Victorian Responsible Gambling Foundation, …...the odds. Our School Education Program is one of a...

Knowing the score

VCAL – Personal Development Skills unit:

SCHOOL EDUCATION PROGRAM

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.

www.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: www.responsiblegambling.vic.gov.au

Email: [email protected]

2 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score

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

http://www.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.


https://responsiblegambling.vic.gov.au/reducing-harm/schools/

http://www.responsiblegambling.vic.gov.au/getting-help/young-people

gamblershelp.com.au

The most up-to-date version of this resource is available at responsiblegambling.vic.gov.au/reducing-harm/schools

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.

Reference to links between the curriculum, activities and specific elements and learning outcomes is notated as follows:

PDS021-LO2:2.3 Intermediate PDS Unit 1, Learning Outcome 2, Element 2.3

PDS032-LO4:4.1 Senior PDS Unit 2, Learning Outcome 4, Element 4.1

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

www.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#H2N1002B.

Senior student workshop

This resource is based on the free face-to-face senior student workshop which is available for Year 10 to 12 classes, including VCAL. Through a range of interactive tasks, this workshop enables students:

• to explore the potential influences that may shape their gambling attitudes and behaviours, especially sports betting advertising and games that look like gambling

• to discover why gambling is a means of spending money rather than making money

• to recognise when gambling may be becoming a concern for themselves or someone they know and be aware of the help services available.

To ensure students gain maximum benefit, this workshop is designed for 25 students or fewer.

For bookings go to lovethegame.vic.gov.au/schools

Unit structure

This resource has been developed as a flexible introduction to Units 1 or 2 PDS 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 introductory unit 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.

Unit overview




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#H2N1002B

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



Intermediate PDS Unit 1 (PDS021) Intermediate PDS Unit 1 (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 ofself-management, leadership and interpersonal skills.Content of learning programs should link to one of the following curriculum contexts:

• personal development

• health and wellbeing

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

• 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.

Learning Outcome 1

Plan and organise a complex project or activity. Research and analyse the roles of citizens/members in a community.

Learning Outcome 2

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

Plan and organise a complex community project or activity.

Learning Outcome 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.

Learning Outcome 4

Describe leadership skills and responsibilities. Manage problems related to a complex social issue or community activity.

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

• personal development

• health and wellbeing

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

• 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.

Learning Outcome 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.

Learning Outcome 2

Demonstrate an awareness of social diversity within a complex project.

Establish or build on an external partnership to address and/or promote awareness of a community problem or issue.

Learning Outcome 3

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

Learning Outcome 4

Demonstrate leadership skills for group and team work.

Demonstrate effective teamwork skills in relation to a complex community project.

Learning Outcome 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

Using the information in the senior student workshop, students will create a publication (e.g. a magazine) for a specific target audience.

Students will work in groups and will 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 participated in the senior student workshop. This workshop encourages students to become critical thinkers in an environment where gambling is becoming increasingly normalised. Through a variety of interactive tasks, students will:

• explore potential influences that may shape their gambling attitudes and behaviour

• discover why gambling is a means to spend money rather than make money

• learn how to recognise when gambling might be becoming a concern for themselves or someone they know and become aware of the help services available.

To ensure students receive maximum benefit from the senior student workshop session, groups should have a maximum of 25 students.

For the unit of learning described in this resource, teachers will need to ensure that students have access to:

• computers and the internet

• a ‘target audience’ for their publication

• 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

(60 minutes)

Students will further develop their awareness of the key messages conveyed in the senior student workshop, including how gambling is becoming more normalised, the limited chances of winning, how gambling can be risky, and the help services available if required.

• Discussion and note-taking option.

• Completing individual workshop reflection worksheet.

• Appendix 1: Student workshop reflections

• Appendix 7: Teacher resource - definitions

2. ‘Knowing the

score’ publication

(120 minutes)

Students will further develop their awareness of the key messages conveyed in the senior student workshop, including how gambling is becoming more normalised, the limited chances of winning, how gambling can be risky, and the help services available if required. Students will develop their communication skills by working in a group to create a publication to help young people develop healthy and informed attitudes towards gambling.

Working in a group, plan and create a publication based on the content of the senior student workshop.

• Appendix 2: ‘Knowing the score’ publication

• Appendices 3 & 4: Planning template – teacher and student copy

3. Sharing and

evaluating

(120 minutes)

Students will further develop their awareness of the key messages conveyed in the senior student workshop, including how gambling is becoming more normalised, the limited chances of winning, how gambling can be risky, and the help services available if required. Students will develop their communication skills by working in a group to distribute and evaluate a publication to help young people develop healthy and informed attitudes towards gambling.

As a group, distribute and evaluate publication.

Appendix 5: Designing surveys

4. Assessment

and feedback

(60 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 6: Student self-evaluation and assessment record


Unit overview

1. Tuning in

Learning outcome

• Students will further develop their awareness of the key messages conveyed in the senior student workshop, including how gambling is becoming more normalised, the limited chances of winning, how gambling can be risky, and the help services available if required.

1.1 Reflection about senior student workshop

Lead a class discussion to reflect on the senior student workshop and ask students to review the key messages, content and areas of interest.

Use the ‘Consider’ slide from the end of the presentation to focus the discussion.

Individually or in groups, students complete the Individual workshop reflections (Appendix 1).

There is a list of definitions included in Appendix 7, if you would like to review any of these before continuing with the remainder of the lesson.

Learning sequence with teacher notes

This activity is supported by the following resources:

• Appendix 7 - Teacher resource - definitions

• Appendix 1 - Student workshop reflections.

2. ‘Knowing the score’ publication

Learning outcomes


• Students will develop their communication skills by working in a group to create a publication to help young people develop healthy and informed attitudes towards gambling.


2.1 Introducing the task

Using the information from the foundation’s senior student workshop, students create a publication (e.g. a magazine) for a specific target audience. Students work in groups and allocate themselves specific roles

Provide students with details about the task. This includes a description of the task and the requirements of the activity, as described in the ‘Knowing the score’ publication task description (Appendix 2).

Provide students with the Planning template which corresponds to the PDS unit they are studying (Appendix 4) and the Student self-evaluation and assessment record (Appendix 6) and give them opportunities to ask questions.

Identify the learning outcomes which are achievable, as described in the Student self-evaluation and assessment record.


• Appendix 2: ‘Knowing the score’ publication


• Appendix 6: Student self-evaluation and assessment record.

2.2 Selecting student groups and allocating roles

Students are required to work in groups based on the specific focus of their publication. Help the students to form groups according to their chosen medium (e.g. magazine, brochure, web-based resource) or specific interest area (identified through the individual workshop reflections). Consider running a physical activity or game to identify interest groups. Groups should be approximately 3-4 students in size.

Once the groups have been formed, the students should agree about their method of publication, target audience and key content focus. Students then negotiate their roles within the group, decide what the successful performance indicators might look like and document this within the Planning template (Appendix 4).

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

Provide feedback to students about the learning goals they have articulated 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.




2.3 Developing the publication

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

Support students to refer to their planning template as they develop their publications.

Encourage students to access the Victorian Responsible Gambling Foundation’s website for additional content about gambling issues: responsiblegambling.vic.gov.au

Review student progress according to their planning templates throughout the time allocated to the activity.



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


• Appendix 5: Designing surveys


Assessment and feedback

Ensure all students complete the relevant Student self-evaluation and assessment record (Appendix 6) which requires them to reflect on how they engaged with the task, what their role was and how effectively they felt they undertook and executed their role.

Once their publications have been completed, shared and evaluated, hold a group reflection discussion for students to review their strengths and areas for development and rate themselves and others as learners. The Student self-evaluation and assessment record provides the basis for the discussion and documents the learning outcomes against the standards. Teacher feedback also features as a component of the assessment template.

In addition to the reflection and assessment, students should 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 throughout the process.

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

This activity is supported by Appendix 6: Student self-evaluation and assessment record.

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




3. Sharing and evaluating

Learning outcomes


• Students will develop their communication skills by working in a group to distribute and evaluate a publication to help young people develop healthy and informed attitudes towards gambling.

3.1 Distributing and evaluating the publications

Encourage students to share their publication with their target audience and to evaluate its effectiveness using a survey or another method of seeking audience feedback.

Share Appendix 5: Designing surveys with students to support them to develop effective ways of evaluating their publication. Discuss the information with them and provide feedback to them about the design of their evaluation instruments before they are implemented.



Appendix 1

1/2

Student workshop reflections

Some things I didn’t know about gambling before this workshop were ...

The most interesting part of the workshop was ...

As a result of this workshop, I have realised that I would like to know more about ...


Key messages from this workshop which I think are important for other young people are ...

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)


Student workshop reflections 2/2

‘Knowing the score’ publication

Appendix 2

At the senior student workshop you attended, you learnt about a range of issues associated with gambling.

Your task is to work in a team to create a publication that helps young people ‘know the score’ when it comes to gambling and to develop healthy and informed attitudes towards gambling.

Your team will agree on:

• a target audience (e.g. senior secondary school students, young adults, retirees)

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

• the method of publication (e.g. printed or electronic).

You will 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:

• Individual workshop reflections worksheet

• Task description (this document)

• Planning template

• Student self-evaluation and assessment record

• Designing surveys resource.

Assessment

Assessment of this unit will include your own reflections on what you have achieved in the Student self-assessment and reflection record.

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


Appendix 3

Group members

Publication method

What method of publication is your group choosing (e.g. magazine, brochure, electronic resource)?

What challenges might this method of publication 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 are three or four key messages you are trying to communicate through your publication? Why are you focusing on these key messages? (PDS021-LO2:2.2)

Planning template – teacher copy



2/5

Who is the target audience for your publication and why?

Who are the potential support or community groups that could help your target audience if they wanted help or more information on gambling or gambling-related harm? (PDS032-LO1:1.3)



3/5

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 Tasks



4/5

WORKPLAN / 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 team members

Submission of final publication for assessment All team members


FEEDBACK

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


5/5

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.

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?


Appendix 4

Group members

Publication method

What method of publication is your group choosing (e.g. magazine, brochure, electronic resource)?

What challenges might this method of publication 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 are three or four key messages you are trying to communicate through your publication? Why are you focusing on these key messages? (PDS021-LO2:2.2)

Who is the target audience for your publication and why?

Who are the potential support or community groups that could help your target audience if they wanted help or more information on gambling or gambling-related harm? (PDS032-LO1:1.3)

Planning template – student copy



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 Tasks



3/4

Workplan / 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 team 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 5

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?’.

Designing surveys

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 poker machines?’. 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 poker machines should be banned from pubs?’. 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 6

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co

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nd

req

uir

em

en

ts

of

the p

roje

ct

or

acti

vit

y.W

as

I ab

le t

o r

eco

gn

ise t

he p

urp

ose

o

f th

e p

roje

ct

an

d p

lan

ou

t w

hat

was

req

uir

ed

?

2.2

Est

ab

lish

a p

lan

to

ach

ieve a

le

arn

ing

go

al w

ith

th

e a

ssis

tan

ce o

f a

peer

or

ad

ult

men

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 o

f o

utc

om

es

wit

hin

th

e p

roje

ct

or

acti

vit

y.H

ow

did

I c

on

trib

ute

to

th

e q

ualit

y

ou

tco

mes

in t

he p

ub

licati

on?



4/32

Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

2D

em

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

an

d s

kill

s g

ain

ed

fro

m t

he 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 p

ub

licati

on

pro

ject

wh

ich

I

co

uld

use

in

an

oth

er

way in

th

e f

utu

re?

2.5

Self

-evalu

ate

perf

orm

an

ce a

nd

co

ntr

ibu

tio

n t

o t

he p

roje

ct

or

acti

vit

y.N

OT

E: C

om

ple

tio

n o

f th

is s

elf

-ass

ess

men

t m

eets

th

is e

lem

en

t.



5/32

Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

3D

em

on

stra

te

self

-m

an

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 s

up

po

rted

us

ach

ievin

g o

ur

go

al/

s?

3.3

Id

en

tify

an

d u

tilis

e p

ers

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?



6/32

Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

3D

em

on

stra

te

self

-m

an

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

-p

erf

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

perf

orm

an

ce in

ach

ievin

g a

go

al.

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.



7/32

Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

4D

esc

rib

e

lead

ers

hip

sk

ills

an

d

resp

on

sib

iliti

es.

4.1 D

esc

rib

e t

he c

hara

cte

rist

ics

of

peo

ple

in

lead

ers

hip

ro

les.

Were

th

ere

sp

ecifi

c lead

ers

of

yo

ur

acti

vit

y in

yo

ur

gro

up

? If

so, w

hat

were

so

me d

efi

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

dif

fere

nt

lead

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

an

y d

iffe

ren

ce in

th

eir

ap

pro

ach

es

to b

e

bein

g a

lead

er?

4.3

Id

en

tify

meth

od

s fo

r m

oti

vati

ng

o

thers

.W

ere

th

ere

an

y w

ays

that

yo

u o

r an

oth

er

team

mem

ber

use

d t

o r

ais

e

the e

nth

usi

asm

of

yo

ur

gro

up

or

part

icip

an

ts in

th

e a

cti

vit

y? H

ow

su

ccess

ful w

ere

th

ese

meth

od

s?



8/32

Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

4D

esc

rib

e

lead

ers

hip

sk

ills

an

d

resp

on

sib

iliti

es.

4.4

Id

en

tify

in

terp

ers

on

al sk

ills

that

are

u

sed

by p

eo

ple

in

lead

ers

hip

ro

les.

Are

yo

u a

ble

to

id

en

tify

an

y

inte

rpers

on

al sk

ills

of

lead

ers

as

a r

esu

lt

of

this

pro

ject?

4.5

Id

en

tify

th

e r

esp

on

sib

iliti

es

of

a

gro

up

lead

er.

Wh

at

resp

on

sib

iliti

es

did

yo

ur

gro

up

le

ad

er

have in

th

is a

cti

vit

y?



9/32

Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

5D

em

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

co

mm

un

icati

on

.H

ow

eff

ecti

vely

did

yo

ur

gro

up

co

mm

un

icate

in

th

e p

ub

licati

on?

Wh

at

co

mm

un

icati

on

str

ate

gie

s w

ere

u

sed

an

d h

ow

can

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

an

d/o

r re

solv

e c

on

flic

t.If

yo

ur

team

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

?



10/32

Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

5D

em

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

op

inio

n t

o

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, w

hen?

5.4

Ap

ply

acti

ve lis

ten

ing

skill

s to

fa

cili

tate

un

ders

tan

din

g.

Wh

at

acti

ve lis

ten

ing

skill

s d

id y

ou

ap

ply

du

rin

g t

his

pro

ject?

5.5

Refl

ect

on

pers

on

al co

mm

un

icati

on

sk

ills

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.



11/32

Ass

ess

me

nt

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 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

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 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

.

(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:

.


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


12/32

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

2P

lan

an

d

org

an

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 c

om

mu

nit

y iss

ue

that

req

uir

es

acti

on

.W

hat

co

mp

lex c

om

mu

nit

y iss

ue w

as

the f

ocu

s o

f th

is a

cti

vit

y?

2.2

Id

en

tify

an

d e

valu

ate

a r

an

ge o

f st

rate

gie

s to

ad

dre

ss t

he 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

o

f th

ese

str

ate

gie

s?

2.3

Acti

vely

part

icip

ate

in

th

e

co

mp

leti

on

of

a c

om

mu

nit

y p

roje

ct

or

acti

vit

y.

Have I b

een

an

acti

ve p

art

icip

an

t in

th

is a

cti

vit

y? If

so, w

hat

evid

en

ce c

an

I

pro

vid

e o

f th

is p

art

icip

ati

on?


Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

2P

lan

an

d

org

an

ise

a c

om

ple

x

co

mm

un

ity

pro

ject

or

acti

vit

y.

2.4

Im

ple

men

t st

rate

gie

s to

min

imis

e

risk

s ass

ocia

ted

wit

h t

he p

roje

ct

or

acti

vit

y.

Wh

en

desi

gn

ing

th

e p

ub

licati

on

, d

id

ou

r g

rou

p id

en

tify

an

y p

ote

nti

al ri

sks

ass

ocia

ted

wit

h t

he p

ub

licati

on? If

so,

wh

at

did

we d

o t

o m

inim

ise t

he r

isks?

2.5

Evalu

ate

th

eir

ow

n a

nd

oth

ers

’ co

ntr

ibu

tio

n t

o t

he p

roje

ct

or

acti

vit

y.N

OT

E: C

om

ple

tio

n o

f th

is s

elf

-ass

ess

men

t m

eets

th

is e

lem

en

t.


13/32



14/32

Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

3U

se a

ran

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

pu

blic

ati

on

an

d h

ow

th

is h

elp

ed

to

p

rom

ote

aw

are

ness

of

the iss

ues.

3.2

Use

a v

ari

ety

of

co

mm

un

icati

on

st

rate

gie

s to

deliv

er

an

aw

are

ness

acti

vit

y a

bo

ut

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.

3.3

Co

llect

feed

back o

n t

he

eff

ecti

ven

ess

of

the a

ware

ness

acti

vit

y.D

id y

ou

co

llect

feed

back a

bo

ut

yo

ur

acti

vit

y? If

so, w

hat

did

th

e f

eed

back

tell

yo

u a

bo

ut

the e

ffecti

ven

ess

of

the

pu

blic

ati

on?



15/32

Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

3U

se a

ran

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.

3.4

Evalu

ate

an

d r

ep

ort

on

th

e

eff

ecti

ven

ess

of

the a

ware

ness

acti

vit

y.N

OT

E: 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

deta

iled

wri

tten

rep

ort

on

th

e

acti

vit

y t

o c

om

pre

hen

sively

evalu

ate

th

e e

ffecti

ven

ess

of

the 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?



16/32

Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

5A

cti

vely

co

ntr

ibu

te t

o

gro

up

co

hesi

on

to

man

ag

e a

co

mp

lex s

ocia

lis

sue o

r co

mm

un

ity

acti

vit

y.

5.1 D

evelo

p a

str

ate

gy t

o p

rom

ote

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

gro

up

/team

.W

hat

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

.

5.3

Desc

rib

e p

ers

on

al fa

cto

rs t

hat

co

ntr

ibu

te t

o g

rou

p/t

eam

wo

rk.

Can

yo

u d

esc

rib

e a

ran

ge o

f w

ays

that

peo

ple

can

be e

ffecti

ve t

eam

m

em

bers

?



17/32

Le

arn

ing

ou

tco

me

s

Ele

me

nts

Stu

de

nt

refl

ecti

on

Teach

er

fee

db

ack

LO

5A

cti

vely

co

ntr

ibu

te t

o

gro

up

co

hesi

on

to

man

ag

e a

co

mp

lex s

ocia

lis

sue o

r co

mm

un

ity

acti

vit

y.

5.4

Refl

ect

on

facto

rs t

hat

infl

uen

ce

gro

up

/team

beh

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

eff

ecti

vely

yo

ur

gro

up

beh

aved

as

a

team

?

5.5

Dis

cu

ss t

he e

ffecti

ven

ess

of

gro

up

/te

am

pro

cess

es

for

ach

ievin

g g

oals

.W

hat

ways

did

yo

ur

team

have t

o

neg

oti

ate

ro

les,

task

s an

d t

he o

vera

ll ach

ievem

en

t o

f th

e g

oal?

Ho

w e

ffecti

ve

were

yo

ur

team

’s p

rocess

es?



18/32

Ass

ess

me

nt

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 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

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 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

wm

es.

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

.

(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:




19/32

Pe

rso

nal

deve

lop

me

nt

skil

ls –

se

nio

r u

nit

1 (

pd

s03

1)

Learn

ing

ou

tco

mes

Ele

men

tsS

tud

en

t re

flecti

on

Teach

er

feed

back

LO

1P

lan

an

d

org

an

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 r

ela

tio

n t

o

on

e o

r m

ore

of

the f

ollo

win

g: se

lf,

socia

l, h

ealt

h a

nd

wellb

ein

g, ed

ucati

on

an

d/o

r fa

mily

. T

he p

roje

ct

will

invo

lve

co

mp

lex r

eq

uir

em

en

ts t

akin

g in

to

acco

un

t d

esi

red

ou

tco

mes

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

po

ten

tial p

rob

lem

s co

nn

ecte

d w

ith

th

e

co

mp

lex p

roje

ct,

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

rela

tin

g t

o t

his

pro

ject?

D

esc

rib

e a

ny m

eth

od

s yo

u u

sed

to

fin

d

a s

olu

tio

n.

1.3

Sele

ct

reso

urc

es

to m

eet

req

uir

em

en

ts f

or

co

mp

leti

on

of

the

pro

ject.

Lis

t th

e r

eso

urc

es

yo

u u

tilis

ed

in

th

is

pro

ject.



20/32

Learn

ing

ou

tco

mes

Ele

men

tsS

tud

en

t re

flecti

on

Teach

er

feed

back

LO

1P

lan

an

d

org

an

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.

1.4

Co

mm

un

icate

eff

ecti

vely

to

au

die

nces

un

fam

iliar

wit

h c

on

cep

ts

invo

lved

in

th

e p

roje

ct.

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

perf

orm

an

ce

thro

ug

h s

elf

- re

flecti

on

an

d f

eed

back

fro

m a

ran

ge o

f st

akeh

old

ers

.

NO

TE

: C

om

ple

tio

n o

f th

is s

elf

-evalu

ati

on

meets

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?



21/32

Learn

ing

ou

tco

mes

Ele

men

tsS

tud

en

t re

flecti

on

Teach

er

feed

back

LO

3A

pp

ly s

trate

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

rele

van

t to

a c

om

ple

x

pro

ject.

Wh

at

dif

fere

nt

meth

od

s o

f co

mm

un

icati

on

did

yo

u u

se in

th

is

pro

ject?

Did

yo

u invest

igate

th

ese

co

mm

un

icati

on

meth

od

s as

part

of

the

pro

ject?

If

so, h

ow

?

3.2

Dem

on

stra

te n

eg

oti

ati

on

an

d

netw

ork

ing

skill

s w

ith

in a

co

mp

lex

pro

ject.

Pro

vid

e a

ny e

xam

ple

s o

f h

ow

yo

u

uti

lised

neg

oti

ati

on

an

d/o

r n

etw

ork

ing

sk

ills

in t

his

acti

vit

y.

3.3

Dem

on

stra

te a

pp

rop

riate

use

of

form

al an

d in

form

al co

mm

un

icati

on

.D

id y

ou

use

fo

rmal an

d/o

r in

form

al

co

mm

un

icati

on

meth

od

s in

th

is

pro

ject?

If

so, w

hat

were

th

ey a

nd

ho

w

success

fully

do

yo

u t

hin

k y

ou

were

in

u

sin

g t

hese

meth

od

s?



22/32

Learn

ing

ou

tco

mes

Ele

men

tsS

tud

en

t re

flecti

on

Teach

er

feed

back

LO

3A

pp

ly s

trate

gie

s to

im

pro

ve

co

mm

un

icati

on

3.4

Cri

tically

evalu

ate

th

e r

ole

of

ICT, 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

str

ate

gy

for

a c

om

ple

x p

roje

ct.

Desc

rib

e y

ou

r p

ub

licati

on

an

d h

ow

it

co

mm

un

icate

d t

he c

om

ple

x iss

ues

to

yo

ur

au

die

nce.



23/32

Learn

ing

ou

tco

mes

Ele

men

tsS

tud

en

t re

flecti

on

Teach

er

feed

back

LO

4D

em

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

.D

id y

ou

co

mp

lete

th

e p

lan

nin

g

tem

pla

te f

or

this

pro

ject?

Did

yo

u

co

mp

lete

th

e p

roje

ct?

4.2

Dem

on

stra

te a

lead

ers

hip

ro

le in

a

pro

ject

invo

lvin

g t

wo

or

mo

re p

eo

ple

.D

esc

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 a

nd

if

so, h

ow

?

4.3

Cri

tically

evalu

ate

ow

n p

erf

orm

an

ce

an

d o

utc

om

es

ob

tain

ed

in

rela

tio

n t

o

the lead

ers

hip

ro

le w

ith

in a

co

mp

lex

pro

ject.

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?



24/32

Learn

ing

ou

tco

mes

Ele

men

tsS

tud

en

t re

flecti

on

Teach

er

feed

back

LO

5U

se d

ecis

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

reso

lve a

n iss

ue

rela

ted

to

a c

om

mu

nit

y p

roje

ct.

Did

yo

u p

lan

fo

r an

d lead

a m

eeti

ng

as

a p

art

of

this

acti

vit

y? If

so, p

rovid

e

deta

ils o

f th

e m

eeti

ng

.

5.2

Use

decis

ion

-makin

g t

ech

niq

ues

suit

ab

le f

or

a t

eam

or

gro

up

.H

ow

did

yo

ur

team

reach

th

eir

d

ecis

ion

s th

rou

gh

ou

t th

is p

roje

ct?

5.3

Co

ntr

ibu

te t

o e

ffecti

ve g

rou

p

mem

ber

beh

avio

ur

to r

each

a d

ecis

ion

.H

ow

did

yo

u u

tilis

e s

kill

s to

su

pp

ort

yo

ur

team

to

eff

ecti

vely

make

decis

ion

s?



25/32

Learn

ing

ou

tco

mes

Ele

men

tsS

tud

en

t re

flecti

on

Teach

er

feed

back

LO

5U

se d

ecis

ion

-m

akin

g s

kill

s in

a g

rou

p o

r te

am

co

nte

xt.

5.4

Cri

tically

evalu

ate

th

e e

ffecti

ven

ess

o

f d

ecis

ion

-makin

g w

ith

in a

team

or

gro

up

co

nte

xt.

Refl

ect

on

th

e e

ffecti

ven

ess

of

yo

ur

team

as

it r

ela

tes

to h

ow

decis

ion

s w

ere

re

ach

ed

.

(15

0–2

00

wo

rds)

.



26/32

Ass

ess

me

nt

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

.

(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:




27/32

Pe

rso

nal

deve

lop

me

nt

skil

ls –

se

nio

r u

nit

2 (

pd

s03

2)

Learn

ing

ou

tco

mes

Ele

men

tsS

tud

en

t re

flecti

on

Teach

er

feed

back

LO

1R

ese

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 m

eth

od

s ap

pro

pri

ate

fo

r co

llecti

ng

sp

ecifi

ed

in

form

ati

on

reg

ard

ing

a c

om

mu

nit

y

pro

ble

m o

r is

sue.

Wh

at

rese

arc

h m

eth

od

s w

ere

use

d

by y

ou

an

d y

ou

r te

am

to

invest

igate

g

am

blin

g in

th

is p

roje

ct?

1.2 C

riti

cally

an

aly

se a

co

mm

un

ity

pro

ble

m o

r is

sue.

NO

TE

: T

his

ele

men

t is

met

by s

tud

en

ts

as

they c

om

ple

te e

ach

ste

p in

th

e

pro

ject.

Teach

ers

may r

eq

uir

e w

ritt

en

evid

en

ce o

f th

e u

nd

ers

tan

din

g a

nd

an

aly

sis

of

the iss

ue f

or

stu

den

ts w

here

th

is m

igh

t n

ot

be e

vid

en

t d

uri

ng

cla

ss

tim

e.

1.3

Rese

arc

h p

ote

nti

al su

pp

ort

or

co

mm

un

ity g

rou

ps

that

rela

te t

o t

he

co

mm

un

ity p

rob

lem

or

issu

e.

Evid

en

ce o

f th

is e

lem

en

t is

wit

hin

th

e

pla

nn

ing

tem

pla

te (

Ap

pen

dix

4),

key

co

nte

nt

focu

s q

uest

ion

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

co

mm

un

icati

on

s te

ch

no

log

y.

Evid

en

ce o

f th

is e

lem

en

t is

po

ssib

le

wh

en

th

e s

tud

en

t d

evelo

ps

the

pu

blic

ati

on

, en

suri

ng

so

me IC

T o

r o

ther

info

rmati

on

‘syst

em

’ is

uti

lised

.



28/32

Learn

ing

ou

tco

mes

Ele

men

tsS

tud

en

t re

flecti

on

Teach

er

feed

back

LO

3P

lan

, 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, in

clu

din

g

aim

s, t

imelin

es

an

d m

easu

rab

le

mile

sto

nes,

fo

r a c

om

ple

x c

om

mu

nit

y

pro

ject.

Co

mp

leti

on

of

the p

lan

nin

g t

em

pla

te

meets

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 e

xte

rnal fa

cto

rs

that

may im

pact

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

meets

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

meeti

ng

s re

lati

ng

to

th

e p

roje

ct.

Co

mp

leti

on

of

each

ste

p o

f th

e t

ask

m

eets

th

e r

eq

uir

em

en

t o

f th

is e

lem

en

t.

3.4

Acti

vely

part

icip

ate

in

co

mp

leti

on

o

f th

e p

roje

ct.

Have I b

een

an

acti

ve p

art

icip

an

t in

th

is a

cti

vit

y? If

so, w

hat

evid

en

ce c

an

I

pro

vid

e o

f th

is p

art

icip

ati

on?

3.5

Ach

ieve m

ilest

on

es

acco

rdin

g t

o

ag

reed

tim

elin

es.

Were

all

mile

sto

nes

in t

he p

roje

ct

tim

elin

e m

et?

Wh

at

imp

acte

d o

n t

he

ach

ievem

en

t o

f m

ilest

on

es?



29/32

Learn

ing

ou

tco

mes

Ele

men

tsS

tud

en

t re

flecti

on

Teach

er

feed

back

LO

4D

em

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

neg

oti

ati

on

an

d

decis

ion

makin

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

neg

oti

ate

a s

olu

tio

n?

4.3

Un

ders

tan

d a

nd

dem

on

stra

te

em

path

y t

ow

ard

s o

ther

team

mem

bers

.C

an

yo

u d

esc

rib

e a

ny o

ccasi

on

s d

uri

ng

th

is p

roje

ct

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 d

iffi

cu

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

meets

th

e r

eq

uir

em

en

t o

f th

is e

lem

en

t.



30/32

Learn

ing

ou

tco

mes

Ele

men

tsS

tud

en

t re

flecti

on

Teach

er

feed

back

LO

5P

rese

nt

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

med

ium

s ap

pro

pri

ate

to

th

e n

atu

re a

nd

co

nte

xt

of

the p

ote

nti

al 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

ed

itin

g t

o 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

pu

blic

ati

on

.



31/32

Learn

ing

ou

tco

mes

Ele

men

tsS

tud

en

t re

flecti

on

Teach

er

feed

back

LO

5P

rese

nt

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

med

ium

s ap

pro

pri

ate

to

th

e n

atu

re a

nd

co

nte

xt

of

the p

ote

nti

al 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

ed

itin

g t

o 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

pu

blic

ati

on

.

Learn

ing

ou

tco

mes

Ele

men

tsS

tud

en

t re

flecti

on

Teach

er

feed

back

LO

5P

rese

nt

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 a

pp

rop

riate

to

au

die

nce a

nd

pu

rpo

se.

Wh

at

decis

ion

s d

id y

ou

make a

bo

ut

ho

w t

he in

form

ati

on

was

pre

sen

ted

in

th

is a

cti

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

pre

sen

tati

on

(1

0–1

5 m

inu

tes)

on

th

e p

roje

ct.

Did

yo

u p

rese

nt

yo

ur

pu

blic

ati

on

to

yo

ur

targ

et

au

die

nce o

r d

id y

ou

deliv

er

a p

rese

nta

tio

n f

or

ap

pro

xim

ate

ly 1

0–1

5

min

ute

s o

n t

his

pro

ject?

If

so, p

rovid

e

deta

ils.



32/32

Ass

ess

me

nt

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 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. H

ow

ever,

on

e 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:



Ass

ess

me

nt

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 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. H

ow

ever,

on

e 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:

Appendix 7

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 Interactive Gambling Act 2001 (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: The term ‘gaming’ is not to be confused with playing video games and apps available on social media platforms, Google Play and iTunes, even though some of these can closely resemble gambling activities. For example, video games such as Grand Theft Auto and The Simms include casino scenes and card games, while apps such as Slotomania and Zynga Poker simulate poker machines and casino card games.

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 prizes paid return 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)



SCHOOL EDUCATION

PROGRAM

Notes


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Victorian Responsible Gambling Foundation, …...the odds. Our School Education Program is one of a...

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