The following are reminders of the main organisational areas: a) Initial planning
This will involve working with Careers Wales to formulate a proposal to include:
 The rationale and proposed learning outcomes;
 Suggested activities;
 Suggested times and dates;
 Funding implications;
 Who might be involved? b) Learning activities, materials and resources
The actual teaching and learning activities need to be planned in order to meet the learning outcomes.
Appropriate and stimulating activities and materials are crucial in order to maximise learning and the ability of AOTs to successfully work with the students. Consideration needs to be given to:
 How students of differing abilities will achieve;
 The skills and previous experience of the AOTs;
 The available time in each session;
 How different sessions within the event complement each other;
 Arranging student groups most effectively, particularly if they have a choice;
 The practicalities of preparing the materials;
 The availability of resources such as audio-visual equipment.
In order to maximise the opportunities for learning through such sessions it is important to vary the learning styles used, particularly for whole day events. Learning experiences such as these should avoid overuse of didactic approaches by taking advantage of the wide range of active learning techniques including:
 Real-life scenarios from industry, commerce and the arts as problems to solve;
 Design and make activities;
 Card sort exercises;
 Quizzes;
 Interviewing AOTs about their careers;
 Producing displays as summaries of learning;
 Role-play;
 Group or paired discussion;
 Vocational workshops demonstrating a particular skill such as decorating.
A number of these methods can be used within the same session to provide short snappy exercises. An emphasis on teamwork throughout the activities will support the development of the ‘working with others’ key skill. Students should have a clear sense of the purpose of the event and have planned their learning outcomes in preparatory sessions. In addition, some time needs to be built into the event, or put aside soon afterwards, for the reviewing and recording of learning.

c) Working with AOTs
The majority of AOTs supporting career work-related events do so as volunteers and are giving up their time freely or are being released from their normal work for the day/s. It is vital to make their contribution as effective as possible by:
 Giving as much notice time as possible;
 Providing clear written guidelines in advance, including tips for working with students.
 Making the purpose and rationale explicit;
 Confirming details in writing and over the telephone;
 Preparing the students;
 Having people to meet AOTs at reception;
 Holding a briefing session for the AOTs;
 Providing an on-the-day pack including student name lists and badges;
 Providing refreshments;
 Having volunteers to act as guides;
 Providing support during the event;
 Gathering AOT evaluation evidence;
 Sending letters of thanks including evaluation points and student comments. d) Other practicalities
It is recommended that colleges/schools design a checklist to be used before and during the event. This could be given to the various staff involved in the organisation as an aide-memoir. The following list gives a reminder of the last minute practical arrangements:
 Rooms to be used;
 Room/space layout;
 Unlocking doors on the day;
 Availability of equipment in the correct locations;
 Refreshments;
 A room for the visitors;
 Informing other teaching and non-teaching staff;
 Use of teachers during the event;
 Plenty of spare stationery;
 Name badges and lists;
 Evaluation forms.