VCAL Personal Development Skills Strand 2020–2024 Advice ...



VCAL Personal Development Skills Strand 2020–2024 Advice for teachers133351079500 AcknowledgementsThe VCAA acknowledges the support of VCAL teachers in the development of this resource. Authorised and published by the Victorian Curriculum and Assessment AuthorityLevel 7, 2 Lonsdale StreetMelbourne VIC 3000? Victorian Curriculum and Assessment Authority 2020No part of this publication may be reproduced except as specified under the Copyright Act 1968 or by permission from the VCAA. Excepting third-party elements, schools may use this resource in accordance with the VCAA educational allowance. For more information go to . The VCAA provides the only official, up-to-date versions of VCAA publications. Details of updates can be found on the VCAA website at vcaa.vic.edu.au.This publication may contain copyright material belonging to a third party. Every effort has been made to contact all copyright owners. If you believe that material in this publication is an infringement of your copyright, please email the Copyright Officer vcaa.copyright@edumail..auCopyright in materials appearing at any sites linked to this document rests with the copyright owner/s of those materials, subject to the Copyright Act. The VCAA recommends you refer to copyright statements at linked sites before using such materials.The VCAA logo is a registered trademark of the Victorian Curriculum and Assessment Authority.Contact us if you need this information in an accessible format - for example, large print or audio.Telephone (03) 9032 1635 or email vcaa.media.publications@edumail..auContents TOC \h \z \t "VCAA Heading 1,1,VCAA Heading 2,2" Introduction PAGEREF _Toc34299804 \h 4Purpose statement PAGEREF _Toc34299805 \h 4Strand requirement PAGEREF _Toc34299806 \h 4Unit information PAGEREF _Toc34299807 \h 5Developing a program PAGEREF _Toc34299808 \h 6Delivery principles and practices PAGEREF _Toc34299809 \h 6Delivery modes PAGEREF _Toc34299810 \h 6Teaching and learning strategies PAGEREF _Toc34299811 \h 7Integrating programs PAGEREF _Toc34299812 \h 8Assessment PAGEREF _Toc34299813 \h 9Assessment tasks PAGEREF _Toc34299814 \h 10Reporting PAGEREF _Toc34299815 \h 10Assessment of integrated programs PAGEREF _Toc34299816 \h 10Assessing students with disabilities PAGEREF _Toc34299817 \h 11Quality assurance of VCAL units PAGEREF _Toc34299818 \h 11Recognition of Prior Learning (RPL) PAGEREF _Toc34299819 \h 11Authentication of student work PAGEREF _Toc34299820 \h 12Example learning activities and assessment tasks PAGEREF _Toc34299821 \h 13Key terms PAGEREF _Toc34299822 \h 13Personal Development Skills Foundation Unit 1 PAGEREF _Toc34299823 \h 14Personal Development Skills Foundation Unit 2 PAGEREF _Toc34299824 \h 20Personal Development Skills Intermediate Unit 1 PAGEREF _Toc34299825 \h 25Personal Development Skills Intermediate Unit 2 PAGEREF _Toc34299826 \h 31Personal Development Skills Senior Unit 1 PAGEREF _Toc34299827 \h 37Personal Development Skills Senior Unit 2 PAGEREF _Toc34299828 \h 43Appendix – Learning outcomes tables PAGEREF _Toc34299829 \h 48Personal Development Skills – Unit 1 PAGEREF _Toc34299830 \h 48Personal Development Skills – Unit 2 PAGEREF _Toc34299831 \h 49Introduction VCAL Personal Development Skills Strand 2020–2024 Advice for teachers has been prepared to support teachers to deliver the revised Personal Development Skills units. It comprises teaching strategies, examples of learning activities and assessment tasks, possible integrated activities and other support material.This Advice for teachers should be used as supporting material only and this document should not to be confused with VCAL Personal Development Skills Strand Curriculum (PDF – 314Kb), which is the compulsory course content document.Victorian Certificate of Applied Learning (VCAL) teachers are strongly encouraged to read the VCE and VCAL Administrative Handbook on the VCAA website. Updates and other matters relating to VCAL curriculum are also published in the VCAA Bulletin and Notices to Schools.Purpose statementThe purpose of the VCAL Personal Development Skills Strand is to develop student knowledge, skills and attributes that lead to self-development and community engagement through:family, social, community and environmental responsibilitiesresilience, self-esteem and efficacyhealth and wellbeingvaluing participation in a democratic society.Curriculum selected for the Personal Development Skills Strand must be consistent with the strand purpose statement. Through aligning curriculum with the strand purpose statement, the learning program will provide opportunities for skill progression and experiences that are important for VCAL personal development outcomes. Personal development includes self-esteem and other qualities developed through valuing personal achievement and contributing to the community. This may involve demonstrating leadership and teamwork skills, accepting responsibility for goal achievement, and reflecting on knowledge and skills for decision making and problem solving.The development of knowledge, skills and attributes in the Personal Development Skills Strand underpins the development of skills in the other three VCAL curriculum strands (Literacy and Numeracy Skills, Industry Specific Skills and Work Related Skills).Strand requirementStudents must successfully complete a minimum of one Personal Development Skills unit at the award level (or above) to meet the Personal Development Skills Strand requirement.Unit informationRationaleThe Personal Development Skills units recognise learning that is valued in the community and develop the knowledge, skills and attributes identified in the strand purpose statement and aims. The units emphasise the importance of self and connection to the community through locally developed programs. Providers and teachers are encouraged to deliver programs that allow students to apply their learning through community-based projects, both internally and externally.AimsThe Personal Development Skills units are designed to develop and improve:self-awareness and self-worthhealth and wellbeingsocial connectednesscommunity and environmental awarenesscritical and creative thinking.StructureThe Personal Development Skills Strand is designed at three levels – Foundation, Intermediate and Senior. The levels reflect the progression in knowledge, skills and attributes relating to personal development. Two units exist at each level:Personal Development Skills Unit 1 focuses on self. This unit has five learning outcomes at each VCAL level.Personal Development Skills Unit 2 focuses on the community. This unit has five learning outcomes at each VCAL level.DurationAll Personal Development Skills units are based on a nominal duration of 100 hours, made up of formal and informal learning and instruction.Satisfactory completionIn order to be credited with a Personal Development Skills unit, students must demonstrate achievement in all the learning outcomes of the unit. Wherever possible, all elements in a learning outcome should be achieved in the one assessment task. All activities designed to assess VCAL unit learning outcomes should be assessed by the teacher to verify satisfactory completion.VCAL providers report results for each unit as S (Satisfactory) or N (Not yet complete).Developing a programTeachers must develop a VCAL Personal Development Skills teaching and learning program that includes appropriate learning activities that enable students to develop the knowledge, skills and attributes identified in the learning outcomes in each unit. Teachers must ensure that all learning programs and activities enable the achievement of the learning outcome requirements of the VCAL units. Also, students must have the opportunity to be actively involved in the program design and delivery of VCAL units. Delivery principles and practicesVCAL is underpinned by the following principles:student-centred approaches and decision making regarding program design, delivery and evaluationopportunities for experiential learning and skill development through activities that are structured and sequential program design that has high relevance to personal strengths and experiences, is responsive to diverse needs and allows students to enter and exit learning programs at each level to pursue a range of pathway optionsprogram delivery that builds resilience, confidence and self-worthlearning environments that strengthen connections with the community and promote active citizenship.Adopting student-centred teaching practicesDelivery should be based on student-centred experiential learning activities with an emphasis on practical and contextualised activities, and applied learning. Where possible, teachers should extend student learning experiences beyond the classroom through active engagement with the community, field trips and other applied learning methods, for example, integrating classroom learning for one VCAL unit with another VCAL unit that has an applied or practical focus.Negotiating learning programs with studentsIt is important that students are actively involved in negotiating and planning their individual learning program.Delivery modesVCAL allows for a range of delivery modes in a variety of settings. Delivery modes may include but are not limited to:applied learning linked to community, work or school activitiesclassroom delivery based on whole-class, small-group or individual activitiesflexible delivery.Delivery settings may include schools, post-compulsory education providers, or community, workplace, sporting or simulated environments. Delivery must be consistent with the accredited curriculum.Learning activities, including projects, must promote and support applied learning and encourage the integration of learning across units. Teachers should familiarise themselves with the requirements relating to integrating programs and assessment in this advice.Using flexible delivery modesWhen planning the VCAL learning program, teachers should determine the delivery modes most suited to students’ needs and circumstances, and they should employ teaching and learning methods that allow for both students’ individual differences and their learning preferences. Classroom-based delivery should include a mixture of whole-class, small-group and individual activities.Delivery can be full-time or part-time. Some students may choose to complete units over longer periods of time than the nominal hours. Delivery and assessment must be in accordance with the requirements of the individual curriculum components selected for the study. Teaching and learning strategiesThe teaching and learning strategies adopted by teachers should be appropriate to the learning context, content, delivery mode and setting. Examples of suitable strategies include:developing a learning environment where discussion, collaboration and critical reflection can occurensuring an appropriate balance between explicit teaching of content, wherever required, and student self-directed learningexplicit teaching of strategies that support planning, developing and working to timelines as well as working in teams small- and large-group activities where students learn the importance of collaborative involvementout-of-class activities or investigationsoral presentations with feedback, where students adapt and modify work according to feedback from audience and self-reflectionguest speakers, where students listen to the speaker and critically analyse contentwritten essays, reports or reviews that relate to the chosen field of studyproduction of multimedia and/or web contentresearch projectsactivities that build specific knowledge and technical vocabularycritical-analysis activities, such as questioning; identifying values; identifying missing and misleading information; identifying opinions and facts, using inference or evidence.Teachers are encouraged to support students to:learn through interaction and cooperation – via discussion, asking questions, giving explanations and presentations, and working cooperatively with othersuse a range of materials and resources relevant to the chosen field of study – through out-of-class or classroom-based activities and investigationsutilise their backgrounds, interests, knowledge, skills and experiences and connect these to the chosen field of studydevelop existing skills and knowledge in the chosen field of studyexperience success and develop confidence through developing, practising and acquiring skills and knowledgeuse problem-solving strategies.Integrating programsThe teaching and learning programs for various VCAL units can be integrated but record keeping should clearly indicate which learning outcomes in which units and which strand/s were assessed (see also Assessment of integrated programs).Programs can be designed to include a thematic or project-based approach, including learning experiences and assessment tasks that are based on integration of learning outcomes. This might include combining the learning outcomes from different units in the same or different VCAL curriculum strands to reflect the integration of skills and competencies in authentic contexts, such as social or work activities.Assessment Assessment is an integral part of teaching and learning. Assessment is used to determine whether a student has achieved a learning outcome but it can also be used within a learning program to identify opportunities for further learning.The purpose of assessment in VCAL is to determine a student’s achievement of a learning outcome by collecting evidence about their performance and making a judgment about whether they have met the requirements of the learning outcome. These requirements are clearly outlined in the elements of each learning outcome. The learning outcome is achieved when the student demonstrates achievement of all the elements.To ensure assessment is valid, reliable, fair, flexible and equitable, students must be observed to demonstrate achievement of a learning outcome on more than one occasion and in different contexts. Where a learning outcome involves the completion of multiple assessment activities in a variety of contexts, these activities and their supporting evidence are able to demonstrate achievement of the learning outcome.Assessment should be based on the following practices and principles:Instructions for learning activities and assessment tasks should be clear and explicit. Students must know what is expected and the criteria by which satisfactory completion will be established.Assessment should be grounded in a relevant context and not be culturally biased.Students should have the opportunity to demonstrate achievement at their own pace.Students should be assessed across as wide a range of tasks or activities as possible, in order to increase reliability and validity of assessment. Time allowed to complete a task should be reasonable and specified and should allow for preparation and reflection as appropriate to the activity. Where the assessment task is linked to a project or activity, the assessment tasks may take place over a number of weeks.Assessment tasks and learning activities should be open-ended and flexible, to meet the specific needs of students.Assessment should include access to technology, where appropriate to the context of the task or activity.Assessment must not unduly disadvantage any student and teachers must provide flexibility in their range of methodologies in order to cater to the needs of individual students.When assessing students with particular needs the validity of assessment must be maintained. Flexibility in assessment strategies and methods will ensure that a student is able to demonstrate their achievement of learning outcomes without disadvantage.Satisfactory completion of the VCAL units must be based on evidence that demonstrates that the student has achieved the learning outcomes. The curriculum for the VCAL unit should include learning activities and tasks that develop the student’s knowledge and skills. When developing an assessment task or activity, teachers must ensure that it enables students to achieve the learning outcome/s.It is important that cultural awareness and cultural sensitivity is considered in developing assessment tasks and activities.Assessment tasks Teachers must develop learning programs that provide opportunities for students to demonstrate achievement of the learning outcomes. A holistic approach to the development of skills through project-based activities that integrate learning across the learning outcomes will ensure that students are able to identify and apply these skills within authentic social and working environments.A range of assessment tasks may be used to elicit evidence of achievement, including:information and communications technologies (ICT) evidence, including internet usage, blogs, wikis, podcasts, eportfolios, multimedia presentations, video clips and products using other ICT software or devicesteacher observation and/or checklistsself-assessment inventoriesphysical demonstration of understanding of written or oral texta portfolio of accumulated evidenceevidence accumulated through project or program participationawards from recognised programsoral or written reports and presentationsoral explanation of textwritten textdiscussiondebatesrole-playsfolios of tasks or investigationsperformance of practical tasksreflective work journalsstudent logbooks.ReportingThe VCAL provider coordinates the assessment and collection of results for all curriculum components within the VCAL learning program. The satisfactory completion of curriculum components must be in accordance with the assessment guidelines for the accredited curriculum.VCAL providers should report results for each unit as S (Satisfactory) or N (Not yet complete).Assessment of integrated programsWhere possible, assessment in VCAL should focus on integrated projects or activities. In developing an integrated or holistic approach to VCAL delivery, a number of outcomes from one or more strands or units can be grouped into logical, assessable tasks or activities that take into account project-based or thematic activities. When designing assessment for an integrated project, there needs to be clearly identifiable assessment tasks or activities for each VCAL unit and/or Vocational Education and Training (VET) unit of competency (if applicable).An assessment task used to demonstrate achievement of one or multiple learning outcomes in one VCAL unit cannot be used to demonstrate achievement in other VCAL unit learning outcomes or competency in a VET unit of competency. For example, an assessment task (within a broader project) used to demonstrate achievement of a number of learning outcomes within a VCAL Personal Development Skills unit cannot be used to demonstrate achievement of learning outcomes in a VCAL Literacy Skills Reading and Writing unit.When an integrated project includes VET units of competency, separate evidence is required to demonstrate competency in the VET units.Assessment of VCE units must be in accordance with VCE study designs and cannot be integrated with other assessment.Assessing students with disabilitiesWhile flexibility in relation to assessment methods, assessment tools and context is encouraged to meet the specific needs of students, the validity and reliability of the assessment must not be compromised in any way.Flexibility in assessment methods is important, particularly for students with disabilities. For example, if a person is unable to communicate by speaking, then an alternative means of communicating may be used to demonstrate learning outcomes usually demonstrated through the spoken word. Students who are hearing impaired may sign their response, and those with a physical disability may use a voice synthesiser or communication board.In some instances the time taken to respond in alternative modes may be considerably longer than through speech and it may be unrealistic to expect such students to achieve the learning outcomes in the stated nominal hours. Students may therefore need more time to complete the learning outcomes.Quality assurance of VCAL unitsThe quality assurance (QA) of VCAL units is an integral part of the implementation of the VCAL certificate. The VCAL QA process ensures a common and consistent understanding of the assessment tasks and teacher judgments at each of the three VCAL levels. Participation in the annual VCAL QA process is a requirement for authorisation to deliver VCAL. All Principals/Directors must therefore allow appropriate staff to participate in the VCAL QA process and attend VCAL QA meetings if required. The VCAA strongly recommends that the teacher who completes the QA template also attend the QA meeting/s, if required. For more information on QA templates and the QA process, see the VCAA website.Recognition of Prior Learning (RPL)Students can use Recognition of Prior Learning (RPL) to meet some of the learning outcomes in the Personal Development Skills units. RPL is the acknowledgement of skills and knowledge obtained through any combination of formal or informal training, work experience or life experience. It is a process to assess successful completion of VCAL learning outcomes through skills, knowledge and experience gained in settings other than traditional school programs, such as through part-time work or voluntary involvement in a community organisation.Where students have been granted RPL, evidence that demonstrates successful completion of the unit’s learning outcomes must be completed and kept by the VCAL provider.Before granting RPL to a student, providers should contact the VCAL Unit at vcaa.vcal@edumail..au for advice.Authentication of student workVCAL teachers must ensure that appropriate measures are in place to ensure that student work can be authenticated. This is particularly important when tasks or activities are undertaken or completed away from the classroom. It is equally important that when tasks or activities are undertaken as a team, the individual contributions of each team member are able to be authenticated.Example learning activities and assessment tasks The following are examples of learning activities and assessment tasks that are appropriate for students working towards achieving each learning outcome and its associated elements. Note: Teachers must observe students demonstrating achievement of a learning outcome on more than one occasion and in different contexts to ensure that assessment is valid, reliable, fair, flexible and equitable.Where a learning outcome involves the completion of multiple assessment activities in a variety of contexts, these activities and their supporting evidence are able to demonstrate achievement of this learning outcome.Delivering a VCAL unit involves a combination of explicit teaching and student self-directed learning. This combination is largely dependent on the curriculum content and the VCAL level being delivered.Wherever possible, all elements in a learning outcome should be assessed during the one learning activity. If some elements of a unit’s learning outcomes are not covered by the suggested learning activity, then teachers will need to source another activity to ensure all elements of the learning outcome are achieved.A learning activity or project may be used to integrate learning outcomes across an entire VCAL unit, or it may be used for multiple learning outcomes within a unit or just one learning outcome. Alternatively, an activity or project may be used to integrate learning outcomes across multiple VCAL strands or units. Although integration of the learning outcomes across an entire unit is encouraged, teachers and students may wish to introduce different project themes across the unit.Where the same project or activity is given as an example across different levels (for example, developing a local mural or organising a winter sleep-out), the level of complexity of the activities involved and teacher support required will be determined by the level of the VCAL unit being delivered. Key termsFoundation levelA simple activity means a single or basic grouping of activities, conducted under close supervision with access to high levels of direction and support. In Australian Qualifications Framework (AQF) terms, this is generally at Certificate I level.Intermediate levelA complex activity or project involves work conducted under supervision and reasonably self-directed in regard to planning and work activities. In AQF terms this is generally at Certificate I or II level.Senior levelA complex, self-directed project involves work conducted under supervision and self-directed in regard to planning and work activities. In AQF terms this is generally at Certificate II or III level.A sustained presentation means a presentation of between 8–10 minutes to a relevant audience and supported by appropriate technology. Personal Development Skills Foundation Unit 1Note: One learning activity – for example, developing a community garden – could be used across this unit.Learning outcome 1Plan, organise and carry out a simple activity.Example activities and tasksCommunity garden:Plan and organise a gardening activity.Make a list of all tools and materials required.Write letters seeking anise a schedule, including maintenance, staffing and building.Create a list of OHS risks and controls.Develop a brief – who it is for, for what purpose.Set the timeline and accountabilities.Research community needs, environmental concerns, local plants, seasonal factors and health impacts of choices.Construct or work to time and expense.Plan and/or implement the opening of the garden.Reflect upon the achievement of the activity and the challenges encountered.A race around the school:Create a mind map or brainstorm the event.Develop a list of resources and where to get them.Negotiate success criteria for the activity.Write letters seeking permission.Take photos of the set-up or plan.Write a journal or produce video evidence.Reflect upon the achievement of the activity and the challenges encountered.Other activities and tasks:Raise funds for a charity such as the Haven Foundation, Cancer Council’s Do It For Cancer or a local charity.Create a community calendar.Teach other students a skill, for example, sport or cooking.Participate in Clean Up Australia Day.Partner with a local primary school and carry out simple activities such as lunch activities, sports or games, reading practice or reading clubs, or gardening.Activities at Foundation level may require additional scaffolding and teacher support and guidance.ElementsThe elements are demonstrated when the student can:1.1develop a plan for a simple activity in relation to one or more of the following:resilience, self-esteem and efficacyhealth and wellbeingfamily, social and/or environmental responsibilitiesvaluing participation in a democratic society1.2select resources appropriate to carrying out the plan1.3list success criteria for achievement of the activity1.4carry out the activity that involves a limited number of steps within a defined period of time1.5reflect upon own achievements and challenges of the activity.Learning outcome 2Demonstrate knowledge specific to a simple activity.Example activities and tasksCommunity garden:Demonstrate an understanding of how to make suitable plant choices.Demonstrate an understanding of issues such as food security and reducing waste.Follow specific OHS requirements and relevant risk assessment guidelines.Give instructions on how to prepare and plant the garden.Estimate requirements – material, size, timing (including planting in the appropriate season and the impact of school holidays), budget.Document the activity through a folio, including plans, reflection, annotation, feedback, photos, survey, picture book explaining to others, drafts.Reflect on own performance and the outcomes achieved in this activity.A race around the school:Discuss what an amazing race is and how this could work at school (watch the television show The Amazing Race).Develop a task list.Develop a timeline indicating the actions that need to occur before and after the activity.Write a synopsis of the intended event.Demonstrate knowledge of how the event is constructed, for example, teams, challenges, roadblocks.Reflect on own performance and the outcomes achieved in this activity.Other activities and tasks:Demonstrate sporting or cooking skills to others, by taking photos or a video of sporting or cooking activities.Undertake research into a charity and explain what the raised funds will be spent on.Show an understanding of the history of Clean Up Australia Day, including who started it and why.Keep a journal that demonstrates the growth of knowledge from the beginning to the end of an activity.Produce a mind map at different stages of an activity to show growth of knowledge.Reflect on own performance and the outcomes achieved in an activity.Activities at Foundation level may require additional scaffolding and teacher support and guidance.ElementsThe elements are demonstrated when the student can:2.1identify and demonstrate knowledge that will contribute to the achievement of a simple activity2.2access and gather information required to complete the activity2.3outline the steps required for completion of the activity2.4reflect on own performance and outcomes achieved.Learning outcome 3Demonstrate skills specific to a simple activity.Example activities and tasksCommunity garden:Follow safe handling procedures.Use the following skills effectively: time management, problem solving, goal setting, planning.Ensure proper use of personal protective equipment (PPE).Organise watering during the school holidays.Review and adjust plans during the activity as required.Reflect on own skill development during the activity.A race around the school:Organise the event and address the challenges municate with peers and adults within the school about the event.Create a list of required equipment and materials and use them in the activity.Seek permission to run the municate clearly with others during the event.Deal with the events on the day calmly and in a cooperative manner.Reflect on own skill development during the activity.Other activities and tasks:Brainstorm skills required for a simple activity.Create mind maps reflecting the skills required for a simple plete a personal audit of skills – anticipated strengths, anticipated challenges, skills used, skills yet to be developed.Consider teacher observation and checklist of skills developed as feedback.Respond to teacher feedback.Role-play an activity so the skills required can be identified, discussed and further developed.Reflect on own skill development within an activity.Activities at Foundation level may require additional scaffolding and teacher support and guidance.ElementsThe elements are demonstrated when the student can:3.1identify and demonstrate personal and other skills that will contribute to the achievement of a simple activity3.2demonstrate the use of skills relevant to the activity3.3use appropriate equipment and materials to suit the conditions under which the activity will be undertaken3.4reflect on own skill development within the activity.Learning outcome 4Solve a problem specific to a simple activity.Example activities and tasksCommunity garden:Identify and select plants that are native to the area or that have desired characteristics, such as being droughtproof or frost tolerant.Consider the appropriate seasons for planting.Create and use a budget appropriately.Undertake a SWOT analysis (strengths, weaknesses, opportunities, threats) of the garden before and after completion of the activity.Use scenarios or case studies to plan for possible outcomes and events, for example, too much rain, poor soil quality, change of school anise care and maintenance during school holidays.Reflect upon the effectiveness of any action taken.A race around the school:Use scenarios to plan for possible outcomes and events, for example, poor weather conditions, an injury, absence.Brainstorm a list of solutions or modifications.Use a Who, What, Where, When, How and Why framework to document solutions or modifications.Present scenarios to peers and provide feedback to each other.Activities at Foundation level may require additional scaffolding and teacher support and guidance.ElementsThe elements are demonstrated when the student can:4.1identify a problem related to a simple activity4.2explain possible solutions to the problem4.3contribute to the activity that is aimed at resolving the problem4.4reflect upon the effectiveness of the action taken to resolve the problem.Learning outcome 5Demonstrate teamwork skills in a simple activity.Example activities and tasksCommunity garden:Form teams democratically.Develop team rules and norms.Assign duties and responsibilities across own teams.Participate in teacher-constructed reflections.Undertake peer evaluation after the activity.Take photos of team participation.A race around the school:Work with other students to set up obstacles and stations, with teacher support.Undertake a SWOT (strengths, weaknesses, opportunities, threats) analysis, including personal and/or team factors that have an impact on the activity.Analyse what went well and what could have been even better and how.Other tasks:Record in a journal instances of teamwork during an activity.Reflect on any meetings, processes or activities undertaken during an activity.Identify team processes that were used and the skills required for them to be completed.Discuss the effectiveness of teams during an activity.Activities at Foundation level may require additional scaffolding and teacher support and guidance.ElementsThe elements are demonstrated when the student can:5.1participate in a simple activity demonstrating teamwork skills5.2describe personal factors that contribute to teamwork5.3reflect on factors that influence team behaviour5.4discuss the effectiveness of team processes for achieving goals.Personal Development Skills Foundation Unit 2Learning outcome 1Identify the roles of members of a community.Example activities and tasksDefine what a role is and what a responsibility is.Brainstorm definitions of ‘community’ and identify skills and personal attributes of effective members of a community.Create a mind map of all the community organisations known and their connections with each other.Identify the variety of communities that they connect with.Discuss the characteristics of community, for example, all people in a community have a shared experience or purpose.Undertake class discussion on different communities and experiences within communities.Partnering with a local community organisation:Identify organisations that work within the local community.Research a local community organisation, for example, its history, role, people, connections to other organisations.Meet with the people from an organisation to discuss community from their perspective.Develop a partnership arrangement with a local community group or neighbourhood house.Activities at Foundation level may require additional scaffolding and teacher support and guidance.ElementsThe elements are demonstrated when the student can:1.1discuss what it means to be a member of a community1.2describe the importance of rights and responsibilities of members of a community1.3identify and list the roles of different members of a community1.4discuss how a member of a community can have a positive impact on that community1.5identify the skills and personal attributes of an effective member of a community.Learning outcome 2Plan and organise a simple activity concerning an environmental, cultural or social issue within a community.Example activities and tasksChoose an activity concerning an environmental, cultural or social issue within a community, for example:volunteering at a local community group or schoolorganising guest speakers about local issuesvisiting local nursing homes to explore ageing, loneliness, connection to community – for example, playing games, sharing photographs, playing musicrunning seminars at the local library where the students are experts on the issue or on the use of technology to connect to othersorganising a winter sleep-out at school to raise money for a homelessness charityacting upon identified needs within the communitycontributing to soup kitchensdeveloping a mural in the school or broader communitymapping the heritage of students in the class or school as part of an anti-racism projectdeveloping communications (for example, brochures, online content, posters) to inform the community of issues.Identify the skills required to plan and organise the activity, such as timeline development, budgeting, approvals and permissions (this may require some explicit teaching).Lead reflection on individual contributions to the community municate with others about the activity.Activities at Foundation level may require additional scaffolding and teacher support and guidance.ElementsThe elements are demonstrated when the student can:2.1discuss and select an environmental, cultural or social issue within a community2.2plan a simple activity to address the issue2.3identify the risks associated with the activity and implement strategies to minimise the risks identified2.4contribute to and participate in the planned activity2.5reflect on own contribution to the activity.Learning outcome 3Communicate information about a simple environmental, cultural or social activity within a community.Example activities and tasksUse ABC’s War on Waste television series as a starting point and:undertake an audit on community wastereport on the auditing process and provide reflections for self and others.Research effective awareness-raising campaigns of the past, or recent videos that have gone viral.Undertake class discussion on quality of sources, critical literacy (actively reading, analysing and questioning texts), analysing messages in communications, etc.Present a portfolio of communications types using appropriate digital media technologies, including:newsletter articlesshort filmradio or podcastdocumentarysocial media campaign.Reflect on effective communications in the activity.Activities at Foundation level may require additional scaffolding and teacher support and guidance.ElementsThe elements are demonstrated when the student can:3.1identify sources of information regarding a simple environmental, cultural or social activity within a community3.2collect and interpret information about the activity3.3communicate information and/or findings to others regarding the activity, using appropriate digital media technologies3.4reflect on the effectiveness of the communication of the activity.Learning outcome 4Identify problems related to a simple environmental, cultural or social activity within a community.Example activities and tasksBrainstorm possible problems or issues related to an activity and their impacts, and suggest a solution for each.Use a graphic organiser, such as a lotus diagram, to explore the ripple effect of the chosen activity.Explore formal documentation, such as policies, that will guide the activity.Prepare strategies to address potential problems, for example, a key contact list, clear expectations or rules, or an induction if it is an activity that has many people involved.Activities at Foundation level may require additional scaffolding and teacher support and guidance. Teachers may need to model the process from issue identification through to strategy development.ElementsThe elements are demonstrated when the student can:4.1identify and list problems that may arise when dealing with a simple environmental, cultural or social activity within a community4.2discuss the causes of these problems4.3detail the impact these problems may have on the activity4.4identify a range of strategies to address the problems.Learning outcome 5Demonstrate teamwork skills in a simple activity within a community.Example activities and tasksAs a group, identify skills required to work effectively as a team.Practise different roles within a class meeting, for example, chairing a meeting, setting agendas, and developing goals and plete a personal audit of teamwork strengths and plete a team audit of teamwork strengths and weaknesses.Develop reflective video diaries.Reflect and brainstorm what worked, what did not work, and what would be done differently or improved on next time.Activities at Foundation level may require additional scaffolding and teacher support and guidance. Some tasks may require explicit teaching and the practice of skills, for example, allocating roles, developing and sticking to timelines, and running a meeting with agenda and minutes.ElementsThe elements are demonstrated when the student can:5.1participate in a simple activity within a community demonstrating teamwork skills5.2describe personal factors that contribute to teamwork5.3reflect on factors that influence team behaviour5.4discuss the effectiveness of team processes for achieving goals.Personal Development Skills Intermediate Unit 1Learning outcome 1Plan, organise and carry out a complex activity or project.Example activities, projects and tasksHomelessness:Research causes of homelessness globally and locally.Look at agencies in the field, such as the Salvation Army or The Big Issue.Explore causes and groups working locally (being mindful of privacy and potential connections with students).Participate in events such as Sleep At The ’G.Develop a local sleep-out event with a focus on event planning.Mental health:Develop a suicide awareness and prevention work program within the local community.Fundraise as part of a promotion for the program, such as holding a winter solstice movie night.Work with local communities and business to organise and run the municate with local media.Utilise what is available in the community, for example, the local cinema.Other activities and projects:Develop outdoor furniture for the school or a local community group, looking at design, sustainability, safety, partnerships.Make joey bags for local wildlife rescues, looking at environmental responsibility, impact on wildlife, partnerships, design, anise a celebratory dinner or event for senior citizens, acknowledging the contribution of the community’s elders, and developing and running the event.Teach others technology skills, within the school or the broader community.Plan and implement a fun run, raising funds for a local charity or cause.Partner with a local primary school or preschool organisation around a theme such as health and wellbeing or environmental responsibilities, and develop activities or a learning program for the younger students.As part of these activities and projects:identify strengths and challenges that influence own behaviour and impact own participation in the projectreflect on own achievements and challenges in the project.ElementsThe elements are demonstrated when the student can:1.1plan, organise and carry out a complex activity or project in relation to one or more of the following:resilience, self-esteem and efficacyhealth and wellbeingfamily and social responsibilitiesenvironmental responsibilitiesvaluing participation in a democratic society1.2identify and use appropriate resources related to the activity or project1.3identify positive or negative factors that influence individual behaviour and impact participation in the activity or project1.4reflect on own achievements and challenges of the activity or project.Learning outcome 2Demonstrate knowledge and skills in the context of a complex activity or project.Example activities, projects and tasksBrainstorm and develop a to-do list.Document running sheets for events, or lesson plans when working with other students.Create a timeline or itinerary for the activity’s program.Develop a project plan.Explore and practise ways of connecting with people outside own peer group, for example, younger people or the elderly.Observe other team members’ skills within the activity, for example:food handling and kitchen operations when delivering a mealknowing the language of the issue when focusing on mental healthfollowing an action plan developed for the project.Identify and demonstrate skills required within the activity and identify any gaps.Undertake a practice run of speeches, etc., with feedback from peers.Work with an adult mentor to run through the activity or project.Reflect on own performance within the project.ElementsThe elements are demonstrated when the student can:2.1establish the requirements of a complex activity or project2.2document a plan to achieve the activity or project with the assistance of a peer or adult mentor2.3identify, demonstrate and evaluate the knowledge and skills required for the activity or project2.4reflect on own performance within the activity or project.Learning outcome 3Demonstrate self-management skills for goal achievement in the context of a complex activity or project.Example activities, projects and tasksBrainstorm self-management skills generally and identify people who demonstrate them.Identify the self-management skills required for the chosen activity or project.Identify specific roles for themselves or task requirements for their project.Map out their activity or project and the goals or milestones they need to meet.Develop action plans.Practise daily planning (‘Tomorrow I will …’).Discuss and develop conflict resolution or management strategies to cope with any challenges during the event, including what they will try and deal with themselves and when it is appropriate to bring in an adult.Make oral presentations, in small groups or to the class or a relevant adult.Identify three skills that they will work on next time, and record these skills and state why.Teachers may need to explicitly teach SMART (specific, measurable, achievable, relevant, time-bound) goals.ElementsThe elements are demonstrated when the student can:3.1identify and implement processes and procedures for achieving goals within the context of a complex activity or project3.2use time management strategies to achieve the goals3.3identify and demonstrate various personal skills including stress management, resilience and conflict management to achieve goals3.4reflect on own performance in achieving the goals3.5identify strategies to improve own performance in achieving the goals.Learning outcome 4Demonstrate interpersonal skills to communicate ideas and information.Example activities, projects and tasksBrainstorm skills that are required for communication.Explore good and bad communication styles.Participate in peer-support training sessions.Actively alter plans based on peer and adult feedback.Participate in discussions based on media such as short videos or newspaper articles.Hold Socratic seminars, which aim to provide equal access to all students, or develop class meetings that allow diversity of opinions to be expressed.Develop reflective practices, such as using video diaries, posters with different faces that represent a scale of satisfaction (for example, indicating ‘How do I feel today?’) or annotated mind maps (for example, creating a map at the beginning of a project, adding to the map in a different colour midway through the project, and adding to the map in another colour again at the end, as a way to demonstrate growth and promote reflection).Teachers may need to explicitly teach problem-solving strategies and have students practise in safe scenarios or role-plays. They may also need to ensure discussions allow equal access to all students.ElementsThe elements are demonstrated when the student can:4.1identify characteristics of effective communication4.2identify and demonstrate problem-solving strategies to avoid or resolve conflict4.3participate in discussions that require expression of an opinion to others4.4apply active listening skills for understanding4.5reflect and report on own interpersonal skills and identify areas for improvement.Learning outcome 5Demonstrate leadership skills and responsibilities.Example activities, projects and tasksBrainstorm what it means to be a leader.Research leaders that they know and admire, including leaders who are or were highly successful in their field.Explore the similarities and differences of leadership purpose, for example, how are a prime minister and a captain of a sporting team similar and how are they different.Explore different leadership styles and identify strengths and weaknesses of each style.Undertake a self-analysis of skills required to be a leader, even if they have not held a formal leadership position.Identify own skills to focus on or develop.Take on a leadership responsibility allocated to them within a team, for an aspect or activity within the project.Take responsibility for leading their peers, as well as providing feedback to their peers.Undertake recognition of standout contributions from peers and adults, celebrating success – who, what, when and the impact on the activity.Hold one-on-one meetings with other students to discuss and reflect on leadership.Teachers may need to ensure that all students have an opportunity to speak on behalf of the group.ElementsThe elements are demonstrated when the student can:5.1describe the characteristics and interpersonal skills of people in leadership roles5.2distinguish between different leadership styles5.3recognise individual leadership styles within a team5.4identify and demonstrate the skills required of an effective team leader5.5reflect on and evaluate own leadership skills within a team.Personal Development Skills Intermediate Unit 2Learning outcome 1Research and analyse an environmental, cultural or social issue affecting members of a community.Example activities, projects and tasksParticipate in conversations about television shows or films such as:Go Back To Where You Came From (SBS)War On Waste (ABC)You Can’t Ask That (ABC)Love On The Spectrum (ABC)That Sugar Film (Madman Entertainment).Research organisations or events that focus on environmental, cultural or social issues, for example:Mother’s Day Classic (breast cancer)Relay for Life (cancer)St Kilda Mums (supporting families in need)It’s In The Bag – Share the Dignity (homelessness)Clean Up Australia or clean up local area day (environmental issues)Road to Zero (road safety)White Ribbon Australia (domestic violence).Explore environmental, cultural or social issues within the school or local community, including:Respectful Relationships programsroles within the school, for example, environmental leader or social justice groupsexperiences of other schools, for example, a local primary school that does not have a school canteen.Research the roles of different community members affected by the issue/s selected.Analyse how these roles have contributed to or had an impact on the issue.Report on findings, using appropriate digital media technologies.ElementsThe elements are demonstrated when the student can:1.1research and explain an environmental, cultural or social issue within a community1.2research the roles of different community members affected by the issue1.3analyse how these roles have contributed to or impacted on the issue1.4report on findings, supported by the use of appropriate digital media technologies.Learning outcome 2Plan and organise a complex activity or project concerning an environmental, cultural or social issue within a community.Example activities, projects and tasksWorking with a primary school on:Respectful Relationships topicmaths gamesPE lessonslandcare-style projectdeveloping resilience.Run a pop-up school canteen at the local primary school for a week, tied in with wellbeing activities:Make a business plan.Develop a marketing plan.Ensure resources are available and up to required anise menu, including pricing and anise staffing roles.Other activities or projects:Create nesting boxes in partnership with local landcare groups.Develop a community garden to combat social isolation and foster cultural understanding.Plan visits to nursing homes to explore the changing nature of local communities.Lead a city search or Amazing Race–style event with a focus on an environmental, cultural or social issue.Adopt a local roadside as an example of thinking globally and acting locally.Run a disco for primary school students.Lead school activities for:R U OK? DayHarmony DayDay for Danielanother significant day for the school community.Restore second-hand furniture in partnership with a local Men’s Shed.Research and implement a mobile phone recycling program.Develop and organise a camp for peers, including fundraising as appropriate.Having chosen an appropriate topic or issue, students:identify and evaluate a range of strategies to address the issueselect and justify a strategy to address the issueactively participate in planning and organising activities to address the issuereflect on their own and others’ contribution to the activity.ElementsThe elements are demonstrated when the student can:2.1identify and explore an environmental, cultural or social issue within a community that requires action2.2identify and evaluate a range of strategies to address the issue2.3select and justify a strategy to address the issue2.4actively participate in and contribute to planning and organising the activity or project to address the issue2.5reflect on own and others’ contribution to the activity or project.Learning outcome 3Use a range of communication strategies to raise awareness of an environmental, cultural or social issue within a community.Example activities, projects and tasksDevelop a list of information sources and critique each one in regards to reliability, honesty, ease of understanding and other locally developed criteria.Collect communications material available in the local community for discussion and comparison, for example, newspapers, flyers, advertising booklets.Explore awareness-raising campaigns of the past or present.Generate a list of communications strategies that could be used, creating a portfolio of evidence of breadth of communications, including:emailscustom-made videosschool bulletin, newsletter or blogphone callsshared online documents, such as Google Docsradio interviewspodcastspostersflyersfeedback forms and surveysinvestigationspresentations.Collect feedback on the effectiveness of the awareness-raising strategy.Report on the effectiveness of the strategy using an appropriate digital media technology.Some of these strategies may require explicit teaching of structure, purpose, etc. as well as opportunities for students to practise in a safe environment.ElementsThe elements are demonstrated when the student can:3.1identify and evaluate a range of information sources regarding an environmental, cultural or social issue within a community3.2identify and use a variety of communication strategies to raise awareness of the issue3.3collect feedback on the effectiveness of the awareness-raising strategies3.4evaluate and report on the effectiveness of the awareness-raising activity, supported by the use of appropriate digital media technologies.Learning outcome 4Analyse and apply problem-solving skills related to an environmental, cultural or social issue within a community.Example activities, projects and tasksIdentify and analyse problems within a specific project context or theme, for example, waste, racism, domestic violence.Identify and analyse problems that may occur within the community, for example, different points of view, bullying or aggression, not sharing the same concerns.Discuss barriers and conflict resolution strategies broadly and then within the issue.Use PMI (plus, minus, interesting) strategy to organise thinking.Have class debates on issues to work towards solving established problems.Participate in class meetings each week that check in on people dealing with sensitive or challenging topics.Use SWOT (strengths, weaknesses, opportunities, threats) analysis to organise thinking and actions.Brainstorm problem-solving skills needed when dealing with any project.Identify the skills needed for this project.Reflect on own performance in analysing and addressing the problem.ElementsThe elements are demonstrated when the student can:4.1identify and analyse problems that may arise when dealing with an environmental, cultural or social issue within a community4.2identify and evaluate a range of strategies to address the problems4.3demonstrate problem-solving skills related to the identified problems4.4reflect on own performance in analysing and addressing problems related to the issue.Learning outcome 5Actively contribute to group cohesion to manage a complex activity or project concerning an environmental, cultural or social issue within a community.Example activities, projects and tasksDefine what group or team cohesion is and what it is not, providing examples from public life to support the plete self-reflection on own contribution to the group.Reflect on teacher observation of their performance.Develop a criteria rubric for the group prior to the activity and then complete the rubric individually afterwards and discuss.Create a shared online logbook, for example, using Google Docs, where students can create a portfolio of evidence for their group. The logbook could include:photographsscreenshots of messagesemailsannotated documents demonstrating the unique contributions of studentsreflections on a running plan for each stage of the project.Teachers may need to ensure all students make a reasonable contribution to group work.ElementsThe elements are demonstrated when the student can:5.1describe personal factors that contribute to group work or teamwork5.2develop and implement a strategy to promote group cohesion5.3contribute to and participate in a complex group activity or project concerning an environmental, cultural or social issue within a community5.4evaluate factors that influence group/team behaviour and impact on the achievement of the activity or project5.5reflect on own contribution to group cohesion in the activity or project.Personal Development Skills Senior Unit 1Learning outcome 1Plan, organise and carry out a complex self-directed project.Example activities, projects and tasksIn small groups discuss and brainstorm possible project ideas, for example:running a trivia quiz, sporting clinic or talent quest within or beyond the schoolholding a car show, bike show, agricultural show or ‘show and shine’ eventcreating a local mural or static artworkrunning lessons in the local library or community centrerenovating a caravan for the school’s cafe or community garden programcreating an Amazing Race–style event for younger students, or as an orientation or induction activity.Research and determine the equipment, other resources, and spaces or environment required to run the project.Consider possible problems – for example, problems to do with weather, cost or timeline – and develop strategies for each possibility.Form groups based on how students’ roles connect to the project .In the planning stage, develop ideas related to previously identified resources, problems and solutions.Present to a small group outside the class to test the project group’s understanding and articulation of the issues and the planned project.Use movie clips or YouTube videos for stimulus.Brainstorm all the elements required for project management.Reflect on previous projects undertaken and analyse successes and opportunities for improvement.Develop a mentoring anise a fundraising dinner:Develop an understanding of the cause or issue and raise awareness within the community.Plan the event and define the parameters, including cost, suitability and expertise.Make decisions related to menu, agenda, guest speakers and communications, utilising school resources such as the kitchen and staff and developing networks of suppliers.Develop a proposal for the event, including the timeline or event project plan.Identify potential barriers, including barriers related to money, personal knowledge, resources, and engagement of community.Review the proposal in light of feedback given.Teachers may need to explicitly teach skills that are required, such as how to use a Gantt chart.ElementsThe elements are demonstrated when the student can:1.1plan, organise and carry out a complex, self-directed project in relation to one or more of the following:resilience, self-esteem and efficacyhealth and wellbeingfamily and social responsibilitiesenvironmental responsibilitiesparticipation in a democratic society1.2select and use resources to meet requirements for the completion of the project1.3develop solutions relating to potential problems connected with the project1.4communicate effectively to audiences unfamiliar with concepts involved in the project1.5critically evaluate own performance through self-reflection and feedback from stakeholders.Learning outcome 2Evaluate the impact of environmental, cultural or social issues in a complex, self-directed project.Example activities, projects and tasksDiscuss and define what kinds of environmental, cultural or social issues might relate to a project and the importance of identifying and understanding them.Develop a matrix to:define and identify environmental, cultural or social issues related to the chosen projectassess the level of impact of these issues on the project (real, implied or potential)develop strategies for overcoming each identified issue.Explore challenges related to the environmental, cultural or social issue, such as negative historical issues in a charity organisation.Discuss impact of digital media, possibly using aspects of media to do so, for example, in the manner of the television show Gruen (ABC).Invite guest speakers or meet with professionals in the field to discuss the issues, and well as seeking insight and feedback into the plan.Use the IF-THEN strategy to develop plans, for example, IF people in the community do not currently care about this topic THEN we will start with an information strategy or IF Aboriginal people do not want to use the names of people who have died THEN we will work with local elders to develop a plan for talking about local history that is culturally sensitive.Apply knowledge of the issues in developing the project.ElementsThe elements are demonstrated when the student can:2.1demonstrate an understanding of environmental, cultural or social community issues in a complex, self-directed project2.2identify and discuss the social and ethical considerations of digital media involvement with these issues2.3describe the benefits and challenges of environmental, cultural or social community responsibility2.4apply knowledge of environmental, cultural or social community issues to planning the project2.5evaluate the effectiveness of strategies used to consider these issues.Learning outcome 3Implement decision-making skills in a complex, self-directed project.Example activities, projects and tasksLead a structured meeting convened to resolve a selected complex, self-directed project.Define decision-making skills and how they may be applied to the project.Use role-plays or scenarios to practise solving problems or resolving issues.Devise a list of tasks that need to be completed.Discuss and allocate roles and responsibilities.Gather reflections and feedback on group work and modify work as appropriate.Set up, as far as possible, spaces that replicate the work environment required for the project.Develop agendas, minutes, presentations, etc., as required.Develop a weekly class meeting so all students can practise and observe elements.Develop a checklist for communication techniques to be used.Conduct fishbowl meetings, where half the group holds the meeting and the other half observes and provides feedback.Critically evaluate the effectiveness of their decision-making skills and their contribution to the project.ElementsThe elements are demonstrated when the student can:3.1lead a structured meeting that has been convened to resolve an issue related to a complex, self-directed project3.2implement decision-making techniques suitable for a team or group3.3contribute to effective group decision making3.4critically evaluate the effectiveness of decision making in the project.Learning outcome 4Apply strategies to improve communication in a complex, self-directed project.Example activities, projects and tasksDiscuss different methods and models of communication.Identify personal preferences for communication.Brainstorm elements of communication, for example, verbal, non-verbal, text-based, visual.Discuss the connections between audience, purpose and communication strategies.Discuss and practise formal and informal methods of communication.Demonstrate a broad range of communications.Collectively draft the components of a good strategy as it relates to the project – for example, multiple styles, combination of visual and text – and evaluate the effectiveness of the strategy.ElementsThe elements are demonstrated when the student can:4.1identify and evaluate different methods of communication relevant to a complex, self-directed project4.2research and discuss the place of digital media technologies as a communication strategy4.3develop and implement a communication strategy for the project4.4critically evaluate the effectiveness of the communication strategy.Learning outcome 5Demonstrate leadership skills for group work and teamwork in a complex self-directed project.Example activities, projects and tasksDefine the difference between group work and teamwork.Develop a class rubric for self-assessment.Undertake research on how to lead and the importance of empowering others to lead.Nominate three key areas or strategies that they believe are required to lead their project to success.Implement the strategies and engage in feedback sessions with peers and others about how they are implementing them.Use the rubric to self-pare self-assessment of leadership skills and the success of the project, noting that an unsuccessful project does not mean that leadership skills were not demonstrated.ElementsThe elements are demonstrated when the student can:5.1research leadership skills necessary for effective group work and teamwork5.2develop and demonstrate effective leadership skills in the project5.3lead the project involving two or more people5.4critically evaluate own leadership in the project.Personal Development Skills Senior Unit 2Learning outcome 1Research, analyse and evaluate an environmental, cultural or social issue that affects members of a community.Example activities, projects and tasksBrainstorm issues related to the school or local community and determine if they are environmental, cultural or social issues, or a combination.Consider impacts of these issues on community members and how these issues can be addressed.Discuss how they would find out more about the issue and impacts (research methods).Identify and investigate issues related to research, such as ethics, confidentiality, generalisations.Develop skills in survey writing.Make contact with community groups to discuss issues and impacts.ElementsThe elements are demonstrated when the student can:1.1identify a range of research methods appropriate for collecting information regarding an environmental, cultural or social issue that affects members of a community1.2critically analyse the issue1.3research and analyse potential support for addressing the issue1.4evaluate and report on own findings, using appropriate digital media technologies.Learning outcome 2Establish or build on an external partnership to address or promote awareness of an environmental, cultural or social issue in a community.Example activities, projects and tasksOnce an issue has been identified, seek out contacts within the school or community who are already involved in the issue or have similar interests.Attend events run by organisations that suit the issue.Speak with the school council or principal about networks the school is already engaged with, as well as policies to guide networking, implications if money is involved, and any contextual concerns.Contact local organisations and assess if partnerships are appropriate or viable; for example, contact the local:RSLyouth centreMen’s ShedSalvation Army or St Vincent de Paul Society groupslandcare groups.Develop objectives and goals for the selected external partnership arrangement.Identify, evaluate and implement a range of strategies to maintain a successful external partnership.Critically evaluate the effectiveness of the established external partnership.ElementsThe elements are demonstrated when the student can:2.1identify appropriate external partnership opportunities relevant to an environmental, cultural or social issue in a community2.2select an appropriate external partnership and justify own decision2.3develop objectives and goals for the selected external partnership arrangement2.4identify, evaluate and implement a range of strategies to maintain a successful external partnership2.5critically evaluate the effectiveness of the established external partnership.Learning outcome 3Plan, organise and carry out a complex, self-directed project related to an environmental, cultural or social issue in a community.Example activities, projects and tasksDraft a project plan, including aims, budgets, timelines and measurable milestones.Draft content for the project plan and receive and act on feedback.Identify internal or external factors that may have an impact on the desired outcome.Develop an IF-THEN plan for contingencies, for example, IF it starts to rain THEN we will all go to the gym or IF the primary school arrives late THEN we will reduce each activity by five anise, run and minute meetings, using appropriate meeting protocols.Develop a model for reflection, for example, 5-4-3-2-1 – 5 things I did well, 4 things I wish I did differently, 3 things I learnt about myself, 2 skills I would like to develop further, 1 mantra to take with me. Example projects:Plan own excursion.Build or revitalise a community garden.Create histories (for example, oral histories or digital media moments) in partnership with the RSL.Develop and deliver a sport or reading program at the local primary school.Run barbecues for a local organisation.Build garden beds with the local men’s shed.Volunteer at an organised event as training for running own event.Build a school pizza oven and hold community events.ElementsThe elements are demonstrated when the student can:3.1develop a project plan, including aims, budget, timelines and measurable milestones, for a complex, self-directed project related to an environmental, cultural or social issue in a community3.2identify and evaluate internal and external factors that may impact on the desired project outcome/s, and plan for possible contingencies3.3organise, run and minute meetings related to the project using appropriate meeting protocols3.4actively participate in carrying out the project3.5critically evaluate own performance in the project.Learning outcome 4Present and communicate ideas and information in a complex, self-directed project related to an environmental, cultural or social issue in a community.Example activities, projects and tasksUsing the same project as in the previous learning outcomes, identify the purpose of a presentation by being clear about the audience and their needs.Explore communications media and how students learn best (comparing themselves to their audience may help determine how they present their information).Brainstorm structures of presentations, for example, introduction, key points and summary.Develop guidelines for presentations, for example, if using PowerPoint slides there should be more empty space than text, if using a video it needs to be edited and sound quality needs to be high.Practise oral presentations using a method called one-minute wonders: brainstorm topics, place them in a container, select a topic and speak for one minute. This can be done in pairs, small groups or as a class. It can be changed to two minutes, three minutes, etc., as confidence develops.Deliver a sustained presentation using appropriate digital media technologies.ElementsThe elements are demonstrated when the student can:4.1select and prepare information to suit the project purpose and an audience, including community partners4.2use communication media appropriate to the nature and context of the potential audience4.3apply the processes of planning and editing to produce communication or marketing products4.4use appropriate language and tone for the audience and purpose4.5deliver a sustained presentation on the project using appropriate digital media technologies.Learning outcome 5Demonstrate effective teamwork skills in a complex, self-directed project related to an environmental, cultural or social issue in a community.Example activities, projects and tasksDefine key terms related to the learning outcome – for example, compassion, empathy, critical reflection.Explain how compassion and empathy impact on problem resolution, for example, how trying to find a win-win solution benefits all parties.Identify acts of compassion and empathy in public life to explore real contexts.Document examples of the demonstration of these terms, through photographs, videos, personal reflection, peer observation, etc.Critically reflect on own and team effectiveness in the project.ElementsThe elements are demonstrated when the student can:5.1apply appropriate negotiation and decision-making skills to reach desired outcomes in a complex, self-directed project related to an environmental, cultural or social issue in a community5.2describe and implement conflict resolution skills in relation to the project5.3understand and demonstrate compassion and empathy towards others in the project5.4critically reflect on own and team involvement in the project.Appendix – Learning outcomes tablesPersonal Development Skills – Unit 1Learning outcomeFoundation Intermediate Senior 1Plan, organise and carry out a simple activity.Plan, organise and carry out a complex activity or project.Plan, organise and carry out a complex, self-directed project.2Demonstrate knowledge specific to a simple activity.Demonstrate knowledge and skills in the context of a complex activity or project.Evaluate the impact of environmental, cultural or social issues in a complex, self-directed project.3Demonstrate skills specific to a simple activity.Demonstrate self-management skills for goal achievement in the context of a complex activity or project.Implement decision-making skills in a complex, self-directed project.4Solve a problem specific to a simple activity.Demonstrate interpersonal skills to communicate ideas and information.Apply strategies to improve communication in a complex, self-directed project.5Demonstrate teamwork skills in a simple activity.Demonstrate leadership skills and responsibilities.Demonstrate leadership skills for group work and teamwork in a complex self-directed project.Personal Development Skills – Unit 2Learning outcomeFoundation Intermediate Senior 1Identify the roles of members of a community.Research and analyse an environmental, cultural or social issue affecting members of a community.Research, analyse and evaluate an environmental, cultural or social issue that affects members of a community.2Plan and organise a simple activity concerning an environmental, cultural or social issue within a community.Plan and organise a complex activity or project concerning an environmental, cultural or social issue within a community.Establish or build on an external partnership to address or promote awareness of an environmental, cultural or social issue in a community.3Communicate information about a simple environmental, cultural or social activity within a community.Use a range of communication strategies to raise awareness of an environmental, cultural or social issue within a community.Plan, organise and carry out a complex, self-directed project related to an environmental, cultural or social issue in a community.4Identify problems related to a simple environmental, cultural or social activity within a community.Analyse and apply problem-solving skills related to an environmental, cultural or social issue within a community.Present and communicate ideas and information in a complex, self-directed project related to an environmental, cultural or social issue in a community.5Demonstrate teamwork skills in a simple activity within a community.Actively contribute to group cohesion to manage a complex activity or project concerning an environmental, cultural or social issue within a community.Demonstrate effective teamwork skills in a complex, self-directed project related to an environmental, cultural or social issue in a community. ................
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