.
• Inventariseert wensen opdrachtgever en vat samen wat er gezegd/afgesproken is.
• Fungeert als aanspreekpunt tijdens een evenement.
• Verstrekt/verspreidt informatie en beantwoordt vragen van gasten en personeel.

 De keuze voor het niveau B1 in het domein Spreken is gebaseerd op het voorkomen van o.a. de volgende taalactiviteiten:

• Licht voorstellen voor een plan toe.
• Rapporteert mondeling over gesignaleerde ontwikkelingen/voortgang en getrokken conclusies.

De keuze voor het niveau A2 in het domein Schrijven is gebaseerd op het voorkomen van o.a. de volgende taalactiviteiten:

• Presenteert gevonden informatie schriftelijk.
• Werkt een (operationeel) plan uit. Formuleert onderzoeksvragen.
• Stelt een conceptrapportage op m.b.t. gesignaleerde ontwikkelingen/uitgevoerd onderzoek en getrokken conclusies.
• Schrijft voorlichtings- en promotiemateriaal.
• Formuleert probleemstelling/ideeën/plannen/voorstellen/doelen/projectplan.
• Houdt opdrachtgevers etc. schriftelijk op de hoogte van de voortgang van een project.
• Werkt een draaiboek uit.
• Schrijft voorlichtings- en promotiemateriaal.                                           Bron: kwalificatiesmbo.nl
  ______________________________________

As you can see there are a lot of subject specific tasks within the different language skills. The goals mentioned above provide a standard and final level for the third (and last) year so naturally, there will be steps taken from the first towards the last year and in the first and second year students do not need to have covered all aspects mentioned.

Also these aspects can be shown in various ways. For example the first one for Writing 'Presenteert gevonden informatie schriftelijk' can either be a log, an overview, table, form, report etcetera. Also there is a variety in subjects this 'found info' can relate to. Some examples:
PR materials (e.g. brochures), customer service of a website, flight schedule of an airline company, prices of certain products, route description to a company, programme of a festival, availability of products in a shop, and so on.. the sky is the limit.

Lastly, you'll probably see that some of the aspects seem way too extensive for the required level of the skill (especially for writing). This means, as a teacher, that you should try and make tasks more directed and simple. For example 'formuleert probleemstelling/ideeën/plannen/doelen/projectplan' could be simplified by letting students draw a mindmap with ideas, a short SWOT about a product, a log about group work during a project etcetera.

The student

There is a difference between students at VET and for example secondary education.

WHY and WHAT are the differences??

Here are some things that might be good to know..

# They are older. Average age between 16 and 20. Some older even..
# They have chosen a specific training. So, (hopefully) they have thought about careers etcetera
# In case of Commercial Services: There are mainly guys, about 79-80% of the students
# Students have a wide knowlegde about phones, gadgets, laptops, music, Apps, Facebook and so on
# They like a personal chat every so often. Music, weekend, relationships, family situation..
# Students are very honest. You can always count on them for receiving feedback.
# They like hands-on tasks. Don't read it, do it! (well, a bit of reading is fine too)
# They are interested in higher education (because many of them intent to get a Bachelor after VET)
# Their level of English is quite good - especially communication wise. They can present themselves.
# Students like the idea of marketing based English - intergrated language and international aspects.
# They like humour in class - a joke, Youtube, a game.
# VET students like to be challenged (e.g. price for the best video/poster/presentation)
# They appreciate it if you teach them like (young) adults, not children. The more grown-up approach, the more professional response and attitude you'll get from them. 

Introduction Project

THE HAN-ROC PROJECT... TELL ME MORE...

It is a project to get in touch with students at vocational education and what it's like teaching these groups. But also.. how is the curriculum structured, what's the level of the students and how can they be motivated for English.

Where?  ROC Nijmegen

Vocational Education Institute
Trainings at levels 1, 2, 3, and 4


Location: Campusbaan - Economics and Heath Care



Vocational education and training (VET) takes an important role in preparing Dutch young people from the age 16 to 20 for the labour market. This educational sector hosts about 60% of all youngsters taking education and offers them a wide range of courses in various levels running from the assistant level to middle management level.

Vocational education and training (VET) courses can be taken at four levels and range from six months to four years. Vocational education and training (VET) courses include four sectors:

• economics
• health and social care 
• agriculture
• engineering and technology

Commercial Services
This department (within the economics sector) hosts trainings at levels 3 and 4. During the first year, all students follow the same modules. After year 1 the division between level 3 and 4 will be made.

Level 3: Commercial Assistant, 2 years
Level 4: Assistant Communication, Assistant Event Management, Marketing Assistant, 3 years

The project will take place in the first and/or second year.