Planning

VPC Literacy enables the development of knowledge, skills and capabilities relevant to reading, writing and oral communication and their practical application in the contexts of everyday life, family, employment, further learning and community.

This study provides students with the key skills and knowledge to interpret and create texts with appropriateness, accuracy, confidence and fluency, as well as for learning in and out of school, and for participating in the workplace and community. The word ‘text’ refers to any attempt to communicate through written, visual or spoken language that can be assigned meaning and can be drawn from a range of sources including media texts, multimodal texts, texts used in daily interactions such as print and social media, and workplace texts such as operational and instruction manuals in everyday and familiar settings.

This study is intended to meet the literacy needs of students with a wide range of abilities and aspirations.

VPC Literacy aims to develop students' abilities to read, write, speak and listen in everyday and familiar contexts. The curriculum will assist students to develop an understanding of the different ways in which knowledge and opinion are represented and developed in texts drawn from daily life. This Literacy study is based upon applied learning principles, making strong connections between students' lives and their learning. By engaging with a wide range of text types and content drawn from a range of local and global cultures, forms and genres, including First Nations peoples' knowledge and voices, students learn how information can be shown through print, visual, oral, digital and multimodal representations.

Along with the literacy practices necessary for reading and interpreting texts, it is important that students develop their capacity to respond to texts. Listening, viewing, reading, speaking and writing are developed systematically and concurrently. As students engage with texts in class, they develop their understanding of how texts are designed to meet the demands of different audiences, purposes and contexts. They will apply this understanding in their own writing, learning to adapt language to respond to more familiar or specific audiences, purposes and contexts.

This study enables students to:

• develop their everyday literacy skills by thinking, listening, speaking, reading, viewing and writing to meet the demands of the workplace, the community, further study and their own life skills, needs and aspirations
• participate in discussion, exploration and analysis of the purpose, audience and language of text types and content drawn from a range of local and global cultures, forms and genres including First Nations peoples' knowledge and voices, and different contexts and purposes
• discuss and debate the ways in which values of workplace, community and person are represented in different texts
• present ideas in a thoughtful and reasoned manner.

Teachers are encouraged to explore a wide range of text types and material with students including short stories, films and documentaries, media articles, social media posts, podcasts, letters, reports and emails.

VPC Literacy is based on an applied learning approach to teaching, ensuring that every student feels empowered to make informed choices about the next stages of their lives through experiential learning and authentic learning experiences.

Applied learning incorporates the teaching of skills and knowledge in the context of ‘real life’ experiences. Students will apply what they have learnt by doing, experiencing and relating acquired skills to the real world. Applied learning teaching and practice ensures that what is learnt in the classroom is connected to scenarios and experiences outside the classroom and makes that connection as immediate and transparent as possible.

Applied learning is about nurturing and working with a student in a holistic manner, taking into account their personal strengths, interests, goals and previous experiences to ensure a flexible and independent approach to learning. Applied learning emphasises skills and knowledge that may not normally be the focus of more traditional school curriculums. It also recognises individual differences in ways of learning and post-educational experiences. Real-life application often requires a shift from a traditional focus on discrete curriculum to a more integrated and contextualised approach to learning, as students learn and apply the skills and knowledge required to solve problems, implement projects or participate in the workforce.

This curriculum design acknowledges that part of the transition from school to further education, training and employment is the ability to participate and function in society as an adult. Moving students out of the classroom to learn allows them to make the shift to become more independent and responsible for their own learning and increase their intrinsic motivation. Best practice applied learning programs are flexible and student-centred, where learning goals and outcomes are individually designed and negotiated with students.

The Vocational Pathways Certificate: Literacy Curriculum Design outlines the nature and sequence of learning and teaching necessary for students to demonstrate achievement of the modules for a unit. The modules describe the specific knowledge and skills required to demonstrate a specific learning goal in an applied manner. Teachers are required to develop a program for their students that meets the requirements of the curriculum design including: modules, learning goals and application.

Learning should be planned according to Learning Goals and Application specific to a module, with attention given to integrating the five applied learning principles within the program:

• Motivation to engage in learning
• Applied learning practices
• Student agency in learning
• A student-centred and flexible approach
• Assessment practices which promote success.

Teachers should aim to facilitate learning through developing programs that enable students to gain an understanding of concepts and metalanguage to effectively apply and demonstrate Learning Goals and Application in a holistic manner. Teachers should be mindful of developing programs which allow students to connect to authentic ‘real life’ knowledge, skills, environments and experiences outside the classroom. ‘Real-life’ learning experiences may include research, teamwork, verbal and written communication, incursions, excursions, simulations, inquiry approaches or project-based learning.

Attention should be given to developing a course that is:

• relevant to students
• contextually based,
• framed around the applied learning principles
• employs a variety of manageable tasks
• uses a variety of source material from reputable and reliable providers.

Teachers should also pay special attention to building the units of work around student interest. It is important that students engage with the topics explored and the best way to do this is to ascertain areas of student interest, expertise and common ground, and build or alter programs to reflect this.

Practical application of Learning Goals is an important feature of the study, and can be fulfilled by

• planning to complete practical tasks alongside writing or speaking tasks
• following a recipe for procedural texts
• arranging guest speakers or incursions/excursions, etc.

Teachers should also pay special attention to building the units of work around student interest. It is important that students engage with the topics explored and the best way to do this is to ascertain areas of student interest, expertise and common ground, and build or alter programs to reflect this.

To develop a course that facilitates student engagement and agency, authentication and applied learning practices, teachers might take into account the following strategies:

• Developing a student booklet for each unit of work. This approach allows teachers to clearly plan out the required steps to support students to meet the learning goals. Activities can be completed in detail if students need explicit support, or completed individually if students are more independent. Extension activities can be included in the booklet to support differentiation. The booklet will also support students who miss classes for MYLNS or tutoring support.
• Introducing a clear and consistent writing process (brainstorm > plan > draft > proofread> feedback > final copy) to be used across Units 1 to 4. Planning and editing are application skills students need to use in each unit, which are supported by the writing process, allowing students to build their confidence, understanding and independence with each step.
• Explicit teaching of key skills. This may include how to structure sentences (subject – verb-object), the difference between common nouns and proper nouns and the need for proper nouns to have capital letters, oral presentation skills and the purpose, the structures and language of different texts.
• Introducing assessment rubrics for each key task. 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 from Beginning to Achieving. When using the rubrics, teacher should be careful to use simple and direct language, making them accessible for all students. Teachers can help students determine exactly what they need to do by including examples that explain key terms and an annotated exemplar. Where possible, particularly for written tasks, keep the last two sections (the writing process and control of language) the same for each rubric, this saves time and shows students the same things will be assessed for each written text. Rubrics can be used for self-assessment by the student and for feedback from the teacher.
• Online student portfolios for recording practical activities. There are many different platforms that students can use for developing online portfolios that can be shared and monitored.

Teachers should aim to facilitate scaffolding activities throughout the program, which could include:

• pre-teaching vocabulary
• word and meaning match activities
• classroom discussions
• the joint construction of a text
• pulling a text apart to look at the structure included content
• providing templates for planning
• graphic organisers
• small groups work, etc.

The aim of scaffolding is to move students from needing significant teacher guidance to being able to apply processes with some independence.

The Victorian Pathways Certificate has been designed to prepare young adults to take an active approach to their personal and professional development; to make valuable contributions to their chosen vocation, family, and community; and to continue learning throughout their lifetime.

Integrating studies is an effective way of developing 21st Century Capabilities and is more reflective of the ‘real world’. Interdisciplinary projects and assessments encourage students to develop and apply skills and knowledge in a more authentic manner.

Units 1 to 3 have two modules each. These modules can be taught individually (one per term) or concurrently (both throughout the semester), depending on how well the modules link and teacher preference for curriculum organisation.

The modules for Unit 1 work well as separate units as Module 1 is the review and application of various text types, while Module 2 introduces and explores digital media. The digital media module may include a lot of new vocabulary and exposure to new platforms and applications, so students may benefit from this being taught as a standalone module. Unit 2 on the other hand is perfect for combining the modules, as students can explore an issue by looking at other people’s opinions (Module 1) and then responding to it with their own opinion (Module 2).

Teaching literacy in context is important. Therefore, integrating units of work with other Victorian Pathway Certificate subjects is useful. Literacy can easily be integrated with Numeracy, Personal Development and Work-Related Skills. This is especially the case if the same teacher has the same students across different subjects. In larger school settings where there are multiple classes with various student combinations and different teachers, integration can be more challenging but not impossible. Find a colleague teaching a different Victorian Pathway Certificate subject and look at creative and practical ways you can support and apply the learnings.

The teacher must consider the authentication strategies relevant for each assessment task. Information regarding VCAA authentication rules can be found in the VPC Administrative Handbook.

Students must observe and apply VCAA authentication rules. Students must sign an authentication record for work done outside class when they submit completed work. The VCAA authentication rules state that:

• a student must ensure that all unacknowledged work submitted is their own
• a student must acknowledge all resources used, including:
  • texts, websites and other source material
  • the name and status of any person who provided assistance and the type of assistance provided
• a student must not receive undue assistance from another person, including their teacher, in the preparation and submission of work
• acceptable levels of assistance include:
  • the incorporation of ideas or material derived from other sources (for example, by reading, viewing or note taking), but which have been transformed by the student and used in a new context
  • prompting and general advice from another person or source, which leads to refinements and/or self-correction
• unacceptable forms of assistance include:
  • use of or copying another person's work, including their teacher's work, or other resources without acknowledgement
  • use of or copying sample answers provided by their teacher or another person
  • corrections or improvements made or dictated by another person, including their teacher
• a student must not submit the same piece of work for assessment in more than one study, or more than once within a study
• a student must not circulate or publish written work that is being submitted for assessment in a study in the academic year of enrolment
• a student must not knowingly assist another student in a breach of rules
• in considering if a student's work is their own, teachers should consider if the work:
  • is atypical of other work produced by the student
  • is inconsistent with the teacher's knowledge of the student's ability
  • contains unacknowledged material
  • has not been sighted and monitored by the teacher during its development.

The Victorian Pathways Certificate: Literacy study provides students with the opportunity to engage in a range of learning activities. In addition to demonstrating their understanding and mastery of the content and skills specific to the study, students may also develop employability skills through their learning activities.

The nationally agreed employability skills* are: Communication; Planning and organising; Teamwork; Problem solving; Self-management; Initiative and enterprise; Technology; and Learning.

The table links those facets that may be understood and applied in a school or non-employment related setting, to the types of assessment commonly undertaken within the VCE study.

*The employability skills are derived from the Employability Skills Framework (Employability Skills for the Future, 2002), developed by the Australian Chamber of Commerce and Industry and the Business Council of Australia, and published by the (former) Commonwealth Department of Education, Science and Training.

Teachers are encouraged to include Aboriginal and Torres Strait Islander knowledge and perspectives in the design and delivery of teaching and learning programs related to VCE VM Literacy. The Victorian Aboriginal Education Association Inc. (VAEAI) is the peak Koorie community organisation for education and training in Victoria. VAEAI's publication Protocols for Koorie Education in Victorian schools supports teachers and students in learning about local, regional, state, national and international Indigenous perspectives.

VAEAI's Cultural Understanding and Safety Training (CUST) professional learning resources are also available for teachers when considering how they may best include Aboriginal and Torres Strait Islander perspectives in VCE VM Literacy.

Other resources when considering Aboriginal and Torres Strait Islander perspectives:

NAIDOC

Museums Victoria

AIATSIS

NITV

Creative Spirits

ABC Indigenous

DET

Cool Australia

Aboriginal and Torres Strait Islander Curricula (University of Melbourne)

Bring Them Home

Closing the Gap Report

National Museum of Australia

Closing the Gap events

Poets and Poetry

Common Wealth: A book of curated slam poetry by First Nations creator Greg Dreise

Fire Front: An anthology of First Nations poetry, edited by Alison Whittaker

See also the following poets:

• Jack Davis
• Kevin Gilbert
• Samuel Wagan Watson
• Hyllus Maris
• Charmaine Papertalk Green
• Lionel Fogarty
• Oodegeroo Noonuccal (Kath Walker)

Podcasts

AWAYE: a collection of diverse First Nations arts, culture and stories (ABC RN)

Living Black: news, events and issues that affect Aboriginal and Torres Strait Islander communities (SBS NITV Radio)

Word Up: a journey through the diverse First Nations Languages of Australia broken into 10-minute episodes (ABC Listen)

Books

AIATSIS & Pascoe, Bruce (2018) The Little Red Yellow Black Book: An introduction to Indigenous Australia (Fourth Edition), AIATSIS

Beresford, Quentin (2006) Rob Riley: An Aboriginal Leader's Quest for Justice, Aboriginal Studies Press (Biography)

Harrison, Jane (2015) Becoming Kirrali Lewis, NewSouth Books (Fictional journey of leaving rural Australia)

Heiss, Anita (ed.) (2018) Growing Up Aboriginal in Australia, Black Inc. (Collection of short memoirs from First Nations people)

Langton, Marcia (2019) Welcome to Country Youth Edition, Hardie Grant (Nonfiction, history, culture, language and native title)

Lonesborough, Gary (2021) The Boy from the Mish, Allen & Unwin (Fictional story of friendship and evolving teen relationships)

McKenna, Brenton E (2019) Ubby's Underdogs, Magabala Books (Graphic novel series)

McPherson, Sue (2012) Grace Beside Me, Magabala Books(Fictional novel written from the perspective of a teenage girl)

Morgan, Sally (ed.) (2014) Remembered By Heart, Fremantle Press (Anthology of Indigenous Writing)

Roach, Archie (2020) Tell me why: The story of my life and my music, Simon & Schuster (Memoir of the life of Archie Roach and other First Nations Elders and young people)

Tatz, Colin & Paul (2018) Black Pearls: The Aboriginal and Islander Sports Hall of Fame, AIATSIS

Woorunmurra, Banjo & Pederson, Howard (2011) Jandamarra and the Bunuba Resistance, Magabala Books (True story told in collaboration between a non-Indigenous historian and the Indigenous custodians of the Jandamarra story)

Movies

Where the Green Ants Dream: Docudrama

Samson and Delilah: Drama

Radiance: Drama

High Ground: Drama

Rabbit-Proof Fence: Docudrama

Satellite Boy: Drama

Servant or Slave: Documentary

The Final Quarter: Documentary

In My Blood It Runs: Documentary

The purpose of this module is to enable students to develop their knowledge and skills to read and write simple or short texts. Through discussions and class activities students will develop their understanding of the structures and features of these text types, and examine how these are influenced by purpose, context and audience. Students should read, view and listen to texts and information produced for a variety of purposes such as short stories, films, vlogs, podcasts and workplace documents.

Learning goal 1:

On completion of this module the student should be able to:

• identify and describe the structures and features of a range of different text types such as short narratives, informative and instructional texts, letters, emails, media and social media posts and film
• develop and demonstrate an understanding that texts and content are created for different purposes and audiences
• create a range of material for specific audiences and purposes.

Examples of learning activities

• Classroom discussions
  Students participate in classroom discussions to share their ideas and thoughts on the characters and events from The Breakfast Club.
• Journal entries
  Using information about the characters and key events from The Breakfast Club, students write a journal entry from a character’s perspective from the day before and the day of detention. They need to use evidence from the movie to show they understand their chosen character.
• 
  Award nomination presentation
  Students choose a person they have been introduced to during the unit and nominate them for a ‘Being the Difference’ award. Students need to give background information on the person and reasons for nominating them. Students present their speech to the class.
• Written report
  As a class, students gather information about a person interviewed on Anh’s ‘Brush with Fame’, and use it to write a report. Students use the information to plan their report in a template then apply the writing process to complete the written report.

Detailed example

Award nomination presentation

• Outline the task and go through the award nomination oral rubric. Complete a worksheet that looks at how to use the rubric and what needs to be done to meet an Achieving level, and each student identifies their strengths and areas where support will be needed.
• The student chooses a person they have been introduced to during the unit and prepares an oral presentation to nominate this person for a ‘Being the Difference’ award.
• The student fills in a template with information on the person’s background and the issue they were involved in. The student also gives their opinion of the person, the issue and their action.
• The student uses the notes from their template to write information in full sentences as they develop their draft.
• The student proofreads their draft and goes through it with their teacher for feedback.
• Run a session on oral presentation skills, including non-verbal communication, eye contact, language and voice. The teacher gives students examples of these things through illustrating them and/or watching videos on YouTube.
• Students review their speeches, adding in notes/reminders linked to presenting
• Students practice their speeches to check the length and take the opportunity to ask the teacher if there are any words they are unsure how to pronounce.
• Students present their speeches to the class. Feedback is given orally by peers and on the rubric by the teacher.

Learning goal 1.1: Literacy for personal use

This module will enable students to develop their capacity to engage with, understand and respond to digital texts, including webpages for vocational and workplace settings, podcasts and social media. Students will identify and explain the structure of a variety of digital platforms, as well as the types and purposes of different digital texts. Students should discuss the reliability and effectiveness of digital sites and content in connecting with audiences and delivering a message.

Students should read, view and interact with different digital texts, and participate in learning activities to develop their capacity to explore and discuss their impact. They will identify the ways a visitor will encounter and experience digital texts, considering their purpose and the social and workplace values associated with them.

Learning goal 2:

On completion of this module the student should be able to:

• engage with, understand and create a range of digital texts for different audiences and purposes
• explain the layout of different digital platforms and applications, identifying key features and trustworthiness in relation to their audience and purpose
• recognise and utilise the features of digital security to engage safely, respectfully and effectively in the digital world.

Examples of learning activities

• Comprehension activities
  While accessing information on one topic from four different sources, students will complete worksheets and tasks to show their understanding of the content.
• Podcast
  In pairs, students discuss the top three digital media types for them and for a workplace. Students need to give reasons for their rankings and, where possible, include evidence to back up their opinions. Students record their discussion as if they were the hosts of a podcast.
• 
  Digital poster
  Students create a digital poster for a chosen audience with their top five safe and respectful practices/tips when using digital media. The students apply the writing process to produce their draft and final copy. Students need to think about the content and presentation of the poster and include links to other sources for further information.

Detailed example

Digital poster

1. Explore the topic of safe and respectful practices when using digital media. Discuss face-to-face versus online interactions and complete a Venn diagram of differences and similarities.
2. Explore the idea of commenting on digital media platforms/apps (Social Media, news stories etc.). What should you think about before you comment? What are trolls and what is their aim/purpose?
3. As a class, come up with a top five safe and respectful practices/tips when using digital media for a chosen audience (primary school, Year 7, Year 11 etc.).
4. Find relevant examples of each practice/tip. When looking for the examples, discuss their reliability and effectiveness.
5. tudents work in pairs to create a digital poster for a chosen audience with their top five safe and respectful practices/tips when using digital media. Students apply the writing process to produce their draft.
6. Students need to think about the content and presentation of the poster and include links to other sources for further information. Run a session with the class about how to embed links into a document.
7. Pairs create their digital poster remembering to think about colours, fonts, language, visuals etc. that would engage their audience. Links should be included on their poster for their audience to click to get more information about the practice or tip.
8. Students present their digital poster to the class. Peers and the teacher give feedback and the students follow up by fixing glitches and/or adding improvements.
9. Students present their digital poster to their chosen audience (visit a primary school, speak to a Year 7 group etc.).

Learning goal 1.2: Understanding and creating digital texts

Students will consider the values that underpin different communities and how these values create different opinions and perspectives in this module. Students will read, view and listen to a range of diverse opinions and consider the language and purpose of the content, and how these change depending on the audience and context.

Students should engage with a range of content from print, visual, aural and multimodal sources. Selection of suitable material should take into consideration the interests and abilities of the student cohort and respond to the content that students typically read, including social media, and content from vocational and workplace settings. Students should discuss and debate how personal and vested interests affect their own responses to an issue.

Learning goal 1:

On completion of this module the student should be able to:

• identify the main ideas and arguments in persuasive and influential content, noting the differences between fact and opinion
• explain how language and visuals are used to influence an audience
• identify how bias and perspective influence a speaker, author and audience.

Examples of learning activities

• One issue, many perspectives
  In pairs or small groups, students choose an issue and look at the various opinions different groups of people may have. Students think about and document possible reasons for each opinion. This information is shared back to the class.
• Visual representation of me
  Students create a poster to visually represent their values and beliefs. Students can use images and words to share about themselves. In small groups, students share their poster and listen to their classmates as they present theirs.
• 
  Workplace worries
  In small groups linked to their VET or preferred pathway, students choose a relevant issue and come up with a situation that may occur because of it. Students write the dilemma/situation in the middle of an A3 page and divide the page into quarters, adding a workplace role in each quarter. Students then look at the situation from each role's perspective to see how they would feel and what they would do in the situation. Groups plan a discussion of their poster/situation and make a recording of their discussion.

Detailed example

Workplace worries

• Students share what VET they are doing and/or what their preferred pathway is for after school. Small groups are made based on common ideas and interests.
• Within their group, students brainstorm possible issues and challenges they may face within their chosen workplace.
• Students decide on one issue and build a scenario around it, which they write in the middle of an A3 page. Scenarios might include an employee being bullied, a boss not paying overtime, a safety issue that needs to be reported etc.
• The page is then divided into quarters and a different role from the chosen workplace is written in each quarter. The roles might include the owner, the manager, a senior employee, a junior employee etc.
• Students look at the situation from each role's perspective to think about how they might feel and what they might do in that situation. Think about words and actions.
• Students can add in the reasons a role may feel a certain way or do a certain thing. For example, the owner may not take action with a safety issue as it could halt production, which would put them behind schedule and they could potentially lose money.
• Students each take on the persona of one of the roles and write a short script giving the role's opinion/perspective on the situation.
• Students rehearse what they are each going to say and how they are going to structure their conversation.
• Students introduce the issue/situation and then outline their role and perspective, with the whole conversation being recorded.

Learning goal 2.1: Exploring and understanding issues and voices

This module enables students to practice and participate in debate, either in print, orally or via a digital platform. Students should consider their own perspectives of community and workplace issues and develop logical responses to these debates in a respectful and thoughtful manner, supported by evidence.

Learning goal 2:

On completion of this module the student should be able to:

• influence a specific audience through a variety of language devices
• lead a discussion where they respond to the opinions of others in oral form using active listening and questioning techniques
• use body language, eye-contact, gestures, pace and intonation deliberately when discussing opinions.

Examples of learning activities

• 
  Town talkback
  Students explore the two sides of a local issue. This includes inviting a community member from each side to talk to the class. Students prepare questions for each speaker to ensure they gain all the required information. Students decide who they agree with and fill in a template (issue, their opinion, arguments presented by guest speaker, why the student agrees with those arguments, add their own argument etc.). Students record their opinion as if they were calling into a talkback radio show.
• Picture perfect
  Students choose an issue affecting Australians and find photographs to represent both sides of the issue. Students prepare a PowerPoint presentation introducing the issue, sharing and explaining each photograph and giving their POV on the issue. Students record their narration of the PowerPoint presentation.
• Issues oral presentation
  Students choose an issue explored throughout the unit, or a different one they would like to research, and prepare an oral presentation on the topic. Students outline the issue, give arguments for both sides (including a visual, if possible) and then share their opinion. Students apply the writing process, using a template, and present to the class. Students listen to each other's presentations and provide feedback.

Detailed example

Town talkback

• The class chooses a local issue within their town or city.
• Read a short text of someone giving their opinion on one side of the local issue and highlight the persuasive language techniques they used. Identify the issue and their key arguments.
• Watch a news story, Vlog or YouTube video on the same local issue but from a different perspective. Identify the key arguments and persuasive techniques used in the video.
• Complete a Venn diagram to compare the written text with the audio-visual one. Ask each student to say which one they found most persuasive and give one reason why.
• As a class, do some online research to find out the different sides of the issue and the main arguments for each side. Also find out the key people involved on each side.
• Invite one person from each side to come in to speak to the class (not necessarily on the same day). Students prepare questions to ask each person more about the issue, their perspectives, and their values. Review the use of open and closed questions, as well as follow-up questions.
• After listening to each speaker, students decide who they agree with and fill in a template (issue, their opinion, arguments presented by guest speaker, why the student agrees with those arguments, their own argument etc.).
• Using information from the template, students write a script applying the writing process. Use the rubric to self-assess.
• Students listen to examples of people calling in to talkback radio shows to get an idea of the passion and enthusiasm they show, as well as the persuasive language techniques they use. Students add presentation notes to their script.
• Students record their script as if they are ringing into a talkback radio show to give their opinion on the local issue. Feedback is provided by the teacher on the rubric.

Learning goal 2.2: Informed discussion

This module will develop the skills and knowledge required to understand and complete a range of familiar and less familiar activities for civic participation purposes. Selection of suitable material should take into consideration the interests and abilities of the student cohort and the information that students typically need for learning, employment and vocational activities. Students should engage with a range of information including timetables, forms, government documentation and contracts, in print and digital forms, and locate information, identify the audience and purpose of the text and develop the skills necessary to complete documentation.

Learning goal 1:

On completion of this module the student should be able to:

• identify reliable agencies within the government and non-government spheres who provide information to facilitate their participation in civic life
• skim and scan informational documents to determine relevance for deeper reading
• summarise and paraphrase information and instructions into sequential points that enable them to complete activities related to civic participation

Examples of learning activities

• Emails
  Students read through a text about sending emails and answer questions on a worksheet to show understanding. Set a scenario and, applying the information from the written text, jointly construct an email suitable for that situation. Set another scenario and get students to prepare a suitable email response and send it to the teacher.
• Online calendar
  Students follow instructions to set up an online calendar. Students add in their work schedule, family events and social events for the week. Students colour code the calendar, so events for work, family and friends are all shown by different colours. Students then talk through their week with a classmate.
• 
  Australian Electoral Commission visit
  Students attend an incursion run by the Australian Electoral Commission about the electoral system and how to vote. Students take notes during the presentation. Using information from the website and the incursion, students make a digital poster aimed at informing Year 12 students about voting, including the steps to follow to enrol. Students need to remember to write in their own words and acknowledge sources.

Detailed example

Australian Electoral Commission visit

• Brainstorm things students can do when they are 18, one of which is vote.
• Explore the Australian Electoral Commission (AEC) website together. Discuss audience, purpose and effectiveness. Is the layout and structure like other websites explored?
• Students complete an online scavenger hunt where they need to locate certain things on the AEC website. This can be done as a competition in pairs or small groups.
• Using the website, ask each student to find out if they are eligible to vote and what they need to do to enrol.
• Get students to bring required information to the next class and support them to complete their online enrolment at www.aec.gov.au/enrol/
• Attend an incursion run by the AEC about the electoral system and how to vote. Students take notes during the presentation.
• Using information from the website and the incursion, students make a digital poster aimed at informing Year 12 students about voting, including the steps to follow to enrol. Review plagiarism, writing in own words and the need to acknowledge sources. Students need to apply the writing process as they plan and produce their digital poster.

Learning goal 3.1: Literacy for civic participation

This module enables students to develop the skills and knowledge to investigate pathway options and plan their own skill development in order to move into further training or employment. Students will research and identify possible pathways and plan, document and monitor progress towards achieving personal goals.

Learning goal 2:

On completion of this module the student should be able to:

• identify documents that are required for their future learning and work opportunities
• locate the sources of information they need through research methodology and review the accuracy and validity of the information
• research and understand the requirements of workplace and further learning documentation and plan, draft, create and/or complete the required documents.

Examples of learning activities

• Employment Support excursion
  Students attend an excursion to an employment agency or their local LLEN where one of the employees gives a short introduction about the job and services on offer. Before the excursion, students plan a question to ask while they are there. Students ask their question and collect other resources (brochures, forms, posters etc.), which they compare upon returning to school, looking at audience, purpose, language and effectiveness. Applying the writing process, students write an email to a friend outlining what they have learnt about the job agency or LLEN.
• Pathway Prepared checklist
  Students design a ‘Pathway Prepared’ checklist, which includes generic tasks to be completed (have a clear pathway/know my options, cover letter, CV, TFN etc.), as well as jobs specific to their chosen pathway. Students present their checklist to their teacher and talk through actions they are going to take to get them done.
• 
  Do Food Safely
  Students complete the ‘Do Food Safely’ certificate online by participating in class discussions and recording key information at the end of each section. The class revises together by reading notes and asking each other questions before completing the online assessment. Students discuss how the skills learnt and processes followed can be applied to other tests in the future (TAFE, Driver Licence etc.).

Detailed example

Do Food Safely

• Brainstorm different situations in which people prepare and share food.
• Add in consequences of not preparing food properly.
• Explain that to ensure everyone is safe and knowing safe food preparation is important in all parts of life, we are going to be completing an online food safety course.
• Get students to log in to the Do Food Safely website.
• Read through the first section together and discuss the information.
• Get students to write key information in dot points, including new words, in their workbooks.
• Read the other sections completing Steps 5 and 6 for each.
• Review notes by discussing each section and adding in notes.
• Highlight key words and information.
• Revise together by asking each other questions related to each section.
• Complete the online assessment.
• Talk about the steps taken to complete this certificate and how these can be applied to other tests in the future (TAFE, Driver Licence etc.).
• Print the certificate and get students to add the certification to their CVs.

Learning goal 3.2: Literacy for pathways and further learning

In this module, students will develop a range of written and oral communication skills through practical application in an activity around a specific content area. Content for the unit can be drawn from any area of learner interest or aspirations. Teachers are encouraged to connect this module to Unit 4 of Work Related Skills. This project needs to be developed in consultation with the students and should focus on an area of student interest with a clearly stated vocational or personal focus.

The project must have an actionable goal. The project can be completed either individually or as a member of a group focusing on the following areas of skill development: collaboration, problem solving, communication, self-management, planning and organising, initiative and learning.

Learning goal 1:

On completion of this module the student should be able to:

• communicate effectively with their teacher as demonstrated by negotiation of their topic of choice for their major presentation
• provide a sample plan of the content and direction of their presentation including use of body language learnt in Unit 2
• refine the plan after consultation and gaining feedback from peers on the effectiveness of the plan
• complete an informative oral presentation on the individual or group project that showcases their reflections and review of their learning, utilising a digital, multimodal or visual platform for support

Examples of learning activities

• Introducing me
  Students record a short audio text to introduce themselves, outlining why they are interested in their topic. Students could talk about their dreams for future, their five-year plan and how their chosen topic links into those.
• Written report
  Students produce a written information report on their chosen area of interest. Students use information gained by accessing other sources, as well as including their own knowledge. Students apply the writing process to complete a final text.
• 
  Procedural PowerPoint
  Students produce a PowerPoint presentation outlining the steps to follow to complete a task in their chosen area of interest. Applying the writing process, students write out the steps for the procedural text. Students then create and narrate a procedural PowerPoint presentation.
• Persuasive video
  Students produce a persuasive video outlining why they would be an asset to a workplace/organisation linked to their chosen area of interest. Applying the writing process, students write a persuasive script which they annotate with presentation reminders/tips. Students rehearse their presentation then record it as a persuasive video.
• Online portfolio and presentation
  Students produce an online portfolio to share their work from the unit. Students need to create the portfolio with a clear audience and purpose in mind to ensure content and language is appropriate. Students present their portfolio to their classmates and apply feedback, as needed.

Detailed example

Procedural PowerPoint presentation

• Explore a procedural text as a class. Review what is being stepped through in the text, how to access the information, the structure of the text, and language/audience/purpose.
• As a class, pull out the key ideas and information from the text.
• Using the learnt knowledge and that of the class, write the steps to complete the task.
• Get students to brainstorm aspects of their topic that they could explain to someone how to do. For example, Building and Construction – how to construct a wall frame, Child Care – how to introduce a new child to the room, Office Management – how to answer the phone and book in an appointment.
• Get students to find two texts on the topic, access them and write notes.
• Discuss the chosen texts with each student regarding accuracy and validity.
• Get the students to add their own thoughts and knowledge to their notes.
• Write out the steps for the procedural text, applying the writing process.
• Give students a template to plan their PowerPoint – an introduction to the topic, one step per slide, a visual per slide, consistent formatting etc.
• Support students to plan and construct their PowerPoint presentation.
• Students then narrate their PowerPoint.
• Share PowerPoint presentations in small groups.
• Apply any relevant feedback to finalise the PowerPoint.

Learning goal 4.1: Negotiated Project

The assessment tools used to collect evidence of student achievement (performance descriptors, rubrics and/or marking guide) should reflect the Modules, Learning Goals and Application of the unit.

Assessment tasks should be developed within the specific context of the setting and related to applied learning principles by being designed with authentic purposes and practical outcomes.

Teachers should develop a range of assessment activities in order to collect specific evidence of student learning in a unit and/or module. Teachers should develop an assessment guide or rubric to make decisions about the evidence of student learning.

The assessment task and assessment tools should be explained to students before they commence the task.

When developing assessment tasks, teachers should refer to the VCAA policies and school assessment procedures as specified in the VPC Administrative Handbook.

Schools may determine the conditions for assessment tasks. Assessment tasks should be a part of the regular teaching and learning program and should not add unduly to student workload. Students should be advised of the timeline and conditions under which the task is to be completed. It is recommended that assessment tasks be completed in class under supervision within a limited timeframe.

The overall assessment program for the unit should include a variety of activities, include provision for authentication of student work and take into consideration the overall workload for students.

The assessment task and assessment tools should be explained to students before they commence the task.

The following sample assessment tasks represent a range of sample assessments teachers can choose to use as formative assessment or summative assessment for learning goals in each module. It should be noted that teachers are encouraged to develop assessment tasks specifically suited to the needs of their students and context. The sample tasks are for Units 3 and 4, however similar tasks can be used for Units 1 and 2.

The following is an overview of an approach to designing assessment for one module:

1. Determine an appropriate combination of activities to assess the module. Considerations include equipment available, time available, scope and demand of each activity, and opportunities to develop and apply a range of skills over time.
2. Identify the nature and sequence of teaching and learning activities related to each assessment activity.
3. For each assessment activity, identify the learning goal/s that will be achieved and how the learning goal will be applied in the task. If students can choose between tasks, the tasks set need to be comparable in demand and scope.
4. For each assessment activity, teachers decide whether there is a template or specific format that needs to be followed or whether students can select the format of their choice.
5. Develop an appropriate set of criteria and marking scheme for each activity.
6. Decide on the most appropriate time to set the task and the conditions under which an assessment task is completed.
7. Students are assessed according to the criteria on the marking scheme.
8. Feedback is provided to the student by the teacher about their performance according to the assessment criteria.

Unit 3:

Unit 4: