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
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.
3 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
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
4 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
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.
5 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
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.
6 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
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.
7 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
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
8 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
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 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.
9 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
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.
This activity is supported by the following resources:
• Appendix 2: ‘Knowing the score’ publication
• Appendices 3 & 4: Planning template – teacher and student copy
• 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.
This activity is supported by the following resources:
• Appendices 3 & 4: Planning template – teacher and student copy
• Appendix 6: Student self-evaluation and assessment record.
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.
10 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Learning sequence with teacher notes
This activity is supported by the following resources:
• Appendix 5: Designing surveys
• Appendix 6: Student self-evaluation and assessment record.
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.
This activity is supported by the following resources:
• Appendices 3 & 4: Planning template – teacher and student copy
• Appendix 6: Student self-evaluation and assessment record.
3. Sharing and evaluating
Learning outcomes
• 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.
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.
11 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Learning sequence with teacher notes
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 ...
12 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
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)
13 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
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.
14 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
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
15 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
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)
16 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Planning template – teacher copy
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
17 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Planning template – teacher copy
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
18 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
FEEDBACK
What feedback has your teacher provided about the planning for your project and how might this enhance your outcomes?
Planning template – teacher copy
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?
19 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
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
20 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
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
21 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Planning template – student copy
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
22 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Planning template – student copy
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?
23 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
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.
24 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Appendix 6
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25 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Student self-evaluation and assessment record
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26 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Student self-evaluation and assessment record
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ise a
co
mp
lex p
roje
ct
or
acti
vit
y.
1.4
Carr
y o
ut
the p
roje
ct
or
acti
vit
y t
o
co
mp
leti
on
.D
id w
e c
arr
y o
ut
ou
r p
roje
ct
to
co
mp
leti
on?
1.5
Refl
ect
up
on
th
e p
ers
on
al
ach
ievem
en
ts a
nd
ch
alle
ng
es
of
the
pro
ject
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?
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.
2.1 Id
en
tify
th
e s
co
pe a
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?
27 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Student self-evaluation and assessment record
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.
28 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Student self-evaluation and assessment record
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?
29 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Student self-evaluation and assessment record
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.
30 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Student self-evaluation and assessment record
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?
31 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Student self-evaluation and assessment record
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?
32 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Student self-evaluation and assessment record
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
?
33 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Student self-evaluation and assessment record
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.
34 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Student self-evaluation and assessment record
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:
.
35 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Student self-evaluation and assessment record
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?
36 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
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.
Student self-evaluation and assessment record
13/32
37 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Student self-evaluation and assessment record
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?
38 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Student self-evaluation and assessment record
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?
39 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Student self-evaluation and assessment record
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
?
40 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Student self-evaluation and assessment record
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?
41 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Student self-evaluation and assessment record
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:
42 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Student self-evaluation and assessment record
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.
43 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Student self-evaluation and assessment record
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?
44 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Student self-evaluation and assessment record
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?
45 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Student self-evaluation and assessment record
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.
46 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Student self-evaluation and assessment record
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?
47 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Student self-evaluation and assessment record
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?
48 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Student self-evaluation and assessment record
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)
.
49 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Student self-evaluation and assessment record
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:
50 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Student self-evaluation and assessment record
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
.
51 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Student self-evaluation and assessment record
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?
52 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Student self-evaluation and assessment record
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.
53 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Student self-evaluation and assessment record
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
.
54 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Student self-evaluation and assessment record
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.
55 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
Student self-evaluation and assessment record
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:
56 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
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)
57 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
SCHOOL EDUCATION
PROGRAM
Notes
58 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
SCHOOL EDUCATION
PROGRAM
Notes
59 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing the score
lovethegame.vic.gov.au/schools
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