The Victorian Pathways Certificate: Personal Development Skills Curriculum Design (1 January 2023 – 31 December 2027) Support materials provide teaching and learning advice for Units 1 to 4 and sample approaches to developing assessment for Units 1 to 4.
The program developed and delivered to students must be in accordance with the Victorian Pathways Certificate: Personal Development Skills Curriculum Design (1 January 2023 – 31 December 2027).
VPC Personal Development Skills (PDS) takes a dual approach to exploring and optimising personal development. This is done through a focus on understanding and caring for self, and then through a focus on engagement with community.
The foundational pillars of this study are physical, social and emotional health and wellbeing, which are realised by self-reflection by the students. Students are supported through the curriculum to make positive connections between self-understanding, setting and achieving goals, purposefulness, resilience and enhanced health and wellbeing. They look at the significance of self-care in a range of contexts including physical care, relationships and online environments. Students articulate concepts of consent, equity and access, and reflect on how to express themselves in safe and effective ways.
This study has a major focus on the links between personal development and community engagement. Students take a broad approach to defining community and look through a personal lens at belonging, community participation and what it means to be part of a democratic society. Students also investigate how young people can become involved in their local communities and consider how the engagement of individuals contributes to community development.
PDS emphasises student participation in activities that explore and utilise skills that are essential to self-development, the pursuit of health and wellbeing, and the capacity to contribute to community.
VPC Personal Development Skills provides a framework through which students can increase their self-understanding, build their capacity for self-care and engage meaningfully with both their student cohort and the broader community. This study equips students to set and achieve challenging personal goals, and to take action to improve their health and wellbeing.
Through coursework and participation in both independent and collaborative activities, students develop skills that contribute to personal development, build experience and create opportunities, for example teamwork, communication, time management and problem-solving.
PDS enables students to explore and address personal and collective questions and challenges. It builds the capacity of students to be motivated, independent and purposeful individuals and community members, prepared to navigate the future world of work, education and personal relationships.
This study enables students to:
- reflect on personal values, feelings and behaviours
- articulate their strengths, abilities and potential, and to set personal goals
- understand the fundamental pillars of health and wellbeing
- practise physical, social and emotional self-care
- maintain respectful, positive and safe relationships
- analyse relationships between personal development and community connection
- outline the rights and responsibilities of living in a democracy
- analyse the significance of community support systems
- participate in independent, team and community-based activities.
VPC Personal Development Skills 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.
Applied learning may also involve students and their teachers working in partnership with external organisations and individuals to access VET and integrated work placements. These partnerships provide the necessary contexts for students to demonstrate the relevance of the skills and knowledge they have acquired in their study and training.
Developing a program
The Victorian Pathways Certificate: Personal Development Skills (PDS)Curriculum Design outlines the nature and sequence of learning and teaching necessary for students to demonstrate achievement of the learning goals for a unit. The modules describe the learning goals and skills to be developed and achieved in an applied manner. Teachers are required to develop a program for their students that meet the requirements of the curriculum design including: modules, learning goals and skills.
This study examines a range of knowledge and skills relevant to optimising personal development through an understanding of self and engagement with community. Students develop a broad understanding of self-reflection, self-care, the four pillars of wellbeing, community and community engagement, and put into action four focus skills – teamwork, communication, time management and problem-solving – through participation in a range of activities, projects and initiatives.
Learning should be planned according to learning goals and skills 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 develop a program that enables students to gain an understanding of concepts and the four focus skills, so they can effectively achieve learning goals in a holistic manner. Teachers should be mindful to develop programs which allow students to connect to authentic ‘real-life’ knowledge, skills and experiences through participation in a range of activities, including those based in the community. ‘Real-life’ learning experiences may include teamwork, verbal and written communication, incursions, excursions, simulations, interviews and 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 build 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.
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.
Personal Development Skills has been designed for Units 1 and 2 to be standalone and completed in any order. The study has been designed to meet the needs and circumstance of individual students through flexible delivery.
Units 3 and 4 are recommended to be taught in sequence but can be taught in any order. The study has been designed around community connectedness and concentrates on community awareness and project. The study builds on the key components of effective teamwork, communication, collaboration and how to build skills in conflict resolution.
Attention should be given to developing a course that is relevant to students, contextually based, is framed around the applied learning principles, employs a variety of manageable tasks and uses a variety of source material from reputable and reliable providers.
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, Personal Development Skills 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 study.
| Assessment task | Employability skills selected facets |
|---|
Case study | Communication (sharing information)
Planning and organising (planning the use of resources, including time management; collecting, analysing and organising information) |
Digital presentation | Communication (writing to the needs of the audience; sharing information)
Planning and organising (planning the use of resources including time management)
Problem solving (applying a range of strategies to problem solving)
Self-management (evaluating and monitoring own performance; articulating own ideas and vision)
Technology (using IT to organise data) |
Evaluation of a team activity | Communication (sharing information; speaking clearly and directly; empathising; persuading effectively; being assertive)
Problem solving (applying a range of strategies to problem solving)
Initiative and enterprise (adapting to new situations; generating a range of options; initiating innovative solutions; being creative; translating ideas into action)
Planning and organising (planning the use of resources including time management; collecting, analysing and organising information; being resourceful)
Self-management (having a personal vision and goals; evaluating and monitoring own performance; having knowledge and confidence in own ideas and visions; articulating own ideas and vision; taking responsibility)
Learning (managing own learning; being willing to learn in any setting; being open to new ideas and techniques)
Technology (using IT to organise data) |
Meeting minutes | Communication (listening and understanding; speaking clearly and directly; empathising)
Teamwork (working as an individual and as a member of a team; know how to define role as part of the team)
Problem solving (developing practical solutions)
Planning and organising (planning the use of resources including time management; managing time and priorities – setting timelines, coordinating tasks for self and with others)
Self-management (evaluating and monitoring own performance)
Learning (managing own learning; being open to new ideas and techniques) |
Record and reflection of presentation of guest speaker/s, interview/s or excursion | Communication (sharing information; speaking clearly and directly)
Planning and organising (planning the use of resources including time management)
Initiative and enterprise (generating a range of options; initiating innovative solutions; being creative)
Self-management (evaluating and monitoring own performance)
Learning (managing own learning) |
Record of discussion or debate | Communication (listening and understanding; writing to the needs of the audience; persuading effectively; sharing information)
Planning and organising (planning the use of resources including time management)
Problem solving (applying a range of strategies to problem solving)
Self-management (evaluating and monitoring own performance) |
Research task | Communication (writing to the needs of the audience)
Planning and organising (planning the use of resources including time management)
Problem solving (applying a range of strategies to problem solving)
Learning (managing own learning)
Self-management (evaluating and monitoring own performance) |
Response to structured questions | Communication (writing to the needs of the audience; reading independently; sharing information)
Planning and organising (planning the use of resources including time management)
Problem solving (applying a range of strategies to problem solving)
Self-management (evaluating and monitoring own performance; articulating own ideas and visions) |
Video, podcast or oral presentation | Communication (speaking clearly and directly; being assertive; sharing information)
Teamwork (working as an individual and as a member of a team; knowing how to define a role as part of the team)
Problem solving (developing practical solutions)
Initiative and enterprise (generating a range of options; initiating innovative solutions; being creative; translating ideas into action)
Planning and organising (being resourceful; planning the use of resources including time management; collecting, analysing and organising information)
Self-management (evaluating and monitoring own performance; articulating own ideas and visions)
Learning (managing own learning)
Technology (using IT to organise data) |
Visual presentation, such as a graphic organiser, concept/mind map or annotated poster/annotated photographs | Communication (writing to the needs of the audience; sharing information)
Planning and organising (planning the use of resources including time management)
Problem solving (applying a range of strategies to problem solving)
Self-management (evaluating and monitoring own performance; articulating own ideas and vision) |
*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 VPC PDS. 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 VPC Personal Development Skills.
'… It is important to understand there is a distinct difference between teaching Aboriginal culture and teaching about Aboriginal culture. It is not appropriate for a non-Aboriginal person to teach Aboriginal culture, that is the traditional or sacred knowledge and systems belonging to Aboriginal people. For these kinds of teaching and learning experiences it is essential to consult and collaborate with members of your local Aboriginal or Torres Strait Islander community. It is appropriate, however, for a non-Aboriginal person to teach about Indigenous Australia, its history and its people in much the same way as a teacher of non-German heritage might teach about Germany, its history and its people … As teachers, the onus is on us to learn about Indigenous Australia, in just the same way we inform ourselves about any other subject we teach …'
Source: Victorian State Government, Education and Training
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
Blak & Bright First Literary Festival
CORE
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
| Key term | Definition |
|---|
Access | The means or permission to approach or communicate with a person. |
Assertiveness | A communication style whereby an individual expresses their feelings and/or needs in a manner that is direct, maintains respect and keeps emotions under control. |
Communication | A means of sending or receiving information through speaking, writing or another medium. |
Community | A group of people who are linked by geography, social ties, common perspectives or joint action. |
Community involvement | Meaningful participation to improve outcomes within the community. |
Community leader | A person who applies the art of influencing, motivating and inspiring others towards the achievement of a goal within the community. |
Consent | Providing permission for something to happen; agreement for something to happen. |
Diversity | Recognises that each of us are unique and recognises, respects and values differences between people, through achieving a mix of people in a setting. |
Equity | Fairness and justice; achieved by adjusting for imbalances that exist. |
Health and wellbeing | Health refers to a state of physical, social and mental wellbeing (and not simply the absence of disease) and includes the ability to adapt and self-manage; wellbeing is a combination of physical, emotional, social and mental health factors to influence life satisfaction and happiness. |
Inclusion | Achieved when a diversity of people feels recognised, respected and valued for who they are and what they are contributing in a setting, such as a workplace. |
Personal goals | A desired state a person seeks to achieve to gain satisfaction; goals are typically related to an aspect of a person’s life, such as work, education, financial or social. |
Problem-solving | The act or process of finding or developing a solution to a problem. |
Self | A separate individual with distinctive characteristics and personal identity that develops over time. |
Self-care | Taking action to protect and preserve one’s health, wellbeing and happiness. |
Self-expression | Assertion or communication of one’s individual traits, thoughts, feelings or ideas. |
Sense of belonging | The feeling of connectedness to a group of people or community. |
Sexual coercion | Unwanted sexual activity because of pressure, threats or force; can be physical or non-physical. |
Time management | The process of planning or organising the division of time between specific activities in a way that is more productive. |
Teamwork | Working together in a group to achieve a common goal or objective. |
Teaching and learning sample activities
Teaching and learning activities
The following teaching and learning activities represent a range of sample activities teachers can choose to use as learning tasks, formative assessment or summative assessment for learning goals in each module. It should be noted that teachers are encouraged to develop teaching and learning activities specifically suited to the needs of their students and context.
Teaching and learning activities should be designed with the learning goal in mind, and allow students to practice, apply and/or demonstrate their learning. If an activity is used for formative or summative assessment, teachers should develop a related assessment guide or rubric.
Unit 1
This module explores personal development through self-reflection and self-care. It makes connections between self-awareness, purposefulness, goal setting and resilience.
Example Tasks
| Examples of learning activities | Learning goals | Application |
|---|
Explore the concept of self by using Who, What, Where, When, Why, How questions relating to values, passions, skills and goals; this could be done as a personal reflective task, or students could work in pairs to interview each other. | - develop and demonstrate an understanding of self through positive, active reflection
| - identify key influences on the development of personal values
- identify and explore personal passions, skills and goals
|
Create a word wall in the classroom for key terms relating to understanding self, such as values, passions, skills, goals, personal strengths, self-motivation, teamwork, communication, time management, problem-solving. | - develop and demonstrate an understanding of self through positive, active reflection
| - identify key influences on the development of personal values
|
In small groups or as a class, discuss the concept of ‘self’ in different contexts; reflect on ways in which different aspects of ‘self’ manifest in different settings. | - develop and demonstrate an understanding of self through positive, active reflection
| - identify key influences on the development of personal values
|
Complete the VIA Character Strengths Survey (a free resource) and use the VIA report to determine core character strengths; create a visual representation of core character strengths for display in the classroom or for personal reflection. | - develop and demonstrate an understanding of self through positive, active reflection
| - demonstrate the use of tools for self-reflection and to recognise personal strengths
|
Develop an understanding of the four focus skills – teamwork, communication, time management and problem-solving – through conducting a range of group icebreakers and team building activities throughout the module; icebreaker activities such as two truths and a lie and form the order (e.g. height, birthday, shoe size, wake-up time); team-building activities such as stranded on an island, team-made puzzle, scavenger hunt or geocaching. | - use a range of teamwork, communication, time management and problem-solving skills
| - demonstrate the use of tools for self-reflection and to recognise personal strengths
|
Create an escape room experience for the class to take part in (classroom based, digital, incursion or excursion); reflect on the different ways students applied skills and strategies when working in a team and engaging in problem solving. | - use a range of teamwork, communication, time management and problem-solving skills
| - demonstrate the use of tools for self-reflection and to recognise personal strengths
- practise strategies for putting self-knowledge into action
|
Use the SMART acronym to develop up to three personal goals relating to areas such as school, work, an interest or hobby, developing a new skill and/or working with others; identify potential barriers to the achievement of the SMART goal/s; brainstorm a list of actions needed to achieve the SMART goal/s. | - understand and apply the skills required for setting and achieving personal goals
| - set goals and develop plans for achieving them
- identify and analyse barriers to self-motivation
- practise strategies for putting self-knowledge into action
|
Select a SMART goal; use a Y-chart to predict what it will look like, feel like and sound like to work towards the achievement of that goal. | - understand and apply the skills required for setting and achieving personal goals
| - practise strategies for putting self-knowledge into action
|
Conduct a group project or activity to achieve learning goals and apply the skills of Unit 1 Module 1: - Select an objective for the project or activity that is aligned to individual or group goals
- Identify the resources needed
- Outline the key actions and strategies to be implemented
- Develop a timeline
- Allocate responsibilities to group members
- Complete the project or activity.
| - develop and demonstrate an understanding of self through positive, active reflection
- use a range of teamwork, communication, time management and problem-solving skills
- understand and apply the skills required for setting and achieving personal goals
| - set goals and develop plans for achieving them
- practise strategies for putting self-knowledge into action
|
This module explores relationships between self-development and improved health and wellbeing. With a focus on four particular skills – teamwork, communication, time management and problem-solving – students will examine how the development of personal skills can enhance health and wellbeing and increase opportunities for setting and achieving goals.
| Examples of learning activities | Learning goals | Application |
|---|
Create a collage of images and words or phrases that represent health and wellbeing for individuals. | - describe the principles of health and wellbeing and the key indicators of self-care
| - identify and understand the key pillars of physical, social and emotional wellbeing such as shelter, food intake, safety, exercise and sleep
|
Collect articles, blogs and/or vlogs to identify and describe the key pillars of physical, social and emotional wellbeing. | - describe the principles of health and wellbeing and the key indicators of self-care
| - identify and understand the key pillars of physical, social and emotional wellbeing such as shelter, food intake, safety, exercise and sleep
|
Introduce a range of tools and strategies to practice self-care in the classroom, such as meditation (e.g. www.smilingmind.com.au), yoga, mindful walking, journal writing, mindful drawing or colouring. | - create tools and/or strategies for practicing self-care
| - understand and explain the significance of purposefulness and be able to self-monitor health and wellbeing
|
Develop a self-care plan for use outside of school; include at least three tools or strategies in the plan, include details about the frequency, time allocated, the resources needed for each tool/strategy and explain the predicted impact it will have on health and wellbeing. | - create tools and/or strategies for practicing self-care
| - understand and explain the significance of purposefulness and be able to self-monitor health and wellbeing
|
Define and describe the terms equity, access, respect, positive relationship, sexual coercion and consent. | - discuss the concepts of equity and access for young adults, describing the features of respectful, positive relationships and the concept of sexual coercion and consent
| - explore and understand the features of respectful, positive relationships and the concept of sexual coercion and consent
|
Use a Y-chart to explore what a respectful and positive relationship looks like, feels like and sounds like. | - discuss the concepts of equity and access for young adults, describing the features of respectful, positive relationships and the concept of sexual coercion and consent
| - explore and understand the features of respectful, positive relationships and the concept of sexual coercion and consent
|
Use scenarios to explore the features of respectful and positive relationships. | - discuss the concepts of equity and access for young adults, describing the features of respectful, positive relationships and the concept of sexual coercion and consent
| - explore and understand the features of respectful, positive relationships and the concept of sexual coercion and consent
|
Create an infographic or poster to inform young people about consent and sexual coercion. | - discuss the concepts of equity and access for young adults, describing the features of respectful, positive relationships and the concept of sexual coercion and consent
| - explore and understand the features of respectful, positive relationships and the concept of sexual coercion and consent
|
Create a fact sheet to inform young people about consent and sexual coercion. | - discuss the concepts of equity and access for young adults, describing the features of respectful, positive relationships and the concept of sexual coercion and consent
| - explore and understand the features of respectful, positive relationships and the concept of sexual coercion and consent
|
Host an incursion with a local organisation that specialises in educating young people about sexual health and consent. | - discuss the concepts of equity and access for young adults, describing the features of respectful, positive relationships and the concept of sexual coercion and consent
| - explore and understand the features of respectful, positive relationships and the concept of sexual coercion and consent
|
Discuss the differences between being assertive, aggressive and passive-aggressive; consider real-life or fictional scenarios where these three approaches are used. | - practise the strategies for building skills in online safety, personal assertiveness and effective self-expression
| - demonstrate personal assertiveness and effective self-expression both online and in written and oral communication with peers
|
Individually, in pairs or small groups, research strategies/tips to be more assertive online, in written communication and in oral communication with peers, and create a table to summarise the best strategies for each context. | - practise the strategies for building skills in online safety, personal assertiveness and effective self-expression
| - demonstrate personal assertiveness and effective self-expression both online and in written and oral communication with peers
|
Create scenarios where it is necessary for students to maintain online safety, demonstrate personal assertiveness and/or demonstrate effective self-expression by applying a range of strategies and skills; individually, in pairs or small groups, suggest an appropriate way to effectively respond to the scenario and achieve a desired outcome. | - practise the strategies for building skills in online safety, personal assertiveness and effective self-expression
| - demonstrate personal assertiveness and effective self-expression both online and in written and oral communication with peers
|
Conduct a group project or activity to achieve learning goals and apply the skills of Unit 1 Module 2: - Select an objective for the project or activity that is aligned to developing awareness of self
- Identify the resources needed
- Outline the key actions and strategies to be implemented
- Develop a timeline
- Allocate responsibilities to group members
- Complete the project or activity.
| - explain how personal attributes can be enhanced through experience in teamwork, communication, time management and problem-solving
| - Any aspect of application
|
Unit 2
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.
| Examples of learning activities | Learning goals | Application |
|---|
Use a think, pair, share to brainstorm key words relating to the concept of ‘community’. | - understand and discuss the concepts of community
| - identify and understand the definitions of local and global community
|
Distinguish between a local and global community using a Venn diagram or double bubble map. | - understand and discuss the concepts of community
| - identify and understand the definitions of local and global community
|
Use the school/institution as an example to explore the concept of community, and consider the characteristics that influence the formation of community. | - understand and discuss the concepts of community
| - identify and understand the definitions of local and global community
|
Use the school/institution as an example to explore the concept of rights and responsibilities of an effective member of a community. | - explain the rights and responsibilities of being an effective member of a community
| - explore and understand the features that facilitate a sense of belonging and inclusion in a community
|
Research local activities, events, initiatives and/or programs that connect people with the local community through facilitating a sense of belonging; summarise findings in a table, on a poster or as a collage of images. | - identify ways to connect with both local and global communities
| - identify and understand the characteristics and benefits of a diverse community
|
Research ‘Earth Hour’ as an example of a local community project that has expanded to become an annual global initiative; outline how Earth Hour creates a sense of connectedness and belonging in the global community. | - identify ways to connect with both local and global communities
| - explore and understand the features that facilitate a sense of belonging and inclusion in a community
|
Pose the question – what connects people within a community? Use a circle map or bubble map to explore the key ideas relating to the question. This activity can be done individually or in small groups. Other reflective questions could be: - How do I know when I am part of a community?
- How do I participate in community?
- Who are the different groups in a community and how are their needs met?
- How is my life affected by the communities I am part of?
| - identify ways to connect with both local and global communities
| - explore and understand the features that facilitate a sense of belonging and inclusion in a community
|
Conduct an excursion in the local community. This may include a visit with the local council, local community centre or another community-based organisation. Explore the characteristics that influence how community is formed, including a sense of belonging, diversity and inclusion. | - identify ways to connect with both local and global communities
| - identify and understand the characteristics and benefits of a diverse community
- explore and understand the features that facilitate a sense of belonging and inclusion in a community
|
Use the teaching resources available on the Australian Human Rights Commission; select a theme relating to the rights and responsibilities that is appropriate for your cohort, for example, human rights, children’s rights or rights in the workplace. | - explain the rights and responsibilities of being an effective member of a community
| - explore and understand the features that facilitate a sense of belonging and inclusion in a community
|
Discuss the concept of rights and responsibilities. Use real-life examples and scenarios to explore the relationship between having rights and being a responsible member of a community. | - explain the rights and responsibilities of being an effective member of a community
| - explore and understand the features that facilitate a sense of belonging and inclusion in a community
|
Select two to three rights of people in the community; complete the following sentence for each right: I have the right to…, therefore, I am responsible for… | - explain the rights and responsibilities of being an effective member of a community
| - explore and understand the features that facilitate a sense of belonging and inclusion in a community
|
Conduct a group project or activity to achieve learning goals and apply the skills of Unit 2 Module 1: - Select an objective for the project or activity that is aligned to the concept of community
- Identify the resources needed
- Outline the key actions and strategies to be implemented
- Develop a timeline
- Allocate responsibilities to group members
- Complete the project or activity
| | |
This module explores how communities provide support to members. Students will consider various ways of expressing community belongingness.
| Examples of learning activities | Learning goals | Application |
|---|
Using the local council’s website, research the local community support services for individual wellbeing. | - research and locate community support systems
| - identify and locate community support systems that contribute to individual wellbeing
- identify and understand the different resources and support networks available to community members
|
Create scenarios relating to the wellbeing of individuals (may include scenarios with positive and negative outcomes); construct a fishbone diagram to explore the cause-and-effect relationship between local community support services and wellbeing outcomes of individuals. | - research and locate community support systems
| - identify and locate community support systems that contribute to individual wellbeing
- identify and understand the different resources and support networks available to community members
|
Conduct an incursion or excursion with a local community organisation to learn more about their support services and systems related to individual wellbeing. | - research and locate community support systems
| - identify and understand the different resources and support networks available to community members
|
Conduct an incursion or excursion with a local community leader; prior to the experience, individually or in small groups brainstorm a list of questions relating to community leadership, community support services, creating a sense of belonging and the benefits of community involvement. | - identify and discuss the functions and roles of community leaders and organisations and their ability to assist in creating a sense of belonging
- explain the benefits of community involvement
| - identify and locate community support systems that contribute to individual wellbeing
- identify and understand the different resources and support networks available to community members
|
Visit the Australian of the Year website and develop a profile of an inspiring Australian of the Year; detail how the person engaged with the community as a leader and explore the impact the person has had on others, including any strategies they have used to promote a sense of belonging for others. | - identify and discuss the functions and roles of community leaders and organisations and their ability to assist in creating a sense of belonging
| - identify and locate community support systems that contribute to individual wellbeing
|
Create a poster or infographic about the benefits of community involvement; research about the benefits of community involvement could be done via a web search, reading interviews, profiles or social media posts of community leaders or through conducting interviews with people involved in the local community. | - explain the benefits of community involvement
| - explore and engage in opportunities for young people to be involved in community activities
|
Investigate different opportunities for young people to be involved in community activities; present findings in a format such as poster, infographic, video, podcast, digital presentation or oral presentation. | - explain the benefits of community involvement
| - explore and engage in opportunities for young people to be involved in community activities
|
Conduct a group project or activity to achieve learning goals and apply the skills of Unit 2 Module 2: - Select an objective for the project or activity that is aligned to community participation
- Identify the resources needed
- Outline the key actions and strategies to be implemented
- Develop a timeline
- Allocate responsibilities to group members
- Complete the project or activity
| - explain the benefits of community involvement
| - explore and engage in opportunities for young people to be involved in community activities
|
Unit 3
This module considers the role of interpersonal skills and the advantages of group diversity in developing effective harmonious groups.
| Examples of learning activities | Learning goals | Application |
|---|
Use icebreaker questions to develop an understanding of working within an effective harmonious group, such as: - What does the word ‘harmony’ mean to you?
- Is it better to go along with the wrong thing to keep the peace with others OR do the right thing and risk conflict with others?
- To what extent to do you agree with the quote: ‘Strength lies in differences, not in similarities.’ – Stephen Covey.
- Is it okay to respectfully disagree with a team member?
- What are three advantages of working with people who are different to you?
| - outline advantages of group diversity and the challenges of developing and maintaining group harmony.
| - identify the advantages of group diversity.
|
Create a word wall or glossary for the key terms of the module, including group diversity, group harmony, effective team leader, effective team member, group communication, collaboration, conflict resolution. | All learning goals. | All application points. |
Prepare a variety of different images (for example, shapes, animals, landscapes, landmarks, cities and perspectives) and lay out the images around the classroom. Ask students to select the image that resonates with them. Students share why they picked the image and what resonates with them, and how it makes them feel. Have a class discussion about the diverse responses to images within the group and why it’s okay for us to have different responses to the same thing. | - outline advantages of group diversity and the challenges of developing and maintaining group harmony.
| - identify the advantages of group diversity.
|
Complete one Y-chart to reflect on a personal experience working within a harmonious group/team. Complete one Y-chart to reflect on a personal experience working within a team that experienced disharmony. Compare the two experiences. | - outline advantages of group diversity and the challenges of developing and maintaining group harmony.
| - identify the advantages of group diversity.
|
Pose the question: ‘What makes a great leader?’ Use a think-pair-share to brainstorm and share insights. | - describe the individual attributes required to be an effective team leader and team member.
| - explain the key qualities and skills of effective leaders and team members.
|
Explore the concept of teamwork through participating in a range of teambuilding activities such as spaghetti and marshmallow towers, team work out challenge, scattergories or whiz-bang-bounce. | - describe the individual attributes required to be an effective team leader and team member.
| - explain the key qualities and skills of effective leaders and team members.
|
Use a combination of peer feedback and self-reflection to analyse the qualities and skills of effective leaders and team members after participating in one or more team-building activities. | - describe the individual attributes required to be an effective team leader and team member.
| - explain the key qualities and skills of effective leaders and team members.
|
Explore the concepts of communication and collaboration through participating in a range of collaborative activities such as solving a puzzle, deserted island or recycled art show. | - explain a variety of effective, respectful group communication and collaboration techniques.
| - explain and apply several effective communication and collaboration strategies.
|
Split the class into small groups and assign each group with a problem or scenario to work through and generate creative solutions using a think-pair-repair approach. After the activity, students reflect on the ways in which the team used communication and collaboration strategies. | - explain a variety of effective, respectful group communication and collaboration techniques.
| - explain and apply several effective communication and collaboration strategies.
|
Watch a film that features leadership and teamwork. Students can complete a range of activities including mind map, Y-chart, response to structured questions, role play, reflective journal entry or storyboard. Possible films include Invictus, Big Hero 6, School of Rock, A League of Their Own, Zootopia, The Dish, Shrek, Remember the Titans, How to Train Your Dragon and Cool Runnings. | - outline advantages of group diversity and the challenges of developing and maintaining group harmony
- describe the individual attributes required to be an effective team leader and team member
- explain a variety of effective, respectful group communication and collaboration techniques.
| - identify the advantages of group diversity
- explain the key qualities and skills of effective leaders and team members
- explain and apply several effective communication and collaboration strategies.
|
Distinguish between being passive, assertive, passive aggressive and aggressive. Use short fictional scenarios to discuss how these communication styles can be used to resolve conflict, with consideration of the advantages and disadvantages of each style. | - describe and demonstrate conflict resolution methods.
| - describe and apply conflict resolution strategies.
|
Explain the following methods for conflict resolution: negotiation (two parties brainstorm a win-win solution), mediation (a neutral third party helps those in conflict to come up with their own solution) and arbitration (a neutral third party listens to both sides and decides on the best solution to the conflict). Students create an infographic or flow chart for each conflict resolution method. | - describe and demonstrate conflict resolution methods.
| - describe and apply conflict resolution strategies.
|
Brainstorm examples of big problems, medium problems and small problems, and make recommendations about an appropriate conflict resolution method that could be used to deal with each problem. | - describe and demonstrate conflict resolution methods.
| - describe and apply conflict resolution strategies.
|
This module examines various leadership styles and explores a variety of effective leadership qualities.
| Examples of learning activities | Learning goals | Application |
|---|
Research and create a profile of an inspirational leader and identify the qualities that makes this person an effective leader. | - identify effective leadership qualities and styles
- explain contexts and settings where leadership is appropriate and necessary.
| - describe a variety of personal and professional attributes required for effective leadership
- apply knowledge of leadership to a real-life scenario, example or simulation.
|
View and discuss examples of speeches given by leaders. Where appropriate, include examples of different leadership styles. | - identify effective leadership qualities and styles.
| - describe a variety of personal and professional attributes required for effective leadership.
|
Construct a hypothetical situation requiring leadership and teamwork, such as being shipwrecked, lost in the bush or a bus breaking down in the middle of the outback. Split the class into five groups and assign each group a leadership style (autocratic, charismatic, transformational, distributed and laissez-faire). Students brainstorm strategies and approaches their assigned leadership style would use to problem solve and get rescued. Groups share with the class. As an additional challenge, have groups keep their style secret and get the class to guess which leadership style the group had. | - identify effective leadership qualities and styles
- explain contexts and settings where leadership is appropriate and necessary.
| - describe a variety of personal and professional attributes required for effective leadership
- explain a variety of leadership styles, such as autocratic, charismatic, transformational, distributed and laissez-faire
- apply knowledge of leadership to a real-life scenario, example or simulation.
|
Host an incursion or excursion with a local business or community leader. Prior to the incursion, students brainstorm a list of questions. After the incursion, students complete a reflection of the experience. | All learning goals. | |
Research design thinking and develop an infographic about the design thinking process for problem solving and planning. To extend this task, use design thinking to develop and plan a project or campaign for the class. | - investigate and develop planning techniques.
| - describe and discuss a variety of key planning techniques.
|
Describe and discuss the ways in which project management can be used to plan and execute a project. To extend this task, use project management to develop and plan a project or campaign for the class. A useful resource is Five Structures for Helping Students Learn Project Management - John Spencer (spencerauthor.com). | - investigate and develop planning techniques.
| - describe and discuss a variety of key planning techniques.
|
Use icebreaker questions to develop an understanding of motivation for self and others, such as: - What drives you to put in your best effort?
- What stops you from putting in your best effort?
- Are you typically motivated from within, or do you need external motivators?
- What are the top five things that motivate you at school? At work? In your hobbies? At home?
- What is more likely to motivate you and why: rewards or punishments?
| - describe and practise ways to motivate self and others.
| - Identify and apply helpful motivation strategies to incentivise self and team members.
|
Distinguish between intrinsic and extrinsic motivation. Use a think-pair-share to brainstorm different ways in which students motivate themselves and others. | - describe and practise ways to motivate self and others.
| - Identify and apply helpful motivation strategies to incentivise self and team members.
|
Use role plays or fictional scenarios to explore how intrinsic and extrinsic motivation strategies can be used in different contexts. | - describe and practise ways to motivate self and others.
| - Identify and apply helpful motivation strategies to incentivise self and team members.
|
Develop and implement a group or class project plan based on a topic or issue of student choice. | All learning goal points. | All application points. |
Unit 4
This module examines service to community through the development and execution of a community project or community awareness campaign.
| Examples of learning activities | Learning goals | Application |
|---|
Research ‘Earth Hour’ as an example of a grassroots community project that has expanded to become an annual global initiative; outline the area of concern that is being addressed by Earth Hour and describe the considerations of the WWF that influenced this area of concern. | - investigate a range of possible projects or public awareness campaigns that would benefit the community.
| - research a variety of potential ways to service the community.
|
Use a jigsaw approach to research different public awareness campaigns; groups identify and describe the area of concern that is being addressed by the community project. | - investigate a range of possible projects or public awareness campaigns that would benefit the community.
| - research a variety of potential ways to service the community.
|
Examine a public awareness campaign or project currently running in your local community. Use a concept map to identify and outline the area of concern/issue that is being addressed by the campaign or project, the relevant stakeholders, and the strategies being used to implement the campaign or project. | - investigate a range of possible projects or public awareness campaigns that would benefit the community
- consult with relevant stakeholders to identify who may benefit from potential projects or campaigns
- use communication and negotiation strategies to select a community project or awareness campaign.
| - research a variety of potential ways to service the community.
|
Use a think-pair-share to brainstorm possible projects or public awareness campaigns that could be done by the class (or small groups within the class) to benefit the community; rank the ideas and outline the reasoning for the ranking. | - investigate a range of possible projects or public awareness campaigns that would benefit the community
- use communication and negotiation strategies to select a community project or awareness campaign.
| - research a variety of potential ways to service the community
- apply effective negotiation, collaboration and communication methods to select a community project or awareness campaign with a team of peers.
|
Develop a set of criteria for the class/team to use to select an appropriate and achievable project or campaign to plan, implement and evaluate. | - use communication and negotiation strategies to select a community project or awareness campaign.
| - apply effective negotiation, collaboration and communication methods to select a community project or awareness campaign with a team of peers.
|
Facilitate a class discussion or debate to select an appropriate and achievable project or campaign to plan, implement and evaluate. | - use communication and negotiation strategies to select a community project or awareness campaign.
| - apply effective negotiation, collaboration and communication methods to select a community project or awareness campaign with a team of peers.
|
Develop a survey as a method to consult with appropriate community members and groups about a potential project or campaign, and conduct it with key stakeholders. | - consult with relevant stakeholders to identify who may benefit from potential projects or campaigns.
| - apply effective communication strategies to consult with appropriate community members and groups.
|
Host an incursion with a guest speaker associated with the planned project or public awareness campaign. | - consult with relevant stakeholders to identify who may benefit from potential projects or campaigns.
| - apply effective communication strategies to consult with appropriate community members and groups.
|
Draft telephone scripts or emails to be used to engage with relevant stakeholders and community partners. | - consult with relevant stakeholders to identify who may benefit from potential projects or campaigns.
| - apply effective communication strategies to consult with appropriate community members and groups.
|
Use the SMART goals to develop tangible and realistic objectives for the project. | - develop a detailed plan to carry out a project or campaign.
| - create a detailed project or campaign plan in collaboration with group members.
|
Develop and complete a template for the community project plan in a physical or digital format. | - develop a detailed plan to carry out a project or campaign.
| - create a detailed project or campaign plan in collaboration with group members.
|
This module explores community participation.
| Examples of learning activities | Learning goals | Application |
|---|
Use a Y-chart to explore what problem-solving and decision-making within a team looks like, sounds like and feels like. | - demonstrate a variety of problem-solving and decision-making skills when carrying out a project or awareness campaign.
| - apply problems-solving and decision-making skills during the execution of a community project or public awareness campaign.
|
Write ten statements relating to potential challenges and issues that students may encounter when carrying out their project or awareness campaign; students random draw statements and apply problem-solving and decision-making skills to overcome the challenge or issue. | - demonstrate a variety of problem-solving and decision-making skills when carrying out a project or awareness campaign.
| - apply problems-solving and decision-making skills during the execution of a community project or public awareness campaign.
|
Develop a checklist to monitor the implementation of the project plan. Use a five-point scale or set of emojis for students to complete regular check-ins about their project; support teams to use this data to monitor their progress and identify issues early. | - demonstrate a variety of problem-solving and decision-making skills when carrying out a project or awareness campaign
- understand and demonstrate time management, resource and material management when carrying out a project or awareness campaign
- identify appropriate feedback mechanisms to gather opinions on a project or awareness campaign from a variety of sources.
| - apply problems-solving and decision-making skills during the execution of a community project or public awareness campaign
- apply skills to manage time, resources and materials when carrying out a community project or awareness campaign
- apply appropriate feedback mechanisms to evaluate a community project or awareness campaign.
|
Watch the Ted Talk ‘Tim Urban: Inside the mind of a master procrastinator’ and brainstorm strategies that can be implemented to minimise procrastination and improve time management during the implementation and evaluation of the project or awareness campaign. | - understand and demonstrate time management, resource and material management when carrying out a project or awareness campaign.
| - apply skills to manage time, resources and materials when carrying out a community project or awareness campaign.
|
Use a spreadsheet or table to monitor the budget, timelines, resources and materials during the implementation of the project or awareness campaign. | - understand and demonstrate time management, resource and material management when carrying out a project or awareness campaign.
| - apply skills to manage time, resources and materials when carrying out a community project or awareness campaign.
|
Conduct weekly team meetings to monitor progress and foster collaboration; teams keep meeting minutes. | - demonstrate a variety of problem-solving and decision-making skills when carrying out a project or awareness campaign
- understand and demonstrate time management, resource and material management when carrying out a project or awareness campaign
- communicate effectively with stakeholders, community members and team members when carrying out a project or awareness campaign.
| - apply problems-solving and decision-making skills during the execution of a community project or public awareness campaign
- apply skills to manage time, resources and materials when carrying out a community project or awareness campaign
- communicate effectively with peers, community members and other stakeholders to implement a community project or public awareness campaign.
|
Draft telephone scripts or emails to communicate effectively with relevant stakeholders and community members for use during the implementation of the project or awareness campaign. | - communicate effectively with stakeholders, community members and team members when carrying out a project or awareness campaign.
| - communicate effectively with peers, community members and other stakeholders to implement a community project or public awareness campaign.
|
Implement the use of exit cards for students to complete at the end of each class during the implementation phase of the project or awareness campaign; collect the exit cards in preparation for evaluation of the project or awareness campaign after completion. | - identify appropriate feedback mechanisms to gather opinions on a project or awareness campaign from a variety of sources
- evaluate the effectiveness of project or awareness campaign.
| - apply appropriate feedback mechanisms to evaluate a community project or awareness campaign
- explain and evaluate feedback to draw conclusions about the effectiveness of an implemented community project or awareness campaign.
|
Construct an emoji worksheet or online form for students to complete an initial self-evaluation against statements relating to the planning and implementation of a community project. | - identify appropriate feedback mechanisms to gather opinions on a project or awareness campaign from a variety of sources.
| - apply appropriate feedback mechanisms to evaluate a community project or awareness campaign.
|
Apply the STAR method (Situation, Task, Action, Result) as a strategy to evaluate individual contributions to the project or awareness campaign. | - evaluate the effectiveness of project or awareness campaign.
| - explain and evaluate feedback to draw conclusions about the effectiveness of an implemented community project or awareness campaign.
|
Facilitate a peer-feedback model for team members to collectively evaluate the implementation of their project or awareness campaign. | - identify appropriate feedback mechanisms to gather opinions on a project or awareness campaign from a variety of sources
- evaluate the effectiveness of project or awareness campaign.
| - apply appropriate feedback mechanisms to evaluate a community project or awareness campaign
- explain and evaluate feedback to draw conclusions about the effectiveness of an implemented community project or awareness campaign.
|
Annotate photographs taken during the implementation of the project or awareness campaign using evaluative/reflective sentence starters such as: - I wonder if…
- This worked because…
- This didn’t work out because…
- I’m proud that…
- I would change…
- We achieved this goal because…
- I found this challenging because…
- A strength was…
- A weakness was…
- I would change… because…
| - evaluate the effectiveness of project or awareness campaign.
| - explain and evaluate feedback to draw conclusions about the effectiveness of an implemented community project or awareness campaign.
|
Assessment must be a part of the regular teaching and learning program and should be completed mainly in the classroom within a predetermined timeframe. Assessment is to be undertaken as an ongoing process which integrates knowledge and skills with practical applications over a period of time. It will require a combination of evidence collected through teacher observations along with the collection of records of student work.
When developing assessment tasks, teachers should refer to the VCAA policies and school assessment procedures as specified in the VPC Administrative Handbook.
The studies in a VPC program must be assessed in accordance with the requirements and guidelines outlined in the curriculum designs for the studies delivered in the learning program.