Teaching and learning

A range of suggested learning activities have been provided for each module in Units 1–2. It should be noted that the activities included cover a range of the Learning goals and Applications for each Module, but not all of them. Some activities could be completed within one class and others could be completed over an extended period. They include learning activities that involve group work, class discussion, and practical application of skills. Many of the learning activities could be adapted for use in other Modules or Units, or developed into assessment tasks. All are intended to be examples that teachers will use and/or adapt to suit the needs of their own students. It should be noted that teachers are encouraged to develop teaching and learning activities specifically suited to the needs to their students and context.

Included external links are for teacher reference purposes. They do not constitute VCAA endorsement of the views or materials contained on these sites and teachers need to ensure that any information or activities are appropriately adapted to meet the requirements of the VCE VPC Personal Development Skills Curriculum Design (1 January 2023 – 31 December 2027).

Unit 1 and 2

See Unit 1 Exemplar 1b – Self-Reflection and Sugar in Food Project (VPC PDS)

See Unit 2 Exemplar 1b – Community Issues (VPC PDS)

This unit has been designed for 16–17 years old students who are completing a Victorian Pathways Certificate alongside students who are completing a Vocational Major. Students will use the entire second semester to complete this unit of work.

Planning

Timeline	Activity	Module
Week 1	Activity 1: Community Identity Oral Presentation	1
Week 2	Activity 2: Rights and Responsibilities of local communities	1
Weeks 3–4	Activity 3: Our local – Research task	1
Weeks 5–6	Activity 4: Trip to our local (student chosen, led excursion)	1
Weeks 7–9	Activity 5: Communities around the world (Case study)	1
Week 10	Activity 6: How can we help? 60 Second Short Video	1
Weeks 11–13	Activity 7: Create an awareness campaign related to local support systems offered to young adults	2
Weeks 14–16	Activity 8: Community leaders and organisations research task and local council/organisation excursion visual display	2
Weeks 17–19	Activity 9: Plan and run a local community event	2
Week 20	Activity 10: Presentation	2

Teaching

Unit plan descriptor

Module 1

Students gain an understanding of the concept of belonging and how a community can build a sense of togetherness by offering ways for people (young and old) to get involved and connect with one another. This module focuses on having students identify key elements of what makes a community, look at how local and global communities run, and connect to, and support each other and the roles and responsibilities of all members of a community. Students complete research tasks, plan and run excursions/incursions and create awareness booklets/pamphlets.

Module 2

Students gain an understanding of the local support systems available to young adults in their area and how they can access them, the functions and roles of community leaders and the benefits of getting involved in the community. Students participate in research tasks, planning excursions/incursions and running a local community event.

Integrated unit suggestion

VPC WRS: This unit can also be part of an integrated program, linking the written tasks to topics relating to Work Related Skills. More WRS and Business-related outcomes can be addressed while completing all three modules.

VPC Literacy: This unit can be integrated with Literacy, looking at writing formats, correct language and how to correctly convey important information via a written medium.

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:

This module takes a broad approach to the concept of community, and to the types of communities to which individuals may belong. There is an emphasis on personal and emotional growth through active group participation and membership or belongingness, and an introduction to the significance of community engagement.

Module 2:

This module explores how communities provide support to members. Students consider various ways of expressing community belongingness. They look at how communities are structured through investigation of community leaders and organisations. Students identify and explore options and opportunities for connecting with their local community.

Module 1: Exploring and connecting with community

Activity 1

What is community identity and how is it formed?

Students create a whole class definition of what ‘Community’ and ‘Identity’ means.
Once the definitions have been created the class brainstorms what it means to be part of a community and examples of communities within their local area.
Class discuss how culture, individual values, ethnicity, language and religion give people a sense of community. Students brainstorm how these can be seen in a positive and negative light.
Students research two groups/communities. One that is focused on the improvement of society and the other that hinders improvement. Once researched, students explain what the two groups do and then compare the similarities and differences between the two groups. Students then present their findings to the class.

Module 1: Exploring and connecting with community

Activity 2

Rights and Responsibilities

Using the school as an example of a community, brainstorm the rights and responsibilities of all members of the ‘community’ – Principals, teachers, students, administration, maintenance etc.
Students create a master list of roles and responsibilities and group them into four tiers of importance.
Class to discuss why roles and responsibilities are important (and can overlap), no matter the position of the person in the community.
Students look through the following resource and establish the roles and responsibility of the local council:

Council responsibilities | Vic Councils

Class to compare similarities and differences of the roles and responsibilities of the local council and the school community.

Module 1: Exploring and connecting with community

Activity 3

Local Community Group Research

Research task needs to include the following:

Students are to select six different local groups; once selected, students are to:

explain what these groups do?
What they bring to the community?
How they encourage connectiveness?

Students create an information pamphlet based on the information obtained in the above research task, the pamphlet should be targeted to the same audience as the audience the community groups are aimed at, for example an RSL would not be targeting young children.

Module 1: Exploring and connecting with community

Activity 4

Local Community Group Excursion

Teacher to go over school requirements for running an excursion/incursion.
Students to select two to three community groups from the research in Activity 3.
Students to plan an excursion/incursion that looks at what the organisations does, how it helps bring a sense of belonging to the community and how people can get involved.
Students create a digital presentation showing the information obtained during the excursion/incursion.

Module 1: Exploring and connecting with community

Activity 5

Global Community Research Report

Students select and research two types of global communities and explain how they create a sense of belonging among themselves.
Once two types of communities are selected, students brainstorm examples of these communities and discuss the advantages and disadvantages these communities face when trying to build connectiveness and a sense of belonging.
The class discuss the writing structure of a report, including:
- writing style
- use of heading and subheadings
- pictures and images
- language that should be used.
Teachers give students a report pro forma/template that they can use to write a report related to their person.
Teachers can provide a research planner (depending on student’s needs) to assist in the planning process before students write their report.
Students draft their reports using the provided template, seek feedback and make amendments before starting on their final copy.

Module 1: Exploring and connecting with community

Activity 6

How can we help?

Students are divided into two groups: Local and Global.
Using information obtained from the last set of activities, students select a community (local or global) and create a 60-second video. The video will include information about the organisation, what they do for their community and how we could support them and their cause.
Students create a script and storyboard; feedback will be given by the teacher before recording can commence.

Module 2: Community participation

Activity 7

Local support systems – What do they do and why?

Students create a local support systems booklet aimed at students aged 15–19.
Students select five services that are offered to youth in the area.
Class will brainstorm the services and rank them from most relevant to least for students aged 15–19. The ranking must be justified.
Students will then select two services they believe are most important (these can be different from the class ranking) and create an information brochure that includes the following information:
- Type of service
- How does the service try to help?
- How does the service promote a sense of belonging within the community?
- Who would benefit from the service?
- Case study (if applicable)
- Contact information

Module 2: Community participation

Activity 8

Research and Excursion – local leaders and local leading organisation

Teacher will explain how the local government runs, including the roles and responsivities of local members.
Teacher to go over school requirements when running an excursion/incursion.
Students are to plan an excursion to their local council; students are to look at how local councils bring a sense of belonging to the community.
Based on the excursion and additional research, students create an informative visual display (written or digital) about their local government and what they do to bring a sense of belonging to the community.

*NB: Alternatively the focus can be shifted from the local council to the school community (Principal, school council, teachers etc…)

Module 2: Community participation

Activity 9

Plan and run a community event

Teacher to go over school requirements for running an event/fundraiser.
Students select two local groups and run a major awareness/support event.
Students focus their event on raising funds or supporting the local groups and/or having them come and speak about what they do for the local community.
Events could include (but are not limited to): Fun run fundraiser, host a biggest breakfast, jumping castles and games.
Students need to ensure they complete the following planning:

Develop a checklist for planning and delivery of this activity
Equipment checklist
Roles and Responsibilities
Contingency plans
Complete OH&S risk assessment – Identify possible OH&S hazards and solution
Describe the procedures to be followed in case of emergency

Students interview participants (on the day of the activity) – interview questions should revolve around belonging, benefits of belonging, reasons we need strong community roots and the benefits of everyone getting involved.

Module 2: Community participation

Activity 10

Presentation

Class discuss and brainstorm what to do when presenting to the class.
Students create and practise their presentations; all elements of this project must be included, such as the whole planning process, evidence of the activity (photos or recording) and the interviews recorded on the day.