The VCE Vocational Major: Personal Development Skills Study Design (1 January 2023 – 31 December 2027) Advice for teachers provides teaching and learning advice for Units 1 to 4 or Units 3 and 4 and assessment advice for school-based assessment in Units 3 and 4.
The program developed and delivered to students must be in accordance with the VCE Vocational Major: Personal Development Skills Study Design (1 January 2023 – 31 December 2027).
VCE Vocational Major Personal Development Skills (PDS) takes an active approach to personal development, self-realisation and citizenship by exploring interrelationships between individuals and communities. PDS focuses on health, wellbeing, community engagement and social sciences, and provides a framework through which students seek to understand and optimise their potential as individuals and as members of their community.
This study provides opportunities for students to explore influences on identity, set and achieve personal goals, interact positively with diverse communities, and identify and respond to challenges. Students will develop skills in self-knowledge and care, accessing reliable information, teamwork, and identifying their goals and future pathways.
PDS explores concepts of effective leadership, self-management, project planning and teamwork to support students to engage in their work, community and personal environment
Through self-reflection, independent research, critical and creative thinking and collaborative action, students will extend their capacity to understand and connect with the world they live in, and build their potential to be resilient, capable citizens.
Contemporary society has complex and at times contrasting expectations of its citizens and communities. On the one hand there is the apparent ease of global communication and connectedness; on the other, there is evidence that many individuals feel socially isolated, alienated or unsafe. How can this be addressed? And how do we build and sustain civil, connected and forward-thinking communities?
VM Personal Development Skills enables students to explore and address important social challenges and questions. Who am I? What is community? How can we improve the health and wellbeing of individuals? What are my goals as an individual and as part of a community? How do I seek and critique reliable information? How do I build meaningful connections with others? What actions can be taken to respond to issues that affect us as a society?
Through independent and collaborative activities, PDS builds the capacity of students to set personal goals and participate in their communities with confidence, respect, safety and resilience.
This study enables students to:
- develop a sense of identity and self-worth
- understand and apply concepts that support individual health and wellbeing
- access, critique, synthesise and communicate reliable information
- explain the role of community and the importance of social connectedness
- practise the rights and responsibilities of belonging to a community
- recognise and describe the attributes of effective leaders and teams
- set and work towards the achievement of goals
- work independently and as part of a team to understand and respond to community need
- evaluate and respond to issues that have an impact on society
- develop capacities to participate in society as active, engaged and informed citizens.
VM Personal Development Skills is based on an applied learning approach to teaching, ensuring students feel 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 study 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 VCE Vocational Major: Personal Development Skills Study Design outlines the nature and sequence of learning and teaching necessary for students to demonstrate achievement of the outcomes for a unit. The areas of study describe the specific knowledge and skills required to demonstrate a specific outcome in an applied manner. Teachers are required to develop a program for their students that meets the requirements of the study design including: areas of study, outcome statements, key knowledge and key skills.
This study examines a range of skills, knowledge and capabilities relevant to optimising the potential of individuals and enhancing community connectedness and cohesion through active participation. Students develop a broad understanding of personal identity and emotional intelligence, health and wellbeing, community, teamwork and leadership through the design, implementation and evaluation of a range of activities, projects and initiatives.
Learning should be planned according to key knowledge and skills specific to an area of study, 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 key knowledge and skills 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.
The Vocational Major 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.
As with the Study Design, Personal Development Skills has been designed so Units 1 and 2 can be undertaken sequentially or concurrently. Units 3 and 4 can also be undertaken sequentially or concurrently. For each unit, teachers can design the program to have one or more small practical activities that can be completed at the end of each outcome, or to have one or more larger-scale activities that encompasses the key knowledge and key skills of each outcome, to be designed, implemented, and evaluated throughout the unit or over the duration of the academic year.
It is possible to deliver the Personal Development Skills units using an integrated approach with other VCE Vocational Major studies, as flexible delivery of the VCE Vocational Major units allows for integration of complementary outcomes across the studies. Where an integrated program is developed and implemented, it is important for teachers to note:
- teachers should keep clear documentation of student achievement of individual outcomes within an integrated program
- an assessment task used to demonstrate achievement of one outcome in one VCE Vocational Major unit cannot be used to demonstrate achievement in any other VCE Vocational Major unit, Victorian Pathways Certificate unit, VET unit of competency or VCE study.
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.
Teachers must consider the authentication strategies relevant for each assessment task. Information regarding VCAA authentication rules can be found in the VCE 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 whether 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 VCE Vocational Major Work Related 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 VCE study.
| Assessment task | Employability skills selected facets |
|---|
A blog or vlog | 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) |
A case study | Communication (sharing information)
Planning and organising (planning the use of resources, including time management; collecting, analysing and organising information) |
A 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) |
Meeting minutes | Communication (listening and understanding; speaking clearly and directly; empathising)
Teamwork (working as an individual and as a member of a team; knowing 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) |
A record and reflection 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) |
A 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) |
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) |
A video, podcast or oral presentation/video or audio recording | 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) |
A 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) |
A written critical evaluation of an 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) |
A written report | 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) |
*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 must consider the authentication strategies relevant for each assessment task. Information regarding VCAA authentication rules can be found in the VCE 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 whether 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.
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 Personal Development Skills. 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 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
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)
Film/Documentary
Where the Green Ants Dream: Docudrama
Samson and Delilah: Drama
Radiance: Drama
High Ground: Drama
Rabbit-Proof Fence: Drama
Satellite Boy: Drama
Servant or Slave: Documentary
The Final Quarter: Documentary
In My Blood It Runs: Documentary
| Key term | Definition |
|---|
Active citizenship | Being involved in the local, national or global community by taking responsibility and initiative to address areas of concern. |
Cohesion | Where members of a group or a community are in close agreement and work well together. |
Community | A group of people who are linked by geography, social ties, common perspectives or joint action. |
Community engagement | Meaningful participation and contributions to improve outcomes within the community. |
Contingency plan | A plan that can be enacted if the original plan is not possible. |
Critical and creative thinking | Critical thinking involves applying logical and rational processes to interpret information and think deeply to make informed judgements or decisions; creative thinking involves looking at situations or problems with an original or fresh perspective. |
Cultural engagement | A level of connection, appreciation and commitment to cultural concerns. |
Cultural factors | Established values, beliefs, traditions, languages and laws of a society. |
Diversity and inclusion | Diversity recognises that each of us are unique and recognises, respects and values differences between people, through including a mix of people in a setting. Inclusion is 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. |
Economic factors | Factors that affect the economy such as interest rates, unemployment rate, inflation and policy. |
Emotional intelligence | The ability to identify and regulate emotions (self), recognise emotions of others and use abilities to build healthy and productive relationships. |
Environmental factors | Physical and non-physical elements that have an impact on the natural environment. |
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. |
Interpersonal skills | Behaviours, qualities and strategies a person uses to interact with other people effectively. |
Leadership | The art of influencing, motivating and inspiring others towards the achievement of a common goal. |
Metacognition | Awareness, understanding or analysis of one’s own thinking and learning processes. |
Personal identity | The concept of self as a separate individual with distinctive characteristics; personal identity develops over time. |
Social awareness | The ability to consider the perspectives of others and to use that understanding to inform interactions with others. |
Social connectedness | The feeling of belonging to a group of people. |
Social factors | Factors that affect lifestyle, such as education, healthcare, housing, employment, safety and social networks. |
Stakeholders | A party that has a vested interest in the outcome of a project, initiative or organisation. |
Strengths-based approach | A practice that helps people to cultivate personal strengths in order to be empowered, energised and able to handle adversity. |
Teamwork | Working together in a group in order 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 outcomes in each area of study. 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 key knowledge and key skills of the outcome 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
Outcome 1
On completion of this unit the student should be able to explain and discuss key concepts relating to personal identity and emotional intelligence, and apply learnt strategies when working independently or collaboratively on a relevant activity.
| Examples of learning activities | Key knowledge | Key skills |
|---|
| Explore the concept of personal identity using Who, What, Where, When, Why, How questions. This could be done as a personal reflective task, or students could work in pairs to interview each other. | - the concept of personal identity
| - identify and explain key concepts, factors and principles relating to personal identity and emotional intelligence
|
| Create a word wall in the classroom for key terms relating to personal identity and emotional intelligence. | - personal identity and emotional intelligence within different contexts, such as education, employment, social, family and online
| - identify and explain key concepts, factors and principles relating to personal identity and emotional intelligence
|
| Explore the concept of emotional intelligence (EI or EQ) through emotional intelligence activities or exercises. A useful website is Positive Psychology. | - the elements of emotional intelligence: self-awareness, self-regulation, motivation, empathy, social skills
| - identify and explain key concepts, factors and principles relating to personal identity and emotional intelligence
|
| In small groups or as a class, discuss personal identity and emotional intelligence in different contexts. Reflect on ways in which different aspects of personal identity and emotional intelligence manifest in different settings. | - personal identity and emotional intelligence within different contexts, such as education, employment, social, family and online
| - discuss and evaluate key concepts relating to personal identity and emotional intelligence
|
| Students complete the VIA Character Strengths Survey (free) and use the VIA report to determine their core character strengths. Create a visual representation of core character strengths for display in the classroom or for personal reflection. | - strategies to develop and apply the elements of emotional intelligence in relation to self, such as resilience, effective communication, a strengths-based approach, problem-solving, conflict resolution and self-management
| - apply communication, critical thinking, problem-solving, decision-making, planning and metacognitive skills when working independently and/or collaboratively
|
Facilitate a conflict resolution simulation in small groups:
- create a scenario where conflict may occur in an appropriate setting and context for your cohort; the scenario could be written by the students or the teacher
- assign roles to the participants
- conduct the simulation
- debrief and reflect on results.
| - strategies to develop and apply the elements of emotional intelligence in relation to self, such as resilience, effective communication, a strengths-based approach, problem-solving, conflict resolution and self-management
| - apply the elements of emotional intelligence when working independently and/or collaboratively
|
| 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 group and engaging in problem solving. In an escape room, groups gather in a themed room where they are given a clue to get started. Participants have one hour to find clues and solve escape the room puzzle games before time is up. | - strategies to develop and apply the elements of emotional intelligence in relation to self, such as resilience, effective communication, a strengths-based approach, problem-solving, conflict resolution and self-management
- strategies to develop and apply metacognitive skills relating to personal identity and emotional intelligence
| - apply the elements of emotional intelligence when working independently and/or collaboratively
- apply communication, critical thinking, problem-solving, decision-making, planning and metacognitive skills when working independently and/or collaboratively
|
Conduct a group project or activity to integrate and apply the key knowledge and key skills of Unit 1 Outcome 1:
- select an objective for the project or activity that aims to develop an understanding of personal identity and emotional development
- 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
- apply metacognitive strategies to reflection on personal identity and emotional intelligence relating to the project or activity.
| | |
Outcome 2:
On completion of this unit the student should be able to plan and implement an individual or group activity to improve health and wellbeing, and evaluate the effectiveness of the activity by utilising learnt tools and techniques for monitoring progress.
| Examples of learning activities | Key knowledge | Key skills |
|---|
Create a collage of images and words or phrases that represent health and wellbeing for individuals and groups. | - the concept of health and wellbeing for individuals and groups
| - describe the concepts and factors relating to individual and group health and wellbeing
|
Collect articles, blogs and/or vlogs to identify and describe the impact of different factors (emotional, social, physical, cultural, economic, environmental and geographic) on wellbeing. | - factors affecting wellbeing such as emotional, social, physical, cultural, economic, environmental and geographic
| - describe the concepts and factors relating to individual and group health and wellbeing
|
Create scenarios relating to health and wellbeing of individuals and groups (may include scenarios with positive and negative outcomes); construct a fishbone diagram to explore the cause-and-effect relationship between health/wellbeing outcomes and factors affecting wellbeing. | - the concept of health and wellbeing for individuals and groups
- factors affecting wellbeing such as emotional, social, physical, cultural, economic, environmental and geographic
| - describe the concepts and factors relating to individual and group health and wellbeing
|
Create a class definition of the terms inclusive and cohesive in relation to communities; use a Y-chart to explore what an inclusive and cohesive community looks like, sounds like, feels like. | - the characteristics of inclusive and cohesive communities
| - describe the concepts and factors relating to individual and group health and wellbeing
|
Use a concept/mind map to describe and outline the key characteristics of the terms inclusive, cohesive and community, and explore the interrelationship of these key concepts. | - the characteristics of inclusive and cohesive communities
| - describe the concepts and factors relating to individual and group health and wellbeing
|
Explore the website of your local council or a local community organisation to identify and describe activities and community support services that reflect the characteristics of an inclusive and cohesive community. | - the characteristics of inclusive and cohesive communities
| - describe the concepts and factors relating to individual and group health and wellbeing
|
Explore the website of your local council or a local community organisation to identify and describe activities and community support services that aim to improve health and wellbeing for individuals and groups within the community. | - activities and community support services that aim to improve health and wellbeing for individuals and groups within the community
| - describe the concepts and factors relating to individual and group health and wellbeing
|
Create a checklist of the requirements for undertaking activities or voluntary work in the community. | - requirements for undertaking various individual or group activities or voluntary work in the community, for example fees, skills, levels of fitness, equipment, space and qualifications
| - outline the requirements and elements related to designing, implementing and evaluating an activity or voluntary work in the community
|
Design a flow chart or infographic that identifies and describes the key elements for designing, implementing and evaluating an activity to improve health and wellbeing. | - key elements for designing, implementing and evaluating an activity that aims to improve health and wellbeing
| - outline the requirements and elements related to designing, implementing and evaluating an activity or voluntary work in the community
|
Design and implement an activity to integrate and apply the key knowledge and key skills of Unit 1 Outcome 2: - propose an activity that aims to improve health and wellbeing for individuals or groups within the community
- using a checklist, identify the requirements for undertaking the activity
- outline the key actions and strategies to be implemented
- justify how the activity will improve health and wellbeing for participants
- outline the strategies to ensure the activity is inclusive and creates a cohesive community
- develop a timeline
- allocate responsibilities to group members
- implement the project or activity
- apply metacognitive strategies to reflect on the outcomes of the activity.
| | - outline the requirements and elements related to designing, implementing and evaluating an activity or voluntary work in the community
- propose and justify a suitable individual or group activity
- apply communication, critical thinking, problem-solving, decision-making and planning skills when designing an activity that aims to improve health and wellbeing
- apply communication, critical thinking, problem-solving and metacognitive skills when implementing an activity that aims to improve health and wellbeing
|
Outcome 3:
On completion of this unit the student should be able to analyse the impact of technology on health and wellbeing at an individual and community level, and apply knowledge and skills to plan, implement and evaluate an individual or group health promotion activity.
| Examples of learning activities | Key knowledge | Key skills |
|---|
Conduct research and create a timeline of key advancements in technology over a chosen period of time (for example, 100 years, 50 years, 20 years, 10 years or 1 year). | - overview of key advancements in relevant technology
| - describe and explain concepts relating to technology, assessing information and health-promotion
|
Create flash cards (name and brief description) with 25 key advancements in technology over a specified time period. Allocate one card to each student and have the class work together to determine a logical timeline for the selected advancements, drawing on their prior knowledge of curriculum areas like Humanities, English, Technology, Health and Physical Education and Science. | - overview of key advancements in technology
| - describe and explain concepts relating to technology, assessing information and health-promotion
|
Identify five key advancements in technology for the class to explore. Using a jigsaw approach, students brainstorm, research, analyse and share the effects that their selected technological advancement has had on individuals and society on areas such as communication, lifestyle, employment, citizenship, democracy, culture, safety and security, social connectedness, transportation, environment, medicine and science. | - overview of key advancements in technology
- the effect of technology on individuals and society, such as communication, lifestyle, employment, citizenship, democracy, culture, safety and security, social connectedness, transportation, environment, medicine and/or science
| - describe and explain concepts relating to technology, assessing information and health-promotion
- discuss and analyse the impact of technology on personal identity, health and wellbeing and social connectedness
|
Write a reflective journal entry on the impact that technology has on your personal identity, health and wellbeing, cultural engagement and/or social connectedness. | - the potential impact of technology on personal identity, health and wellbeing, cultural engagement and social connectedness
| - discuss and analyse the impact of technology on personal identity, health and wellbeing and social connectedness
|
Research different health-promotion activities that are conducted using technology such as an app, website, social media, wearable technology or other online program. Describe and discuss the findings. | - the positive and negative impacts of technology on personal identity, health and wellbeing, cultural engagement and social connectedness
| - discuss and analyse the impact of technology on personal identity, health and wellbeing and social connectedness
|
Source examples of memes, cartoons and short clips relating to health and wellbeing that are typical of material students may encounter online. Analyse each example to determine or rank the reliability, validity and accuracy of the information communicated in the source. | - strategies to assess the reliability, validity and accuracy of information relating to health and wellbeing
| - apply strategies to critically analyse information relating to health and wellbeing
|
Source two examples of information sources that have contrasting viewpoints relating to health or wellbeing. Discuss different strategies that can be used to interpret both pieces to determine the degree to which they are reliable, valid and/or accurate. Strategies may include reading/checking the references, checking the credentials of the author, verifying the website, organisation and source of the information, reading widely, identifying persuasive language techniques and applying critical thinking. | - strategies to assess the reliability, validity and accuracy of information relating to health and wellbeing
| - apply strategies to critically analyse information relating to health and wellbeing
|
Design and implement a health-promotion activity to integrate and apply the key knowledge and key skills of Unit 1 Outcome 3: - propose an activity that aims to promote improved health outcomes for individuals or groups within the community
- using a checklist, identify the requirements for undertaking the activity
- outline the key actions and strategies to be implemented
- justify how the activity will improve health and wellbeing for participants, including the use of technology
- outline how technology is utilised to promote health
- develop a timeline
- allocate responsibilities to group members
- implement the activity
- apply metacognitive strategies to evaluate the outcomes of activity.
| | - apply communication, critical thinking, problem-solving, decision-making, planning and metacognitive skills when working independently and/or collaboratively to design, implement and evaluate a health-promotion activity
|
Unit 2
Outcome 1:
On completion of this unit the student should be able to describe concepts relating to citizenship and community (local, national and global), analyse the factors that influence the formation of community and apply strategies to promote community participation in an individual or group activity.
| Examples of learning activities | Key knowledge | Key skills |
|---|
Brainstorm the meaning of community and different examples of community at the local, national and global level. | - the concept of community at a local, national and global level
| - describe and explain concepts relating to community and citizenship
|
Use a game like City Guesser to guess different locations in the world. After the game, debrief how students applied their understanding of community and the characteristics of community to make their guesses. Multiplayer options are available. | - the concept of community at a local, national and global level
- characteristics that influence the formation of community, such as geography and demographics
- different groups within the community
| - describe and explain concepts relating to community and citizenship
|
Use the school/institution as an example to explore the concept of community, the characteristics that influence the formation of community and different groups within the community. | - the concept of community at a local, national and global level
- characteristics that influence the formation of community, such as geography and demographics
- different groups within the community
| - describe and explain concepts relating to community and citizenship
|
Conduct an excursion in the local community. This may include a visit to the local council, local community centre or another community-based organisation. Explore the characteristics that influence how community is formed and the different groups of people that exist with the community. | - the concept of community at a local, national and global level
- characteristics that influence the formation of community, such as geography and demographics
- different groups within the community
| - describe and explain concepts relating to community and citizenship
- analyse the formation of community and the factors which influence groups within the 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?
- How is my life affected by the communities I am part of?
| - the concept of community at a local, national and global level
- characteristics that influence the formation of community, such as geography and demographics
- different groups within the community
| - describe and explain concepts relating to community and citizenship
- analyse the formation of community and the factors which influence groups within the community
|
Use the teaching resources available on the Australian Human Rights Commission website. Select a theme relating to the roles, rights and responsibilities that is appropriate for your cohort, for example, human rights, children’s rights or rights in the workplace. | - the roles, rights and responsibilities of citizens
| - describe and explain concepts relating to community and citizenship
|
Define the terms active citizenship, leadership, empathy and connection to culture; research different examples of community engagement through active citizenship, leadership, empathy and connection to culture. | - community engagement, including active citizenship, leadership, empathy and connection to culture
| - describe and explain concepts relating to community and citizenship
- analyse the formation of community and the factors which influence groups within the community
|
Visit the Australian of the Year website and develop a profile of an inspiring Australian of the Year. Detail how the person has engaged with the community and explore the impact the person has had on others, including any strategies they have used to promote community engagement and participation for others. | - community engagement, including active citizenship, leadership, empathy and connection to culture
- strategies to promote community participation
| - describe and explain concepts relating to community and citizenship
- analyse the formation of community and the factors which influence groups within the community
|
Conduct an incursion or excursion with a local community leader. | | - describe and explain concepts relating to community and citizenship
- analyse the formation of community and the factors which influence groups within the community
|
Select a relevant case study about community at the local, national or global level, including indigenous communities; analyse the influence of social, cultural, environmental and economic factors on the groups within the case study. | - the concept of community at a local, national and global level
- the influence of social, cultural, environmental and economic factors on groups within the community, including indigenous communities
| - describe and explain concepts relating to community and citizenship
- analyse the formation of community and the factors which influence groups within the community
|
Design and implement an activity to integrate and apply the key knowledge and key skills of Unit 2 Outcome 1: - propose an activity that aims to promote community participation
- using a checklist, identify the requirements for undertaking the activity
- outline the key actions and strategies to be implemented to promote community participation
- develop a timeline
- allocate responsibilities to group members
- implement the project or activity
- apply metacognitive strategies to reflect on the outcomes of the activity.
| | - apply strategies to promote community participation
- apply communication, critical thinking, problem-solving, decision-making, planning and metacognitive skills when working independently and/or collaboratively to promote community participation.
|
Outcome 2:
On completion of this unit the student should be able to identify issues and challenges within their community, analyse different perspectives of diverse groups and apply problem-solving strategies when working independently or collaboratively on a community-based activity.
| Examples of learning activities | Key knowledge | Key skills |
|---|
Brainstorm the current challenges/issues facing the local, national and global community; for each issue, anticipate the future challenges that may be encountered. | - overview of a range of challenges affecting local, national and global communities, within the current context and future challenges
| - outline concepts relating to issues and challenges within the community
|
Select an issue or challenge relating to community cohesion (at the local, national or global level) and research related cultural, social, environmental and economic factors, and analyse the impact and importance of each factor. | - differing perspectives relating to cultural, social, environmental and/or economic issues
- the impact of particular issues on social cohesion and health and wellbeing within communities
| - discuss and analyse differing perspectives relating to issues and the impact of issues on community cohesion
|
Select a historical issue or challenge (cultural, social, environmental or economic); create a timeline of the different strategies/activities/ policies that were enacted at different points in time, and that led to constructive problem-solving and a recognition of diversity, inclusion and/or cohesion within communities. | - the impact of particular issues on social cohesion and health and wellbeing within communities
- strategies to foster diversity, inclusion and cohesion within communities
| - apply and evaluate strategies relating to problem-solving and diversity, inclusion and cohesion within communities
|
Select a current issue or challenge and conduct a class debate to explore differing perspectives on the issue/challenge (for and against); following the debate, debrief about the impact the issue has had or is having on community cohesion and the barriers/ enablers related to problem-solving. | - differing perspectives relating to cultural, social, environmental and/or economic issues
- the impact of particular issues on social cohesion and health and wellbeing within communities
- barriers and enablers to communities working together to solve problems
| - discuss and analyse differing perspectives relating to issues and the impact of issues on community cohesion
|
Construct a case study on a local community organisation that has responded to an issue or challenge in the local community; identify and evaluate the strategies used to foster diversity, inclusion and cohesion in the community. | - strategies to foster diversity, inclusion and cohesion within communities
| - apply and evaluate strategies relating to problem-solving and diversity, inclusion and cohesion within communities
|
Examine the school/institution website; identify and evaluate the strategies used to foster diversity, inclusion and cohesion within the school/institution community. | - strategies to foster diversity, inclusion and cohesion within communities
| - apply and evaluate strategies relating to problem-solving and diversity, inclusion and cohesion within communities
|
Design and implement an activity to integrate and apply the key knowledge and key skills of Unit 2 Outcome 2: - propose an activity that aims to address a local, national or global issue or challenge
- using a checklist, identify the requirements for undertaking the activity
- outline the key actions and strategies to be implemented to address a local, national or global issue or challenge
- develop a timeline
- allocate responsibilities to group members
- implement the project or activity
- apply metacognitive strategies to reflect on the outcomes of the activity.
| | |
Outcome 3:
On completion of this unit students should be able to discuss the concept of engagement as an approach to address community issues, analyse features of effective community engagement and work independently or collaboratively to design, implement and evaluate a community engagement activity.
| Examples of learning activities | Key knowledge | Key skills |
|---|
Watch a series of online videos about community – for example Ted Talks, ABC News or The Drum, to introduce the concept of community engagement. | - the concept of community engagement
| - describe and explain concepts relating to community engagement
|
Select an example of community engagement and research related cultural, social, environmental and economic factors, and analyse the different ways community engagement can be used to address issues. | - community engagement as an approach to address cultural, social, environmental and/or economic issues or initiatives
| - compare, analyse and evaluate community features relating to community engagement
|
Conduct an incursion or excursion to a local community group or centre to learn about the features of effective community engagement. | - key features of effective community engagement such as prioritising the needs of the community, building local autonomy, local leadership, capacity building, flexibility, developing partnerships and sharing information
| - describe and explain concepts relating to community engagement
- compare, analyse and evaluate community features relating to community engagement
|
Use the Five Whys problem-solving technique to understand needs within a local community. The Five Whys approach is to ask why five times whenever you find a problem. By repeating why five times, the nature of the problem as well as it solution become clear. | - key features of effective community engagement such as prioritising the needs of the community, building local autonomy, local leadership, capacity building, flexibility, developing partnerships and sharing information
| - compare, analyse and evaluate community features relating to community engagement
|
Research examples of effective community engagement initiatives; identify and evaluate the effectiveness of different features of community engagement, such as local leadership, capacity building and developing partnerships. | - key features of effective community engagement such as prioritising the needs of the community, building local autonomy, local leadership, capacity building, flexibility, developing partnerships and sharing information
| - compare, analyse and evaluate community features relating to community engagement
|
Construct a case study on a local community organisation that has implemented a community engagement initiative; discuss the benefits and challenges associated with community engagement. | - the benefits and challenges of community engagement
| - compare, analyse and evaluate community features relating to community engagement
|
Brainstorm different initiatives or activities that could be conducted to address different needs within the local community. Rank the initiatives/activities based on how realistic and achievable it would be for an individual or group to implement them. | | - propose and justify a suitable individual or group activity
|
Design and implement an activity to integrate and apply the key knowledge and key skills of Unit 2 Outcome 3: - propose an activity that utilises community engagement to address an issue
- using a checklist, identify the requirements for undertaking the activity
- outline the key actions and strategies to be implemented, based on the features of community engagement
- develop a timeline
- allocate responsibilities to group members
- implement the project or activity
- apply metacognitive strategies to reflect on the outcomes of the activity.
| | |
Unit 3
Outcome 1:
On completion of this unit the student should be able to apply learnt social awareness and interpersonal skills when working independently and/or collaboratively in a real-life scenario or simulation relating to social awareness and interpersonal skills.
| Examples of learning activities | Key knowledge | Key skills |
|---|
Use icebreaker questions to develop an understanding of the characteristics of social awareness, such as: - If you won a million dollars, what would you do with it?
- How do you react when you disagree with someone about an issue or challenge?
- What do you do to show people you care about them?
- If you could visit anywhere in the world, where would you go and why?
- If you were running for Prime Minister, what would your campaign slogan be?
- How do you calm down when you are angry or upset?
| - characteristics of social awareness, such as appreciating diversity, understanding different perspectives, empathy, contribution to society, relationships and consideration of social, cultural and ethical norms
| - describe concepts relating to social awareness and interpersonal skills
|
Create a class meeting schedule for the term; hold meetings on a weekly or fortnightly basis for students to share ideas, give feedback, solve problems or plan activities. | - characteristics of social awareness, such as appreciating diversity, understanding different perspectives, empathy, contribution to society, relationships and consideration of social, cultural and ethical norms
- interpersonal skills to support effective and respectful interactions with others, including verbal and non-verbal communication, collaboration, negotiation, conflict resolution, decision making and leadership
| - describe concepts relating to social awareness and interpersonal skills
- demonstrate the skill of leadership in communication, critical thinking, problem-solving, decision-making, planning and metacognitive skills when working independently and/or collaboratively to demonstrate social awareness and interpersonal skills in a real-life scenario or simulation
|
Create scenarios relating to real or fictional cultural, social, environmental or economic issues. Students work in pairs, with one student adopting the ‘for’ stance and the other ‘against’. Each student has one minute each to share their key arguments, then for two minutes, they take it in turns to respectfully challenge each other with the objective to ‘change the mind’ of the other person. At the end of four minutes, debrief the activity by reflecting on how each participant demonstrated social awareness and the applied different interpersonal skills at each stage of the activity. Change partners and repeat the activity with different scenarios. | - characteristics of social awareness, such as appreciating diversity, understanding different perspectives, empathy, contribution to society, relationships and consideration of social, cultural and ethical norms
- interpersonal skills to support effective and respectful interactions with others, including verbal and non-verbal communication, collaboration, negotiation, conflict resolution, decision making and leadership
| - compare and analyse characteristics, influences and settings, and contexts relating to social awareness and interpersonal skills
|
Discuss processes and strategies to effectively research cultural, social, environmental or economic issues, such as: - clarify the information you are looking for and brainstorm key terms, phrases or research questions related to the issue
- search for information using key terms and alter the search terms to be more specific if required
- use quotation marks if you require the key terms to be in a specific order
- advanced tips that may include using filters/tools in the search engine.
| - processes to engage in research of cultural, social, environmental and/or economic issues
| - apply and evaluate strategies relating to social awareness and interpersonal skills when using digital technologies
|
Conduct research about a cultural, social, environmental or economic issue the student is passionate about and present the key findings in an oral, digital or visual presentation. | - interpersonal skills to support effective and respectful interactions with others, including verbal and non-verbal communication, collaboration, negotiation, conflict resolution, decision making and leadership
- processes to engage in research of cultural, social, environmental and/or economic issues
| - describe concepts relating to social awareness and interpersonal skills
|
Construct a concept map to explore the different influences on the development of social awareness and/or interpersonal skills. A double bubble map can be used to compare (similarities and differences) the main influences on the development of social awareness and interpersonal skills. | - influences on the development of social awareness and interpersonal skills
| - describe concepts relating to social awareness and interpersonal skills
- compare and analyse characteristics, influences and settings, and contexts relating to social awareness and interpersonal skills
|
List a range of contexts and settings in which people interact, including day-to-day (e.g. school, work, home, sport) and other contexts (e.g. doctor’s appointment, job interview, restaurant). Record each context or setting on a piece of paper and put into a hat/container. In a separate hat/container record on separate pieces of paper the characteristics of social awareness and the interpersonal skills. At random, draw out a context/setting and a specific characteristic of social awareness or interpersonal skills. In small groups, students brainstorm ways in which the social awareness characteristic or interpersonal skills can be demonstrated/applied. | - contexts and settings in which people demonstrate social awareness and interpersonal skills in everyday life
- contexts and settings in which people demonstrate social awareness and interpersonal skills in everyday life
| - compare and analyse characteristics, influences and settings, and contexts relating to social awareness and interpersonal skills
- apply and evaluate strategies relating to social awareness and interpersonal skills when using digital technologies
|
Write a reflective journal entry about the different ways in which social awareness and/or interpersonal skills are demonstrated in daily life. | - contexts and settings in which people demonstrate social awareness and interpersonal skills in everyday life
- contexts and settings in which people demonstrate social awareness and interpersonal skills in everyday life
| - compare and analyse characteristics, influences and settings, and contexts relating to social awareness and interpersonal skills
|
Create a range of fictional or real-life scenarios of people interacting with each other when using digital technologies (e.g. social media, comments section of YouTube, chat function in online communities, communicating via email/message). Brainstorm different ways in which the outcome of the scenario can be improved through demonstrating social awareness or applying interpersonal skills. | - strategies to demonstrate social awareness and apply interpersonal skills when using digital technologies
| - demonstrate the skill of leadership in communication, critical thinking, problem-solving, decision-making, planning and metacognitive skills when working independently and/or collaboratively to demonstrate social awareness and interpersonal skills in a real-life scenario or simulation
|
Construct an infographic to summarise strategies young people can use to be more socially aware citizens when interacting with others online. | - strategies to demonstrate social awareness and apply interpersonal skills when using digital technologies
| - apply and evaluate strategies relating to social awareness and interpersonal skills when using digital technologies
|
Design and implement a school-based mentoring program. | | - demonstrate the skill of leadership in communication, critical thinking, problem-solving, decision-making, planning and metacognitive skills when working independently and/or collaboratively to demonstrate social awareness and interpersonal skills in a real-life scenario or simulation
|
Outcome 2:
On completion of this unit the student should be able to describe the concept of effective leadership, analyse leadership qualities and evaluate leadership styles in a range of contexts and apply a range of leadership skills when working independently or collaboratively in a real-life scenario or simulation.
| Examples of learning activities | Key knowledge | Key skills |
|---|
Pose the question: ‘What makes a great leader?’ Use a think-pair-share to brainstorm and share insights. | - characteristics of effective leadership
| - describe concepts relating to leadership
|
Research and create a profile of a leader you admire; identify the characteristics that makes this person an effective leader. To extend this task, include an analysis of how the leader demonstrates social awareness and applies interpersonal skills. | - characteristics of effective leadership
- the influence of social awareness and application of interpersonal skills when demonstrating leadership (optional extension)
| - describe concepts relating to leadership
- discuss, compare and analyse contexts and settings related to leadership and leadership styles (optional extension)
|
Select a local or global issue or concern; analyse ways in which community leaders have addressed the issue/concern. | - contexts and settings in which people demonstrate leadership to address issues or concerns in local and global communities
| - discuss, compare and analyse contexts and settings related to leadership and leadership styles
|
Research a recent change that has happened in the local, national or global community; compare ways in which different leaders responded to the change. | - contexts and settings in which people demonstrate leadership during times of change
| - discuss, compare and analyse contexts and settings related to leadership and leadership styles
|
Construct a table that summarises different leadership styles; include a description and the advantages and disadvantages of each style. | - leadership styles, such as autocratic, charismatic, transformational, distributed and laissez-faire
| - discuss, compare and analyse contexts and settings related to leadership and leadership styles
|
Construct a table that evaluates how different leadership styles typically demonstrate social awareness and apply interpersonal skills in different scenarios. | - leadership styles, such as autocratic, charismatic, transformational, distributed and laissez-faire
- the influence of social awareness and application of interpersonal skills when demonstrating leadership
| - apply and evaluate leadership styles and related skills
|
‘Is there life on Mars?’ Develop a case study that analyses the ways in which different leaders are fostering innovation and applying critical and creative thinking when developing new technologies and missions to explore Mars; consider themes such as ethics and democracy. | - critical and creative thinking relating to leadership, including ethics and democracy
- fostering innovation to address issues, solve problems and achieve goals
| - discuss, compare and analyse contexts and settings related to leadership and leadership styles
|
Listen to an episode of the NPR podcast series ‘How I Built This’ to explore how a business leader can use innovation to address issues, solve problems and achieve goals. | - fostering innovation to address issues, solve problems and achieve goals
| - discuss, compare and analyse contexts and settings related to leadership and leadership styles
|
Create a checklist of actions and processes related to designing, implementing and evaluating an activity. | - processes to design, implement and evaluate an activity relating to a specific goal
| - apply communication, critical thinking, problem-solving, decision-making, planning and metacognitive skills when working independently and/or collaboratively to demonstrate leadership in a real-life scenario or simulation
|
Design, implement and evaluate a school-based or community-based activity for students to demonstrate leadership. | - processes to design, implement and evaluate an activity relating to a specific goal
| - apply communication, critical thinking, problem-solving, decision-making, planning and metacognitive skills when working independently and/or collaboratively to demonstrate leadership in a real-life scenario or simulation
|
Outcome 3:
On completion of this unit the student should be able to describe the characteristics of an effective team, and through engagement in a team activity, evaluate their own contribution to the effectiveness of the team, reflecting on their own strengths as a leader and problem-solver.
| Examples of learning activities | Key knowledge | Key skills |
|---|
Explore the concept of teamwork through participating in a range of teambuilding activities such as tug of war, escape room, egg toss or trivia. | - attributes and skills required to lead a team, and to be an effective member of a team
| - describe concepts relating to effective teamwork
|
Use a combination of peer feedback and self-reflection to analyse the key characteristics of teamwork after participating in one or more team-building activities. | - the development of key characteristics of effective teamwork, including communication, motivation, management, interpersonal relationships and ethical behaviours
| - discuss, compare and analyse characteristics and attributes relating to effective teamwork
|
Watch an episode of a reality television show that involves teamwork, such as ‘Survivor’, ‘Amazing Race’ or ‘I’m a Celebrity Get Me Out of Here’; analyse the skills, attributes (motivation, reliability, persistence and adaptability) and characteristics of leadership and effective teamwork, with consideration of both positive and negative demonstrations of skills, attributes and characteristics. | - attributes and skills required to lead a team, and to be an effective member of a team
- the development of key characteristics of effective teamwork, including communication, motivation, management, interpersonal relationships and ethical behaviours
- individual attributes when working within a team such as motivation, reliability, persistence and adaptability for the development of collective goals that benefit a community or group
| - discuss, compare and analyse characteristics and attributes relating to effective teamwork
- analyse personal skills that contribute to effective teamwork
|
Create a word wall of key terms relating to teamwork. | - attributes and skills required to lead a team, and to be an effective member of a team
- the development of key characteristics of effective teamwork, including communication, motivation, management, interpersonal relationships and ethical behaviours
- individual attributes when working within a team such as motivation, reliability, persistence and adaptability for the development of collective goals that benefit a community or group
| - describe concepts relating to effective teamwork
|
Reflect on a time when you have been part of a team; rank the individual attributes (motivation, reliability, persistence and adaptability) from most often demonstrated to least often demonstrated and justify the ranking. | - individual attributes when working within a team such as motivation, reliability, persistence and adaptability for the development of collective goals that benefit a community or group
- metacognitive strategies for reflection and evaluation of individual contributions to a team, the effectiveness of teamwork and the overall outcome of an activity
| - apply and evaluate strategies relating to problem-solving, reflection and evaluation when working within a team
|
Construct a flow chart of the steps in the problem-solving process: - identifying a problem or issue
- setting goals
- researching and planning possible responses, and
- putting a solution into action.
| - steps in problem-solving, including the stages of identifying a problem or issue; setting goals; researching and planning possible responses; and putting a solution into action
| - apply and evaluate strategies relating to problem-solving, reflection and evaluation when working within a team
|
Apply the problem-solving process (identifying a problem or issue; setting goals; researching and planning possible responses; and putting a solution into action) to design, implement and evaluate a team-based activity. | - steps in problem-solving, including the stages of identifying a problem or issue; setting goals; researching and planning possible responses; and putting a solution into action
- metacognitive strategies for reflection and evaluation of individual contributions to a team, the effectiveness of teamwork and the overall outcome of an activity
| - apply communication, critical thinking, problem-solving, decision-making, planning and metacognitive skills when working within a team as part of a real-life scenario or simulation
|
Unit 4
Outcome 1:
On completion of this unit the student should be able to investigate and analyse an environmental, cultural, economic or social issue which is of significance to the community and plan a community project to address the chosen area of concern.
| Examples of learning activities | Key knowledge | Key skills |
|---|
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 the selection of this area of concern. | - the process of planning and designing a community project, including selecting and explaining an area of concern within a local, national and/or global community
- considerations when selecting an area of concern to address in a community project
| - outline and explain concerns of significance to a local, national and/or global community
- analyse considerations that influence the selection of an area of concern to address in a community project
|
Research community projects in your local community; identify and describe the area of concern that is being addressed by the community project. | - considerations when selecting an area of concern to address in a community project
| - outline and explain concerns of significance to a local, national and/or global community
|
Brainstorm a list of concerns that could be addressed in a community project; rank the ideas and weigh up the advantages and disadvantages of pursuing a community project based on each idea. | - the process of planning and designing a community project, including selecting and explaining an area of concern within a local, national and/or global community
- considerations when selecting an area of concern to address in a community project
| - outline and explain concerns of significance to a local, national and/or global community
- analyse considerations that influence the selection of an area of concern to address in a community project
|
Present an overview of the community project planning process to build student knowledge and understanding of the steps involved in planning a project. | - Key knowledge points 3 to 12
| - identify, describe and develop elements of the design process for a community project
- apply communication, critical thinking, problem-solving, decision-making, planning and metacognitive skills when working independently or collaboratively to plan and design a community project in an appropriate format
- document and communicate the community project design in an appropriate format
|
Construct a template for the community project plan in a physical or digital format that includes all elements presented in Unit 4 Outcome 1 (key knowledge points 3 to 12). | - Key knowledge points 3 to 12
| - apply communication, critical thinking, problem-solving, decision-making, planning and metacognitive skills when working independently or collaboratively to plan and design a community project in an appropriate format
- document and communicate the community project design in an appropriate format
|
Select a viable community project idea and use the SMART goals to develop tangible and realistic objectives for the project. | - the objectives to be achieved in the project
| - identify, describe and develop elements of the design process for a community project
|
Review research strategies to source reliable and accurate sources of information, such as reading/checking the references, checking the credentials of the author, verifying the website, organisation or source of the information, reading widely, identifying persuasive language techniques and applying critical thinking. | - methods for sourcing appropriate references to research the area of concern including articles, reports, data, tables and/or diagrams
| - identify, describe and develop elements of the design process for a community project
|
Draft telephone scripts or emails to be used to engage with relevant stakeholders and community partners. | - relevant stakeholders and community partners, and appropriate methods to engage or consult with community stakeholders
| - identify, describe and develop elements of the design process for a community project
|
Construct a budget for the community project, including sources of revenue and the allocation of costs. | - develop a budget and timeline for the community project
| - identify, describe and develop elements of the design process for a community project
|
Construct a risk management plan for each community plan; include the context, the elements of the project, the risks associated with each element, the likelihood the risk will occur, the strategies required to minimise the risks and allocation of responsibilities. | - develop a contingency and risk management plan
| - identify, describe and develop elements of the design process for a community project
|
Complete the community project plan in the desired format. | - Key knowledge points 3 to 12
| - document and communicate the community project design in an appropriate format
|
Outcome 2:
On completion of this unit the student should be able to use their skills in project planning to implement a comprehensive plan to apply timely, affordable and effective responses to a community issue.
| Examples of learning activities | Key knowledge | Key skills |
|---|
Write a reflective journal entry about personal strengths and weaknesses when working within a team to implement a project, including reference to emotional intelligence, interpersonal skills, effective leadership and effective team practices. | - key elements when implementing a community project, such as: emotional intelligence, interpersonal skills, effective leadership, effective team practices
| - explain and apply key elements when implementing a community project
|
Watch a range of videos relating to protecting health and safety in the community. | - key considerations when implementing a community project such as health, safety, wellbeing and ethical
| - explain and apply key elements when implementing a community project
|
Brainstorm and develop guidelines for health, safety, wellbeing and ethical considerations for the class to adhere to during the implementation of the community project. | - key considerations when implementing a community project such as health, safety, wellbeing and ethical
| - outline, analyse and apply key considerations when implementing a community project
|
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 community project. | | - outline, analyse and apply key considerations when implementing a community project
|
Use a Y chart to explore what active and proactive participation looks like, sounds like and feels like. | - active and proactive participation
| - outline, analyse and apply key considerations when implementing a community project
|
Identify the types of evidence that can be collected during the implementation phase of the community project and outline methods to appropriately store and collate evidence. | - collecting evidence relating to the implementation of the community project
| - outline, analyse and apply key considerations when implementing a community project
- apply communication, critical thinking, problem-solving, decision-making, planning and metacognitive skills when working independently and collaboratively to implement a community project in an appropriate format
|
Implement exit cards (cards that assess student understanding and feedback) for students to complete at the end of each class; collect the exit cards in preparation for Unit 4 Outcome 3 when the evaluation phase of the community project will occur. | - collecting evidence relating to the implementation of the community project
| - apply communication, critical thinking, problem-solving, decision-making, planning and metacognitive skills when working independently and collaboratively to implement a community project in an appropriate format
|
Conduct weekly team meetings to review implementation progress, create checklists, collate evidence, document key milestones and assess the need for contingency plans. | | - apply communication, critical thinking, problem-solving, decision-making, planning and metacognitive skills when working independently and collaboratively to implement a community project in an appropriate format
|
Outcome 3:
On completion of this unit the student should be able to evaluate the effectiveness of the project planning and implementation, drawing together findings in a presentation to a relevant audience.
| Examples of learning activities | Key knowledge | Key skills |
|---|
Pose the question: What is the link between personal growth and self-reflection? | - key components to evaluate the design and implementation of the community project
| - outline and apply reflective processes to evaluate the design and implementation phase of the community project
|
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. | - metacognitive strategies and reflective processes relating to the design and implementation phases of the community project
| - outline and apply reflective processes to evaluate the design and implementation phase of the community project
|
Apply the STAR method (Situation, Task, Action, Result) as a strategy to evaluate individual contributions to the design and implementation of the community project. | - metacognitive strategies and reflective processes relating to the design and implementation phases of the community project
| - explain and apply critical and creative thinking skills to evaluate the overall outcomes of the community project
- apply communication, critical thinking, problem-solving, decision-making, and metacognitive skills when working independently or collaboratively to evaluate a community project in an appropriate format
|
Facilitate a peer-feedback model as a strategy for team members to collectively evaluate the design and implementation phases of the community project. | - critical and creative thinking skills to identify strengths, weaknesses and opportunities relating to the overall outcomes of the community project
| - explain and apply critical and creative thinking skills to evaluate the overall outcomes of the community project
- apply communication, critical thinking, problem-solving, decision-making, and metacognitive skills when working independently or collaboratively to evaluate a community project in an appropriate format
|
Generate a list of possible alternative outcomes relating to the overall outcomes of the community project. | - critical and creative thinking skills to identify strengths, weaknesses and opportunities relating to the overall outcomes of the community project
| - explain and apply critical and creative thinking skills to evaluate the overall outcomes of the community project
|
Construct a table with the headings, key outcomes, strengths, weaknesses and opportunities in order to identify and reflect on the overall outcomes of the community project. | - critical and creative thinking skills to identify strengths, weaknesses and opportunities relating to the overall outcomes of the community project
| - apply communication, critical thinking, problem-solving, decision-making, and metacognitive skills when working independently or collaboratively to evaluate a community project in an appropriate format
|
Brainstorm effective strategies to communicate key evaluation points in a range of formats, including visual presentation, oral presentation, written report, panel interview or another appropriate format. | - effective strategies to communicate key evaluation points to a target audience
| - apply communication, critical thinking, problem-solving, decision-making, and metacognitive skills when working independently or collaboratively to evaluate a community project in an appropriate format
|
Apply a range of strategies and skills to evaluate the outcome of the community project in an appropriate format. | - documenting and communicating the evaluation of the community project in an appropriate format
| - apply communication, critical thinking, problem-solving, decision-making, and metacognitive skills when working independently or collaboratively to evaluate a community project in an appropriate format
|
Sample approaches to developing assessment
Assessment
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 that 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 VCE Administrative Handbook.
The studies in a VCE VM program must be assessed in accordance with the requirements and guidelines outlined in the curriculum designs for the studies delivered in the learning program.
The assessment should be:
Valid and reliable
- Assessment tasks/activities should be designed to reflect the nature of the outcomes/elements of the study.
- Students should be assessed across a range of different tasks/activities and contexts.
- Assessment should be conducted on a number of occasions.
Fair
- Assessment tasks/activities should be grounded in a relevant context and be sensitive to gender, culture, linguistic background, disability, socioeconomic status and geographic location.
- Instructions for assessment tasks should be clear and explicit.
Flexible
- Assessment should be open-ended and flexible to meet the specific needs of students.
- Students should have the opportunity to demonstrate achievement at their own level and pace.
Efficient
- Assessment instruments that provide evidence of achievement across a range of outcomes/studies should be used.
The assessment tools used to collect evidence of student achievement (performance descriptors, rubrics and/or marking guide) should reflect the Outcomes, Key Knowledge and Key Skills 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 VCE 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 outcome. 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:
- 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.
- Identify the nature and sequence of teaching and learning activities related to each assessment activity.
- 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.
- 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.
- Develop an appropriate set of criteria and marking scheme for each activity.
- Decide on the most appropriate time to set the task and the conditions under which an assessment task is completed.
- Students are assessed according to the criteria on the marking scheme.
- Feedback is provided to the student by the teacher about their performance according to the assessment criteria.
Unit 3
AoS 1: Social awareness and interpersonal skills
Assessment task: Annotated photographs
Scope of task
Students complete a range of annotations on photos that represent a range of interpersonal skills. The teacher should collect a range of photos, and students also find their own through research, and take their own additional photos of during class activities.
Annotations are a communication tool to show the relationship between a visual image (photograph) and the knowledge, ideas and concepts learnt.
Teachers should provide instructions and criteria for the annotations relating to key knowledge and skills to guide the completion and assessment of the task.
Curriculum and assessment principles
This task is valid and reasonable and efficient because
- it assesses multiple key knowledge and skills in AoS 1: Social awareness and interpersonal skills
- it is part of a range of assessments in AoS 1: Social awareness and interpersonal skills
This task is fair because
- it allows students to focus on interpersonal skills that are relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- it allows students to focus on class activities and case studies that are relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher provides clear and explicit instructions, templates, feedback, support and assessment details to students.
This task is flexible because
- it allows students flexibility around the focus of their annotations
- it can be completed and assessed at a range of ability levels.
AoS 1: Social awareness and interpersonal skills
AoS 2: Effective leadership
AoS 3: Effective teamwork
Assessment task: A blog, vlog, podcast series or digital presentation
Scope of task
Students produce an informative blog, vlog, podcast series or digital presentation that outlines their learnings for the unit. A blog, vlog or podcast is a communication tool to demonstrate the knowledge, ideas and concepts learnt, either in a written form (blog) or visual and oral form (vlog or podcast). A digital presentation is a tool to communicate knowledge, ideas, concepts and thoughts using a combination of words and images such as pictures, diagrams, charts or tables.
Availability of equipment may influence the task design.
Teachers should provide instructions, templates and criteria relating to key knowledge and skills to guide the completion and assessment of the task.
Students should present their blog, vlog, podcast series or digital presentation to the class once complete.
Curriculum and assessment principles
This task is valid and reasonable and efficient because
- it assesses multiple key knowledge and skills in AoS 1: Social awareness and interpersonal skills, AoS 2: Effective leadership and Aos 3: Effective teamwork
- it is part of a range of assessments in AoS 1: Social awareness and interpersonal skills, AoS 2: Effective leadership and Aos 3: Effective teamwork
This task is fair because
- it allows students to focus on the parts of the unit most relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher provides clear and explicit instructions, templates, feedback, support and assessment details to students.
This task is flexible because
- it allows students flexibility around the focus of their annotations
- it can be completed and assessed at a range of ability levels.
- it can be completed in a range of forms
AoS 1: Social awareness and interpersonal skills
AoS 2: Effective leadership
AoS 3: Effective teamwork
Assessment task: A case study
Scope of task
Teachers should develop a case study that depicts a real-life situation or fictional scenario where the students are required to apply the key knowledge and skills they have learned, such as problem-solving, decision-making and/or metacognitive skills, leadership skills and teamwork skills.
Teachers should develop a set of questions to guide students through case study analysis, using the key skills of the outcomes to guide the different stage of the analysis: understand (identify/describe/explain), connect (compare/discuss/analyse), apply (metacognition/problem-solving/decision-making) and evaluate (form/justify an opinion).
Students should respond to the key questions about the case study in either a written form, a visual presentation, or a video or audio recording
Curriculum and assessment principles
This task is valid and reasonable and efficient because
- it assesses multiple key knowledge and skills in AoS 1: Social awareness and interpersonal skills, AoS 2: Effective leadership and Aos 3: Effective teamwork
- it is part of a range of assessments in AoS 1: Social awareness and interpersonal skills, AoS 2: Effective leadership and Aos 3: Effective teamwork
This task is fair because
- it allows teachers to select a case study relevant to students’ context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher provides clear and explicit instructions, templates, feedback, support and assessment details to students.
This task is flexible because
- it can be completed and assessed at a range of ability levels.
- it can be completed in a range of forms
AoS 2: Effective leadership
AoS 3: Effective teamwork
Assessment task: Meeting minutes
Scope of task
Students should record meeting minutes of a mock or real team planning meeting. Meeting minutes provide a record of the key planning and decision-making that has occurred during a team meeting, from the perspective of the writer of the meeting minutes. Teachers should provide a template for meeting minutes to be completed, with the inclusion of instructions and criteria relating to key knowledge and skills to guide the completion and assessment of the task. The instructions and template should guide students to note and record leadership decisions and team actions.
Curriculum and assessment principles
This task is valid and reasonable and efficient because
- it assesses multiple key knowledge and skills in AoS 2: Effective leadership and Aos 3: Effective teamwork
- it is part of a range of assessments in AoS 2: Effective leadership and Aos 3: Effective teamwork
This task is fair because
- it allows teachers to focus on a meeting (real or mock) and topic relevant to students’ context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher provides clear and explicit instructions, templates, feedback, support and assessment details to students.
This task is flexible because
- it can be completed and assessed at a range of ability levels.
AoS 2: Effective leadership
AoS 3: Effective teamwork
Assessment task: A record and reflection of presentations by guest speaker/s, interview/s or excursions
Scope of task
Students should develop a record of and reflection on an experience related to the unit such as a presentation by a guest speaker, an interview with an expert or relevant industry professional, or an excursion. Teachers should develop a set of questions that guide the recording of and reflection on an experience that target both key knowledge and key skills related to teamwork, collaboration and/or leadership. The questions should be scaffolded for students to provide a response independent of prior responses and enable demonstration of performance at the highest levels. Students should be instructed to make reflective notes during the experience to support them in completing the record and reflection task.
Students can present their record and reflection in written form, as a video or audio presentation.
Curriculum and assessment principles
This task is valid and reasonable and efficient because
- it assesses multiple key knowledge and skills in AoS 2: Effective leadership and Aos 3: Effective teamwork
- it is part of a range of assessments in AoS 2: Effective leadership and Aos 3: Effective teamwork
This task is fair because
- it allows students to focus and reflect on the parts of the experience most relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher provides clear and explicit instructions, templates, feedback, support and assessment details to students.
This task is flexible because
- it allows students flexibility around the focus of their recording and reflections.
- it can be completed and assessed at a range of ability levels.
- it can be completed in a range of forms.
AoS 2: Effective leadership
AoS 3: Effective teamwork
Assessment task: A record of discussion or debate
Scope of task
Students engage in a structured discussion or debate about effective leadership and effective teamwork. Students make a record of this activity. Teachers should develop a set of questions that guide the recording of and reflection on the discussion or debate, that target both key knowledge and key skills related to teamwork, collaboration and leadership. The questions should be scaffolded for students to provide a response independent of prior responses and enable demonstration of performance at the highest levels. Students should be instructed to make reflective notes during the experience to support them in completing the task. The task can be completed as a written record, a video or audio recording.
Curriculum and assessment principles
This task is valid and reasonable and efficient because
- it assesses multiple key knowledge and skills in AoS 2: Effective leadership and Aos 3: Effective teamwork
- it is part of a range of assessments in AoS 2: Effective leadership and Aos 3: Effective teamwork
This task is fair because
- it allows students to focus and reflect on the parts of the debate or discussion most relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- it allows students to share their view on effective leadership and effective teamwork that are relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher provides clear and explicit instructions, templates, feedback, support and assessment details to students.
This task is flexible because
- it allows students flexibility around the focus of their engagement in the debate and their record of it
- it can be completed and assessed at a range of ability levels.
- it can be completed in a range of forms.
AoS 1: Social awareness and interpersonal skills
AoS 2: Effective leadership
AoS 3: Effective teamwork
Assessment task: A reflective journal
Scope of task
Students produce a reflective journal documenting their learning and experiences over the unit. Teachers should undertake activities relevant to the outcome prior to beginning the reflective journal assessment task. Students should be aware of the reflective journal assessment task prior to participating in the activities so that they can document their thoughts about their experiences, thinking and progress during participation in the activity. Teachers should determine the parameters of the task, including which activities or experiences are being reflected in the journal, the key knowledge points that need to be addressed in the reflection and the key skills that need to be addressed in the reflection. Teachers should provide a template or series of questions that guide students to reflect on ideas in the three Areas of Study in the unit. The reflective journal task should be completed in class. The reflective journal can be completed as a written journal or a series a video or audio recordings.
Curriculum and assessment principles
This task is valid and reasonable and efficient because
- it assesses multiple key knowledge and skills in Aos 1: Social awareness and interpersonal skills, AoS 2: Effective leadership and Aos 3: Effective teamwork
- it is part of a range of assessments in Aos 1: Social awareness and interpersonal skills, AoS 2: Effective leadership and Aos 3: Effective teamwork
- it is linked to a previous assessment task
This task is fair because
- it allows students to focus and reflect on the parts of the unit most relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher provides clear and explicit instructions, templates, feedback, support and assessment details to students.
This task is flexible because
- it allows students flexibility around the focus of their reflection of the unit
- it can be completed and assessed at a range of ability levels.
- it can be completed in a range of forms.
AoS 1: Social awareness and interpersonal skills
AoS 2: Effective leadership
AoS 3: Effective teamwork
Assessment task: A response to structured questions
Scope of task
Teachers should develop a set of questions that target both key knowledge and key skills related to social awareness, interpersonal skills, teamwork, collaboration and leadership. The questions should be scaffolded for students to provide a response independent of prior responses and enable demonstration of performance at the highest levels. Structured questions should be completed in class, and can be completed as a written response, or a as a video or audio recording.
Curriculum and assessment principles
This task is valid and reasonable and efficient because
- it assesses multiple key knowledge and skills in Aos 1: Social awareness and interpersonal skills, AoS 2: Effective leadership and Aos 3: Effective teamwork
- it is part of a range of assessments in Aos 1: Social awareness and interpersonal skills, AoS 2: Effective leadership and Aos 3: Effective teamwork
- it is linked to a previous assessment task
This task is fair because
- it allows teachers to develop questions that are relevant to students’ context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher provides clear and explicit instructions, templates, feedback, support and assessment details to students.
This task is flexible because
- it can be completed and assessed at a range of ability levels.
- it can be completed in a range of forms.
AoS 1: Social awareness and interpersonal skills
AoS 2: Effective leadership
AoS 3: Effective teamwork
Assessment task: A visual presentation, such as a graphic organiser, concept/mind map or annotated poster
Scope of task
Students produce a visual representation of the relationships between the ideas they have learned about across the unit about social awareness and interpersonal skills, effective leadership and effective teamwork. A visual presentation is a communication tool to visually show knowledge, ideas, concepts, thoughts and the relationships between them. Teachers should select an appropriate format for the visual presentation, for example a concept/mind map could be used to classify information, a flow chart could be used to show a sequence or a double bubble map could be used to compare and contrast concepts. Teachers should provide instructions and criteria relating to key knowledge and skills to guide the completion and assessment of the task.
Curriculum and assessment principles
This task is valid and reasonable and efficient because
- it assesses multiple key knowledge and skills in Aos 1: Social awareness and interpersonal skills, AoS 2: Effective leadership and Aos 3: Effective teamwork
- it is part of a range of assessments in Aos 1: Social awareness and interpersonal skills, AoS 2: Effective leadership and Aos 3: Effective teamwork
- it is linked to a previous assessment task
This task is fair because
- it allows students to focus on the parts of the unit most relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher provides clear and explicit instructions, templates, feedback, support and assessment details to students.
This task is flexible because
- it can be completed and assessed at a range of ability levels.
AoS 2: Effective leadership
AoS 3: Effective teamwork
Assessment task: A written critical evaluation of a leadership activity
Scope of task
The class will engage in a role-play activity about effective leadership and effective teamwork. Students should be aware of the critical evaluation task prior to participating in the role-play so that they can document their thoughts about their experiences, thinking and progress during participation in the activity. Teachers should determine the parameters of the task, including how the activity is to being evaluated, the format of the evaluation, the key knowledge points that need to be addressed in the evaluation and the key skills that need to be addressed in the reflection. The teacher should provide a template or set of questions to guide students to complete the reflection and address both AoS 2: Effective leadership and AoS 3: Effective teamwork. When completing a critical evaluation, the student needs to consider a logical argument, weigh up for and against points and make a judgement about the outcome of the activity. The critical evaluation can be completed as a written evaluation or a video or audio recording.
Curriculum and assessment principles
This task is valid and reasonable and efficient because
- it assesses multiple key knowledge and skills in AoS 2: Effective leadership and Aos 3: Effective teamwork
- it is part of a range of assessments in AoS 2: Effective leadership and Aos 3: Effective teamwork
- it is linked to a previous assessment task
This task is fair because
- it allows students to focus on elements of effective leadership and teamwork that are relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher provides clear and explicit instructions, templates, feedback, support and assessment details to students.
This task is flexible because
- it can be completed and assessed at a range of ability levels.
- it can be completed in a range of forms.
Unit 4
AoS 1: Planning a community project
AoS 2: Implementing a community project
AoS 3: Evaluating a community project
Assessment task: Annotated photographs
Scope of task
Students complete a range of annotations on photos taken during the planning and implementation of a community project.
Annotations are a communication tool to show the relationship between a visual image (photograph) and the knowledge, ideas and concepts learnt.
Teachers should provide instructions and criteria for the annotations relating to key knowledge and skills from the unit to guide the completion and assessment of the task.
The annotations should focus on identifying the key knowledge and skills students are demonstrating from AoS 1: Planning a community project and AoS 2: Implementing a community project in the photos. The annotations should also evaluate the success of the project.
Curriculum and assessment principles
This task is valid and reasonable and efficient because
- it assesses multiple key knowledge and skills in AoS 1: Planning a community project, AoS 2: implementing a community project, and AoS 3: Evaluating a community project
- it is part of a range of assessments in AoS 1: Planning a community project, AoS 2: implementing a community project, and AoS 3: Evaluating a community project
- it is linked to another assessment task
This task is fair because
- it allows students to focus on elements of the project that are most relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher provides clear and explicit instructions, templates, feedback, support and assessment details to students.
This task is flexible because
- it allows students flexibility around the focus of their annotations
- it can be completed and assessed at a range of ability levels.
AoS 1: Planning a community project
AoS 3: Evaluating a community project
Assessment task: A digital presentation
Scope of task
Students produce a reflective and informative digital presentation outlining the research and preparation they completed to plan their community project and presenting an evaluation of their community project.
A digital presentation is a tool to communicate knowledge, ideas, concepts and thoughts using a combination of words and images such as pictures, diagrams, charts or tables.
The students select an appropriate medium for the digital presentation and the teacher should provide instructions, templates and criteria relating to key knowledge and skills to guide the completion and assessment of the task.
Curriculum and assessment principles
This task is valid and reasonable and efficient because
- it assesses multiple key knowledge and skills in AoS 1: Planning a community project and AoS 3: Evaluating a community project
- it is part of a range of assessments in AoS 1: Planning a community project, and AoS 3: Evaluating a community project
- it is linked to another assessment task
This task is fair because
- it allows students to focus and reflect on elements of the project that are most relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher provides clear and explicit instructions, templates, feedback, support and assessment details to students.
This task is flexible because
- it allows students flexibility around the focus of their annotations
- it can be completed and assessed at a range of ability levels.
AoS 1: Planning a community project
Assessment task: A record of interview/s
Scope of task
Students produce a record of and reflection on interviews they completed in the planning and preparation stage of their community project.
Students work with the teacher to develop a set of questions for their interviewee, and teachers provide a template or set of reflective questions to support the student in developing a reflection on the complete interview. The record and reflection should target key knowledge and skills related to planning a community project.
The teacher should scaffold the templates and supports for students to provide a response independent of prior responses and enable demonstration of performance at the highest levels.
Students can present the record and reflection as a written document or a video or audio recording.
Curriculum and assessment principles
This task is valid and reasonable and efficient because
- it assesses multiple key knowledge and skills in AoS 1: Planning a community project
- it is part of a range of assessments in AoS 1: Planning a community project,
- it is linked to another assessment task
This task is fair because
- it allows students to focus and reflect on elements of their project interviews that are most relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher provides clear and explicit instructions, templates, feedback, support and assessment details to students.
This task is flexible because
- it allows students flexibility around the focus of their record and reflection
- it can be completed and assessed at a range of ability levels.
- it can be completed in a range of forms
AoS 1: Planning a community project
AoS 3: Evaluating a community project
Assessment task: A record of discussion
Scope of task
Students engage in a structured discussion about implementing their community project. Students make a record of this activity. Teachers should develop a set of questions that guide the recording of and reflection on the discussion that target both key knowledge and key skills related to the planning and implementation of a community project. The questions should be scaffolded for students to provide a response independent of prior responses and enable demonstration of performance at the highest levels. Students should be instructed to make reflective notes during the discussion to support them in completing the task. The task can be completed as a written record, a video or audio recording.
Curriculum and assessment principles
This task is valid and reasonable and efficient because
- it assesses multiple key knowledge and skills in AoS 1: Planning a community project and AoS 2: Implementing a community project
- it is part of a range of assessments in AoS 1: Planning a community project and Aos 2: Implementing a community project
This task is fair because
- it allows students to focus and reflect on the parts of the discussion most relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- it allows students to share their views on planning and implementing a community project that are relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher provides clear and explicit instructions, templates, feedback, support and assessment details to students.
This task is flexible because
- it allows students flexibility around the focus of their engagement in the discussion and their record of it
- it can be completed and assessed at a range of ability levels.
- it can be completed in a range of forms.
AoS 1: Planning a community project
AoS 3: Evaluating a community project
Assessment task: A record of survey results
Scope of task
Students should create and deliver surveys as part of both the planning and evaluation stages of their community project and record their results. Teachers should develop a guideline for creating and conducting the surveys and recording results. Relevant guidelines include reference to survey method (physical or digital), question writing, privacy and confidentiality of personal information and methods to collate and present results. Teachers should provide instructions and criteria relating to key knowledge and skills to guide the completion and assessment of the task.
Curriculum and assessment principles
This task is valid and reasonable and efficient because
- it assesses multiple key knowledge and skills in AoS 1: Planning a community project and AoS 3: Evaluating a community project
- it is part of a range of assessments in AoS 1: Planning a community project and Aos 3: Evaluating a community project
This task is fair because
- it allows students to collect and record survey data relevant to their project and to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher provides clear and explicit instructions, templates, feedback, support and assessment details to students.
This task is flexible because
- it allows students flexibility around way they collect and record their survey data and the focus they choose for it
- it can be completed and assessed at a range of ability levels.
AoS 1: Planning a community project
AoS 2: Implementing a community project
AoS 3: Evaluating a community project
Assessment task: A reflective journal
Scope of task
Students produce a reflective journal documenting their learning and experiences over the unit. Teachers should undertake activities relevant to the outcome prior to beginning the reflective journal assessment task. Students should be aware of the reflective journal assessment task prior to participating in the activities so that they can document their thoughts about their experiences, thinking and progress during participation in the activity. Teachers should determine the parameters of the task, including which activities or experiences are being reflected in the journal, the key knowledge points that need to be addressed in the reflection and the key skills that need to be addressed in the reflection. Teachers should provide a template or series of questions that guide students to reflect on ideas in the three Areas of Study in the unit. The reflective journal task should be completed in class. The reflective journal can be completed as a written journal or a series a video or audio recordings.
Curriculum and assessment principles
This task is valid and reasonable and efficient because
- it assesses multiple key knowledge and skills in AoS 1: Planning a community project, AoS 2: Implementing a community project and AoS 3: Evaluating a community project
- it is part of a range of assessments in AoS 1: Planning a community project, AoS 2: Implementing a community project and AoS 3: Evaluating a community project
- it is linked to a previous assessment task
This task is fair because
- it allows students to focus and reflect on the parts of the unit most relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher provides clear and explicit instructions, templates, feedback, support and assessment details to students.
This task is flexible because
- it allows students flexibility around the focus of their reflection of the unit
- it can be completed and assessed at a range of ability levels.
- it can be completed in a range of forms.
AoS 1: Planning a community project
Assessment task: A research report
Scope of task
Students complete a research report as part of their preparation and planning for a community project. Students select a topic in consultation with the teacher, making sure the topic is relevant to their community project. Teachers should provide a template for the research report. Teachers should determine the parameters of the research report and communicate this to students, including the intended audience, the key knowledge and skills needed to collect and synthesise information, draw conclusions and evaluate the effectiveness of the project.
The research report can be completed as a written report, a video recording or audio recording.
Curriculum and assessment principles
This task is valid and reasonable and efficient because
- it assesses multiple key knowledge and skills in AoS 1: Planning a community project
- it is part of a range of assessments in AoS 1: Planning a community project,
- it is linked to a previous assessment task
This task is fair because
- it allows students to select a topic most relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher provides clear and explicit instructions, templates, feedback, support and assessment details to students.
This task is flexible because
- it allows students flexibility around the focus of their reflection of the unit
- it can be completed and assessed at a range of ability levels.
- it can be completed in a range of forms.
AoS 1: Planning a community project
Assessment task: Response to structured questions
Scope of task
Teachers should develop a set of questions that target both key knowledge and key skills related to planning implementing and evaluating a community project The questions should be scaffolded for students to provide a response independent of prior responses and enable demonstration of performance at the highest levels. Structured questions should be completed in class, and can be completed as a written response, or a as a video or audio recording.
Curriculum and assessment principles
This task is valid and reasonable and efficient because
- it assesses multiple key knowledge and skills in Aos 1: Planning a community project, AoS 2: Implementing a community project and Aos 3: Evaluating a community project
- it is part of a range of assessments in Aos 1: Planning a community project, AoS 2: Implementing a community project and Aos 3: Evaluating a community project
- it is linked to a previous assessment task
This task is fair because
- it allows teachers to develop questions that are relevant to students’ context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher provides clear and explicit instructions, templates, feedback, support and assessment details to students.
This task is flexible because
- it can be completed and assessed at a range of ability levels.
- it can be completed in a range of forms.