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Knowing when it’s a concern

VCAL – Personal Development Skills unit:

SCHOOL EDUCATION PROGRAM

2 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern

SCHOOL EDUCATION

PROGRAM

Acknowledgements

Project sponsor: Janet Dore, Interim Chief Executive Officer, Victorian Responsible Gambling Foundation

Resource authors: Valad Solutions Pty Ltd; and Mark Riddiford, Senior Prevention Advisor (Education), Victorian Responsible Gambling Foundation

Resource editors: Alice Dunt, Director, Prevention, Victorian Responsible Gambling Foundation; and Steve Dobney, Editorial Consultant

Designer: Kim Ferguson

First published 2016 Reprinted with amendments 2018

© The Victorian Responsible Gambling Foundation and licensed for re-use under the Creative Commons Attribution 3.0 Australia licence.

responsiblegambling.vic.gov.au/copyright

Victorian Responsible Gambling Foundation

Address: Level 6, 14–20 Blackwood Street, North Melbourne, Victoria 3051

Mail: PO Box 2156, Royal Melbourne Hospital, Victoria 3050

Ph: (03) 9452 2600

Website: responsiblegambling.vic.gov.au

Email: [email protected]

http://responsiblegambling.vic.gov.au/copyright

http://responsiblegambling.vic.gov.au

mailto:contact%40responsiblegambling.vic.gov.au?subject=Hello%3A%20School%20Education%20Program

SCHOOL EDUCATION

PROGRAM


School Education Program

The Victorian Responsible Gambling Foundation is working towards reducing harm from gambling in our community by building greater awareness and understanding of the risks involved. We work with young people, educators, coaches and parents, to provide balanced information and practical resources to prepare young people before they reach the legal gambling age.

The gambling environment has changed. Never before has gambling been so heavily promoted and accessible, especially through sport, making it feel like a normal part of the game. As a result it is harder for students to recognise the potential harms of gambling. We want young people to love the game, not the odds.

Our School Education Program is one of a suite of Love the Game community programs that raise awareness about the way young people are being increasingly exposed to gambling.

Drawing on the latest research, this free program supports your secondary school community to help students develop healthy and informed attitudes to gambling.

This program offers:

• face-to-face information sessions for teachers, parents and students

• units of work to incorporate in your curriculum plans across a variety of subject areas, including this unit

• useful resources for parents.

You can select these and other strategies for preventing gambling harm in the program’s School Gambling Policy template, which can be adapted to suit your school’s needs. Access the policy template at lovethegame.vic.gov.au/schools

If, when teaching this unit, you become concerned that gambling is affecting a student, you can refer them to our free and confidential Gambler's Help Youthline support service on 1800 262 376 or at gamblershelp.com.au/youthline. Concerned teachers and parents can also contact this service for advice or visit gamblershelp.com.au for more information.

http://lovethegame.vic.gov.au/schools

http://gamblershelp.com.au/youthline

http://gamblershelp.com.au


Unit overview

Unit structure

This resource has been developed as a flexible model for both intermediate and senior students. It could be delivered to a combined intermediate/senior class or can be more explicitly tailored to the appropriate intermediate or senior learning outcomes if the subject is being offered to students all studying the same certificate.

Teachers can use this unit as a short introduction to provide students with some familiarity about the requirements of personal development skills units. Alternatively, teachers can implement the suggested extensions to make the unit longer with a greater number of assessable learning outcomes.

NOTE: This unit of learning does not cover PDS022 LO 1, PDS022 LO4, PDS031 LO2 or PDS032 LO2.

The most up-to-date version of this resource is available at lovethegame.vic.gov.au/resources

Curriculum links

Personal development skills units are designed to support the development of skills in planning activities, the administration of organising activities and relying on teamwork.

The information in this section has been adapted from the VCAL Planning Guide – Personal Development Skills Strand, available at:

vcaa.vic.edu.au/Pages/vcal/providers/resources/teacherresources.aspx#H2N1002B

For assessment guidelines and practices, see also:

www.vcaa.vic.edu.au/Pages/vcal/providers/resources/teacherresources.aspx

http://lovethegame.vic.gov.au/resources

http://www.vcaa.vic.edu.au/Pages/vcal/providers/resources/teacherresources.aspx#H2N1002B

http://www.vcaa.vic.edu.au/Pages/vcal/providers/resources/teacherresources.aspx#H2N1002B

https://www.vcaa.vic.edu.au/Pages/vcal/providers/resources/teacherresources.aspx

https://www.vcaa.vic.edu.au/Pages/vcal/providers/resources/teacherresources.aspx


Intermediate PDS Unit 1 (PDS021) Intermediate PDS Unit 2 (PDS022)

In Intermediate Unit 1 (PDS021), students are required to gather information about a chosen topic (within guidelines) and develop an activity or project related to their topic. The learning outcomes relate to these activities as well as the development of self-management, leadership and interpersonal skills.

Content of learning programs should link to one of the following curriculum contexts:

• personal development

• health and well-being

• education

• family.

The PDS022 unit enables students to develop personal development skills through participation in locally developed curriculum and locally developed projects such as involvement with local radio, leadership activities linked to voluntary community roles or community service projects.


• community engagement

• social awareness

• civic and civil responsibility

• active citizenship.

There are five learning outcomes in each unit which have related elements. All elements must be demonstrated for the student to have achieved the learning outcome. All elements within each learning outcome must be met in the one assessment task. However, one or more tasks may be used to assess a number of learning outcomes.

LearningOutcome 1

Plan and organise a complex project or activity.

LearningOutcome 2

Demonstrate knowledge and skills in the context of a complex project or activity.

Plan and organise a complex community project or activity.

LearningOutcome 3

Demonstrate self-management skills for goal achievement in the context of a project or activity.

Use a range of communication strategies to raise awareness of a complex social issue or community activity.

LearningOutcome 4

Describe leadership skills and responsibilities.

LearningOutcome 5

Demonstrate interpersonal skills to communicate ideas and information.

Actively contribute to group cohesion to manage a complex social issue or community activity.

Unit overview


Senior PDS Unit 1 (PDS031) Senior PDS Unit 2 (PDS032)

In the Senior PDS Unit 1, students are required to ‘focus on the development of self through the development of personal organisation and planning skills, knowledge, practical skills, problem solving and interpersonal skills through participation in experiences of a practical nature.’

Students are required to work more autonomously in the senior unit as they identify a ‘personal, social and educational goal’ and demonstrate understanding of ‘cultural values and cultural awareness’. Leadership and decision-making skills are identified as necessary components of the group or team work.


• personal development

• health and well-being

• education

• family.

The PDS032 unit enables students to develop personal development skills through participation in locally developed curriculum and locally developed projects such as involvement with local radio, leadership activities linked to voluntary community roles or community service projects.


• community engagement

• social awareness

• civic and civil responsibility

• active citizenship.

There are five learning outcomes in this unit, all with associated elements. Students must achieve all learning outcomes to be credited with the unit. All elements within each learning outcome must be met in the one assessment task. However, one or more tasks may be used to assess a number of learning outcomes.

LearningOutcome 1

Plan and organise to completion a complex project in an autonomous manner.

Research a community problem or issue that affects citizens/members in a community.

LearningOutcome 2

LearningOutcome 3

Apply strategies to improve communication. Plan, organise and complete a complex community project, utilising project management skills, in an autonomous manner.

LearningOutcome 4

Demonstrate leadership skills for group and team work. Demonstrate effective teamwork skills in relation to a complex community project.

LearningOutcome 5

Use decision-making skills in a group or team context. Present and communicate ideas and information relating to the complex community project.

Unit overview


Unit focus

This unit provides an opportunity for students to organise an activity which aims at developing awareness of signs that suggest gambling might be becoming a concern for someone they know and what they can do if they are concerned.

Students will work in groups and allocate specific roles to organise the activity. In doing so, students will be able to be assessed against some of the learning outcomes within intermediate or senior personal development skills strands.

Resources

Teachers need to ensure that students have access to:

• computers and the internet

• all student resources included in this unit.

Unit overview


Unit summary

Learning sequence

component

Learning outcomes Activities and links to

assessment

Resources

1. Tuning in

(30 minutes)

Students will define and assess their understanding of gambling, types of gambling, problem gambling, support services and how to help someone.

Activating prior knowledge

Class discussion and note-taking

Appendix 1: Teacher resource – definitions

2. Survey

(60 minutes)

Students will design and administer a survey that has a clear purpose and method and is ethical

Students develop a survey

Extension activity – Going further

Internet access

Appendix 2: Designing surveys

Survey participants

3. Investigation

(60 minutes)

Students further develop their awareness of signs to look out for and support available.

Student worksheet Internet access

Appendix 3: Student worksheet – investigation

4. Developing an

awareness activity

(120–260 minutes)

Students will draw on knowledge gained and organise an activity that promotes awareness and understanding of when gambling might be becoming a problem and the supports that are available.

Introduction to the task

Selecting student groups and developing roles

Developing the activity

Conducting the activity

Internet access

Appendix 4: Task description

Appendices 5 & 6: Planning template

Appendix 7: Student self-evaluation and assessment record

5. Assessment and

feedback

(20-120 minutes)

Students will undertake their own self assessment and peer assessment and participate in a dialogue with their teacher.

Critically assess self and others

Listen to feedback for future learning

Appendix 7: Student self-evaluation and assessment record

Unit overview


Learning sequence with teacher notes

1.2 Class discussion and note-taking

Lead a discussion to establish students’ level of understanding of the definition of gambling.

Gamblingdescribesgamesandactivitiesthathaveanunpredictableoutcomeandthatrequireplayerstomakebetsinthehopeofwinningsomethingofvalue.Otherwordsforgamblingincludehavingapunt,bettingandplaying.

This discussion is supported by Appendix 1: Teacher resource – definitions.

2. Survey

Learning outcome

• Students will design and administer a survey that has a clear purpose and method and is ethical.

2.1 Students develop a survey

Students develop a survey with questions which seek to investigate how much their fellow students know about gambling and the potential risks involved.

Support the development of this survey during class time. Utilise the resource sheet in Appendix 2 to support classroom discussion and understanding of effective ways to develop surveys.

Considerations for the survey include:

• the purpose of the survey

• how information will be collected

• methods of surveying (oral, written or online)

• the design of survey questions.

Students conduct their survey, collate the responses and discuss the findings with the class.

1. Tuning in

Learning outcome

• Students will define and assess their understanding of gambling, types of gambling, problem gambling, support services and how to help someone.

1.1 Activating prior knowledge

When reflecting on the risks associated with gambling, teachers should focus more on the short-term harms that may result from gambling, as we know this has more salience with young people. When considering short-term harms, weigh up the idea that money spent on gambling means there is less money for other desired items such as music festival tickets, going out with friends, the latest smart phone, new clothes and holidays.

Teachers can begin this unit with some interactive activities to establish a knowledge base on which students can build their learning. Suggestions include:

• ‘Mind map’ – Students work in groups to create mind maps of their existing knowledge and then share with the rest of the class.

• ‘Last word’ – Students work in pairs with the aim of being the player with the final example of a certain category. These can include types of gambling, and risks associated with gambling. To make the game more challenging, give each player only 5–10 seconds to think of an answer. Students then share examples of each category with the rest of the class.

• Hangman – Play the game using a key phrase about gambling. Scaffold each key phrase with a brief discussion about its origin and meaning.


4. Developing an awareness activity

Learning outcome

• Students will draw on knowledge gained to organise an activity that promotes awareness and understanding of when gambling might be becoming a problem and the supports that are available.

4.1 Introduction to the task

TASK: Students will organise a 10 minute activity which aims to develop awareness of when gambling might be becoming a concern for someone and what they can do if they are concerned.

Provide students with details about the task. This includes a description of the task and what is required by the activity, as described in Appendix 4 – Task description. Support students to gain an understanding of the task by using this handout.

Also provide students with the Appendix 6: Planning template – student copy and Appendix 7: Student self-evaluation and assessment record Provide opportunities for students to discuss and ask questions.

Where possible the discussion should include identifying the learning outcomes that are achievable, which are also noted in key areas of the resources. Full learning outcome descriptions with elements are available in the Student self-evaluation and assessment record (Appendix 7). Provide students with the specific template that corresponds to the PDS unit they are studying.

2.2 Extension activity – Going further

Students conduct a follow-up survey to assess the success or otherwise of their activity in increasing understanding and awareness of why people might hesitate to seek help or support with gambling, and the understanding of strategies to encourage people to seek help.

This activity is supported by Appendix 2: Designing surveys.

3. Investigation

Learning outcome

• Students further develop their awareness of signs to look out for and support available.

3.1 Student worksheet

Students will access the Victorian Responsible Gambling Foundation website as a key research resource to provide them with the information and understanding of the key messages required to complete this task.

Support students to access the online information and guide their reading and interaction with the content by by focusing on the Foundation’s youthline webpages gamblershelp.com.au/youthline

Use the worksheet to support students in gathering this information (see Appendix 3: Student worksheet – investigation), to provide a record of this learning and to meet the learning outcomes of these units.

When discussing student responses you can also mention local Gambler’s Help agencies. For more information about these visit gamblershelp.com.au

This activity is supported by Appendix 3: Student worksheet – investigation.


https://gamblershelp.com.au/get-help/under-25s/




This activity is supported by the following resources:

• Appendices 5 & 6: Planning template – teacher and student copy

• Appendix 7: Student self-evaluation and assessment record.

4.3 Developing the activity

The investigation and the initial surveys (if completed) should support students’ knowledge and understanding about gambling, which will provide a framework for the activity they will develop.

Students use their learning time to develop the activity within their group and according to their particular role.

Support students to refer to their planning for the task as they develop their presentations and activities.

Reinforce that students are to develop a 10-minute activity to undertake with another group of senior secondary students in the school or community. This activity should provide information about how to identify when playing games of risk or chance might become a problem and how to support a person to access help and support.

Review progress with students according to their planning throughout the allocated time.

Students aiming to meet the senior VCAL learning outcomes should ensure that they design structured opportunities for their team to meet and should keep records of these meetings, such as minutes.


• Appendix 3: Student worksheet – investigation

• Appendix 4: Task description



4.2 Selecting student groups and developing roles

Students are required to work in groups based on a specific focus for their activity. There are a number of ways to form these groups, for example by type of activity or by specific interest area. You could run a physical activity or game to identify interest groups.

Groups should consist of three to four students. Once groups have been formed, students should agree on the type of presentation or activity they are going to design, their target audience and key content focus. Students should then negotiate their roles within the group and what the successful performance indicators might look like and document this within the planning template.

Support students to individually complete the planning template while negotiating the decisions about the project as a team. This will support students to meet each of the elements in the learning outcomes.

Provide feedback about the learning goals articulated by students in section three of the planning template (key content focus) to assist intermediate Unit 1 students to meet element 2.2 in Learning outcome 2. However, all students will benefit from feedback in the planning phase if it is possible to provide it.




• Appendix 4: Task description



4.4 Conducting the activity

Students conduct their planned activities with groups of other senior secondary students. Students could collect feedback from the students in their groups after they have conducted the 10-minute activity.

It could be arranged so that all students are observing all presentations and completing peer assessments for one another. A framework for these peer assessments can be developed through consultation with the wider class group and would provide a focus for the assessment by their peers.

When discussing student responses you can also mention local Gambler’s Help agencies. For more information about these visit gamblershelp.com.au

This activity is supported by Appendix 7: Student self-evaluation and assessment record.

ASSESSMENT AND FEEDBACK

Following the presentation of the activities, hold a group reflection discussion to encourage students to review the strengths, areas for development and rating of themselves and others as learners.

The Student self-evaluation and assessment record (Appendix 7) can provide the basis for the discussion as it documents the learning outcomes and each associated element within the learning outcomes. Teacher feedback features as a component of the assessment template to ensure that there are opportunities for students to meet the learning outcomes.

Remind students to refer to the Student self-evaluation and assessment record at key points during the planning process and during reflective class discussion, noting any partial or full achievement of elements of learning outcomes.

Provide feedback to students via the assessment tool and conferencing, reflecting on the key elements they achieved and areas for future development.

This activity is supported by Appendix 7: Student self-evaluation and assessment record.




Teacher resource – definitions

Defining gambling

Gambling/betting requires a player to risk losing something of value (usually money) for the chance of winning more, which is dependent on an uncertain outcome such as a particular horse coming first in a race, a particular team winning a sporting match, or having a certain combination of cards in a card game.

Common gambling types

Gaming refers to all legal forms of gambling other than wagering (race and sports betting), such as lotteries, electronic gaming machines (EGMs, otherwise known as pokies), casino games, keno, poker and minor gaming (the collective name given to raffles, bingo and lucky envelopes).

Interactive gambling/gaming is a term used to describe gambling activities conducted via the internet. In Australia the InteractiveGamblingAct2001 (Commonwealth) strictly prohibits the offer of gaming activities (such as casino games or poker machines) via the internet to Australians. An exception is made for the provision of wagering activities on racing and sports by bookmakers licensed in Australia. The term ‘via the internet’ should be understood to include the provision of gambling services via internet-connected devices.

NOTE:Theterm‘gaming’isnottobeconfusedwithplayingvideogamesandappsavailableonsocialmediaplatforms,GooglePlayandiTunes,eventhoughsomeofthesecancloselyresemblegamblingactivities.Forexample,videogamessuchasGrandTheftAutoandTheSimsincludecasinoscenesandcardgames,whileappssuchasSlotomaniaandZyngaPokersimulatepokermachinesandcasinocardgames.

Lotteries are conducted in Australia by both government and commercial operators. There are three components to a lottery – the purchase of a ticket, the draw and the prize. Lottery prizes are based on the total amounts wagered after deduction of a set percentage by the operator. Lottery tickets are sold at various outlets around Australia, such as newsagents. The same operators may also conduct lotto, pools and instant lotteries.

Instant lotteries, also known as scratch cards or ‘scratchies’, operate in the same manner as lotteries. However, the winning numbers (cards) have already been determined before a ticket is purchased. Prizes, which are revealed by the player scratching the ticket, can be paid instantly. The prize paid to the player is based on the number of tickets in the set, the cost to purchase the tickets and the percentage retained by the operator.

Race betting is legal wagering with bookmakers, both on and off the course in person, via the telephone or via the internet, where bets are placed on the outcome of local, national or international horse and/or greyhound races.

Sports betting is legal wagering with bookmakers on approved types of local, national or international sporting activities (other than horse or greyhound racing), both on or off the course in person, via the telephone or via the internet.

Wagering refers to all legal forms of gambling on racing and sporting events.

(Source: Gambling Industries Facts, Figures and Statistics. Australasia’s Gambling Industries published and prepared by the Australasian Gaming Council 2014/15)

Appendix 1


Appendix 2

Designing surveys

What is the purpose of the survey?

Setting clear objectives for your survey is an important first step in designing a questionnaire. What is it that you want to find out about? Clearly define the key information that you want to find out.

An aspect of establishing your survey’s purpose is to be clear about the survey audience. Who are you going to interview for the information?

How are you going to collect the information?

It is important to consider the most effective way of collecting your survey data. This can determine how successful you are in receiving responses. The following are a few different survey methods:

• verbal surveying

• paper-based surveys

• online surveys.

Once you have decided which method you are going to use, you will need to think about how you will capture an audience for the surveys. If you have a particular survey audience, you will need to have strategies to ensure that these are the people who are responding.

Designing your survey questions

Once you have established the purpose and method of your survey, you will be able to design the survey questions. Take care in the wording of your questions. You don’t want questions which are too complicated and have the potential to be misunderstood. In addition, if your survey is written or is online, you won’t have the opportunity to explain the questions, so they need to be easily understood.

Make sure that you are not asking two questions at once, for example: ‘How do you feel about orange and blue?’

Consider whether open or closed questions are going to provide you with the information you are seeking. An open-ended question is one which allows an extended and personalised response; for example, ‘What do you think about sports betting advertising?’ It is difficult to quantify these kinds of responses (that is, to express them in numbers). A closed question generally has a ‘Yes’ or ‘No’ response; for example: ‘Do you think there should be less sports betting advertising?’ Another useful type of question is to ask for a response to a statement on a scale from ‘Strongly disagree’ to ‘Strongly agree’).

When you are writing your survey questions, always check that you are not asking a question which leads respondents towards a certain answer. This would bias your results.

Make sure your survey is logical and easy to follow.

A good strategy is to ask a friend to complete your survey and provide you with feedback about how to improve it before you use it with your wider survey audience.


Appendix 3

Student worksheet – investigation

Signs to look out for and support available

Visit the following website to answer the questions below

gamblershelp.com.au/youthline

Jake’s story was interesting because …

If you were Shane’s friend, what are some signs you might notice that gambling is becoming a concern for him?

Jess and Chloe are going through a hard time because …

Jess and Chloe can get support by …

Senior vcal

How effective are the different methods of ICT

communication about these issues?

Can you identify strengths and weaknesses in the

communication approaches? (PDS031 – LO3:3.4)



Appendix 4

Student task description

Signs to look out for and where to seek help

As you learnt in the introduction to this unit, there are many potential risks associated with gambling and anyone can run into trouble regardless of their gender, personality type or age.

There are signs that may help in recognising if gambling is becoming a concern for someone you know.

Although there are a lot of support services and help options available, people can sometimes be hesitant to seek help.

Your task is to work in a team to organise an activity to increase people’s understanding and awareness of when gambling might be becoming a concern for someone they know and what they can do if they are concerned.

Your team should agree on:

• the key content and information you will include in the activity

• an interactive activity to engage students.

You can work on this task during class time and you will be provided with the following resources to support you to achieve the learning outcomes for personal skills development at either the intermediate or senior level:

• a task description

• a planning template

• a self-evaluation and assessment record.

Assessment

Assessment of this unit will be based on your own reflections about what has been achieved, which you will record in the student self-evaluation and assessment record.

In addition, you will receive feedback from your teacher in this template about whether you achieved the learning outcome/s and areas for future development.


Planning template – teacher copy

Appendix 5

1/4

Group members

Activity

What type of activity is your group choosing?

What challenges, risks or potential problems might this activity pose for your group? How might these be addressed? (PDS022-LO2:2.4, PDS031-LO1:1.1, PDS032-LO3:3.2)

Key content focus / learning goals

What key content or information is your activity focusing on? Why? (PDS021-LO2:2.2)

TEACHER FEEDBACK on learning goal:



2/4

Student roles

Use the following table to plan what roles each member of your group will take on and to map their tasks.

Student name Role Task(s)



3/4

Work plan / project timeline: (pds021-lo3:3.1)

Plan your project with key dates and calculate a timeline to help you achieve your goals.

Date Milestone Responsibility

Completion of planning template All group members

Submission of final publication for assessment

All team members



4/4

Resources

List all resources required for completing the project. (PDS021-LO1:1.1)

Permissions

List all persons or organisations that need to be informed of the project in order for it to proceed.

Feedback

What feedback has your teacher provided about the planning for your project and how might this enhance your outcomes?

Teachers can provide written feedback or can request students document verbal feedback.

TEACHER SCAFFOLD: Are there specific groups within or outside of your school you might need to communicate with?


Planning template – student copy

Appendix 6

1/4

Group members

Activity:

What type of activity is your group choosing?

What challenges, risks or potential problems might this activity pose for your group? How might these be addressed? (PDS022-LO2:2.4, PDS031-LO1:1.1, PDS032-LO3:3.2)

Key content focus / learning goals

What key content or information is your activity focusing on? Why? (PDS021-LO2:2.2)

TEACHER FEEDBACK on learning goal:



2/4

Student roles

Use the following table to plan what roles each member of your group will take on and to map their tasks.

Student name Role Task(s)



3/4

Work plan / project timeline: (pds021-lo3:3.1)

Plan your project with key dates and calculate a timeline to help you achieve your goals.

Date Milestone Responsibility

Completion of planning template All group members

Submission of final publication for assessment

All team members



4/4

Resources

List all resources required for completing the project. (PDS021-LO1:1.1)

Permissions

List all persons or organisations that need to be informed of the project in order for it to proceed.

Feedback

What feedback has your teacher provided about the planning for your project and how might this enhance your outcomes?


Appendix 7

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y o

ut

the p

roje

ct

or

acti

vit

y t

o c

om

ple

tio

n.

Did

we c

arr

y o

ut

ou

r p

roje

ct

to c

om

ple

tio

n?

1.5

Refl

ect

up

on

th

e p

ers

on

al

ach

ievem

en

ts a

nd

ch

alle

ng

es

of

the p

roje

ct

or

acti

vit

y.

Wh

at

were

so

me o

f th

e p

ers

on

al

ach

ievem

en

ts a

nd

ch

alle

ng

es

of

the

pro

ject?

Student self-evaluation and assessment record

2/34


Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

2

Dem

on

stra

te

kn

ow

led

ge a

nd

sk

ills

in t

he

co

nte

xt

of

a

co

mp

lex p

roje

ct

or

acti

vit

y.

2.1 Id

en

tify

th

e s

co

pe a

nd

re

qu

irem

en

ts o

f th

e p

roje

ct

or

acti

vit

y.

Was

I ab

le t

o r

eco

gn

ise t

he p

urp

ose

of

the

pro

ject

an

d p

lan

ou

t w

hat

was

req

uir

ed

?

2.2

Est

ab

lish

a p

lan

to

ach

ieve

a learn

ing

go

al w

ith

th

e

ass

ista

nce o

f a p

eer

or

ad

ult

m

en

tor.

Did

I c

om

ple

te a

pro

ject

pla

n w

hic

h

inclu

ded

a c

on

ten

t fo

cu

s an

d r

ati

on

ale

?

2.3

Co

ntr

ibu

te t

o t

he q

ualit

y

of

ou

tco

mes

wit

hin

th

e

pro

ject

or

acti

vit

y.

Ho

w d

id I c

on

trib

ute

to

th

e q

ualit

y

ou

tco

mes

in t

he a

cti

vit

y?


3/34


Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

2

Dem

on

stra

te

kn

ow

led

ge a

nd

sk

ills

in t

he

co

nte

xt

of

a

co

mp

lex p

roje

ct

or

acti

vit

y.

2.4

Id

en

tify

tra

nsf

era

ble

kn

ow

led

ge a

nd

skill

s g

ain

ed

fr

om

th

e p

roje

ct

or

acti

vit

y.

Wh

at

thin

gs

did

I learn

ab

ou

t o

r le

arn

to

do

in

th

is a

cti

vit

y w

hic

h I c

ou

ld u

se in

an

oth

er

way in

th

e f

utu

re?

2.5

Self

-evalu

ate

perf

orm

an

ce

an

d c

on

trib

uti

on

to

th

e

pro

ject

or

acti

vit

y.

NO

TE

: C

om

ple

tio

n o

f th

is s

elf

-ass

ess

men

t m

eets

th

is e

lem

en

t.


4/34


Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

3

Dem

on

stra

te

self

-man

ag

em

en

t sk

ills

for

go

al

ach

ievem

en

t in

th

e c

on

text

of

a p

roje

ct

or

acti

vit

y.

3.1 U

se t

ime m

an

ag

em

en

t st

rate

gie

s to

ach

ieve g

oals

.D

id o

ur

team

meet

ou

r p

lan

ned

tim

elin

e

an

d h

ow

well

did

we m

an

ag

e o

ur

tim

e

(in

div

idu

ally

an

d a

s a g

rou

p)?

3.2

Facili

tate

an

d im

ple

men

t p

rocess

es

an

d p

roced

ure

s fo

r ach

ievin

g a

go

al.

Did

we h

ave a

ny s

pecifi

c s

trate

gie

s w

hic

h

sup

po

rted

us

ach

ievin

g o

ur

go

al/

s?

3.3

Id

en

tify

an

d u

tilis

e

pers

on

al sk

ills,

su

ch

as

cre

ati

vit

y, s

tress

man

ag

em

en

t,

co

pin

g s

kill

s, r

esi

lien

ce a

nd

co

nfl

ict

man

ag

em

en

t.

Wh

at

pers

on

al sk

ills

did

I u

se in

th

is

pro

ject?


5/34


Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

3

Dem

on

stra

te

self

-man

ag

em

en

t sk

ills

for

go

al

ach

ievem

en

t in

th

e c

on

text

of

a p

roje

ct

or

acti

vit

y.

3.4

Id

en

tify

str

ate

gie

s to

im

pro

ve s

elf

-perf

orm

an

ce.

Ho

w m

igh

t I im

pro

ve m

y p

erf

orm

an

ce in

a

sim

ilar

pro

ject

next

tim

e?

3.5

Refl

ect

on

th

eir

p

erf

orm

an

ce in

ach

ievin

g a

g

oal.

NO

TE

: C

om

ple

tio

n o

f th

is s

elf

-ass

ess

men

t m

eets

th

is e

lem

en

t.


6/34


Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

4

Desc

rib

e

lead

ers

hip

sk

ills

an

d

resp

on

sib

iliti

es.

4.1 D

esc

rib

e t

he

ch

ara

cte

rist

ics

of

peo

ple

in

le

ad

ers

hip

ro

les.

Were

th

ere

sp

ecifi

c lead

ers

of

yo

ur

acti

vit

y

in y

ou

r g

rou

p? If

so, w

hat

were

so

me

defi

nin

g h

ab

its

an

d t

rait

s th

at

they s

ho

wed

as

lead

ers

?

4.2

Dis

tin

gu

ish

betw

een

d

iffe

ren

t le

ad

ers

hip

sty

les.

If y

ou

had

mo

re t

han

on

e lead

er

in y

ou

r g

rou

p, can

yo

u id

en

tify

an

d d

esc

rib

e a

ny

dif

fere

nce in

th

eir

ap

pro

ach

es

to b

ein

g a

le

ad

er?

4.3

Id

en

tify

meth

od

s fo

r m

oti

vati

ng

oth

ers

.W

ere

th

ere

an

y m

eth

od

s th

at

yo

u o

r an

oth

er

team

mem

ber

use

d t

o r

ais

e t

he

en

thu

siasm

of

yo

ur

gro

up

or

part

icip

an

ts

in t

he a

cti

vit

y? H

ow

su

ccess

ful w

ere

th

ese

m

eth

od

s?


7/34


Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

4

Desc

rib

e

lead

ers

hip

sk

ills

an

d

resp

on

sib

iliti

es.

4.4

Id

en

tify

in

terp

ers

on

al

skill

s th

at

are

use

d b

y p

eo

ple

in

lead

ers

hip

ro

les.

Are

yo

u a

ble

to

id

en

tify

an

y in

terp

ers

on

al

skill

s o

f le

ad

ers

as

a r

esu

lt o

f th

is p

roje

ct?

4.5

Id

en

tify

th

e

resp

on

sib

iliti

es

of

a g

rou

p

lead

er.

Wh

at

resp

on

sib

iliti

es

did

yo

ur

gro

up

lead

er

have in

th

is a

cti

vit

y?


8/34


Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

5

Dem

on

stra

te

inte

rpers

on

al

skill

s to

co

mm

un

icate

id

eas

an

d

info

rmati

on

.

5.1 Id

en

tify

ch

ara

cte

rist

ics

of

eff

ecti

ve c

om

mu

nic

ati

on

.H

ow

eff

ecti

vely

did

yo

ur

gro

up

co

mm

un

icate

in

th

is a

cti

vit

y?

Wh

at

stra

teg

ies

were

use

d a

nd

ho

w c

an

th

ey b

e im

pro

ved

in

th

e f

utu

re?

5.2

Id

en

tify

an

d u

se s

trate

gie

s to

avo

id a

nd

/or

reso

lve

co

nfl

ict.

If y

ou

r te

am

faced

an

y s

itu

ati

on

s w

here

th

ere

was

dis

ag

reem

en

t, h

ow

was

this

re

solv

ed

?


9/34


Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

5

Dem

on

stra

te

inte

rpers

on

al

skill

s to

co

mm

un

icate

id

eas

an

d

info

rmati

on

.

5.3

Part

icip

ate

in

dis

cu

ssio

ns

that

req

uir

e e

xp

ress

ion

of

an

o

pin

ion

to

oth

ers

.

Did

yo

u o

r yo

ur

team

exp

ress

a s

pecifi

c

op

inio

n t

o o

thers

du

rin

g t

his

acti

vit

y? If

so,

wh

en?

5.4

Ap

ply

acti

ve lis

ten

ing

skill

s to

facili

tate

un

ders

tan

din

g.

Wh

at

acti

ve lis

ten

ing

skill

s d

id y

ou

ap

ply

d

uri

ng

th

is p

roje

ct?

5.5

Refl

ect

on

pers

on

al

co

mm

un

icati

on

skill

s an

d id

en

tify

are

as

for

imp

rovem

en

t.

NO

TE

: C

om

ple

tio

n o

f th

is s

elf

-ass

ess

men

t m

eets

th

is e

lem

en

t.


10/34


Ass

ess

men

t –

inte

rmed

iate

un

it 1

(p

ds0

21)

Ass

ess

men

t can

occu

r at

any t

ime d

uri

ng

th

e u

nit

wh

en

th

e t

each

er

is c

on

fid

en

t th

at

the s

tud

en

t is

lik

ely

to

be a

ble

to

dem

on

stra

te

ach

ievem

en

t o

f th

e learn

ing

ou

tco

mes.

Th

e c

on

dit

ion

s re

late

d t

o t

he a

ssess

men

t o

f th

e learn

ing

ou

tco

mes

may d

iffe

r acco

rdin

g t

o t

he p

art

icu

lar

learn

ing

envir

on

men

t, m

od

e

of

deliv

ery

an

d s

ub

ject

co

nte

nt.

Th

e learn

ing

ou

tco

mes

for

Pers

on

al D

evelo

pm

en

t S

kill

s In

term

ed

iate

Un

its

1 an

d 2

are

no

t se

qu

en

tial an

d s

tud

en

ts m

ay d

o o

ne o

r b

oth

u

nit

s w

ith

in a

learn

ing

pro

gra

m.

To r

eceiv

e a

n ‘S

’ in

th

is u

nit

, stu

den

ts m

ust

dem

on

stra

te a

ch

ievem

en

t o

f all

five learn

ing

ou

tco

mes

thro

ug

h a

ch

ievem

en

t o

f all

ele

men

ts

wit

hin

th

e learn

ing

ou

tco

mes.

All

ele

men

ts w

ith

in e

ach

learn

ing

ou

tco

me m

ust

be m

et

in t

he o

ne a

ssess

men

t ta

sk. H

ow

ever, o

ne o

r m

ore

task

s m

ay b

e u

sed

to

ass

ess

a n

um

ber

of

learn

ing

ou

tco

mes.

Wh

ere

ver

po

ssib

le, s

tud

en

ts s

ho

uld

be o

bse

rved

to

dem

on

stra

te c

om

pete

nce o

n m

ore

th

an

on

e o

ccasi

on

an

d in

dif

fere

nt

co

nte

xts

to

m

ake s

ure

th

at

the a

ssess

men

t is

as

co

nsi

sten

t, r

elia

ble

, fair

an

d e

qu

itab

le a

s p

oss

ible

.

(So

urc

e: vcaa.v

ic.e

du

.au

/Pag

es/

vcal/

pro

vid

ers

/re

sou

rce

s/te

ach

err

eso

urc

es.

asp

x)

Teach

er

co

mm

en

t:

Stu

den

t co

mm

en

t:


11/34

https://vcaa.vic.edu.au/Pages/vcal/providers/resources/teacherresources.aspx


Pe

rso

nal

deve

lop

me

nt

skil

ls –

in

term

ed

iate

un

it 2

(p

ds0

22

)

Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

2

Pla

n a

nd

o

rgan

ise

a c

om

ple

x

co

mm

un

ity

pro

ject

or

acti

vit

y.

2.1 Id

en

tify

a c

om

ple

x

co

mm

un

ity iss

ue t

hat

req

uir

es

acti

on

.

Wh

at

co

mp

lex c

om

mu

nit

y iss

ue w

as

the

focu

s o

f th

is a

cti

vit

y?

2.2

Id

en

tify

an

d e

valu

ate

a

ran

ge o

f st

rate

gie

s to

ad

dre

ss

the iss

ue.

Wh

at

were

so

me s

trate

gie

s th

at

I le

arn

t ab

ou

t w

hic

h m

igh

t ad

dre

ss t

his

iss

ue?

Am

I a

ble

to

refl

ect

on

th

e e

ffecti

ven

ess

of

these

str

ate

gie

s?


12/34


Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

2

Pla

n a

nd

o

rgan

ise

a c

om

ple

x

co

mm

un

ity

pro

ject

or

acti

vit

y.

2.3

Acti

vely

part

icip

ate

in

th

e

co

mp

leti

on

of

a c

om

mu

nit

y

pro

ject

or

acti

vit

y.

Have I b

een

an

acti

ve p

art

icip

an

t in

th

is

acti

vit

y? If

so, w

hat

evid

en

ce c

an

I p

rovid

e

of

this

part

icip

ati

on?

2.4

Im

ple

men

t st

rate

gie

s to

m

inim

ise r

isks

ass

ocia

ted

wit

h

the p

roje

ct

or

acti

vit

y.

Wh

en

desi

gn

ing

th

e a

cti

vit

y, d

id o

ur

gro

up

id

en

tify

an

y p

ote

nti

al ri

sks

ass

ocia

ted

w

ith

th

e a

cti

vit

y? If

so, w

hat

did

we d

o t

o

min

imis

e t

he r

isks?

2.5

Evalu

ate

th

eir

ow

n a

nd

o

thers

’ co

ntr

ibu

tio

n t

o t

he

pro

ject

or

acti

vit

y.

NO

TE

: C

om

ple

tio

n o

f th

is s

elf

-ass

ess

men

t m

eets

th

is e

lem

en

t.


13/34


Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

3

Use

a r

an

ge o

f co

mm

un

icati

on

st

rate

gie

s to

ra

ise a

ware

ness

o

f a c

om

ple

x

socia

l is

sue o

r co

mm

un

ity

acti

vit

y.

3.1 P

lan

an

acti

vit

y t

o p

rom

ote

aw

are

ness

of

a c

om

ple

x s

ocia

l o

r co

mm

un

ity iss

ue.

Iden

tify

yo

ur

role

in

pla

nn

ing

th

e a

cti

vit

y f

or

stu

den

ts a

nd

ho

w t

his

help

ed

to

pro

mo

te

aw

are

ness

of

the iss

ues.

3.2

Use

a v

ari

ety

of

co

mm

un

icati

on

str

ate

gie

s to

d

eliv

er

an

aw

are

ness

acti

vit

y

ab

ou

t a c

om

ple

x s

ocia

l o

r co

mm

un

ity iss

ue.

Wh

at

co

mm

un

icati

on

str

ate

gie

s d

id

yo

ur

gro

up

use

to

su

pp

ort

aw

are

ness

of

the iss

ues?

Evalu

ate

wh

eth

er

a r

an

ge o

f st

rate

gie

s w

as

uti

lised

or

no

t.


14/34


Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

3

Use

a r

an

ge o

f co

mm

un

icati

on

st

rate

gie

s to

ra

ise a

ware

ness

o

f a c

om

ple

x

socia

l is

sue o

r co

mm

un

ity

acti

vit

y.

3.3

Co

llect

feed

back o

n

the e

ffecti

ven

ess

of

the

aw

are

ness

acti

vit

y.

Did

yo

u c

olle

ct

feed

back a

bo

ut

yo

ur

acti

vit

y? If

so, w

hat

did

th

e f

eed

back t

ell

yo

u a

bo

ut

the e

ffecti

ven

ess

of

the a

cti

vit

y?

3.4

Evalu

ate

an

d r

ep

ort

on

th

e e

ffecti

ven

ess

of

the

aw

are

ness

acti

vit

y.

NO

TE

: W

hils

t co

mp

leti

on

of

this

self

-evalu

ati

on

mig

ht

be s

uffi

cie

nt

to m

eet

this

ele

men

t, s

tud

en

ts m

igh

t co

mp

lete

a m

ore

d

eta

iled

wri

tten

rep

ort

on

th

e a

cti

vit

y t

o

co

mp

reh

en

sively

evalu

ate

th

e e

ffecti

ven

ess

o

f th

e a

ware

ness

acti

vit

y.

Ho

w e

ffecti

ve w

as

the a

ware

ness

acti

vit

y in

yo

ur

op

inio

n?


15/34


Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

5

Acti

vely

co

ntr

ibu

te t

o

gro

up

co

hesi

on

to

man

ag

e a

co

mp

lex s

ocia

l is

sue o

r co

mm

un

ity

acti

vit

y.

5.1 D

evelo

p a

str

ate

gy t

o

pro

mo

te g

rou

p c

oh

esi

on

.D

id y

ou

im

ple

men

t sp

ecifi

c s

trate

gie

s to

ass

ist

yo

ur

gro

up

to

wo

rk w

ell

tog

eth

er?

5.2

Co

ntr

ibu

te a

nd

part

icip

ate

in

an

acti

vit

y invo

lvin

g a

g

rou

p/t

eam

.

Wh

at

co

ntr

ibu

tio

n d

id y

ou

make t

o

the g

rou

p a

cti

vit

y? D

esc

rib

e h

ow

yo

u

part

icip

ate

d a

s a m

em

ber

of

the t

eam

.


16/34


Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

5

Acti

vely

co

ntr

ibu

te t

o

gro

up

co

hesi

on

to

man

ag

e a

co

mp

lex s

ocia

l is

sue o

r co

mm

un

ity

acti

vit

y.

5.3

Desc

rib

e p

ers

on

al fa

cto

rs

that

co

ntr

ibu

te t

o g

rou

p/t

eam

w

ork

.

Can

yo

u d

esc

rib

e a

ran

ge o

f w

ays

that

peo

ple

can

be e

ffecti

ve t

eam

mem

bers

?

5.4

Refl

ect

on

facto

rs t

hat

infl

uen

ce g

rou

p/t

eam

b

eh

avio

ur.

In t

his

pro

ject,

were

th

ere

an

y f

acto

rs

wh

ich

yo

u c

an

id

en

tify

as

eit

her

po

siti

ve o

r n

eg

ati

ve in

flu

en

ces

on

ho

w e

ffecti

vely

yo

ur

gro

up

beh

aved

as

a t

eam

?

5.5

Dis

cu

ss t

he e

ffecti

ven

ess

o

f g

rou

p/t

eam

pro

cess

es

for

ach

ievin

g g

oals

.

Ho

w d

id y

ou

r te

am

neg

oti

ate

ro

les,

task

s an

d t

he o

vera

ll ach

ievem

en

t o

f th

e g

oal?

H

ow

eff

ecti

ve w

ere

yo

ur

team

’s p

rocess

es?


17/34


Ass

ess

men

t –

inte

rmed

iate

un

it 2

(p

ds0

22)

Ass

ess

men

t can

occu

r at

any t

ime d

uri

ng

th

e u

nit

wh

en

th

e t

each

er

is c

on

fid

en

t th

at

the s

tud

en

t is

lik

ely

to

be a

ble

to

dem

on

stra

te

ach

ievem

en

t o

f th

e learn

ing

ou

tco

mes.

Th

e c

on

dit

ion

s re

late

d t

o t

he a

ssess

men

t o

f th

e learn

ing

ou

tco

mes

may d

iffe

r acco

rdin

g t

o t

he p

art

icu

lar

learn

ing

envir

on

men

t, m

od

e

of

deliv

ery

an

d s

ub

ject

co

nte

nt.

Th

e learn

ing

ou

tco

mes

for

Pers

on

al D

evelo

pm

en

t S

kill

s In

term

ed

iate

Un

its

1 an

d 2

are

no

t se

qu

en

tial an

d s

tud

en

ts m

ay d

o o

ne o

r b

oth

u

nit

s w

ith

in a

learn

ing

pro

gra

m.

To r

eceiv

e a

n ‘S

’ in

th

is u

nit

, stu

den

ts m

ust

dem

on

stra

te a

ch

ievem

en

t o

f all

five learn

ing

ou

tco

mes

thro

ug

h a

ch

ievem

en

t o

f all

ele

men

ts

wit

hin

th

e learn

ing

ou

tco

mes.

All

ele

men

ts w

ith

in e

ach

learn

ing

ou

tco

me m

ust

be m

et

in t

he o

ne a

ssess

men

t ta

sk. H

ow

ever, o

ne o

r m

ore

task

s m

ay b

e u

sed

to

ass

ess

a n

um

ber

of

learn

ing

ou

tco

mes.

Wh

ere

ver

po

ssib

le, s

tud

en

ts s

ho

uld

be o

bse

rved

to

dem

on

stra

te c

om

pete

nce o

n m

ore

th

an

on

e o

ccasi

on

an

d in

dif

fere

nt

co

nte

xts

to

m

ake s

ure

th

at

the a

ssess

men

t is

as

co

nsi

sten

t, r

elia

ble

, fair

an

d e

qu

itab

le a

s p

oss

ible

.

This

uni

t of l

earn

ing

does

not

cov

er P

DS0

22 L

O 1

and

LO

4.

(So

urc

e: vcaa.v

ic.e

du

.au

/Pag

es/

vcal/

pro

vid

ers

/re

sou

rce

s/te

ach

err

eso

urc

es.

asp

x)

Teach

er

co

mm

en

t:

Stu

den

t co

mm

en

t:


18/34



Pe

rso

nal

deve

lop

me

nt

skil

ls –

se

nio

r u

nit

1 (

pd

s03

1)

Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

1

Pla

n a

nd

o

rgan

ise t

o

co

mp

leti

on

a c

om

ple

x

pro

ject

in a

n

au

ton

om

ou

s m

an

ner.

1.1

Co

mp

lete

a p

roje

ct

in

rela

tio

n t

o o

ne o

r m

ore

of

the

follo

win

g: se

lf, so

cia

l, h

ealt

h

an

d w

ell-

bein

g, ed

ucati

on

an

d/o

r fa

mily

. T

he p

roje

ct

will

in

vo

lve c

om

ple

x r

eq

uir

em

en

ts

takin

g in

to a

cco

un

t d

esi

red

o

utc

om

es

an

d n

eed

s o

f in

div

idu

als

an

d g

rou

ps.

Exp

lain

ho

w y

ou

r p

roje

ct

meets

th

e

req

uir

em

en

ts o

f th

is e

lem

en

t.

1.2 R

ese

arc

h s

olu

tio

ns

rela

tin

g t

o p

ote

nti

al p

rob

lem

s co

nn

ecte

d w

ith

th

e c

om

ple

x

pro

ject,

usi

ng

ap

pro

pri

ate

m

eth

od

s.

Wh

at

po

ten

tial p

rob

lem

s w

ere

id

en

tifi

ed

re

lati

ng

to

th

is p

roje

ct?

Desc

rib

e a

ny

meth

od

s yo

u u

sed

to

fin

d a

so

luti

on

.


19/34


Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

1

Pla

n a

nd

o

rgan

ise t

o

co

mp

leti

on

a c

om

ple

x

pro

ject

in a

n

au

ton

om

ou

s m

an

ner.

1.3

Sele

ct

reso

urc

es

to m

eet

req

uir

em

en

ts f

or

co

mp

leti

on

o

f th

e p

roje

ct.

Lis

t th

e r

eso

urc

es

yo

u u

tilis

ed

in

th

is

pro

ject.

1.4

Co

mm

un

icate

eff

ecti

vely

to

au

die

nces

un

fam

iliar

wit

h

co

ncep

ts invo

lved

in

th

e

pro

ject.

Desc

rib

e y

ou

r ap

pro

ach

to

co

mm

un

icati

ng

eff

ecti

vely

wit

h y

ou

r au

die

nce.

1.5

Cri

tically

evalu

ate

p

erf

orm

an

ce t

hro

ug

h s

elf

- re

flecti

on

an

d f

eed

back f

rom

a r

an

ge o

f st

akeh

old

ers

.

NO

TE

: C

om

ple

tio

n o

f th

is s

elf

-evalu

ati

on

m

eets

asp

ects

of

this

ele

men

t.

Wh

at

feed

back a

bo

ut

yo

ur

perf

orm

an

ce in

th

is a

cti

vit

y h

ave y

ou

so

ug

ht?


20/34


Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

3

Ap

ply

str

ate

gie

s to

im

pro

ve

co

mm

un

icati

on

.

3.1 Invest

igate

dif

fere

nt

meth

od

s o

f co

mm

un

icati

on

re

levan

t to

a c

om

ple

x p

roje

ct.

Wh

at

dif

fere

nt

meth

od

s o

f co

mm

un

icati

on

d

id y

ou

use

in

th

is p

roje

ct?

Did

yo

u

invest

igate

th

ese

co

mm

un

icati

on

meth

od

s as

part

of

the p

roje

ct?

If

so, h

ow

?

3.2

Dem

on

stra

te n

eg

oti

ati

on

an

d n

etw

ork

ing

skill

s w

ith

in a

co

mp

lex p

roje

ct.

Pro

vid

e a

ny e

xam

ple

s o

f h

ow

yo

u u

tilis

ed

n

eg

oti

ati

on

an

d/o

r n

etw

ork

ing

skill

s in

th

is

acti

vit

y.


21/34


Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

3

Ap

ply

str

ate

gie

s to

im

pro

ve

co

mm

un

icati

on

.

3.3

Dem

on

stra

te a

pp

rop

riate

u

se o

f fo

rmal an

d in

form

al

co

mm

un

icati

on

.

Did

yo

u u

se f

orm

al an

d/o

r in

form

al

co

mm

un

icati

on

meth

od

s in

th

is p

roje

ct?

If

so, w

hat

were

th

ey a

nd

ho

w s

uccess

fully

do

yo

u t

hin

k y

ou

were

in

usi

ng

th

ese

meth

od

s?

3.4

Cri

tically

evalu

ate

th

e r

ole

o

f IC

T, in

clu

din

g s

ocia

l m

ed

ia,

as

co

mm

un

icati

on

to

ols

.

Ho

w im

po

rtan

t is

IC

T a

nd

so

cia

l m

ed

ia in

p

rovid

ing

a f

oru

m f

or

co

mm

un

icati

on

ab

ou

t th

e iss

ues

yo

u invest

igate

d in

yo

ur

pro

ject?

3.5

Develo

p a

co

mm

un

icati

on

st

rate

gy f

or

a c

om

ple

x

pro

ject.

Desc

rib

e y

ou

r acti

vit

y a

nd

ho

w it

co

mm

un

icate

d t

he c

om

ple

x iss

ues

to y

ou

r au

die

nce.


22/34


Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

4

Dem

on

stra

te

lead

ers

hip

skill

s fo

r g

rou

p a

nd

te

am

wo

rk.

4.1 P

lan

, sc

op

e a

nd

co

mp

lete

a p

roje

ct

invo

lvin

g t

wo

or

mo

re p

eo

ple

.

Did

yo

u c

om

ple

te t

he p

lan

nin

g t

em

pla

te f

or

this

pro

ject?

Did

yo

u c

om

ple

te t

he p

roje

ct?

4.2

Dem

on

stra

te a

lead

ers

hip

ro

le in

a p

roje

ct

invo

lvin

g t

wo

o

r m

ore

peo

ple

.

Desc

rib

e y

ou

r ro

le in

th

e a

cti

vit

y. W

ou

ld

yo

u c

ate

go

rise

yo

urs

as

a lead

ers

hip

ro

le

an

d if

so, h

ow

?

4.3

Cri

tically

evalu

ate

ow

n

perf

orm

an

ce a

nd

ou

tco

mes

ob

tain

ed

in

rela

tio

n t

o t

he

lead

ers

hip

ro

le w

ith

in a

co

mp

lex p

roje

ct.

Ho

w s

uccess

ful w

ere

yo

u in

su

pp

ort

ing

yo

ur

gro

up

to

ach

ieve t

he o

utc

om

es?


23/34


Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

5

Use

decis

ion

-m

akin

g s

kill

s in

a g

rou

p o

r te

am

co

nte

xt.

5.1 L

ead

a s

tru

ctu

red

meeti

ng

th

at

has

been

co

nven

ed

to

re

solv

e a

n iss

ue r

ela

ted

to

a

co

mm

un

ity p

roje

ct.

Did

yo

u p

lan

fo

r an

d lead

a m

eeti

ng

as

a

part

of

this

acti

vit

y? If

so, p

rovid

e d

eta

ils o

f th

e m

eeti

ng

.

5.2

Use

decis

ion

-makin

g

tech

niq

ues

suit

ab

le f

or

a t

eam

o

r g

rou

p.

Ho

w d

id y

ou

r te

am

reach

th

eir

decis

ion

s th

rou

gh

ou

t th

is p

roje

ct?

5.3

Part

icip

ate

in

dis

cu

ssio

ns

that

req

uir

e e

xp

ress

ion

of

an

o

pin

ion

to

oth

ers

.

Did

yo

u o

r yo

ur

team

exp

ress

a s

pecifi

c

op

inio

n t

o o

thers

du

rin

g t

his

acti

vit

y? If

so,

wh

en?

5.4

Ap

ply

acti

ve lis

ten

ing

skill

s to

facili

tate

un

ders

tan

din

g.

Wh

at

acti

ve lis

ten

ing

skill

s d

id y

ou

ap

ply

d

uri

ng

th

is p

roje

ct?


24/34


Ass

ess

men

t –

sen

ior

un

it 1

(p

ds0

31)

Ass

ess

men

t can

occu

r at

any t

ime d

uri

ng

th

e u

nit

wh

en

th

e t

each

er

is c

on

fid

en

t th

at

the s

tud

en

t is

lik

ely

to

be a

ble

to

dem

on

stra

te

ach

ievem

en

t o

f th

e learn

ing

ou

tco

mes.

Th

e c

on

dit

ion

s re

late

d t

o t

he a

ssess

men

t o

f th

e learn

ing

ou

tco

mes

may d

iffe

r acco

rdin

g t

o t

he p

art

icu

lar

learn

ing

envir

on

men

t,

mo

de o

f d

eliv

ery

an

d s

ub

ject

co

nte

nt.

Th

e learn

ing

ou

tco

mes

for

Pers

on

al D

evelo

pm

en

t S

kill

s S

en

ior

Un

its

1 an

d 2

are

no

t se

qu

en

tial an

d s

tud

en

ts m

ay d

o o

ne o

r b

oth

u

nit

s w

ith

in a

learn

ing

pro

gra

m.

To r

eceiv

e a

n ‘S

’ in

th

is u

nit

, stu

den

ts m

ust

dem

on

stra

te a

ch

ievem

en

t o

f all

five learn

ing

ou

tco

mes

thro

ug

h a

ch

ievem

en

t o

f all

ele

men

ts w

ith

in t

he learn

ing

ou

tco

mes.

All

ele

men

ts w

ith

in e

ach

learn

ing

ou

tco

me m

ust

be m

et

in t

he o

ne a

ssess

men

t ta

sk.

Ho

wever, o

ne o

r m

ore

task

s m

ay b

e u

sed

to

ass

ess

a n

um

ber

of

learn

ing

ou

tco

mes.

Wh

ere

ver

po

ssib

le, s

tud

en

ts s

ho

uld

be o

bse

rved

to

dem

on

stra

te c

om

pete

nce o

n m

ore

th

an

on

e o

ccasi

on

an

d in

dif

fere

nt

co

nte

xts

to

make s

ure

th

at

the a

ssess

men

t is

as

co

nsi

sten

t, r

elia

ble

, fair

an

d e

qu

itab

le a

s p

oss

ible

.

This

uni

t of l

earn

ing

does

not

cov

er P

DS0

31 L

O 2

.

(So

urc

e: vcaa.v

ic.e

du

.au

/Do

cu

me

nts

/vcal/

cu

rrp

lan

gu

ide

pe

rsd

ev.

pd

f)

Teach

er

co

mm

en

t:

Stu

den

t co

mm

en

t:


25/34

http://www.vcaa.vic.edu.au/Documents/vcal/currplanguidepersdev.pdf


Pe

rso

nal

deve

lop

me

nt

skil

ls –

se

nio

r u

nit

2 (

pd

s03

2)

Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

1

Rese

arc

h a

co

mm

un

ity

pro

ble

m o

r is

sue t

hat

aff

ects

cit

izen

s/m

em

bers

in

a

co

mm

un

ity.

1.1

Iden

tify

a r

an

ge o

f re

searc

h

meth

od

s ap

pro

pri

ate

fo

r co

llecti

ng

sp

ecifi

ed

in

form

ati

on

reg

ard

ing

a

co

mm

un

ity p

rob

lem

or

issu

e.

Wh

at

rese

arc

h m

eth

od

s w

ere

use

d b

y y

ou

an

d y

ou

r te

am

to

invest

igati

ng

gam

blin

g in

th

is p

roje

ct?

1.2 C

riti

cally

an

aly

se a

co

mm

un

ity p

rob

lem

or

issu

e.

NO

TE

: T

his

ele

men

t is

met

by s

tud

en

ts a

s th

ey c

om

ple

te e

ach

ste

p in

th

e p

roje

ct.

Te

ach

ers

may r

eq

uir

e w

ritt

en

evid

en

ce

of

the u

nd

ers

tan

din

g a

nd

an

aly

sis

of

the

issu

e f

or

stu

den

ts w

here

th

is m

igh

t n

ot

be

evid

en

t d

uri

ng

cla

ss t

ime.


26/34


Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

1

Rese

arc

h a

co

mm

un

ity

pro

ble

m o

r is

sue t

hat

aff

ects

cit

izen

s/m

em

bers

in

a

co

mm

un

ity.

1.3

Rese

arc

h p

ote

nti

al su

pp

ort

o

r co

mm

un

ity g

rou

ps

that

rela

te t

o t

he c

om

mu

nit

y

pro

ble

m o

r is

sue.

Evid

en

ce o

f th

is e

lem

en

t is

wit

hin

th

e

invest

igati

on

wo

rksh

eet

(Ap

pen

dix

3).

1.4

Rep

ort

on

th

eir

fin

din

gs

usi

ng

ap

pro

pri

ate

in

form

ati

on

sy

stem

s, in

clu

din

g in

form

ati

on

an

d c

om

mu

nic

ati

on

s te

ch

no

log

y.

Evid

en

ce o

f th

is e

lem

en

t is

po

ssib

le w

hen

th

e s

tud

en

t co

nd

ucts

th

eir

10

-min

ute

acti

vit

y, e

nsu

rin

g s

om

e IC

T o

r o

ther

info

rmati

on

‘syst

em

’ is

uti

lised

.


27/34


Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

3

Pla

n, o

rgan

ise

an

d c

om

ple

te

a c

om

ple

x

co

mm

un

ity

pro

ject,

u

tilis

ing

pro

ject

man

ag

em

en

t sk

ills,

in

an

au

ton

om

ou

s m

an

ner.

3.1 D

evelo

p a

pro

ject

pla

n,

inclu

din

g a

ims,

tim

elin

es

an

d

measu

rab

le m

ilest

on

es,

fo

r a

co

mp

lex c

om

mu

nit

y p

roje

ct.

Co

mp

leti

on

of

the p

lan

nin

g t

em

pla

te m

eets

th

e r

eq

uir

em

en

t o

f th

is e

lem

en

t.

3.2

Id

en

tify

in

tern

al an

d

exte

rnal fa

cto

rs t

hat

may

imp

act

on

desi

red

ou

tco

me/s

, an

d p

lan

fo

r p

oss

ible

co

nti

ng

en

cie

s.

Co

mp

leti

on

of

the p

lan

nin

g t

em

pla

te m

eets

th

e r

eq

uir

em

en

t o

f th

is e

lem

en

t.

3.3

Org

an

ise, ru

n a

nd

min

ute

m

eeti

ng

s re

lati

ng

to

th

e

pro

ject.

Co

mp

leti

on

of

each

ste

p o

f th

e t

ask

meets

th

e r

eq

uir

em

en

t o

f th

is e

lem

en

t.


28/34


Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

3

Pla

n, o

rgan

ise

an

d c

om

ple

te

a c

om

ple

x

co

mm

un

ity

pro

ject,

u

tilis

ing

pro

ject

man

ag

em

en

t sk

ills,

in

an

au

ton

om

ou

s m

an

ner.

3.4

Acti

vely

part

icip

ate

in

co

mp

leti

on

of

the p

roje

ct.

Have I b

een

an

acti

ve p

art

icip

an

t in

th

is

acti

vit

y? If

so, w

hat

evid

en

ce c

an

I p

rovid

e

of

this

part

icip

ati

on?

3.5

Ach

ieve m

ilest

on

es

acco

rdin

g t

o a

gre

ed

tim

elin

es.

Were

all

mile

sto

nes

in t

he p

roje

ct

tim

elin

e

met?

Wh

at

imp

acte

d o

n t

he a

ch

ievem

en

t o

f m

ilest

on

es?


29/34


Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

4

Dem

on

stra

te

eff

ecti

ve

team

wo

rk s

kill

s in

rela

tio

n t

o

a c

om

ple

x

co

mm

un

ity

pro

ject.

4.1 U

se a

pp

rop

riate

n

eg

oti

ati

on

an

d d

ecis

ion

m

akin

g s

kill

s to

reach

desi

red

o

utc

om

es.

Ho

w d

id y

ou

uti

lise n

eg

oti

ati

on

an

d

decis

ion

makin

g s

kill

s to

su

pp

ort

yo

ur

team

to

eff

ecti

vely

make d

ecis

ion

s?

4.2

Desc

rib

e a

nd

im

ple

men

t co

nfl

ict

man

ag

em

en

t sk

ills.

In t

his

pro

ject,

was

man

ag

em

en

t o

f co

nfl

ict

req

uir

ed

? If

so, h

ow

did

yo

ur

team

n

eg

oti

ate

a s

olu

tio

n?


30/34


Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

4

Dem

on

stra

te

eff

ecti

ve

team

wo

rk s

kill

s in

rela

tio

n t

o

a c

om

ple

x

co

mm

un

ity

pro

ject.

4.3

Un

ders

tan

d a

nd

d

em

on

stra

te e

mp

ath

y

tow

ard

s o

ther

team

mem

bers

.

Can

yo

u d

esc

rib

e a

ny o

ccasi

on

s d

uri

ng

th

is

pro

ject

wh

ere

yo

u w

ere

req

uir

ed

to

su

pp

ort

a t

eam

mem

ber

wh

o w

as

fin

din

g t

heir

ro

le

dif

ficu

lt? W

hat

was

yo

ur

ap

pro

ach?

4.4

Cri

tically

refl

ect

on

th

eir

in

vo

lvem

en

t in

th

e t

eam

.N

OT

E: C

om

ple

tio

n o

f th

is s

elf

-evalu

ati

on

m

eets

th

e r

eq

uir

em

en

t o

f th

is e

lem

en

t.


31/34


Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

5

Pre

sen

t an

d

co

mm

un

icate

id

eas

an

d

info

rmati

on

re

lati

ng

to

th

e c

om

ple

x

co

mm

un

ity

pro

ject.

5.1 S

ele

ct

an

d p

rep

are

in

form

ati

on

to

su

it p

roje

ct

pu

rpo

se a

nd

an

au

die

nce

inclu

din

g c

om

mu

nit

y p

art

ners

.

Deta

il h

ow

yo

ur

team

pro

vid

ed

sp

ecifi

c

info

rmati

on

to

a t

arg

et

au

die

nce in

th

is

pro

ject.

5.2

Use

co

mm

un

icati

on

m

ed

ium

s ap

pro

pri

ate

to

th

e

natu

re a

nd

co

nte

xt

of

the

po

ten

tial u

ser.

Wh

at

med

ium

s d

id y

ou

use

fo

r co

mm

un

icati

on

in

th

is p

roje

ct?

5.3

Use

th

e p

rocess

es

of

pla

nn

ing

an

d e

dit

ing

to

p

rod

uce c

om

mu

nic

ati

on

p

rod

ucts

.

Desc

rib

e h

ow

yo

ur

team

pla

nn

ed

an

d

ed

ited

th

e in

form

ati

on

yo

u u

sed

in

yo

ur

pre

sen

tati

on

.


32/34


Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

5

Pre

sen

t an

d

co

mm

un

icate

id

eas

an

d

info

rmati

on

re

lati

ng

to

th

e c

om

ple

x

co

mm

un

ity

pro

ject.

5.4

Use

lan

gu

ag

e a

nd

to

ne

ap

pro

pri

ate

to

au

die

nce a

nd

p

urp

ose

.

Wh

at

decis

ion

s d

id y

ou

make a

bo

ut

ho

w

the in

form

ati

on

was

pre

sen

ted

in

th

is

acti

vit

y w

hic

h illu

stra

te t

hat

yo

ur

team

co

nsi

dere

d lan

gu

ag

e a

nd

to

ne?

5.5

Deliv

er

a s

ust

ain

ed

p

rese

nta

tio

n (

10–1

5 m

inu

tes)

o

n t

he p

roje

ct.

Deta

il yo

ur

invo

lvem

en

t in

th

e a

cti

vit

y

pre

sen

tati

on

.


33/34


Ass

ess

men

t –

sen

ior

un

it 2

(p

ds0

32)

Ass

ess

men

t can

occu

r at

any t

ime d

uri

ng

th

e u

nit

wh

en

th

e t

each

er

is c

on

fid

en

t th

at

the s

tud

en

t is

lik

ely

to

be a

ble

to

dem

on

stra

te

ach

ievem

en

t o

f th

e learn

ing

ou

tco

mes.

Th

e c

on

dit

ion

s re

late

d t

o t

he a

ssess

men

t o

f th

e learn

ing

ou

tco

mes

may d

iffe

r acco

rdin

g t

o t

he p

art

icu

lar

learn

ing

envir

on

men

t, m

od

e

of

deliv

ery

an

d s

ub

ject

co

nte

nt.

Th

e learn

ing

ou

tco

mes

for

Pers

on

al D

evelo

pm

en

t S

kill

s S

en

ior

Un

its

1 an

d 2

are

no

t se

qu

en

tial an

d s

tud

en

ts m

ay d

o o

ne o

r b

oth

un

its

wit

hin

a learn

ing

pro

gra

m.

To r

eceiv

e a

n ‘S

’ in

th

is u

nit

, stu

den

ts m

ust

dem

on

stra

te a

ch

ievem

en

t o

f all

five learn

ing

ou

tco

mes

thro

ug

h a

ch

ievem

en

t o

f all

ele

men

ts

wit

hin

th

e learn

ing

ou

tco

mes.

All

ele

men

ts w

ith

in e

ach

learn

ing

ou

tco

me m

ust

be m

et

in t

he o

ne a

ssess

men

t ta

sk. H

ow

ever, o

ne o

r m

ore

task

s m

ay b

e u

sed

to

ass

ess

a n

um

ber

of

learn

ing

ou

tco

mes.

Wh

ere

ver

po

ssib

le, s

tud

en

ts s

ho

uld

be o

bse

rved

to

dem

on

stra

te c

om

pete

nce o

n m

ore

th

an

on

e o

ccasi

on

an

d in

dif

fere

nt

co

nte

xts

to

m

ake s

ure

th

at

the a

ssess

men

t is

as

co

nsi

sten

t, r

elia

ble

, fair

an

d e

qu

itab

le a

s p

oss

ible

.

This

uni

t of l

earn

ing

does

not

cov

er P

DS0

32 L

O2.

(So

urc

e: vcaa.v

ic.e

du

.au

/Pag

es/

vcal/

pro

vid

ers

/re

sou

rce

s/te

ach

err

eso

urc

es.

asp

x)

Teach

er

co

mm

en

t:

Stu

den

t co

mm

en

t:


34/34


SCHOOL EDUCATION

PROGRAM


Notes

lovethegame.vic.gov.au/schools

http://www.responsiblegambling.vic.gov.au/awareness-and-prevention/school-education-program