VCE VM and VPC Integrated

VCE VM Study Designs VPC Curriculum Designs

Integrated studies units

Units where studies are taught together.

Planning

This unit demonstrates how VCE VM Unit 1 PDS and Literacy can be integrated in one project, in a setting where students attend separate PDS and WRS classes. Students complete the PDS elements of the integrated project in their PDS class, and the Literacy elements of the integrated project in their Literacy class.

The activities in this unit will be integrated throughout the timeline of the Market Day Project. Teachers should consistently relate the work students complete in the PDS class and Literacy class to the Market Day Project. In some weeks students will complete tasks and activities which are directly linked to work they have done in their other class.

This table describes the timeline, activity and outcome
Project Timeline	Personal Development Skills Activity	Learning Outcome	Literacy Activity	Learning Outcome
Weeks 1–10	Activity 11 – Booklet Activity 12 – Teamwork	1, 2, 3	Activity 11 – Booklet Activity 12 – Teamwork	1, 2
Week 1	Activity 1 – Focus decision and organisational research	1, 2, 3	Activity 1 – Focus decision and organisational research Activity 2 – Personal Journal	1, 2
Week 2	Activity 1 – Focus decision and organisational research	1, 2, 3	Activity 2 – Personal journal Activity 3 – Letter	1, 2
Week 3	Activity 1 – Focus decision and organisational research	1, 2, 3	Activity 2 – Personal journal Activity 5 – Promotional text	1, 2
Week 4	Activity 4 – Stall preparation checklist Activity 6 – Area of responsibility	1, 2	Activity 2 – Personal Journal Activity 5 – Promotional text	1, 2
Week 5	Activity 6 – Area of responsibility	1, 2	Activity 2 – Personal journal Activity 7 – Information sheet	1, 2
Week 6	Activity 6 – Area of responsibility	1, 2, 3	Activity 2 – Personal journal Activity 7 – Information sheet	1, 2
Week 7	Activity 6 – Area of responsibility Activity 8 – Reflections and feedback	1, 2, 3	Activity 2 – Personal journal Activity 9 – Stall set up and materials	1, 2
Week 8	Activity 6 – Area of responsibility	1, 2	Activity 2 – Personal journal Activity 9 – Stall set up and materials	1, 2
Week 9	Activity 9 – Stall set up and materials	1, 2	Activity 2 – Personal journal Activity 8 – Reflections and feedback Activity 10 – PowerPoint presentation	1, 2
Week 10	Activity 8 – Reflections and feedback	1, 2, 3	Activity 2 – Personal Journal Activity 10 – PowerPoint presentation	1

Teaching

Unit plan descriptor

At the start of the semester, take a few weeks with the students to work through the knowledge and skills they need to have some understanding of before the project. For example, in Literacy, introduce students to the writing process (brainstorm, plan, draft, proofread, feedback and final copy), as well as some of the text types and digital media they will need to access and produce throughout the unit (formal letters, websites, podcasts etc.); and, in PDS, introduce emotional intelligence elements (self-awareness, motivation, communication skills etc.), factors affecting health (emotional, cultural, social etc.), and the effect of technology. The aim of the first few weeks is to introduce students to the key terms/concepts and build their understanding of them, so it starts to make sense when they see these things in action throughout the project.

The next step is to introduce the project, which is a Market Day to be held at the school during a lunchtime. Students work in groups to create a stall which focuses on the health and well-being of individuals or groups within their school community. Each group chooses a specific focus of interest to them, such as relaxation, anti-smoking, healthy eating, inclusion or volunteering. Some groups may need some support and direction when choosing a health and well-being focus, while other groups may be clear about the direction they want to take. Teacher support is encouraged at all steps.

Across Literacy and PDS classes, students plan and implement all elements of the project to have their stall ready to go for Market Day. Provide a clear timeline of milestones that need to be met so students can work on their organisational skills and ensure everyone is ready on the day. Following instructions and documenting their progress is an important part of the project. All members of the group need to work on the stall over lunchtime. A more detailed plan for implementing the project is outlined below.

After Market Day, use the remaining weeks in the semester to reflect on what has been learnt, write thank-you letters, share experiences with other classes or on school social media etc. It is also an opportunity to focus on any key knowledge or key skills from the Literacy and PDS curriculum that may not have been met or need to be reviewed.

Integrated unit suggestion

Develop one booklet for the Market Day project that includes the Literacy and PDS work to be completed. Having the work in the same booklet shows students how the two subjects are integrated and complement each other. It also means that if a student or group are working well, then they can move onto the next steps, or if they complete the work set in a PDS lesson, they can use class time to finish their literacy work.

Some parts of the project may need to be explicitly taught, so creating clear lessons around these is important. Some of these things may be known before we start teaching the unit so can be pre-prepared (e.g. formal letter writing), while other things might come up as challenging during the project, so work needs to be stopped and a lesson created (e.g. working through conflict in groups). Another example may be if students need to ring an organisation but are feeling nervous about it and are not sure what to say, then a lesson could be focused on telephone skills.

Develop a clear timeline and linked checklist for the Market Day project. This will help groups stay on track and know when milestones need to be met. Other useful strategies include having regular team meetings with the teacher or sharing sessions with the class as to where students are up to are. The teacher could provide the timeline/checklist on the classroom wall and each group can mark the milestones off as they are met to the appropriate standard. It is important students realise this is not a race, as otherwise work may not be completed to the required level.

Goal setting could easily be built into this project for both Literacy and PDS. For example, a student may focus on the proofreading part of the writing process or listening to others within group work. Goals could be set weekly or fortnightly, or there could be a goal for across the entire project.

Different types of assessment are important in this integrated project. The booklet can be one key element of assessment, but it should not be the only method. Assessment can be ongoing, formative and summative, and both formal and informal, throughout the project. Assessment can be through many avenues, including conversations with the teacher, written tasks, oral presentations, observation of group work, involvement on Market Day and reflection activities.

Outcome trackers are useful to have to ensure the key skills and key knowledge for both Literacy and PDS are addressed and met by each student. Students will work through these at different rates, with some students meeting outcomes on the first attempt and others needing multiple opportunities to meet them. It is therefore important that a tracking device is used, so accurate records for each student are kept. Sharing the information with students at different times throughout the unit can be encouraging for students and they can clearly see how the work they are doing is helping them meet the required outcomes.

Suggested resources/required equipment

Rubrics are a great resource. It is useful to have one for each key task, so students get used to using them. It is beneficial to specifically introduce each rubric and teach students how to use them by starting at the bottom of each column and working their way up to Achieving. Using simple and direct language within the rubrics makes them accessible for all students. You could have a rubric for a specific Literacy and a different one for a PDS task, or you could have one rubric that combines elements of Literacy and PDS.

Teaching both Literacy and PDS with the same group of students and in the same classroom is useful. This enables the allocated groups to work together across the two subjects and have all their resources in the one room. While having one teacher teach both subjects is useful, having two different teachers also has its advantages. See what works best within your school and its timetable.

PDS – Outcome 1: Healthy individuals
PDS – Outcome 2: Community health and well-being
PDS – Outcome 3: Promoting a healthy life
Literacy – Outcome 1: Literacy for personal use
Literacy – Outcome 2: Understanding and creating digital texts

Activity 1

Focus decision and organisation research

Week 1

Introduce students to the Market Day project where they will create a stall to be held during a lunchtime event to promote an element of student health and well-being (healthy eating, mental well-being, benefits of playing a sport, organisational skills, the risks of vaping etc.).
Talk through the timeline and checklist of the project so students are aware of what they need to do and by when. Link the key skills and knowledge taught at the start of the unit to the various steps and activities.
Complete a class brainstorm on elements of student health and well-being that could be looked at and some possible ways to run the associated stall. Students brainstorm all the health and well-being topics they could focus on in relation to supporting their peers.
Students choose one topic and complete online research to find some organisations linked to student health and well-being. Explore the information and resources they have available. For example, RUOK has posters that can be printed, Breast Cancer have ribbons that can be made etc.
Students choose one organisation and create a poster to share key information about the organisation and help groups make their decision about the focus for their stall, how it links to student health and well-being, and the resources available. Students share the information with the class and posters are put on the classroom wall for inspiration.

Week 2

Divide students into groups. This may be based on areas of interest identified from the brainstorm in week 1, it may be based on groups selected by the teacher or groups that are randomly drawn.
Talk with students about the pros and cons of each method of selecting groups.
Students work in groups to decide on their health and well-being focus and outline why it is important for their peers to learn about this. Students document these processes in the booklet developed for this unit.

Week 3

Look at ways to promote the health and well-being focus. The class brainstorm stall ideas.
Each student chooses one to outline in more detail.
Students share findings with team and then team ranks the ideas to decide on what idea(s) they will implement.
Teams present ideas to the whole class. Provide feedback and ideas for stalls.

Activity 2

Personal journal

Weeks 2-10

Throughout the project, each student records their journey in a personal journal.
The journal can be a traditional written journal or can use digital media such as a podcast or vlog.
Reflection questions should be provided each week in the project booklet, so students have a clear focus for each entry. The reflection should be linked to the work that happened in both Literacy and PDS that week and can go towards meeting different outcomes.

Literacy – Outcome 1: Literacy for personal use
Literacy – Outcome 2: Understanding and creating digital texts

Activity 3

Letter

Team members have a group discussion to decide on some possible organisations to link in with.
Students participate in a lesson reviewing the structure and language used in a formal letter.
Students apply the writing process (brainstorm, plan, draft, proofread, feedback, final copy) to prepare a letter to the local branch of a health and well-being organisation to outline the project and ask if they will support their Market Day stall.
For example, if the focus is mental well-being, contact local Head Space to see if they have any promotional materials they could provide and if a representative could attend on the day.
The final letter can be posted or emailed. If it is emailed, participation in a session about email protocols (subject, CC, BCC etc.) is a good idea.

PDS – Outcome 1: Healthy individuals
PDS – Outcome 2: Community health and well-being
PDS – Outcome 3: Promoting a healthy life

Activity 4

Stall preparation checklist

Each group creates a checklist to show all the steps involved in preparing their stall.
This should include resources needed, materials created, person responsible, and timeline to follow.
The teacher should include an instruction for creating this checklist in the unit booklet, and groups use the document in their booklet to ensure all steps are included and then create a copy of the checklist that is kept on the classroom wall.
Regular meetings with the teacher occur throughout the process to ensure stall preparation is occurring as needed.

Literacy – Outcome 1: Literacy for personal use
Literacy – Outcome 2: Understanding and creating digital texts

Activity 5

Promotional text

Week 3

Students explore ways to promote Market Day and their stall (short videos, social media content, posters around the school, information in advisor sessions, assembly speeches, newsletter articles etc.).
The class look at examples of each and compare the layout, audience, language etc.
Each group breaks into pairs and decide what promotional strategy each pair will create to promote their stall.
Each pair creates a plan for their chosen promotional text, which they share with the teacher and then start working on.

Week 4

Pairs continue to create their promotional text.
Students need to follow and apply the writing process.
Each group meets to share their final texts and provide feedback. Promotional texts are then put in place – posters printed and put up around the school, speeches made at assembly, articles included in newsletters etc.

PDS – Outcome 1: Healthy individuals
PDS – Outcome 2: Community health and well-being
PDS – Outcome 3: Promoting a healthy life

Activity 6

Area of responsibility

Each student takes on responsibility for one area of the stall.
This may be;

organising an activity to run (yoga session, table tennis)
making a resource to hand out (stress balls, positive affirmation cards)
working on the physical set up and requirements of the stall
liaising with other groups to design the layout of the market etc.

Students track their progress by completing the Work Log in their booklet, and regular group meetings occur to ensure everyone is on track and support can be provided where needed.
Students set an individual goal linked to their area of responsibility.

Week 4

Each group starts to work through the planning document that outlines what jobs need to be done, what resources are needed, timelines etc.
Tasks are divided among the group, so each student has an area of responsibility. Students record each lesson’s progress in their worklog.

Week 5

Students continue working on their area of responsibility.
Group meets with teacher at the end of the week to update on progress, get support and decide on next steps.

Week 6 - 7

Specific lessons on ‘Using Microsoft Word and Excel to organise information’ and ‘Using Tables and Graphs for Budgeting’. This is to upskill students on technology available to assist them.
Students continue working on their area of responsibility.

Week 8

Students continue working on their area of responsibility.
Group meets with teacher at the end of the week to update on progress, get support and decide on final steps.

Literacy – Outcome 1: Literacy for personal use
Literacy – Outcome 2: Understanding and creating digital texts

Activity 7

Information sheet

Students participate in a lesson reviewing the structure and language used in an information sheet.
Groups discuss what information sheets would be useful for their stall (related organisations and their contacts, useful tips, FAQs, podcast and/or video reviews etc.)
Each student chooses a focus and applies the writing process to prepare an information sheet to be handed out at their stall. Students could look at including QR codes on their information sheets and stall.

PDS – Outcome 1: Healthy individuals
PDS – Outcome 2: Community health and well-being
PDS – Outcome 3: Promoting a healthy life

Activity 8

Reflections and feedback

Week 7

Students reflect on progress made so far.
The teacher delivers a specific lesson on how to give and receive feedback, including constructive criticism.
Students brainstorm different ways feedback can be given (dot points, written, one-on-one, traffic light etc.) and discuss the pros and cons of each. Students participate in a lesson on how to give and receive feedback, including constructive criticism.
Students complete a traffic light reflection on their own work so far, including emotional intelligence elements, communication skills, use of technology and group work. Students also record written feedback for a team member then share the information with the person.

Week 10

Students use week 10 to reflect on the Market Day project – self, team, processes, outcomes etc.
Students also use the time to finalise tasks in their booklet and meet with their teacher to see what outcomes have been met and what still needs to be focused on.
Class completes a reflective brainstorm about the project and the processes involved. Students add their own thoughts and insights to build on the class discussion.

Activity 9

Stall set up and materials

Week 7 - 8

Groups brainstorm all of the materials they will need for the stall – information posters, scripts to read as a spruiker, talking points when chatting with visitors to the stall, etc.
Students divide the materials up and create them for the stall.

Week 9

Students set up the stall to check everything needed is completed and in place and complete any last-minute tasks.
Students visit each other’s stalls, rehearse what they will do on Market Day, practice what they will say on the day, explain resources etc.
Participate in Market Day, including setting up the stall in a public place, speaking to students, sharing information, supporting team members and packing up.

Activity 10

PowerPoint presentation

At the end of the project, groups work together to create a PowerPoint to document their journey and learnings.
The PowerPoint can include photos and links to videos.
Students apply the writing process to create their PowerPoint.
Run a session on presentation skills (body language, eye contact etc.) to help build student confidence with presenting.
Each group then presents their PowerPoint to the class.
Each student adds a personal reflection at the end. Students provide feedback to the team who presented.

Activity 11

Booklet

Throughout the project, students complete activities and document processes in their Market Day booklet developed and provided by the teacher.
These tasks cover both Literacy and PDS.
Some activities may be written, while others may require the teacher sign off on whether a meeting/discussion has occurred.
All of the work in the booklet is linked to meeting the two Literacy and three PDS outcomes and to support students to work through the Market Day project successfully.

PDS – Outcome 1: Healthy individuals
PDS – Outcome 2: Community health and well-being
PDS – Outcome 3: Promoting a healthy life

Activity 12

Teamwork

Throughout the project, there will be a focus on teamwork, as groups work together to create a stall for Market Day.
Working successfully in a team includes the use of emotional intelligence, communication and metacognitive skills. These things occur within all interactions during the project, so students need to be aware of the varying elements, and their own strengths and areas to work on.
A useful strategy is to set a teamwork goal at the start of the project, reflect on it halfway through and decide if it was met at the end.
Teamwork can be assessed through written answers in the booklet and group discussions, but most importantly, through teacher observation while the work is being done.;

Planning

This unit demonstrates how VCE VM Unit 1 PDS and WRS can be integrated in one project, in a setting where students attend separate PDS and WRS classes. Students complete the PDS elements of the integrated project in their PDS class, and the WRS elements of the integrated project in their WRS class.

The activities in this unit will be integrated throughout the timeline of the Outdoor Excursion Project timeline. Teachers should consistently relate the work students complete in the PDS class and WRS class to the Outdoor Excursion project. In some weeks students will complete tasks and activities which are directly linked to work they have done in their other class.

This table describes the timeline, activity and outcome
Project Timeline	Personal Development Skills	Outcome	Work Related Skills	Outcome
Weeks 1–10	Activity 11 – Teamwork Activity 12 – Booklet	1, 2, 3	Activity 11 – Teamwork Activity 12 - Booklet	1 & 2
Week 1	Activity 1 – Emotional Intelligence	1	Activity 2 – Employment Data	1
Week 2	Activity 1 – Emotional Intelligence Activity 5 – Excursion Planning	1	Activity 2 – Employment Data data.	1
Week 3	Activity 4 – Health and well-being posters	1, 2	Activity 3 – TAFE visit	1, 2
Week 4	Activity 5 – Excursion Planning	1, 2, 3	Activity 3 – TAFE visit	1, 2
Week 5	Activity 5 – Excursion Planning	1, 2, 3	Activity 1 – Emotional Intelligence	1, 2
Week 6	Activity 5 – Excursion Planning Activity 7 – Reflection, feedback and SMART Goals	1, 2, 3	Activity 6 – Indigenous Elder	1, 2
Week 7	Activity 5 – Excursion Planning	1, 2, 3	Activity 5 – Excursion Planning	1, 2
Week 8	Activity 5 – Excursion planning Activity 9 – Excursion day	1, 2, 3	Activity 8 – Great Barrier Reef case study	1, 2
Week 9	Activity 7 – Reflection, feedback and SMART Goals	1, 2, 3	Activity 10 – PowerPoint presentation	1, 2
Week 10	Activity 7 – Reflection, feedback and SMART Goals	1, 2, 3	Activity 10 – PowerPoint presentation	1, 2

Teaching

Unit plan descriptor

At the start of the semester, introduce students to tourism as an employment growth area. Through their WRS studies, students learn about sourcing and interpreting reliable data linked to tourism. They also hear from people involved in the tourism industry through a visit to TAFE. Students explore the ideas of sustainable tourism and cultural tourism, with a focus on indigenous perspectives given by a local elder. As students are learning these things in WRS, they are linking them to planning a one-day local excursion focusing on health and well-being. Students work in small groups to take responsibility for different parts of planning the excursion (travel, food, safety, activities etc.). A focus is on teamwork, organisational skills and emotional intelligence elements. All of the learning across WRS and PDS is linked back to individual students who prepare and present a PowerPoint presentation ending in discussion about whether tourism is a suitable industry for them. A booklet with all required information and activities for both PDS and WRS is useful.

In the second half of the semester, students brainstorm other likely employment growth areas. Data linked to these areas can be explored as a class to give students further insights. Students are then put into groups based on areas of interest. Within these groups, students reapply the steps used in the integrated project in Term 1 to their identified employment growth industry. Instead of guest speakers, students can source, watch and review online presentations. While it may not be possible to actually run all of the excursions, it is a useful exercise for students to plan the excursion. Planning for the excursion was scaffolded and supported in Term 1, with students aiming to follow the steps with more independence in Term 2. This gives the opportunity for each outcome to be revisited. A booklet with the same activities and planning documents as those used in Term 1 can be used in Term 2, so students are aware of what they need to do.

Integrated unit suggestion

Develop one booklet for the Outdoor Excursion project that includes the PDS and WRS work to be completed. Having the work in the same booklet shows students how the two subjects are integrated and complement each other. It also means that if a student or group are working well, then they can move onto the next steps, or if they complete the work set in a PDS lesson, they can use class time to finish their WRS work.

Develop a clear timeline and linked checklist for the Outdoor Excursion project. This will help groups stay on track and know when milestones need to be met. Other useful strategies include having regular team meetings with the teacher or sharing sessions with the class as to where students are up to are. You could have the timeline/checklist on the wall and each group gets the milestones marked off as they are met to the appropriate standard. It is important students realise this is not a race, as otherwise work may not be completed to the required level.

Goal setting could easily be built into this project for both WRS and PDS. For example, a student may focus on taking on a leadership role for PDS or sourcing reliable data for WRS. Goals could be set weekly or fortnightly, or there could be a goal for across the entire project.

Outcome trackers are useful to have to ensure the key skills and key knowledge for both WRS and PDS are addressed and met by each student. Students will work through these are different rates, with some students meeting outcomes on the first attempt and others needing multiple opportunities to meet them. It is therefore important that a tracking device is used, so accurate records for each student are kept. Sharing the information with students at different times throughout the unit can be encouraging for students and they can clearly see how the work they are doing is helping them met the required outcomes.

Suggested resources/required equipment

Rubrics are a great resource. It is useful to have one for each key task, so students get used to using them. It is beneficial to specifically introduce each rubric and teach students how to use them. Using simple and direct language within the rubrics makes them accessible for all students. Having examples on the bottom of the rubric that explain key terms and an exemplar on the back, especially if it is annotated, helps students to determine exactly what they need to do. You could have a rubric for a specific Literacy and a different one for a PDS task, or you could have one rubric that combines elements of WRS and PDS.

Teaching both WRS and PDS with the same group of students and in the same classroom is useful. This enables the allocated groups to work together across the two subjects and have all their resources in the one room. While having one teacher teach both subjects is useful, having two different teachers also has its advantages. See what works best within your school and its timetable.

PDS – Outcome 1: Healthy individuals
PDS – Outcome 3: Promoting a healthy life

Activity 1

Emotional Intelligence

Week 1

Introduce students to the three Areas of Study and the three related outcomes.
Run some specific lessons about Emotional Intelligence.
Students learn about emotional intelligence (EI) elements including

self-awareness
self-regulation
motivation etc

and the strategies used to develop and apply them including

a strengths-based approach
problem-solving
conflict resolution etc.

This can be done by students working in pairs to research a given area or it could be completed by students accessing a text (written or aural) to locate key information.

Week 2

Students identify the top three EI elements they think they are well developed in and three elements they need to focus on.
Students come up with some strategies they could put in place throughout Term 1 to develop and apply these skills.
Students set a related SMART Goal.

Week 5

Students identify and explore the skills and knowledge needed to work in different tourism jobs.
Link this to the emotional intelligence elements discussed at the start of the term in PDS to decide if tourism would be a possible fit for them.
Run specific lessons about why local cultures are important in tourism. Students research local cultures linked to the chosen excursion area.

WRS – Outcome 1: Future careers

Activity 2

Employment data

Week 1

Introduce students to the two Areas of Study and the two related outcomes.
Run a lesson about employment growth areas. Get students to brainstorm areas they believe will grow and give reasons for their thoughts.
Introduce tourism as the example. Talk about the move from leisure tourism to education tourism.

Week 2

The class look at how to source reliable data. What makes it reliable? Who provides this information? How often is it updated?
Students examine some tourism data including labour forces, trends, wages etc.
Tasks may include

looking at the number of people employed in tourism in Australia over the last 50 years, including exploring the impact of Covid
looking at the current wages for different jobs in tourism
looking at the money tourism brings into Australia, especially a specific event like the Australian Open or the Grand Prix
looking at data predicting the future of tourism employment
exploring the links between geographical locations and tourism jobs.

Skills are explicitly taught to students to help them access different types of information and ways to interpret the data.
Students can then complete tasks in a teacher provided booklet.

PDS – Outcome 1: Healthy individuals
WRS – Outcome 1: Future careers
WRS – Outcome 2: Presentation of career and education goals

Activity 3

TAFE visit

Week 3

Students attend a tour of their local TAFE or further education institution.
Students take notes as the tour guide shares information and students are encouraged to ask questions.
The tour should focus on course options related to tourism with students collecting relevant resources.
Students document a reflection on the visit (written recount, vlog, blog etc.).
Each student then chooses one tourism course and does some further research about it, including where it can be studied, what will be taught and possible employment pathways.

Students include some data in their final presentation to the class.

Week 4

Students finalise their course research and share their findings with the class.
Students explore the advantages and disadvantages of working in tourism (get to travel but away from home a lot etc.).

PDS – Outcome 1: Healthy individuals
PDS – Outcome 2: Community health and well-being
PDS – Outcome 3: Promoting a healthy life

Activity 4

Health and Well-being Posters

The class discuss and explore the elements of health and well-being, as well as the factors affecting well-being (emotional, social, physical, cultural, economic etc.).
In pairs, students then choose one element or factor of health and well-being to research further.
Students create a poster to outline key information about their focus, including giving simple definitions for key terms.
Pairs present their findings to the class and posters are put around the room to be used for future reference.

PDS – Outcome 1: Healthy individuals
PDS – Outcome 2: Community health and well-being
PDS – Outcome 3: Promoting a healthy life

Activity 5

Excursion planning

Week 2

Introduce students to the Outdoor Excursion project, which involves the class planning a one-day excursion to a local outdoor area (National Park, indigenous site etc.).
Students brainstorm locations and activities that could occur at each.

Week 4

Students explore ways to make the decision about the location and activities for our outdoor excursion (teacher choice, majority rules, persuasion, anonymous voting etc.). Look at the pros and cons of each.
Students decide on a way to make the decision then implement the process to choose the location to be visited and activities to occur on the outdoor excursion.
The groups work through setting protocols of how they will work together and what to do if there are any issues.
Groups create a Project Action Plan, which must be agreed to by the teacher before work begins.
Individuals take on roles and responsibilities within their group and document this progress in their booklets, including completing the daily work log.
Regular group meetings occur to ensure everyone is on track and support can be provided where needed.
Students set an individual goal linked to their area of responsibility.
There is an important focus on applying emotional intelligence skills within teamwork.

Week 5

Each group completes a Project Action Plan outlining their aim, timeline, budget, resources etc. This needs to be discussed with and agreed to by the teacher.
Groups work on their areas of responsibility and document each step in their booklet. Students need to document in their Work Log what they have done in each lesson.

Week 6

Groups continue to work on their areas of responsibility and document each step in their booklet.

Week 7

Groups finalise work on their area of responsibility and share it back with the whole class.
Feedback is given and changes made as required.
Students spend a double lesson in the kitchen preparing the food they are going to take on the outdoor excursion. This activity is run by the group responsible for food.
Look at sustainable tourism. What is it? What does it mean?
Relate sustainable tourism to the class Outdoor Excursion project. What do we need to do to maintain sustainability? What socio-economic considerations do we need to take into account? What are some protocols we should have for our excursion?
Explore whether sustainable tourism has always been around or if it is a new idea. Find examples in Australia and around the world where sustainable tourism is now in place. Share findings with the class.

Week 8

Students prepare and pack everything they need for the excursion.

PDS – Outcome 1: Healthy individuals
WRS – Outcome 1: Future careers
WRS – Outcome 2: Presentation of career and education goals

Activity 6

Indigenous Elder

Students complete some research into local mobs who are linked to the place the class will visit on their excursion.
Students listen to a presentation from a local elder and ask questions to ensure cultural understanding.
Students record information from the presentation, including things we should consider during the visit.
Each student documents a reflection on the elder’s visit, information shared and personal thoughts. It can be a written recount, vlog, blog or podcast, depending on student interest.

PDS – Outcome 1: Healthy individuals
WRS – Outcome 2: Presentation of career and education goals

Activity 7

Reflections, feedback and SMART Goals

Week 6

Students brainstorm different ways feedback can be given (dot points, written, one-on-one, traffic light etc.) and discuss the pros and cons of each.
Students participate in a lesson on how to give and receive feedback, including constructive criticism.
Students complete a traffic light reflection on their own work so far, including emotional intelligence elements, communication skills, use of technology and group work.
Students also record written feedback for a team member then share the information with the person.
Students reflect on the feedback they gave and received, as well as their SMART Goal progress throughout the term.

Week 9

Each group completes a traffic light reflection about what worked well, what needs to be reconsidered and what needs to be stopped.
Individuals reflect on their SMART goal. Meet with teacher to discuss if it has been met, next steps etc.
The class evaluates if the excursion met the identified health and well-being elements. Explore other elements that were met, even if not planned for.

Week 10

The class looks at how the benefits of the outdoor excursion could be shared with others and develop a plan to make it suitable for different groups (young children, the elderly, multicultural etc.).

WRS – Outcome 1: Future careers
WRS – Outcome 2: Presentation of career and education goals

Activity 8

Great Barrier Reef case study

The class completes a case study on the Great Barrier Reef (GBR) and sustainable tourism to see how this has changed over the years.
Students look at

the number of visitors to the GBR over the past 30 years
the revenue visitors bring into Queensland
the impact of tourists on the GBR
changes to tourism to reduce the impact of tourism
predictions for future tourism and the ongoing impact on the GBR.

Students also explore the different jobs linked to tourism and the GBR.

PDS – Outcome 1: Healthy individuals
PDS – Outcome 2: Community health and well-being
PDS – Outcome 3: Promoting a healthy life

Activity 9

Excursion Day

On the day of the excursion, each student takes on a leadership role as part of their group responsibility.
During other parts of the day, students are participants while others take on leadership roles.
Assessment is through teacher observation and student self-reflection of their roles on the day, including their use of emotional intelligence skills, their links to health and well-being, and their promotion of a healthy lifestyle.
Students unpack from the excursion and reflect on the overall project.

PDS – Outcome 1: Healthy individuals
PDS – Outcome 2: Community health and well-being
PDS – Outcome 3: Promoting a healthy life
WRS – Outcome 1: Future careers
WRS – Outcome 2: Presentation of career and education goals

Activity 10

PowerPoint presentation

Week 9

At the end of the project, students work individually to create a PowerPoint to document their journey and learnings throughout the project in both PDS and WRS.
The PowerPoint can include photos and links to videos.
Run a session on presentation skills (body language, eye contact etc.) to help build student confidence with presenting and include information on what to include on each slide in the booklet developed for the project so students are supported to ensure all key information is addressed.
Students final slide should be about their suitability and interest in a tourism career, with an explanation of their answer.

Week 10

Each student then presents their PowerPoint to the class.
Students provide feedback to the person who presented.

PDS – Outcome 1: Healthy individuals
PDS – Outcome 2: Community health and well-being
PDS – Outcome 3: Promoting a healthy life

Activity 11

Teamwork

Throughout the project, there will be a focus on teamwork as groups work together to organise part of the Outdoor Excursion project.
Working successfully in a team includes the use of emotional intelligence, communication and metacognitive skills.
These things occur within all interactions during the project, so students need to be aware of the varying elements, and their own strengths and areas to work on.
A useful strategy is to set a teamwork goal at the start of the project, reflect on it halfway through and decide if it was met at the end.
Teamwork can be assessed through written answers in the booklet and group discussions, but most importantly through teacher observation while the work is being done.

Activity 12

Booklet

Throughout the project, students complete activities and document processes in the Outdoor Excursion booklet developed by the teacher.
These tasks should cover both WRS and PDS.
Some activities may be written, while others may require the teacher sign off on whether a meeting/discussion has occurred.
All of the work in the booklet is linked to meeting the two WRS and three PDS outcomes and to support students to work through the Outdoor Excursion project successfully.
Throughout the project, students complete activities and document processes in their Outdoor Excursion booklet.

Planning

This table describes the timeline, activity and outcome
Please note: PDS does not have a Module 3
Timeline	Activity	Module
Timeline	Activity	PDS	WRS
Weeks 1 – 2	Activity 1: Introduction to self, including interests, skills and capabilities in the workplace	1	1
Weeks 3 – 5	Activity 2: Interpersonal skills, interests and capabilities in the workplace	1	1
Weeks 6 – 8	Activity 3: Strengths, blockers and the hospitality industry	1	2
Weeks 9 – 11	Activity 4: Introduction to health and well-being	2	2
Weeks 12 – 13	Activity 5: Prepare an application within the hospitality industry		3
Weeks 14 – 20	Activity 6: Planning, implementing and reflecting on a school project to promote healthy eating and create awareness about sugar in food	2

Teaching

Note: References to PDS are in bold, and references to WRS are in italics.

Unit plan descriptor

This unit integrates Unit 1 VPC PDS and Unit 1 VPC WRS.

Students gain an understanding of interpersonal skills with a focus on teamwork, communication, time management and problem solving as well as their own personal skills and interests, which can be related to different industries. Once students have gained an understanding of the content, they participate in classroom activities whereby they identify their own strengths and blockers, reflecting on key influences on their strengths and blockers in order to create goals and strategies for self-improvement. Students apply the interests, skills and capabilities to a range of industry groups by completing a range of activities where they link these skills to different industry groups.

Students also gain an understanding of health and well-being, including physical, social and emotional well-being, focusing on the hospitality industry, in particular looking at sugar in foods and the importance of living a healthy lifestyle, as well as health and safety when working within the hospitality industry. Students gain an understanding of the hospitality industry and research the skills and processes involved, products or services that can be provided, qualifications needed, workplace conditions, entitlements and safety, as well as catering for diversity and organic/ health food options. To further student knowledge, students also interview a café owner and provide the café owner with recommendations on how to include healthy alternative options at their café. Using the knowledge gained and the experience from networking with the café owner, students then develop their own resume and cover letter and look at ways in which they can apply for jobs within the hospitality industry.

Students then focus on the importance of healthy eating and lifestyle to plan, implement and reflect on a project that promotes healthy eating and creates awareness of the consequences of unhealthy eating and lifestyle. Students work in groups when planning and implementing the project, which helps to enhance their interpersonal skills; teamwork, communication, time-management and problem-solving skills. Students then collect feedback to evaluate the positive and negatives of the project and discuss strategies for improvement.

Integrated unit suggestion

VPC WRS Unit 1 and VPC PDS Unit 1: WRS focuses on interests, skills and capabilities, and PDS, through planning, implementing and reflecting on a project, helps build student skills and capabilities, allowing students to understand and develop themselves. When linking the industry (WRS) to the project (PDS), teachers are able to link these two units, for example, linking the hospitality industry to a healthy eating project.

Suggested resources/required equipment

Butchers/poster paper
Reflective journal
Laptops/internet/Office 365
Project/Interactive whiteboard
Cue cards
Worksheets
Short clips/PowerPoint Presentations
Industry videos
Access to internet
Laptops
Access to Career Quiz
Café owner contact (for interview)
Poster paper, scissors, glue, colour pencils, etc.
Access to Canva
Printer

Unit 1: PDS – Understanding self and Developing self

Module 1:

This module explores personal development through self-reflection and self-care. It makes connections between self-awareness, purposefulness, goal setting and resilience. Focusing on four skills: teamwork, communication, time management and problem-solving, students participate in an activity that investigates how personal development can help them achieve their goals. They investigate influences on motivation, and relationships between purposefulness and health and well-being. The module explores self-reflection and self-understanding as foundations for identifying personal goals and future pathways. Students identify their personal strengths, abilities and potential and apply this understanding to the task of setting personal goals and reflecting on pathways to action and achievement.

Module 2:

This module explores relationships between self-development and improved health and well-being. With a focus on four particular skills – teamwork, communication, time management and problem-solving – students examine how the development of personal skills can enhance health and well-being and increase opportunities for setting and achieving goals. They consider a variety of influences on personal health and well-being. Students investigate key pillars of physical, social, emotional health and well-being, and how to practise self-care in a range of contexts – including relationships and online environments – in order to protect and improve their own health and well-being. Students explore concepts of consent, equity and access, and how to express themselves in safe, assertive and effective ways.

Unit 1: Work Related Skills

Module 1:

This module examines the skills, capabilities and attributes required within the workplace. Students will understand how employability skills and capabilities can be applied in a variety of settings, discuss how technical skills and capabilities are applied in a specific setting and explore how personal interests can be aligned with pathway opportunities.

Module 2:

This module explores the employment opportunities that exist within a workplace and how qualifications and further study can increase the opportunities that may be available. Students identify and describe employee and employer rights and responsibilities in the workplace relating to pay and conditions within a selected setting. Students interview an employee about their experiences and present their findings supported by appropriate technology.

Module 3:

This module examines the process of identifying an employment opportunity and writing a resume and cover letter that includes information relevant to the opportunity. Students develop practical skills associated with drafting and finalising a resume and cover letter, and use feedback to improve their resume and cover letter.

PDS – Module 1: Understanding self
WRS – Module 1: Interests, skills and capabilities in the workplace

Activity 1

Introduction to self, including interests, skills and capabilities in the workplace

Students brainstorm concepts related to the self, discussing positive vs negative concepts related to ideas of self (can relate to images portrayed in social media) – students to complete a set of questions to demonstrate understanding.
Students discuss how negative concepts of self can be considered blockers for personal growth and employability, as well as discuss the importance of positive self-image and how this enhances personal growth and employability.
Students complete a research task where they find a person of interest that is a positive influence. Students discuss the person of interest in terms of interests, skills, attributes and capabilities they have in relation to all the industries the person has worked. The student also discuss how these skills and capabilities have made the person of interest more employable.
Students present their research task to the class to encourage class discussion, where the teacher leads the class to discuss the main skills, capabilities and employability skills based on student PowerPoint presentations delivered.
The teacher delivers a PowerPoint presentation using information and short clips in relation to interests, attributes and capabilities within a range of different workplaces/industries. Based on the information and short clips presented, students answer a set of structured questions to demonstrate their understanding, linking their own interests, skills, capabilities and self-reflection to recognise personal strengths and how they affect/influence employability.
Students discuss the application of a range of employability skills to different industries through a ‘Mix and Match’ activity where students are given examples of specific interests, attributes and capabilities and a range of workplaces/industries. Students then work in groups and select appropriate interests, attributes and capabilities that make a workplace/industry more productive or an employee more productive. Students discuss their reasoning behind the mix and match selections made.
To apply the knowledge gained from the PowerPoint and ‘Mix and Match’ activity, the students create their own mind map based on workplaces/industries of interest, discussing how their specific interests, attributes and capabilities can be used within a workplace/industry and evaluate how this assists in creating a more productive workplace/industry. Students can draw on their own interests, attributes, capabilities and personal experiences when completing the mind map. This task allows students to link this information to their own personal passions, skills and goals, and allows them to set goals and develop plans for achieving them, as well as identify and analyse possible barriers.

PDS – Module 1: Understanding self
WRS – Module 1: Interests, skills and capabilities in the workplace

Activity 2

Interpersonal skills, interests and capabilities in the workplace – industry Audit, Career Quiz and Research Task

The teacher shows the students short clips of different industries, from which students need to compare the interests, attributes and capabilities demonstrated in each. Students complete an audit based on these skills, writing a summary of their findings.
The teacher delivers content related to interpersonal skills based on the different industries examined with the focus on the four skills: teamwork, communication, time management and problem-solving. Examples may include PowerPoint presentations, short clips, role play, class discussion, brainstorms, games, case studies, etc.
Based on the chosen format/way in which the content is delivered, students respond to a set of structured questions to demonstrate their understanding of interests, skills and capabilities, as well as interpersonal skills.
Students undertake the online Job Outlook Careers Quiz and note down their top 3 ‘working styles’ on completion.
Based on their top 3 ‘working styles’, students complete a research task. This task allows students to describe how different technical skills, capabilities and attributes are applied to different industry groups. They then look at their own skills to discuss how their level of competency in relation to these skills will either assist or hinder their chances of success within an industry. Students identify which skills are considered ‘blockers’ and also include strategies to improve these skills and therefore future career prospects and outcomes.

PDS – Module 1: Understanding self
WRS – Module 2: Employment opportunities and workplace conditions

Activity 3

Strengths, blockers and the hospitality industry

Students are to annotate a blank picture/ poster / trace an outline of themselves on butcher’s paper representing themselves (on one side students include strengths and on the other side blockers)
Individually, students write a personal reflective journal based on their strengths and blockers discussing/analysing why it might be considered a strength/blocker and identifying key influences. Students also identify and describe strategies for further growth.
In groups, peers discuss each other’s posters, discussing ways in which their peers may overcome their blockers or further develop their strengths based on different strategies for self-improvement. Students are to add this to their poster (students can also write three nice things on a post-it and stick it on peer’s poster).
Students can use their posters and class discussion to set goals for personal growth and develop plans for achieving them to add to their reflective journal.
Once students understand their strengths and blockers, they answer a set of structured questions to see how their strengths and blockers can be related within the hospitality industry. This encourages students to start thinking about hospitality employment opportunities, which leads into the next task.
As students will be completing their Food Handling Certificate, they will create a PowerPoint presentation to research hospitality employment opportunities, the roles and responsibilities of employees and employers, and pay and working conditions within a café. Students need to include the following information within their presentation;
What is hospitality? List jobs related to the hospitality industry and outline the skills and processes involved in each.
Explain the products or services that can be provided within the hospitality industry.
Find three job advertisements within the hospitality industry and explain the differences between each and which one you would apply for and why?
What qualifications does the specific job need? Describe a range of career pathways in the industry (hospitality) that could be pursued after completing this training.
Open up this URL: https://www.fairwork.gov.au/employee-entitlements and research the workplace conditions and list the entitlements for the specific job within the hospitality industry (include hourly rate, penalty rates, annual leave and sick leave) Does it change if you are a manager in the café?https://www.education.vic.gov.au/hrweb/Documents/OHS/riskassessmenttemplate.docx

PDS – Module 2: Developing self
WRS – Module 2: Employment opportunities and workplace conditions

Activity 4

Introduction to health and well-being – Sugar in food focus and Café owner interview

The teacher delivers general content related to health and well-being, such as physical, social and emotional well-being (shelter, food intake, safety, exercise, sleep, positive relationships, sexual coercion and consent). Examples may include PowerPoint presentations, short clips, class discussion, brainstorms, personal experiences, guest speakers, external organisations, etc. Guest speakers include a member from the local police force with whom the teacher will have organised content specific to physical, social and emotional wellbeing in young people. For comparison, the teacher would then find short clips of young people being affected physically, socially and emotionally. There would be a class discussion focusing on strategies.
Based on the chosen format/way in which the content is delivered, students develop a mind map to represent their knowledge, adding any additional or personal information/ experiences.
Once a broad understanding of health and well-being has been established, teachers can then focus on a particular component of health and well-being, such as sugar in food, obesity and related health problems.
For students to gain an understanding of the effects of sugar in food, students watch ‘That Sugar Film’ and complete a set of structured questions. This forms the basis for the group project.
Using their knowledge, students then interview a café owner by creating ten questions focusing on the following:
- current workplace safety issues
- wage agreements
- roles and responsibilities of employers and employees with safety
- take photos of and classify OHS signs and symbols in the workplace
- what are the risk control measures for OHS issues in this workplace (Substitute, what PPE is worn, how they eliminate hazards)?
- health and well-being of customers
- sugar in foods
- how to cater for diversity, e.g. food allergies, gluten-free options, health-conscious customers, etc.
- employees with special needs
- organic foods
- healthy alternative options
Students conduct mock interviews, either with peers or teachers/ teacher’s aides to help gain confidence when interviewing a café owner.
Students partake in the interview and record their interview/ write down the responses to the questions.
Based on the information, students propose recommendations for the café owner to help reduce sugar in foods/ creating healthy/ organic options or recipes.

WRS – Module 3: Applying for an employment opportunity

Activity 5

Prepare an application within the hospitality industry – a resume and cover letter

Now that students have gained an understanding of the hospitality industry, they need to create an e-portfolio using OneNote or similar. Students create the following tabs in their e-portfolio to help gain an understanding of how to apply for a hospitality employment opportunity:
Job opportunities (for which students research an employment opportunity within the hospitality industry that is advertised online and includes selection criteria for applicants)
Samples of resumes and cover letters (for which students research and collect different sample resumes and cover letters, annotating the strengths and weaknesses of each sample)
Job Application (for which students draft a resume and cover letter application (version 1) for a specific job within the hospitality industry)
Feedback / improvement (for which students seek feedback on the application created and identify areas for improvement. Students then make a final copy of their resume and cover letter (version 2) using the feedback

PDS – Module 2: Developing self

Activity 6

Planning, implementing and reflecting on a school project to promote healthy eating and create awareness about sugar in food:

Students, in groups, plan a project to create awareness about the effects of sugar and the importance of healthy eating. Students focus on interpersonal skills (both strengths and blockers) to plan the project, with a focus on teamwork, communication, problem-solving and time management.
Suggested assessment tasks could include meeting minutes, a record of consultation with members of the school community to ensure inclusiveness, graphic organiser to represent planning/tasks/goals /timelines.
The project involves making recommendations to the school community to create awareness about healthy lifestyle choices and the consequences of living an unhealthy lifestyle. (Note: if there is a local primary school, the teacher may also choose to do the same, but cater to primary school students instead of the high school community.)
Project examples can include publishing/printing a healthy recipe book, selling healthy snacks, creating facts sheets/websites to promote healthy eating, selling smoothies, creating an infomercial, etc.
Students also plan ways in which they live a healthier lifestyle and the benefits of making changes to their life.
Students then participate in implementing their planned project.
After completion of the project, students write a reflective journal, evaluating the effectiveness of the project in creating awareness about the effects of sugar/ health vs unhealthy lifestyle choices (both positive and negative) and strategies for future improvements. Students can evaluate their project from gathering data/information based on conversations with the school community (or primary school if chosen) and surveys.

Rubrics

Exemplar 1 - Market Day Project (VCE VM Personal Development Skills and VCE VM Literacy)

Unit 1, Outcome 1, 2 – Market Day Project Information Report (Literacy)

Unit 4, Outcome 1, 2, 3 – Transferable Skills (PDS)

Exemplar 2 - Outdoor Excursion Project (VCE VM Personal Development Skills and VCE VM Work Related Skills)

Unit 1, Outcome 1, 2, 3 – Outdoor Excursion project, Excursion Planning (PDS)

Unit 2, Outcome 1, 2 – Outdoor Excursion project, Future Careers (WRS)

Exemplar 3 - Hospitality Industry (VPC Personal Development Skills and VPC Work Related Skills)

Unit 1 PDS and WRS, Module 1

Unit 1 PDS and WRS, Module 2

Unit 1 PDS and WRS, Module 3

Planning

This unit demonstrates how VCE VM Unit 2 PDS and Literacy can be integrated in one project, in a setting where students attend separate PDS and Literacy classes. Students complete the PDS elements of the integrated project in their PDS class, and the Literacy elements of the integrated project in their WRS class.

The activities in this unit will be integrated throughout the timeline of the Community Calendar Project timeline. Teachers should consistently relate the work students complete in the PDS class and Literacy class to the Community Calendar project. In some weeks students will complete tasks and activities which are directly linked to work they have done in their other class.

This table describes the timeline, activity and outcome
Project Timeline	Personal Development Skills Activity	Learning Outcome	Literacy Activity	Learning Outcome
Weeks 1–14	Activity 14 – Reflections Activity 16 – Booklet	1, 2, 3	Activity 14 – Reflections Activity 16 - Booklet	1, 2
Week 1	Activity 2 – Intro – research and written task	1, 2	Activity 1 – Letter Activity 2 – Intro – research and written task	1
Week 2	Activity 2 – Intro – research and written task	1, 2, 3	Activity 2 – Intro – research and written task	1
Week 3	Activity 2 – Intro – research and written task	1, 2	Activity 2 – Intro – research and written task Activity 3 – Intro – Oral	1, 2
Week 4	Activity 4 – Vox Pops Video Activity 5 – Vox Pops Reviews	1, 2, 3	Activity 2 – Intro – research and written task Activity 3 – Intro – Oral	1, 2
Week 5	Activity 4 – Vox Pops Video Activity 5 – Vox Pops Reviews	1, 2, 3	Activity 4 – Vox Pops Video Activity 5 – Vox Pops Reviews	1, 2
Week 6	Activity 6 – Personal touch/human interest element	1, 2, 3	Activity 7 – Podcasts/Ted Talks/Speeches	1
Week 7	Activity 6 – Personal touch/human interest element Activity 8 – Community participation	1, 2, 3	Activity 7 – Podcasts/Ted Talks/Speeches Activity 10 – Text annotation	1
Week 8	Activity 9 – Community diversity	1, 2, 3	Activity 10 – Text annotation Activity 11 – Organisational profile	1
Week 9	Activity 13 – Calendar production	1, 2, 3	Activity 11 – Organisational profile	1, 2
Week 10	Activity 12 – Community calendar launch event	1, 2, 3	Activity 12 – Community calendar launch event Activity 13 – Calendar production	1, 2
Week 11	Activity 13 – Calendar production	1, 2, 3	Activity 12 – Community calendar launch event Activity 13 – Calendar production	1, 2
Week 12	Activity 13 – Calendar production	1, 2	Activity 12 – Community calendar launch event Activity 13 – Calendar production	1, 2
Week 13	Activity 12 – Community calendar launch event	1, 2	Activity 12 – Community calendar launch event Activity 13 – Calendar production	1, 2
Week 14	Activity 12 – Community calendar launch event Activity 15 – Unit review	1, 2, 3	Activity 15 – Unit review	1

Teaching

Unit plan descriptor

The aim of this integrated unit is to create a calendar for a chosen community. Each month will have a focus that is linked to the community (mental health, special events, related issues etc.). The class create a month together so they can learn what is involved and then work in pairs or threes to create their own month. Students can choose a relevant focus of interest to them or one linked to an event in their month. For example, National Sorry Day is in May so this month could focus on indigenous issues/reconciliation, RUOK? Day is in September so could be about mental health, and Refugee Awareness Week is in June. Students choose what to include on the top half of the calendar (photos, information, an interview etc.) and then have different information, QR codes, tips, quotes etc. on the days throughout the month. Students then look at how to produce and share the calendar with the community. The aim is for students to explore different issues, see how they affect the community, and find ways to get the community involved.

At the start of the semester, take a few weeks with the students to work through the knowledge and skills they need to have some understanding of before the project. For example, in Literacy, look at how to identify purpose, audience and key arguments in texts, and persuasive language appeals and techniques, as well as appropriate ways to share and respond to opinions; and, in PDS, introduce the concepts related to community and citizenship, and explore the benefits of community cohesion and involvement. The aim of the first few weeks is to introduce students to the key terms/concepts and build their understanding of them so it starts to make sense when they see these things in action throughout the project. Students can also find grants or contact local organisations to outline their project and ask for financial support to produce the calendar.

The final few weeks of the semester can be used to give students time to reflect on the project, their involvement, and their learnings. Extra tasks can be set to add to portfolios if outcomes are yet to be met.

Integrated unit suggestion

Develop one booklet for the Community Calendar project that includes the Literacy and PDS work to be completed. Having the work in the same booklet shows students how the two subjects are integrated and complement each other. It also means that if a student or group are working well, then they can move onto the next steps, or if they complete the work set in a PDS lesson they can use class time to finish their literacy work.

Develop a clear timeline and linked checklist for the Community Calendar project. This will help groups stay on track and know when milestones need to be met. Other useful strategies include having regular team meetings with the teacher or sharing sessions with the class as to where students are up to are. You could have the timeline/checklist on the wall and each group gets the milestones marked off as they are met to the appropriate standard. It is important students realise this is not a race, as otherwise work may not be completed to the required level.

Different types of assessment are important in this integrated project. The booklet can be one key element of assessment, but it should not be the only way. Assessment can be ongoing, formative and summative, and both formal and informal, throughout the project. Assessment can be through many avenues, including conversations with the teacher, written tasks, oral presentations, observation of group work and reflection activities.

Suggested resources/required equipment

Rubrics are a great resource. It is useful to have one for each key task, so students get used to using them. It is beneficial to specifically introduce each rubric and teach students how to use them by starting at the bottom of each column and working their way up. Using simple and direct language within the rubrics makes them accessible for all students. You could have a rubric for a specific Literacy and a different one for a PDS task, or you could have one rubric that combines elements of Literacy and PDS.

Literacy – Outcome 1: Understanding issues and voices

Activity 1

Letter

Students each choose an organisation to write a letter to, outlining the Community Calendar project and asking for support to produce and distribute the calendars.
Students apply the writing process (brainstorm, plan, draft, proofread, feedback, final copy) to complete the text. Students send or email the text to their organisation.

Literacy – Outcome 1: Understanding issues and voices
PDS – Outcome 1: What is community?

Activity 2

Introduction – research and written task

In PDS, students research the topic of their month, including related issues, key people, supports available and relevant organisations. Using this information, in Literacy, students follow the writing process to create a written introduction to the topic. The text will be used to fill one of the quarters on the top of the calendar.

Week 1

Brainstorm topics for the calendar. Look at different events and days through the year.
Divide these into the relevant months on the board.
Finalise the focus of each month.
Divide students into pairs or threes, based on the month they are interested in working on.

Week 2

Research key information on their topic for the month.
Look at who the topic is linked to (different members of the community), ways people can get involved and supports that are available. This can be done by internet research, visiting organisations, ringing key people etc.
Using the information located through research in PDS, students follow the writing process to create a written introduction to the topic. The text will be used to fill one of the quarters on the top of the calendar.

Week 3

Explore the different views and perspectives of the topic. Who do they come from? Why are they different? Is there a right and wrong? Are there key players in the topic?
Do a reflection of how the team is working together. Use self-reflection and peer reflection skills learnt in Unit 1. Set protocols, if needed, and a goal for the rest of the project.
Finish written introduction.

Week 4

Finish planning and then record an oral welcome.
A QR code can go in the box for the first day of the month so people can watch the students’ welcome and learn about the month’s focus.

Literacy – Outcome 1: Understanding issues and voices
Literacy – Outcome 2: Responding to opinions

Activity 3

Introduction – oral

As a group, students apply the writing process to plan a script introducing themselves, their topic and related information to their audience. The group videos their introduction, which is shown to the class for feedback and revision. A QR link is made for the video and put in the 1st of the month box.

Week 3

Students start planning an oral welcome to the month. Members of the group plan and write a script to introduce themselves, their thoughts, hopes and insights on the topic and the month. QR code on first of the month.

Week 4

Share welcomes with the class. Give and receive feedback. Make changes as needed.

Literacy – Outcome 1: Understanding issues and voices
Literacy – Outcome 2: Responding to opinions
PDS – Outcome 1: What is community?
PDS – Outcome 2: Community cohesion
PDS – Outcome 3: Engaging and supporting community

Activity 4

Vox pops video

Week 4

Introduce the idea of vox pop and show some examples.
Students explore the different opinions, views and perspectives linked to their topic.
Students create interview questions and interview a variety of people to get their input.
Students learn how to edit their interviews into a vox pop video to show the variety of perspectives in the community.
Brainstorm different people in your community to talk to about this issue – think outside of your normal box. Contact the people and make a time to meet with them.
Come up with the questions you will ask.
Do the interviews.

Week 5

Finish interviews and edit them into a vox pop video.
Students work together to decide which comments to include from which people.
Ensure all relevant perspectives are shared.

Literacy – Outcome 1: Understanding issues and voices

Activity 5

Vox pop reviews

Students watch the interviews conducted in PDS, and record the key points made in each vox pop interview recorded in Activity 4 in PDS on a chart.
Students then write their personal response to the given information. The aim is for students to think about all the perspectives involved and then think about where they sit on the topic.
Ensure all perspectives covered are responded to so you can see different sides of the one issue.

PDS – Outcome 1: What is community?
PDS – Outcome 2: Community cohesion
PDS – Outcome 3: Engaging and supporting community

Activity 6

Personal touch/human-interest element

Each group thinks of ways to give a person touch or human-interest element to their topic.
This may be by doing a profile on a key person, promoting/reviewing a relevant event or looking at local news.
Research the person/story to find out as much as you can. As a group, decide how you want to share this information with your community via the calendar.

Literacy – Outcome 1: Understanding issues and voices
Literacy – Outcome 2: Responding to opinions

Activity 7

Podcasts/TedTalks/speeches

Week 6

Students research and watch or listen to different podcasts, Ted Talks and speeches linked to their topic and view/listen to a collection of them.
In a chart in the booklet provided by the teacher, students record the sources and key information presented, as well as their reactions.

Week 7

Each group creates a list of podcasts/Ted Talks/speeches to access, with a short overview of each.
Include the list on one quarter of the top of the calendar.

PDS – Outcome 1: What is community?
PDS – Outcome 2: Community cohesion
PDS – Outcome 3: Engaging and supporting community

Activity 8

Community participation

As a group, explore ways to get community participation linked to the issue for the month – fundraising, attending meetings or protests, volunteering, writing letters, joining in activities etc.
Each group shares their ideas about community participation with the class.
The class then decides on the top 5 ways people decide to get involved, and come up with the benefits of each of the 5 options.
Groups record all their ideas and create a list to go on one quarter of the top of the calendar.

PDS – Outcome 1: What is community?
PDS – Outcome 2: Community cohesion
PDS – Outcome 3: Engaging and supporting community

Activity 9

Community diversity

As a class, discuss diversity in the community.
Look at different groups, such as EAL, indigenous, multicultural, different ages, people with various types of disabilities etc.
The class brainstorms specific needs of each group and ways to increase their access to the calendar.
Relevant pages in the booklet are completed after the discussion.
Each group then looks at ways to make their month more accessible to different groups in the community. This may include having links to multilingual texts, large print for the elderly, subtitles for the hearing impaired etc.
Each group then includes these additions to their pages to make it more accessible.

Literacy – Outcome 1: Understanding issues and voices

Activity 10

Text annotation

Each student chooses one podcast/Ted Talk/speech from Activity 8 and accesses a script for it.
Students read through the script and annotate the text.
Annotations should include audience, purpose, key points, important quotes and own thoughts.
Finish annotation and create QR link for them to go in the calendar.

Literacy – Outcome 1: Understanding issues and voices
Literacy – Outcome 2: Responding to opinions

Activity 11

Organisation profile

Week 8

Each student chooses one organisation linked to their topic from the list brainstormed in Week 1 and completes detailed research about them.
Students apply the writing process to produce a written profile for the organisation.
Students need to include key information on their organisation (an overview, contact details, supports available), as well as giving their own opinion on why it is an important and valuable resource.

Week 9

Students finish writing the profile for the chosen organisation, including their thoughts on them.
Students present their organisation to their group.
One member of the group’s profile goes on one quarter of the top of the calendar. The others can be provided as QR links on different days of the month.

Activity 12

Community Calendar launch event

Students are involved in the planning and running of an event to launch their Community Calendar.

Week 10

Spend the week brainstorming and planning for the Community Calendar launch event. Where will it be? Who will we invite? What resources do we need? How will we promote the event?
Students need to work within a budget to organise the location, food, speakers and guests.
Create texts for the Community Calendar launch event. Work in groups to design and write the invitations. Other groups can brainstorm and prepare ways to promote the event – fliers, posters, social media, radio segments etc.

Week 11

Finish invitations and send them. Finish promotional texts and display/record/share them.

Week 12

Prepare speeches for the launch event. Each group will introduce their month and topic, outlining why this is an important issue.

Week 13

Use the week to prepare for the launch event.
Include a way to get feedback from participants about the event and the calendar.
Finish speeches and practice by presenting them to the class.
Give and receive feedback. Make changes as needed.

Week 14

Students set up for and run the Community Calendar launch event. welcome people, serve food, act as MCs, and clean up.

PDS – Outcome 1: What is community?
PDS – Outcome 2: Community cohesion
PDS – Outcome 3: Engaging and supporting community

Activity 13

Calendar production

Students bring the pages of their month together to create the 12-month calendar.

Each group uses a class designed checklist to ensure all required parts are included.

Students proofread their own pages, as well as another group’s, to ensure accuracy.

Week 9

Students reflect on individual and team practices and goals. Identify some strengths and challenges within the team, and look at ways to improve relationships and productivity for the rest of the project.

Week 11

Look at ways to inspire people using the calendar and ways to brighten their days. Find quotes, comedy links, art, movies, songs etc. that are linked to the topic.
Include these on the calendar so lots of the days (or even all of the days) of the month have some level of inspiration or thought provoking.
Run a lesson on proofreading and key things to be looking for. Proofread your own pages.

Week 12

As a class create a checklist of what groups should have completed for their calendar page.
Use the week to finalise the calendar. Review the layout, check links work, make any required changes etc. Send the calendar to the printers.
Proofread another group’s pages remembering the whole calendar is a representation of our class, so the more accurate it is, the better for us all.

PDS – Outcome 2: Community cohesion

Activity 14

Reflections

Throughout the project, PDS teams meet to check their progress and support each other. They complete self- and peer-reflections, as well as set protocols and goals. Teams also meet with the teacher for input and feedback.

Activity 15

Unit review

The class collates and reflects on the feedback gained from the launch event.
Each student completes a traffic light reflection on the whole project, including their own role, teamwork, calendar production, issues explored, texts created, community impact etc.
Students also review their personal and group goals for the project.
Students use their traffic light to complete a written reflection and participate in a class discussion to round off the project.

Activity 16

Booklet

Throughout the project, students complete activities and document processes in their Community Calendar booklet.
These tasks cover both Literacy and PDS. Some activities may be written, while others may be having the teacher sign off that a meeting/discussion has occurred.
All the work in the booklet is linked to meeting the two Literacy and three PDS outcomes and to support students to work through the Community Calendar project successfully.

Planning

This unit demonstrates how Unit 2 VCE VM Personal Development Skills (PDS) and Work Related Skills (WRS) could be integrated in one classroom.

This table describes the timeline, activity and outcome
Timeline	Activity	PDS Outcome	WRS Outcome
Weeks 1 – 2	Activity 1: Introduction to community, workplace skills and capabilities	1	1
Weeks 3 – 4	Activity 2: Understanding local community careers and occupations – interests, skills and capabilities	1	1
Weeks 5 – 6	Activity 3: Understanding local community careers and occupations – interview and reflection	1 & 2	1
Weeks 7 – 8	Activity 4: Transferable skills and capabilities related to employability and possible issues within the community	1 & 2	2
Weeks 9 – 10	Activity 5: Learning how to preparing for a job application – developing/ refining a resume and cover letter		2
Weeks 11 – 12	Activity 6: Learning effective communication – ‘good’ vs ‘bad’ examples		2
Weeks 13 – 14	Activity 7: Learning about effective interview strategies – Mock Interview and Reflection		2
Weeks 15 – 17	Activity 8: Planning a community workshop on ‘How to Prepare for a Job Application’ increasing community skills and capabilities	1 & 3
Weeks 18 – 20	Activity 9: Implementation and reflection of ‘How to Prepare for a Job Application’ project	1, 2, 3

Teaching

Note: References to PDS are in bold, and references to WRS are in italics.

Unit plan descriptor

Students gain an understanding of the community, types of communities, both local and global, community members and their importance. When looking at characteristics and benefits of a diverse community, content delivered will also be linked to interests, skills and capabilities of different community members and industries, as well as the linking of transferable skills. Students also focus on characteristics andrights and responsibilities of community groups and specific industries. Students apply their knowledge by identifying their own personal strengths and weaknesses/blockers in relation to their employability skills and personal capabilities. Students will be able to discuss how interests, skills and capabilities help shape their local community and ways in which they can improve their local community members’ skills for future employment. Students then focus on community groups/ members and analyse the formation of community and the factors that influence community groups, relating to cultural, social, environmental and /or economic issues (in particular skill and capability level for employment).

Once students have gained knowledge of the main concepts, as part of their project they apply this information. Planning and implementing a project assists the community in developing the necessary interests, skills and capabilities to apply for a job and therefore improve unemployment rates within the local community. Students plan and implement a project based on community workshops ‘How to prepare for a Job Application’. Before students undertake the planning and implementation of these workshops, it is important that students have completed tasks enabling them to run the workshop. For example, if students are running a workshop on ‘How to write a cover letter and resume’, it is important that they have looked at sample cover letters and resumes as well as written their own, collected feedback and re-drafted their final cover letter and resume. (Note: possible community workshops and corresponding prior knowledge tasks are discussed in more detail below.)

Once students have planned and implemented their community project, they then reflect on the project to demonstrate an understanding of the benefits of community involvement, as well as personally reflect on their interpersonal skills and capabilities. The reflection involves discussing strategies relating to solving the chosen issue (unemployment rates or lack of knowledge when applying for jobs) and how these strategies will include a diverse community and promote inclusion and cohesion of the community. Students also focus on self-reflection in relation to the interpersonal skills and how their interests, skills and capabilities help with the planning and implementation of the project.

Integrated unit suggestion

This is an integrated unit of work that encompasses all key skills and knowledge from VCE VM Unit 2 WRS and VCE VM Unit 2 PDS.

Suggested resources/required equipment

Photos of members of the community
Reflective journal
Laptops/internet/Office 365
Project/Interactive whiteboard
Cue cards
Worksheets
Short clips/PowerPoint presentations
Local community members
Cameras
Paper/ coloured printing / scissors / coloured pencils and paper, etc.
Access to poster making technology, e.g. Canva
Tables to set up stalls
Posters
Post-its
Access to internet
Laptops
External industry interviewers
Network / partnership with local community members

Note: References to PDS are in bold, and references to WRS are in italics.

PDS – Outcome 1: What is community?

Activity 1

Introduction to community, workplace skills and capabilities

The teacher delivers content related to citizenship and community (local, national and /or global), characteristics that influence the formation of the community (geography and demographics), groups within the community. The teacher further expands on this, discussing careers/ occupations within the community and characteristics that influence job opportunities such as education, training, employability skills, personal capabilities and attributes, as well as the social, cultural, environmental and economic factors that influence these careers/ occupations within the community. Examples may include PowerPoint presentations, short clips, class discussion, brainstorms, guest speakers of local community members, e.g. café owners.
Based on the chosen format/way in which the content is delivered, students respond to a set of structured questions to demonstrate their understanding. (Note: the teacher develops a set of structured questions for both the WRS and PDS components, e.g. Part A and Part B.)
The teacher then places around the classroom 7 posters with the names of the 7 job clusters found in the Foundation for Young Australian (FYA) New Work Mindset report. With no other information, students predict careers/occupations that may fit each category and record on post-it notes to stick on the posters.
On a different colour post-it, students then list the social, cultural, environmental and economic factors that influence these career/ occupations within the community.
The teacher then unpacks/explains each cluster, as well as discusses the roles and responsibilities of each, and asks students to stand next to the cluster that best suits their skills, knowledge or aspirations. The student then adds or subtract careers/occupation post-it notes.

PDS – Outcome 1: What is community?

Activity 2

Understanding local community careers and occupations – interests, skills and capabilities

The teacher delivers a PowerPoint presentation using information and short clips in relation to interests, attributes and capabilities, as well as roles, rights and responsibilities within a range of different local workplace/ industry, to further expand student knowledge. Based on the information and short clips presented, students answer a set of structured questions to demonstrate their understanding. (Note: the teacher develops a set of structured questions for both the WRS and PDS components, e.g. PartA and Part B.)
Students discuss the application of a range of employability skills, as well as roles, rights and responsibilities to different industries through a ‘Mix and Match’ activity whereby students are given examples of specific interests, attributes and capabilities and a range of workplaces/industries. Students then work in groups and select appropriate interests, attributes and capabilities, as well as roles, rights and responsibilities that make a workplace/industry more productive or an employee more productive. Students discuss their reasoning behind the mix and match selections made.
To apply the knowledge gained from the PowerPoint and ‘Mix and Match’ activity, students then create their own mind map, based on workplaces/industries of interest, discussing how specific interests, attributes and capabilities are used within the workplace/industry, and evaluate how this assists in creating a more productive workplace/industry. Students can draw on their own interests, attributes, capabilities and personal experiences when completing the mind map. Students can use their own personal interests, capabilities and attributes when selecting a local community career/ occupation for the upcoming interview process.
Students then focus on their chosen career / occupation and analyse the formation of community and the factors that influence community groups. In order to achieve this, teachers give students a set of photographs of a range of local community careers/ occupations, which they annotate, with a focus on characteristics that influence these careers/ occupations, such as interests, attributes and capabilities,the rights and responsibilities that make the community workplace/industry more productive or an employee more productive, as well as social, cultural, environmental and economic factors that influence a community workplace/industry.
Students then research and identify ways to connect with members of these career/ occupation groups. Once they have identified ways to connect, they apply their knowledge by choosing a local member of the community or an employee based on their chosen career/ occupation choice to interview.
Students invite/ask for permission to interview the community member/ community group. Examples may include writing an email, writing a speech for a phone call/ asking in person, formal letter, etc.
Interview questions should encompass concepts related to community, citizenship, influences that help form the career/ occupation, roles and responsibilities, social, cultural, environmental and economic influences as well as personal attributes and capabilities, such as growth mindset, work ethic, self-regulation, conflict resolution and employability skills, such as communication, planning, organisation, teamwork, leadership, problem solving, self-management, initiative, enterprise, technology, commitment to continuous learning, etc.
Examples of active participation to involve community members based on career/ occupation may include an excursion/zoom calls/incursions/guest speakers with a retirement village, aged-care facility, local shopping centre, family members, etc.
Note: teachers may choose to conduct mock interviews in preparation, asking for volunteers from the local community.

PDS – Outcome 1: What is community?
PDS – Outcome 2: Community cohesion
WRS – Outcome 1: Skills and capabilities for employment and further education

Activity 3

Understanding local community careers and occupations – interview, research task and reflection

Once interview questions are created, students then interview their local community member based on the chosen career/ occupation. Students record the interview, ensuring permission is granted.
Students record responses to interview questions, which they then use to make a digital presentation for the class. (Note: students add this information to the research task outlined below based on the Job Outlook Quiz.)
Students then undertake the online Job Outlook Careers Quiz and note down their top 3 ‘working styles’ on completion.
Based on their top 3 ‘working styles’, students complete a research task. This task allows students to look at their own employability skills including communication, planning and organising, teamwork, problem-solving, self-management, initiative and enterprise, technology and commitment to continuous learning, as well as their own personal capabilities and attributes, such as growth mindset, work ethic, self-regulation and conflict resolution. Based on knowledge gained from the interview and the research tasks, students need to understand these terms and what they mean in terms of the chosen career/ occupation. Students also discuss their level of competency in relation to these skills which will either assist or hinder their chances of success within the chosen career/ occupation. Students identify which skills are considered ‘blockers’ and also include strategies to improve these skills and therefore future career prospects and outcomes based on the career/ occupation.
Students then write a reflective journal about the experience, looking at their own interests, skills and capabilities and how they are transferable to the chosen career/ occupation from the interview. Students discuss both positive and negative aspects, as well as strategies for improvement, with an emphasis on personal and emotional growth. Students also write in their reflective journals analysing how their chosen career/ occupation helps form their local community and the factors that influence this group within the community.
Students then present all the information gained from the interview, research task and reflection to the class.

PDS – Outcome 1: What is community?
PDS – Outcome 2: Community cohesion
WRS – Outcome 2: Transferable skills and capabilities

Activity 4

Transferable skills and capabilities related to employability and possible issues within the community

Students use and draw on prior knowledge to emphasise the importance of transferable skills, as well as the role ongoing training and development has in terms of employability. Students look at social, cultural, environmental and economic factors that affect careers/ occupations within the local community, as well as local demographics of their local community, such as education level, ethnicity, unemployment rates, etc. Students compare individual case studies, for example students could compare case studies based on someone who has not completed secondary education; however, has had multiple industry exposure, someone who has completed tertiary education; however, did not pursue a career in their chosen field, and someone who completed a trade and has gone back to university to change profession. Another example could be a comparison of individuals from different cultural groups and the career/ occupations they chose/ were best suited to them. (Note: these case studies aim to gain an understanding of employment rates, education levels and economics which forms the basis for students to develop a project related to local community issues surrounding these factors, e.g. unemployment rates/ lack of skill level/education/training.)
Students complete a set of structured questions to help examine the case studies, linking the relationship between transferable skills, industry exposure, formal and informal education, ongoing training and development, as well as social, cultural, environmental and economic factors in terms of employability.
They then discuss and conduct a brainstorm in relation to issues within the community based on transferable skill levels of individualsbased on cultural, social, environmental and economic factors. Teacher and students begin with a class discussion, focusing on employment rates, education/ training and economics, to brainstorm possible project ideas/ activities to help increasethe community’s skills and capabilities to assist with employability.
Students then conduct their own research to choose an issue relating to individuals in the community, as well as local community organisation or community support system that can assist individuals with the issue identified, for example unemployment rates in young people and services Centrelink offers to help individuals find employment. The impacts of the issue should be researched to include social cohesion and health and well-being within the community. Students also need to look at barriers and enablers to the local community to work together to solve the issue and strategies to foster diversity, inclusion and cohesion within the local community.
Students then present this information to the class, which forms the basis to help students plan and implement a community project/ activity to help the issue chosen.
Note: The project / activity students plan and implement will be based on community workshops on ‘How to Prepare for a Job Application’. Students choose what age group / community group to focus on when planning. Examples of project ideas to help increase the community’s skills and capabilitiesand therefore increase unemployment rates include the following:
- How to find a job
- Resume and cover letter writing workshop
- Good vs bad communication – the importance during an interview
- How to present yourself in a job interview
- Interview style questions and mock job interviews
- How to apply for further education and training

Note: Activities 5, 6 and 7 will be completed prior to the planning stage of the project/activity to best prepare students when implementing the project/activity within the community.

WRS – Outcome 2: Transferable skills and capabilities

Activity 5

Learning how to preparing for a job application – developing/ refining a resume and cover letter

To help plan their project, students first need to gain an understanding of how to find a job and apply for it. In order to equip students to teach the wider community and run workshops on how to apply for a job, it is important for them to understand the importance of correct resume and cover letter writing.
Students must first look at the key features of a resume and cover letter to effectively promote relevant skills and knowledge. Students use the website www.seek.come.au and select a job advertisement for their chosen industry. Students need to read the job advertisement and list and describe the knowledge, skills and attributes required for employment in the chosen industry.
Students then need to find two samples of cover letters and resumes, labelling one as ‘high’ and one as ‘low’ and discuss the reasons why they have classified the sample at that level.
Students then use this information to draft a resume and cover letter using a template.
Once students have completed their draft resume and cover letter, they apply feedback given by their teacher to make a final copy for submission.

WRS – Outcome 2: Transferable skills and capabilities

Activity 6

Learning effective communication – ‘good’ vs ‘bad’ examples

To help students gain the skills required to plan a community project, they also need to gain an understanding of ‘good vs bad’ communication skills. By doing so, students understand how to apply the necessary communication skills in relation to job interviews. In this activity, students learn about communication skills and job interviews so that they can teach the wider community how to prepare for a job interview for their community project.
The teacher gives students information based on communication such as verbal, non-verbal, formal, informal, etc, with an emphasis on ‘good’ vs ‘bad’ examples and the positives and negatives of these examples in relation to the workplace. This information can be conveyed in a variety of ways, such as PowerPoint presentations, guest speakers from specific industries, short clips and role plays.
Based on the information presented, students respond to a set of structured questions to ensure they have gained knowledge, in particular the positive and negative aspects of ‘good’ vs ‘bad’ communication.
The teacher also gives students the opportunity to participate in a role play whereby students portray the ‘good’ vs ‘bad’ communication skills related to a variety of industry specific interviews.
Students then engage with several online platforms and professionals to identify and develop a set of interview questions specific to their chosen industry/ job application, as well as looking at the common processes involved in applying for a job.
Once students have developed a set of interview questions, they identify a range of interview question responses, as well as questions to ask potential employers.

WRS – Outcome 2: Transferable skills and capabilities

Activity 7

Learning about effective interview strategies – Mock Interview and Reflection

To also help students gain the skills required to plan a community project and therefore teach the community how to prepare for a job interview, they prepare for and engage in mock interviews using the interview questions and responses completed previously.
The teacher arranges to have industry specific individuals visit the school, based on the industries chosen by students, or if this is difficult, the teacher may choose to ask other teachers for assistance for students to complete their mock interview. All outside individuals or teachers will be briefed on requirements/ criteria and feedback to give to students.
Students then participate in the mock interview where they are given feedback based on their performance and complete a reflection, identifying both strengths and weaknesses as well as areas for improvement.
Students then complete a second mock interview where they can apply the feedback given and strategies identified in their reflection.

PDS – Outcome 1: What is community?
PDS – Outcome 3: Engaging and supporting community

Activity 8

Planning a community workshop on ‘How to Prepare for a Job Application’, increasing community skills and capabilities

Now that students have gained an understanding of resume and cover letter writing as well as effective communication for interview processes, students will be better equipped to start planning their project.
The project students plan and implement will be based on community workshops on ‘How to Prepare for a Job Application’. Students choose what age group / community group to focus on when planning. Examples of project ideas to help increase the community’s skills and capabilitiesand therefore increase unemployment rates include the following:
- How to find a job
- Resume and cover letter writing workshop
- Good vs bad communication
- How to present yourself in a job interview
- Interview style questions and mock job interviews
- How to apply for further education and training

To help organise the planning of their project, students need to present their work using a graphic organiser to include overview of project, roles and responsibilities of group members, meeting minutes, resources needed, etc. Students apply critical thinking, problem solving, decision making, and metacognitive skills when working independently and/ or collaboratively during the project as well as leadership, teamwork and time management skills.

PDS – Outcome 1: What is community?
PDS – Outcome 2: Community cohesion
PDS – Outcome 3: Engaging and supporting community

Activity 9

Implementation and reflection of ‘How to Prepare for a Job Application’ project

Students implement their planned project within the community, based on the chosen workshop and planned project requirements.
After completion of project students write a reflective journal, evaluating the effectiveness of the project in helping the community prepare for a job application (both positive and negative) and to understand the benefits of community involvement. Students can evaluate the project by gathering data/information based on conversations with the community and surveys, and suggest strategies for areas of improvement. Students also evaluate the strategies relating to solving the chosen issue (unemployment rates) and discuss how these strategies will include a diverse community and promote inclusion and cohesion of the community. Students focus on self-reflection in relation to the interpersonal skills used during the planning and implementation of the project, such as communication, critical thinking, problem-solving, time management, decision making, leadership and teamwork skills.

Rubrics

Exemplar 1 - Community Calendar Project (VCE VM Personal Development Skills and VCE VM Literacy)

Unit 2, Outome 1, 2 – Community Calendar project, Persuasive Oral (Literacy)

Unit 2, Outcome 1, 2, 3 – Community Calendar project, Community Connections (PDS)

Exemplar 2 - Community Careers (VCE VM Personal Development Skills and VCE VM Work Related Skills)

Unit 2 PDS and WRS, Outcome 1, Understanding local community careers and occupations (PDS and WRS)

Unit 2 PDS and WRS, Outcome 2, Transferable skills and mock interviews (PDS and WRS)

Unit 2 PDS and WRS, Outcome 3, Community workshop (PDS and WRS)

Integrated VCE VM and VPC units

Units where VCE VM and VPC units are delivered in the same classroom.

Planning

This unit is designed to be delivered to students in a combined VCE VM and VPC classroom

Timeline	Activity	Outcome
Weeks 1–3	Activity 1A: Introduction to self and ‘25 Facts About Me’ assignment (VCE VM only) Activity 1B: Introduction to self (same for VPC and VCE VM)	1
Weeks 4–6	Activity 2A: Interpersonal skills theory and research task (VCE VM only) Activity 2B: Interpersonal skills theory and research task (same for VPC and VCE VM)	1
Weeks 7–9	Activity 3A: Reflection on self (VCE VM only) Activity 3B: Reflection on self (same for VPC and VCE VM)	1
Weeks 10–13	Activity 4A: Introduction to health and wellbeing (only VCE VM) Activity 4B: Introduction to health and wellbeing (same for VPC and VCE VM)	2 and 3
Weeks 14–18	Activity 5A: Plan group project (includes planning for Grade 3 class – only VCE VM) Activity 5B: Plan group project (same for VPC and VCE VM)	2 and 3
Weeks 19–20	Activity 6A: Implement and reflect on group project and reflect on the use of technology in relation to project (only VCE VM) Activity 6B: Implement and reflect on group project (same for VPC and VCE VM)	2 and 3

Teaching

Unit plan descriptor

Students will gain an understanding of interpersonal skills with a focus on teamwork, communication, time management and problem solving. Students will not only gain an understanding through the delivery of content, structured questions and class discussion but through oral presentations, role-plays and other activities. Once students have gained an understanding of the content, they will participate in classroom activities to identify their own strengths and blockers, reflecting on key influences of their strengths and blockers in order to create goals and strategies for self-improvement. Students will also complete an assignment that showcases their own personal identity and emotional intelligence within different contexts, such as education, employment, social life, family and online.

Students will gain an understanding of health and wellbeing (including physical, social and emotional wellbeing) in relation to sugar in foods. Students will be looking at an Aboriginal community and the strategies implemented to reduce sugar in stores as well as the impact of technology (such as TV advertisements of foods) and apps to track food and macronutrients. Students will work in groups to plan and implement a project that focuses on raising awareness about healthy eating among Grade 3 students, with particular attention to the effects of sugar. Each group will create a 20-minute lesson that includes information, an interactive activity, and apps to track sugar intake. The aim of the group work is to enhance students’ interpersonal, leadership, teamwork, communication, time management and problem-solving skills.

Integrated unit suggestion

VPC Unit 1 PDS
This unit is to be integrated with Unit 1 VPC. Please note that all activities labelled with an ‘A’ are related to the VCE VM Unit 1 PDS and all activities with a ‘B’ are related to VPC Unit 1 PDS.

Suggested resources/required equipment

Butchers/poster paper
Reflective journal
Laptops/internet/Office 365
Project/Interactive whiteboard
Cue cards
Worksheets
Short clips/PowerPoint presentations
Food apps/iPhone/iPad
Excursion notes to visit Grade 3 students

Outcome 1: Personal identity and emotional intelligence

Activity 1

Activity 1A: Introduction to self and ‘25 Facts About Me’ assignment

Brainstorm concepts related to self.
Students complete a set of questions to demonstrate their understanding of positive vs negative concepts related to self (can relate to images portrayed in social media).
Students discuss how negative concepts of self can be considered as blockers for personal growth.
Students discuss the importance of a positive self-image and how this will enhance personal growth.
Students complete a research task where they find a person of interest that is a positive influence (teachers can also provide examples for students; e.g. Michael Jordan).
Students present their research task to the class to encourage class discussion.
Students complete a ‘25 Facts About Me’ assignment to discuss their own personal identities and emotional intelligences within different contexts, such as education, employment, social life, family and online. Elements of emotional intelligence, such as self-awareness, self-regulation, motivation, empathy and social skills, are also included. Students also develop and apply metacognitive skills relating to personal and emotional intelligence during this assignment.

Activity 1B: Introduction to self

Students brainstorm concepts related to self.
Students complete a set of questions to demonstrate their understanding of positive vs negative concepts related to self (can relate to images portrayed in social media).
Students discuss how negative concepts of self can be considered as blockers for personal growth.
Students discuss the importance of a positive self-image and how this will enhance personal growth.
Students complete a research task where they find a person of interest that is a positive influence (teachers can also provide examples for students; e.g. Michael Jordan).
Students present their research task to the class to encourage class discussion.

Outcome 1: Personal identity and emotional intelligence

Activity 2

Activity 2A: Interpersonal skills theory and research task

The teacher delivers content about interpersonal skills with the focus on four skills:

teamwork
communication
time management
problem solving

Also:

self-awareness
self-regulation
motivation
empathy
social skills
emotional intelligence
resilience
effective communication
a strengths-based approach
problem solving
conflict resolution
self-management.

Examples of how these can be delivered include: PowerPoint presentations, short clips, role-plays, class discussions, brainstorms, games, case studies.

Based on the chosen way in which the content is delivered, students respond to a set of structured questions to demonstrate their understanding.
In groups, students are allocated one of the four skills with which to create a role-play/performance, comparing ‘good vs bad’ representations of the skill. Students are given time to plan and practise the role-play/performance before showing it to the class. The teacher may choose to give students multiple concepts to portray in their role-play, as an extension task.
Based on the information delivered and activities completed, students complete a research task to apply their knowledge based on interpersonal skills.

Activity 2B: Interpersonal skills theory and research task

The teacher delivers content about interpersonal skills with the focus related to the four skills:

teamwork
communication
time management
problem solving

Examples of how these can be delivered include: PowerPoint Presentations, short clips, role-play, class discussion, brainstorms, games, case studies.

Based on the chosen way in which the content is delivered, students will respond to a set of structured questions to demonstrate their understanding.
Students complete an activity where they are given one of the four skills with which to create a role-play/performance, comparing ‘good vs bad’ representations of the skill. Students are given time to plan and practise the role-play/performance before showing it to the class.
Based on the information delivered and activities completed, students participate in teacher-led discussions to demonstrate their understanding of concepts.

Outcome 1: Personal identity and emotional intelligence

Activity 3

Activity 3A: Reflection on self

Individually, each student traces an outline of themself on butchers paper and annotates it to represent themself (on one side of the outline, they include their strengths and on the other side, their blockers).
Individually, students write a personal reflective journal based on their strengths and blockers, discussing/analysing the reasons for them being considered strengths or blockers, and identifying their key influences. Students also identify and describe strategies for further growth.
Students then add more information about themselves to their posters, including concepts related to self-awareness, self-regulation, motivation, empathy, social skills. They can include emotional intelligence relating to self, such as resilience, effective communication, a strengths-based approach, problem solving, conflict resolution and self-management.
In groups, students discuss each other’s posters, suggesting ways in which their peers could overcome their blockers or further develop their strengths based on different strategies for self-improvement. Students add these suggestions to their poster. (Students could also write three nice things on a post-it and stick it on peer’s poster).
Students use their posters and class discussion to set goals for personal growth and develop plans for achieving them, adding these to their reflective journal.

Activity 3B: Reflection on self

Individually, each student traces an outline of themself on butchers paper and annotates it to represent themself (on one side of the outline, they include their strengths and on the other side, their blockers).
Individually, students write a personal reflective journal based on their strengths and blockers, discussing/analysing the reasons for them being considered strengths or blockers, and identifying their key influences. Students also identify and describe strategies for further growth.
In groups, students discuss each other’s posters, suggesting ways in which their peers could overcome their blockers or further develop their strengths based on different strategies for self-improvement. Students add these suggestions to their poster. (Students could also write three nice things on a post-it and stick it on peer’s poster).
Students use their posters and class discussion to set goals for personal growth and develop plans for achieving them, adding these to their reflective journal.

Outcome 2: Community health and wellbeing
Outcome 3: Promoting a healthy life

Activity 4

Activity 4A: Introduction to health and wellbeing – sugar in food focus

Teacher delivers content related to health and wellbeing, such as physical, social and emotional wellbeing (shelter, food intake, safety, exercise, sleep, positive relationships, sexual coercion and consent). Examples of how these can be delivered include: PowerPoint Presentations, short clips, class discussion, brainstorms, personal experiences, guest speakers, visits to/from external organisations. Guest speakers could include a member from the local police force where the teacher will have organised content specific to physical, social and emotional wellbeing in young people. The teacher would then find short clips of young people being affected physically, socially and emotionally for comparison. Class discussion focuses on strategies for improving health and wellbeing.
Based on the chosen way in which the content is delivered, students develop a mind map to represent their knowledge, adding any additional or personal information/experiences.
Once a broad understanding of health and wellbeing has been established, teachers then focus on a particular component of health and wellbeing, such as sugar in food.
For students to gain an understanding of the effects of sugar in food, they watch That Sugar Film and respond to a set of structured questions. This forms the basis for the group project. Questions/concepts are based on: sugar content in foods, food labelling, effects of sugar, fast foods.
Students analyse the impact of technology on the topic (sugar in food) through the use of various TV advertisements and the way in which the media portrays foods. Students also research various apps that allow them to record their food intake. They record their own sugar intake based on the foods they eat. When looking at their own sugar intake, students assess the reliability, validity and accuracy of information in relation to food advertisement/marketing strategies compared to actual food labelling and facts. In a reflective journal, they evaluate how they now view food and how technology impacts their health and wellbeing.
Students complete a case study of The Mai Wiru Foundation, founded to work with an Aboriginal community to remove as much sugar from stores as possible. They watch a clip and answer a series of structured questions related to influences and stakeholders, and record key actions implemented by the community before evaluating these strategies/actions.

Activity 4B: Introduction to health and wellbeing – sugar in food focus

Teacher delivers content related to health and wellbeing, such as physical, social and emotional wellbeing (shelter, food intake, safety, exercise, sleep, positive relationships, sexual coercion and consent). Examples of how these can be delivered include: PowerPoint Presentations, short clips, class discussion, brainstorms, personal experiences, guest speakers, visits to/from external organisations. Guest speakers could include a member from the local police force where the teacher will have organised content specific to physical, social and emotional wellbeing in young people. The teacher would then find short clips of young people being affected physically, socially and emotionally for comparison. Class discussion focuses on strategies for improving health and wellbeing.
Based on the chosen way in which the content is delivered, students develop a mind map to represent their knowledge, adding any additional or personal information/experiences.
Once a broad understanding of health and wellbeing has been established, teachers then focus on a particular component of health and wellbeing, such as sugar in food.
For students to gain an understanding of the effects of sugar in food, they watch That Sugar Film and respond to a set of structured questions. This forms the basis for the group project. Questions/concepts are based on: sugar content in foods, food labelling, effects of sugar, fast foods. Students also record their own sugar intake based on the foods they eat.

Outcome 2: Community health and wellbeing
Outcome 3: Promoting a healthy life

Activity 5

Activity 5A: Plan school project to promote healthy eating and create awareness about sugar in food

Students, in groups, plan a project to create awareness about the effects of sugar and the importance of healthy eating. Students focus on interpersonal skills to plan the project; in particular, leadership, teamwork, communication, problem solving, communication, critical thinking, decision making and time management.
Students use all the information learnt from That Sugar Film to plan and create a 20-minute all-inclusive lesson aimed for Grade 3 students. The completed teacher kit must include: a full 20-minute lesson plan with step-by-step ‘easy to follow’ instructions, a PowerPoint presentation to share knowledge, at least one worksheet, an interactive activity and/or demonstration of how apps can help track food, a healthy recipe book (note: VCP students can make the recipe book for the group), a survey to give out at the end of the lesson.
Each student should conduct a meeting with their group during the planning process.

Activity 5B: Plan school project to promote healthy eating and create awareness about sugar in food

Students, in groups, plan a project to create awareness about the effects of sugar and the importance of healthy eating. Students focus on interpersonal skills (both strengths and blockers) to plan the project, with a focus on teamwork, communication, problem solving and time management.
Suggested assessment tasks include: meeting minutes, a record of consultation with members of the school community to ensure inclusiveness, graphic organiser to represent planning/tasks/goals/timelines.
Project examples include: publishing/printing a healthy recipe book, selling healthy snacks, creating fact sheets/websites to promote healthy eating, selling smoothies, creating an infomercial. (VCP only as VCE VM will have a more in-depth project (‘Be the Teacher – Take action in Our School Community’ – more information below). Note: VCP students can assist VCE VM students; for example by finding a series of healthy recipes to create a recipe book for the primary school students.)

Outcome 1: Personal identity and emotional intelligence

Activity 6

Implement and reflect on group project and reflect on the use of technology in relation to project

Students participate in implementing their planned project (the teacher kit that includes: a full 20-minute lesson plan with step-by-step ‘easy to follow’ instructions, a PowerPoint presentation to share knowledge, at least one worksheet, an interactive activity and/or demonstration of how apps can help track food, a healthy recipe book and a survey to give out at the end of the lesson).
On completion of the project, students complete a reflective journal, evaluating the effectiveness of the project in creating awareness about the effects of sugar (both positive and negative) and strategies for future improvements, as well as reflecting on the interpersonal skills used: leadership, teamwork, communication, problem solving, communication, critical thinking, decision making and time management. Students evaluate their project by gathering data/information based on conversations and surveys. Students also evaluate the effectiveness of using technology when tracking sugar in foods.

Activity 6B: Implement and reflect on project

Students participate in implementing their planned project. Project examples include: publishing/printing a healthy recipe book, selling healthy snacks, creating fact sheets/websites to promote healthy eating, selling smoothies, creating an infomercial.
On completion of the project, students add to their reflective journal, evaluating the effectiveness of the project in creating awareness about the effects of sugar (both positive and negative) and strategies for future improvements. Students evaluate their project by gathering data/information based on conversations with school community and surveys.

This unit has been designed for 16–17-year-old students attending a mainstream secondary school, learning in the same classroom as students undertaking the Vocational Major, attending school full time and undertaking VET one day per week.

Planning

Timeline	Activity	Module
Week 1–3	Activity 1: Introduction to self	1
Week 4–6	Activity 2: Interpersonal skills theory and research task	1
Week 7–9	Activity 3: Reflection of self	1
Week 10–13	Activity 4: Introduction to health and well being	2
Week 14–18	Activity 5: Plan group project	2
Week 19–20	Activity 6: Implement and reflect on group project	2

Teaching

Unit plan descriptor

Module 1

Students will gain an understanding of interpersonal skills with a focus on teamwork, communication, time management and problem solving. Students will not only gain an understanding through the delivery of content, structured questions and class discussion, but also through oral presentations, role-plays and other activities. Once students have gained an understanding of the content, they will participate in classroom activities to identify their own strengths and blockers, reflecting on key influences of their strengths and blockers in order to create goals and strategies for self-improvement.

Module 2

Students will gain an understanding of health and wellbeing, including physical, social and emotional wellbeing. As a class project, students will focus on the effects of sugar in food and create awareness about healthy eating. Students will work in groups to plan and implement the project, which will enhance their interpersonal skills including: teamwork, communication, time management and problem solving. Examples of projects may include: publishing/printing a healthy recipe book, selling healthy snacks, creating fact sheets/websites to promote healthy eating, selling smoothies, creating an infomercial.

Integrated unit suggestion

N/A

Suggested resources/required equipment

Butchers/poster paper
Reflective journal
Laptops/internet/Office 365
Project/Interactive whiteboard
Cue cards
Worksheets

Short clips/PowerPoint presentations

Module 1: Understanding self

Activity 1

Introduction to self

Students brainstorm concepts related to self.
Students complete a set of questions to demonstrate understanding of positive vs negative concepts related to self (can relate to images portrayed in social media).
Students discuss how negative concepts of self can be considered blockers for personal growth.
Students discuss the importance of positive self-image and how this will enhance personal growth.
Students complete a research task where they find a person of interest that is a positive influence (teachers can also provide examples for students; e.g. Michael Jordan).
Students present their research task to the class to encourage class discussion.

Module 1: Understanding self

Activity 2

Interpersonal Skills Theory and Research Task

The teacher delivers content about interpersonal skills with the focus on four skills:
- teamwork
- communication
- time management
- problem solving
  Examples of how these can be delivered include: PowerPoint presentations, short clips, role-plays, class discussions, brainstorms, games, case studies.
Based on the chosen way in which the content is delivered, students respond to a set of structured questions to demonstrate their understanding.
Students complete an activity where they are given one of the four skills with which to create a role-play/performance, comparing ‘good vs bad’ representations of the skill. Students are given time to plan and practise the role-play/performance before showing it to the class.
Based on the information delivered and activities completed, students participate in teacher-led discussions to demonstrate understanding of concepts.

Module 1: Understanding self

Activity 3

Reflection of self

Individually, each student traces an outline of themself on butchers paper and annotates it to represent themself (on one side of the outline, they include their strengths and on the other side, their blockers).
Individually, students write a personal reflective journal based on their strengths and blockers, discussing/analysing the reasons for them being considered strengths or blockers, and identifying their key influences. Students also identify and describe strategies for further growth.
In groups, students discuss each other’s posters, suggesting ways in which their peers could overcome their blockers or further develop their strengths based on different strategies for self-improvement. Students add these suggestions to their poster. (Students could also write three nice things on a post-it and stick it on peer’s poster).
Students use their posters and class discussion to set goals for personal growth and develop plans for achieving them, adding these to their reflective journal.

Module 2: Developing self

Activity 4

Introduction to health and wellbeing – sugar in food focus

Teacher delivers content related to health and wellbeing, such as physical, social and emotional wellbeing (shelter, food intake, safety, exercise, sleep, positive relationships, sexual coercion and consent). Examples of how these can be delivered include: PowerPoint presentations, short clips, class discussion, brainstorms, personal experiences, guest speakers, visits to/from external organisations. Guest speakers could include a member from the local police force where the teacher will have organised content specific to physical, social and emotional wellbeing in young people. The teacher would then find short clips of young people being affected physically, socially and emotionally for comparison. Class discussion focuses on strategies for improving health and wellbeing.
Based on the chosen way in which the content is delivered, students develop a mind map to represent their knowledge, adding any additional or personal information/experiences.
Once a broad understanding of health and wellbeing has been established, teachers then focus on a particular component of health and wellbeing, such as sugar in food.
For students to gain an understanding of the effects of sugar in food, they watch That Sugar Film and respond to a set of structured questions. This forms the basis for the group project. Questions/concepts are based on: sugar content in foods, food labelling, effects of sugar, fast foods.
Students also record their own sugar intake based on the foods they eat.

Module 2: Developing self

Activity 5

Plan school project to promote healthy eating and create awareness about sugar in food

Students, in groups, plan a project to create awareness about the effects of sugar and the importance of healthy eating. Students focus on interpersonal skills (both strengths and blockers) to plan the project, with a focus on teamwork, communication, problem solving and time management.
Suggested assessment tasks include: meeting minutes, a record of consultation with members of the school community to ensure inclusiveness, graphic organiser to represent planning/tasks/goals/timelines.
Project examples include: publishing/printing a healthy recipe book, selling healthy snacks, creating fact sheets/websites to promote healthy eating, selling smoothies, creating an infomercial. (VCP only as VCE VM will have a more in-depth project (‘Be the Teacher – Take action in Our School Community’ – more information below). Note: VPC students can assist VCE VM students; for example by finding a series of healthy recipes to create a recipe book for the primary school students.)

Module 2: Developing self

Activity 6

Implement and reflect on project

Students participate in implementing their planned project. Project examples can include; publishing/printing a healthy recipe book, selling healthy snacks, creating fact sheets/websites to promote healthy eating, selling smoothies, creating an infomercial.
On completion of the project, students complete a reflective journal, evaluating the effectiveness of the project in creating awareness about the effects of sugar (both positive and negative) and strategies for future improvements. Students evaluate their project by gathering data/information based on conversations with school community and surveys.

Rubrics

Exemplar 1a – Self Reflection and Sugar in Food Project (VCE VM and VPC)
Unit 1, Outcome 1 – Introduction and reflection on self

Unit 1, Outcome 2 & 3 – Health & wellbeing group project

Exemplar 1b – Self Reflection and Sugar in Food Project (VPC)
Unit 1, Module 1 – Introduction and Reflection on Self

Unit 1, Module 2 – Group Project

Planning

This unit is designed to be delivered to students in a combined VCE VM and VPC classroom

Timeline	Activity	Outcome
Weeks 1–2	Activity 1A: Introduction to community (VCE VM only) Activity B: Introduction to community (VPC)	1
Weeks 3–5	Activity 2A: Research members of local community and prepare interview questions (VCE VM only) Activity 2B: Research members of local community and prepare interview questions (VPC)	1
Weeks 6–10	Activity 3A: Interview members of the local community, present and reflect (VCE VM only) Activity 3B: Interview members of the local community, present and reflect (VPC)	1, 2
Weeks 11–12	Activity 4A: Research issues related to young people and relevant support organisations (VCE VM only) Activity 4B: Research issues related to young people and relevant support organisations (VPC)	1, 2
Weeks 14–17	Activity 5A: Plan school project to promote issues faced by young people and relevant local support organisations (VCE VM only) Activity 5B: Plan school project to promote issues faced by young people and relevant local support organisations (VPC)	1, 3
Weeks 18–20	Activity 6A: Implement and reflect on project (VCE VM only) Activity 6B: Implement and reflect on project (VPC)	1, 2, 3

Teaching

Unit plan descriptor

Students will gain an understanding of:

community
types of communities
local and global communities
community members and their importance
characteristics and benefits of a diverse community
citizenship and community (local, national and/or global)
characteristics that influence the formation of the community (geography and demographics).

Students will also focus on:

characteristics and rights and responsibilities of the community group
influence of social, cultural, environmental and economic factors within the community group
characteristics that influence the formation of these groups within the community.

Students will gain understanding of these concepts through teacher delivery, structured questions, annotation of pictures of members of the community and community groups, as well as research tasks.

Once students have gained an understanding of the content, they will identify a local member, or particular group within the community that they wish to interview, and develop interview questions. Students will then interview their local community member or group and present their findings to the class before reflecting on the experience.

Focusing on community groups, students will analyse the formation of community and the factors that influence community groups, as well as issues affecting local and national communities, with an emphasis on different perspectives relating to cultural, social, environmental and/or economic issues. Using this information, students will research issues related to young people in the community, as well as research and locate organisations and community support systems that young people can access to gain support related to these issues. Students will then apply this knowledge to plan a ‘Create Awareness Day’ within their school. This project will assist in creating awareness about the issues, local organisations and support systems available to help young people create a sense of belonging.

Students will then reflect on the project and demonstrate their understanding of the benefits of community involvement, as well as reflecting on their interpersonal skills. The focus of the reflection will be to discuss strategies relating to solving the chosen issue and how these strategies can promote inclusion and cohesion of diversity within the community. Students will also need to reflect on the interpersonal skills used during the planning and implementation of the project, such as: communication, critical thinking, problem solving, time management, decision making, leadership and teamwork.

Integrated unit suggestion

VPC Unit 2 PDS
This unit is to be integrated with Unit 2 VPC. Please note that all activities labelled with an ‘A’ are related to this Unit 2 VPC and all activities with a ‘B’ are related to the VCE VM Unit 2 PDS.

Suggested resources/required equipment

Photos of members of the community
Reflective journal
Laptops/internet/Office 365
Project/Interactive whiteboard
Cue cards
Worksheets
Short clips/PowerPoint presentations
Local community members
Cameras
Paper/coloured printing/scissors/coloured pencils and paper
Access to poster-making technology (e.g. Canva)
Tables to set up stalls

Outcome 1: What is community

Activity 1

Activity 1A: Introduction to community

The teacher delivers and expands on content related to concepts of the community: types of communities, both local and global; community members and their importance; citizenship and community (local, national and/or global); characteristics that influence the formation of the community (geography and demographics); groups within the community. Examples of how these can be delivered include: PowerPoint presentations, short clips, class discussion, brainstorms, guest speakers.
Based on the chosen way in which the content is delivered, students respond to a set of structured questions to demonstrate their understanding.

Activity 1B: Introduction to community

The teacher delivers content related to concepts of the community: types of communities, both local and global: community members and their importance. Examples of how these can be delivered include: PowerPoint presentations, short clips, class discussion, brainstorms, guest speakers.
Based on the chosen way in which the content is delivered, students respond to a set of structured questions to demonstrate their understanding.

Outcome 1: What is community

Activity 2

Activity 2A: Research members of local community and prepare interview questions

Students focus on community groups to analyse the formation of community and the factors that influence community groups. To achieve this, teachers show students a set of photographs of groups within the community, which have been annotated to focus on: rights and responsibilities of the community groups; influence of social, cultural, environmental and economic factors within the community groups; characteristics that influence the formation of these groups within the community.
Students research and identify ways to connect with members of their local community or community groups. They then choose a local member of the community or community group to interview.
Students invite/ask for permission to interview the community member/community group, for example by writing an email, writing a speech for a phone call/asking in person, writing a formal letter.
Students create interview questions that encompass concepts related to community as previously examined.
Examples of active participation involving community members or community groups may include: excursions, incursions, zoom calls, guest speakers. They may involve a retirement village, an aged care facility, a local shopping centre, family members.
Note: teachers may choose to conduct mock interviews in preparation, asking for volunteers from the local community.

Activity 2B: Research members of local community and prepare interview questions

Students focus on local and global members of the community and their significance. In order to achieve this, teachers show students a set of photographs of members in the community, which have been annotated to focus on: rights and responsibilities of the community members, community engagement and contribution as well as a sense of belong for community members.
Students research and identify ways to connect with members of their local community. They then choose a local member of the community or community group to interview.
Students invite/ask for permission to interview the community member/community group, for example by writing an email, writing a speech for a phone call/asking in person, writing a formal letter.
Students create interview questions that encompass concepts related to community as previously examined.
Examples of active participation involving community members or community groups may include: excursions, incursions, zoom calls, guest speakers. They may involve a retirement village, an aged care facility, a local shopping centre, family members.
Note: teachers may choose to conduct mock interviews in preparation, asking for volunteers from the local community.

Outcome 1: What is community
Outcome 2: Community cohesion

Activity 3

Activity 3A: Interview members of the local community, present and reflect

Once interview questions have been created, students then interview their local community member or community group. Students need to record the interview, ensuring permission is granted.
Students write the responses to their interview questions, which they then use to make a digital presentation to be presented to the class.
Students write a reflective journal about the experience, focusing on both positive and negative aspects as well as strategies for improvement, with an emphasis on personal and emotional growth. In their reflective journals, students analyse how their community member or community group contributes to their community.

Activity 3B: Interview members of the local community, present and reflect

Once interview questions have been created, students interview their local community member. Students may also choose to record the interview, ensuring permission is granted.
Students write the responses to their interview questions.
Students write a reflective journal about the experience, focusing on both positive and negative aspects as well as strategies for improvement, with an emphasis on personal and emotional growth.

Outcome 1: What is community
Outcome 2: Community cohesion

Activity 4

Activity 4A: Research issues related to young people and relevant support organisations

This module begins with class discussion and brainstorming activities related to issues concerning young people, and considering relevant organisations that provide support systems in the community. Discussion should include the challenges faced by local and national communities such as: cultural, social, environmental and/or economic issues. An example of mental health issues could include the organisation Beyond Blue.
Students then conduct their own research and choose an issue relating to young people in the community as well as a local community organisation or community support system that can assist young people with the issue identified. Research should include the impacts of the issue on social cohesion and health and wellbeing within the community. Students also need to look at barriers and enablers that the local community has to consider when working together in solving the issue, as well as strategies to foster diversity, inclusion and cohesion within the local community.
Students present this information to the class as part of the lead-up to planning and implementing a ‘Create Awareness Day’.

Activity 4B: Research issues related to young people and relevant support organisations

This module begins with class discussion and brainstorming activities related to issues relating to young people, and considering relevant organisations that provide support systems in the community. An example of mental health issues could include the organisation Beyond Blue
Students then conduct their own research and choose an issue relating to young people in the community as well as a local community organisation or community support system that can assist young people with the issue identified.
Students present this information to the class to assist in deciding what group they would like to be a part of when planning for a ‘Create Awareness Day’.

Outcome 1: What is community
Outcome 3: Engaging and supporting community

Activity 5

Activity 5A: Plan school project focusing on issues faced by young people and relevant local support organisations

Once students have presented their chosen issue and organisation/support system, they form groups to plan a ‘Create Awareness Day’. The purpose of this project is to create awareness among the school community about organisations and local support systems that may assist them with issues they may be facing.
The planning needs to focus on ways of promoting the organisation/support system to the school community. An example is setting up a stall in the yard to provide information in the form of fact sheets, posters and/or flyers. Activities need not be limited to this; students may choose to organise guest speakers for particular classes or focus groups within the school community.
During the planning stages of their project, students present their work using a graphic organiser that includes: overview of project, roles and responsibilities of group members, meeting minutes, resources needed, etc. Students should apply critical thinking, problem-solving, decision-making and metacognitive skills when working independently and/or collaboratively during the project, as well as leadership, teamwork and time-management skills.

Activity 5B: Plan school project to promote issues faced by young people and relevant local support organisations

Once students have presented their chosen issue and organisation/support system, they form groups to plan a ‘Create Awareness Day’. The purpose of this project is to create awareness among the school community about organisations and local support systems that may assist them with issues they may be facing.
The planning needs to focus on ways of promoting the organisation/support system to the school community. An example is setting up a stall in the yard to provide information in the form of fact sheets, posters and/or flyers. Activities need not be limited to this; students may choose to organise guest speakers for particular classes or focus groups within the school community.
During the planning stages of their project, students present their work using a graphic organiser that includes: overview of project, roles and responsibilities of group members, meeting minutes, resources needed, etc.

Outcome 1: What is community
Outcome 2: Community cohesion

Activity 6

Activity 6A: Implement and reflect on project

Students implement their planned project to create awareness.
On completion of the project students write a reflective journal, evaluating the effectiveness (both positive and negative) of the project in creating awareness about the chosen issue and organisation/support system in promoting understanding about the benefits of community involvement. Students could evaluate the project by gathering data/information based on conversations within the school community, by conducting surveys, and then suggesting strategies for areas of improvement. Students also need to evaluate the strategies relating to solving the chosen issue and discuss how these strategies will promote inclusion and cohesion within the community. Students also need to focus on self-reflection in relation to the interpersonal skills used during the planning and implementation of the project, such as: communication, critical thinking, problem solving, time management, decision making, leadership and teamwork.

Activity 6B: Implement and reflect on project

Students implement their planned project to create awareness.
On completion of project students write a reflective journal, evaluating the effectiveness (both positive and negative) of the project in creating awareness about the chosen issue and organisation/support system in promoting understanding about the benefits of community involvement. Students could evaluate the project by gathering data/information based on conversations within the school community, by conducting surveys, and then suggesting strategies for areas of improvement. Students also need to evaluate the strategies relating to solving the chosen issue.

Planning

Timeline	Activity	Learning Outcome
Week 1–2	Activity 1A: Introduction to community (VCE VM only) Activity B: Introduction to community (VPC)	1
Week 3–5	Activity 2A: Research members of local community and prepare interview questions (VCE VM only) Activity 2B: Research members of local community and prepare interview questions (VPC)	1
Week 6–10	Activity 3A: Interview members of the local community, present and reflect (VCE VM only) Activity 3B: Interview members of the local community, present and reflect (VPC)	1, 2
Week 11–12	Activity 4A: Research issues related to young people and relevant support organisations (VCE VM only) Activity 4B: Research issues related to young people and relevant support organisations (VPC)	1, 2
Week 14–17	Activity 5A: Plan school project to promote issues faced by young people and relevant local support organisations (VCE VM only) Activity 5B: Plan school project to promote issues faced by young people and relevant local support organisations (VPC)	1, 3
Week 18–20	Activity 6A: Implement and reflect on project (VCE VM only) Activity 6B: Implement and reflect on project (VPC)	1, 2, 3

Teaching

Unit plan descriptor

Module 1

Students will gain an understanding of community, types of communities, both local and global, community members and their importance as well as the characteristics and benefits of a diverse community. Students will gain understanding of these concepts through teacher delivery, structured questions, annotation of pictures of members of the community as well as research tasks. Once students have gained an understanding of the content, they will identify a local member of the community they wish to interview and develop interview questions. Students will then interview their local community member, present their findings to the class and reflect on the experience.

Module 2

Students will research issues related to young people in the community and also research and locate organisations and community support systems that young people can access regarding these issues. Students will then apply this knowledge to plan a ‘Create Awareness Day’ within their school. One possible method is to set up stalls to create awareness about the issue, local organisations and support systems available to help young people, with the aim of creating a sense of belonging. Students will then reflect on the project to demonstrate their understanding of the benefits of community involvement.

Integrated unit suggestion

VCE VM PDS Unit 2
This unit is to be integrated with Unit 2 of VCE VM. Extension activities to include both levels can be added.

VPC Literacy Unit 2
This unit could relate to Unit 2 Literacy: Understanding and creating digital texts, as students will be learning about the purpose of digital texts as well as their key features. Teachers may choose to link these two units when helping students to create awareness about their chosen issue and organisation. The teacher may ask students to present the information in a digital form, as students will already have an understanding of the purpose, reliability and effectiveness of digital content for delivering a message to an audience.

Suggested resources/required equipment

Photos of members of the community
Reflective journal
Laptops/internet/Office 365
Project/Interactive whiteboard
Cue cards
Worksheets
Short clips/PowerPoint presentations
Local community members
Cameras
Paper/coloured printing/scissors/coloured pencils and paper
Access to poster making technology (e.g. Canva)
Tables to set up stalls

Module 1: Exploring and connecting with community

Activity 1

Introduction to community

The teacher delivers content related to concepts of the community, types of communities, both local and global, community members and their importance. Examples of how these can be delivered include PowerPoint presentations, short clips, class discussion, brainstorms, guest speakers.
Based on the chosen way in which the content is delivered, students respond to a set of structured questions to demonstrate their understanding.

Module 1: Exploring and connecting with community

Activity 2

Research members of local community and prepare interview questions

Students focus on local and global members of the community and their significance. In order to achieve this, teachers show students a set of photographs of members of the community, which have been annotated to focus on: the characteristics and rights and responsibilities of the community member, community engagement and contribution, a sense of belong for the community member.
Students research and identify ways to connect with members of their local community. They then choose a local member of the community to interview.
Students invite/ask for permission to interview the community member, for example by writing an email, writing a speech for a phone call, asking in person, writing a formal letter.
Students create interview questions that encompass concepts related to community as previously examined.
Examples of active participation to involving community members may include excursions, incursions, zoom calls, guest speakers. They may involve a retirement village, an aged care facility, a local shopping centre, family members.
Note: teachers may choose to conduct mock interviews in preparation, asking for volunteers from the local community.

Module 1: Exploring and connecting with community

Activity 3

Interview members of the local community, present and reflect

Once interview questions have been created, students interview their local community member. Students may also choose to record the interview, ensuring permission is granted.
Students write the responses to their interview questions, which they then use to make a digital presentation to the class.
Students write a reflective journal about the experience, focusing on both positive and negative aspects, as well as strategies for improvement, with an emphasis on personal and emotional growth.

Module 2: Community participation

Activity 4

Research issues related to young people and relevant support organisations

This module begins with class discussion and brainstorming activities related to issues concerning young people, and considering relevant organisations that provide support systems in the community. An example of mental health issues could include the organisation Beyond Blue.
Students conduct their own research and choose an issue relating to young people in the community as well as a local community organisation or community support system that can assist young people with the issue identified.
Students present this information to the class to assist them in deciding what group they would like to be a part of when planning for a ‘Create Awareness Day’.

Module 2: Community participation

Activity 5

Plan school project to promote issues faced by young people and relevant local support organisations

Once students have presented their chosen issue and organisation/support system, they form groups to plan a ‘Create Awareness Day’. The purpose of this project is to create awareness among the school community about organisations and local support systems that may assist them with issues they may be facing.
The planning needs to focus on ways of promoting the organisation/support system to the school community. An example is setting up a stall in the yard to provide information in the form of fact sheets, posters and/or flyers. Activities need not be limited to this method; students may choose to organise guest speakers for particular classes or focus groups within the school community.
During the planning stages of their project, students present their work using a graphic organiser that includes: overview of project, roles and responsibilities of group members, meeting minutes, resources needed, etc.

Module 2: Community participation

Activity 6

Implement and reflect on project

Students implement their planned project to create awareness.
On completion of the project students write a reflective journal, evaluating the effectiveness (both positive and negative) of the project in creating awareness about the chosen issue and organisation/support system in promoting understanding about the benefits of community involvement. Students could evaluate the project by gathering data/information based on conversations within the school community, by conducting surveys, and then suggesting strategies for areas of improvement.

Rubrics

Exemplar 1a – Community Issues (VCE VM and VPC)
Unit 2, Outcome 2 – Community interview & research

Unit 2, Outcome 3 – Community project

Exemplar 1b – Community Issues (VPC)
Unit 2: Module 1 – Introduction to Community

Unit 2, Module 2 – Community Project

VCE VM and VPC Integrated

Integrated studies units

Unit 1

Exemplar 1 – Market Day Project (VCE VM Personal Development Skills and VCE VM Literacy)

Planning

Teaching

Unit plan descriptor

Integrated unit suggestion

Suggested resources/required equipment

Activity 1

Focus decision and organisation research

Activity 2

Personal journal

Activity 3

Letter

Activity 4

Stall preparation checklist

Activity 5

Promotional text

Activity 6

Area of responsibility

Activity 7

Information sheet

Activity 8

Reflections and feedback

Activity 9

Stall set up and materials

Activity 10

PowerPoint presentation

Activity 11

Booklet

Activity 12

Teamwork

Exemplar 2 – Outdoor Excursion Project (VCE VM Personal Development Skills and VCE VM Work Related Skills)

Planning

Teaching

Unit plan descriptor

Integrated unit suggestion

Suggested resources/required equipment

Activity 1

Emotional Intelligence

Activity 2

Employment data

Activity 3

TAFE visit

Activity 4

Health and Well-being Posters

Activity 5

Excursion planning

Activity 6

Indigenous Elder

Activity 7

Reflections, feedback and SMART Goals

Activity 8

Great Barrier Reef case study

Activity 9

Excursion Day

Activity 10

PowerPoint presentation

Activity 11

Teamwork

Activity 12

Booklet

Exemplar 3 – Hospitality Industry (VPC Personal Development Skills and VPC Work Related Skills)

Planning

Teaching

Unit plan descriptor

Integrated unit suggestion

Suggested resources/required equipment

Unit 1: PDS – Understanding self and Developing self

Module 1:

Module 2:

Unit 1: Work Related Skills

Module 1:

Module 2:

Module 3:

Activity 1

Activity 2

Activity 3

Activity 4