Knowing when it’s a concern VCAL – Personal Development Skills unit: SCHOOL EDUCATION PROGRAM
Knowing when it’s a concern
VCAL – Personal Development Skills unit:
SCHOOL EDUCATION PROGRAM
2 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
SCHOOL EDUCATION
PROGRAM
Acknowledgements
Project sponsor: Janet Dore, Interim Chief Executive Officer, Victorian Responsible Gambling Foundation
Resource authors: Valad Solutions Pty Ltd; and Mark Riddiford, Senior Prevention Advisor (Education), Victorian Responsible Gambling Foundation
Resource editors: Alice Dunt, Director, Prevention, Victorian Responsible Gambling Foundation; and Steve Dobney, Editorial Consultant
Designer: Kim Ferguson
First published 2016 Reprinted with amendments 2018
© The Victorian Responsible Gambling Foundation and licensed for re-use under the Creative Commons Attribution 3.0 Australia licence.
responsiblegambling.vic.gov.au/copyright
Victorian Responsible Gambling Foundation
Address: Level 6, 14–20 Blackwood Street, North Melbourne, Victoria 3051
Mail: PO Box 2156, Royal Melbourne Hospital, Victoria 3050
Ph: (03) 9452 2600
Website: responsiblegambling.vic.gov.au
Email: [email protected]
SCHOOL EDUCATION
PROGRAM
3 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
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.
4 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Unit overview
Unit structure
This resource has been developed as a flexible model for both intermediate and senior students. It could be delivered to a combined intermediate/senior class or can be more explicitly tailored to the appropriate intermediate or senior learning outcomes if the subject is being offered to students all studying the same certificate.
Teachers can use this unit as a short introduction to provide students with some familiarity about the requirements of personal development skills units. Alternatively, teachers can implement the suggested extensions to make the unit longer with a greater number of assessable learning outcomes.
NOTE: This unit of learning does not cover PDS022 LO 1, PDS022 LO4, PDS031 LO2 or PDS032 LO2.
The most up-to-date version of this resource is available at lovethegame.vic.gov.au/resources
Curriculum links
Personal development skills units are designed to support the development of skills in planning activities, the administration of organising activities and relying on teamwork.
The information in this section has been adapted from the VCAL Planning Guide – Personal Development Skills Strand, available at:
vcaa.vic.edu.au/Pages/vcal/providers/resources/teacherresources.aspx#H2N1002B
For assessment guidelines and practices, see also:
www.vcaa.vic.edu.au/Pages/vcal/providers/resources/teacherresources.aspx
5 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Intermediate PDS Unit 1 (PDS021) Intermediate PDS Unit 2 (PDS022)
In Intermediate Unit 1 (PDS021), students are required to gather information about a chosen topic (within guidelines) and develop an activity or project related to their topic. The learning outcomes relate to these activities as well as the development of self-management, leadership and interpersonal skills.
Content of learning programs should link to one of the following curriculum contexts:
• personal development
• health and well-being
• education
• family.
The PDS022 unit enables students to develop personal development skills through participation in locally developed curriculum and locally developed projects such as involvement with local radio, leadership activities linked to voluntary community roles or community service projects.
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.
LearningOutcome 1
Plan and organise a complex project or activity.
LearningOutcome 2
Demonstrate knowledge and skills in the context of a complex project or activity.
Plan and organise a complex community project or activity.
LearningOutcome 3
Demonstrate self-management skills for goal achievement in the context of a project or activity.
Use a range of communication strategies to raise awareness of a complex social issue or community activity.
LearningOutcome 4
Describe leadership skills and responsibilities.
LearningOutcome 5
Demonstrate interpersonal skills to communicate ideas and information.
Actively contribute to group cohesion to manage a complex social issue or community activity.
Unit overview
6 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
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 well-being
• education
• family.
The PDS032 unit enables students to develop personal development skills through participation in locally developed curriculum and locally developed projects such as involvement with local radio, leadership activities linked to voluntary community roles or community service projects.
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.
LearningOutcome 1
Plan and organise to completion a complex project in an autonomous manner.
Research a community problem or issue that affects citizens/members in a community.
LearningOutcome 2
LearningOutcome 3
Apply strategies to improve communication. Plan, organise and complete a complex community project, utilising project management skills, in an autonomous manner.
LearningOutcome 4
Demonstrate leadership skills for group and team work. Demonstrate effective teamwork skills in relation to a complex community project.
LearningOutcome 5
Use decision-making skills in a group or team context. Present and communicate ideas and information relating to the complex community project.
Unit overview
7 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Unit focus
This unit provides an opportunity for students to organise an activity which aims at developing awareness of signs that suggest gambling might be becoming a concern for someone they know and what they can do if they are concerned.
Students will work in groups and allocate specific roles to organise the activity. In doing so, students will be able to be assessed against some of the learning outcomes within intermediate or senior personal development skills strands.
Resources
Teachers need to ensure that students have access to:
• computers and the internet
• all student resources included in this unit.
Unit overview
8 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Unit summary
Learning sequence
component
Learning outcomes Activities and links to
assessment
Resources
1. Tuning in
(30 minutes)
Students will define and assess their understanding of gambling, types of gambling, problem gambling, support services and how to help someone.
Activating prior knowledge
Class discussion and note-taking
Appendix 1: Teacher resource – definitions
2. Survey
(60 minutes)
Students will design and administer a survey that has a clear purpose and method and is ethical
Students develop a survey
Extension activity – Going further
Internet access
Appendix 2: Designing surveys
Survey participants
3. Investigation
(60 minutes)
Students further develop their awareness of signs to look out for and support available.
Student worksheet Internet access
Appendix 3: Student worksheet – investigation
4. Developing an
awareness activity
(120–260 minutes)
Students will draw on knowledge gained and organise an activity that promotes awareness and understanding of when gambling might be becoming a problem and the supports that are available.
Introduction to the task
Selecting student groups and developing roles
Developing the activity
Conducting the activity
Internet access
Appendix 4: Task description
Appendices 5 & 6: Planning template
Appendix 7: Student self-evaluation and assessment record
5. Assessment and
feedback
(20-120 minutes)
Students will undertake their own self assessment and peer assessment and participate in a dialogue with their teacher.
Critically assess self and others
Listen to feedback for future learning
Appendix 7: Student self-evaluation and assessment record
Unit overview
9 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Learning sequence with teacher notes
1.2 Class discussion and note-taking
Lead a discussion to establish students’ level of understanding of the definition of gambling.
Gamblingdescribesgamesandactivitiesthathaveanunpredictableoutcomeandthatrequireplayerstomakebetsinthehopeofwinningsomethingofvalue.Otherwordsforgamblingincludehavingapunt,bettingandplaying.
This discussion is supported by Appendix 1: Teacher resource – definitions.
2. Survey
Learning outcome
• Students will design and administer a survey that has a clear purpose and method and is ethical.
2.1 Students develop a survey
Students develop a survey with questions which seek to investigate how much their fellow students know about gambling and the potential risks involved.
Support the development of this survey during class time. Utilise the resource sheet in Appendix 2 to support classroom discussion and understanding of effective ways to develop surveys.
Considerations for the survey include:
• the purpose of the survey
• how information will be collected
• methods of surveying (oral, written or online)
• the design of survey questions.
Students conduct their survey, collate the responses and discuss the findings with the class.
1. Tuning in
Learning outcome
• Students will define and assess their understanding of gambling, types of gambling, problem gambling, support services and how to help someone.
1.1 Activating prior knowledge
When reflecting on the risks associated with gambling, teachers should focus more on the short-term harms that may result from gambling, as we know this has more salience with young people. When considering short-term harms, weigh up the idea that money spent on gambling means there is less money for other desired items such as music festival tickets, going out with friends, the latest smart phone, new clothes and holidays.
Teachers can begin this unit with some interactive activities to establish a knowledge base on which students can build their learning. Suggestions include:
• ‘Mind map’ – Students work in groups to create mind maps of their existing knowledge and then share with the rest of the class.
• ‘Last word’ – Students work in pairs with the aim of being the player with the final example of a certain category. These can include types of gambling, and risks associated with gambling. To make the game more challenging, give each player only 5–10 seconds to think of an answer. Students then share examples of each category with the rest of the class.
• Hangman – Play the game using a key phrase about gambling. Scaffold each key phrase with a brief discussion about its origin and meaning.
10 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
4. Developing an awareness activity
Learning outcome
• Students will draw on knowledge gained to organise an activity that promotes awareness and understanding of when gambling might be becoming a problem and the supports that are available.
4.1 Introduction to the task
TASK: Students will organise a 10 minute activity which aims to develop awareness of when gambling might be becoming a concern for someone and what they can do if they are concerned.
Provide students with details about the task. This includes a description of the task and what is required by the activity, as described in Appendix 4 – Task description. Support students to gain an understanding of the task by using this handout.
Also provide students with the Appendix 6: Planning template – student copy and Appendix 7: Student self-evaluation and assessment record Provide opportunities for students to discuss and ask questions.
Where possible the discussion should include identifying the learning outcomes that are achievable, which are also noted in key areas of the resources. Full learning outcome descriptions with elements are available in the Student self-evaluation and assessment record (Appendix 7). Provide students with the specific template that corresponds to the PDS unit they are studying.
2.2 Extension activity – Going further
Students conduct a follow-up survey to assess the success or otherwise of their activity in increasing understanding and awareness of why people might hesitate to seek help or support with gambling, and the understanding of strategies to encourage people to seek help.
This activity is supported by Appendix 2: Designing surveys.
3. Investigation
Learning outcome
• Students further develop their awareness of signs to look out for and support available.
3.1 Student worksheet
Students will access the Victorian Responsible Gambling Foundation website as a key research resource to provide them with the information and understanding of the key messages required to complete this task.
Support students to access the online information and guide their reading and interaction with the content by by focusing on the Foundation’s youthline webpages gamblershelp.com.au/youthline
Use the worksheet to support students in gathering this information (see Appendix 3: Student worksheet – investigation), to provide a record of this learning and to meet the learning outcomes of these units.
When discussing student responses you can also mention local Gambler’s Help agencies. For more information about these visit gamblershelp.com.au
This activity is supported by Appendix 3: Student worksheet – investigation.
Learning sequence with teacher notes
11 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
This activity is supported by the following resources:
• Appendices 5 & 6: Planning template – teacher and student copy
• Appendix 7: Student self-evaluation and assessment record.
4.3 Developing the activity
The investigation and the initial surveys (if completed) should support students’ knowledge and understanding about gambling, which will provide a framework for the activity they will develop.
Students use their learning time to develop the activity within their group and according to their particular role.
Support students to refer to their planning for the task as they develop their presentations and activities.
Reinforce that students are to develop a 10-minute activity to undertake with another group of senior secondary students in the school or community. This activity should provide information about how to identify when playing games of risk or chance might become a problem and how to support a person to access help and support.
Review progress with students according to their planning throughout the allocated time.
Students aiming to meet the senior VCAL learning outcomes should ensure that they design structured opportunities for their team to meet and should keep records of these meetings, such as minutes.
This activity is supported by the following resources:
• Appendix 3: Student worksheet – investigation
• Appendix 4: Task description
• Appendices 5 & 6: Planning template – teacher and student copy
• Appendix 7: Student self-evaluation and assessment record.
4.2 Selecting student groups and developing roles
Students are required to work in groups based on a specific focus for their activity. There are a number of ways to form these groups, for example by type of activity or by specific interest area. You could run a physical activity or game to identify interest groups.
Groups should consist of three to four students. Once groups have been formed, students should agree on the type of presentation or activity they are going to design, their target audience and key content focus. Students should then negotiate their roles within the group and what the successful performance indicators might look like and document this within the planning template.
Support students to individually complete the planning template while negotiating the decisions about the project as a team. This will support students to meet each of the elements in the learning outcomes.
Provide feedback about the learning goals articulated by students in section three of the planning template (key content focus) to assist intermediate Unit 1 students to meet element 2.2 in Learning outcome 2. However, all students will benefit from feedback in the planning phase if it is possible to provide it.
Learning sequence with teacher notes
12 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
This activity is supported by the following resources:
• Appendix 4: Task description
• Appendices 5 & 6: Planning template – teacher and student copy
• Appendix 7: Student self-evaluation and assessment record.
4.4 Conducting the activity
Students conduct their planned activities with groups of other senior secondary students. Students could collect feedback from the students in their groups after they have conducted the 10-minute activity.
It could be arranged so that all students are observing all presentations and completing peer assessments for one another. A framework for these peer assessments can be developed through consultation with the wider class group and would provide a focus for the assessment by their peers.
When discussing student responses you can also mention local Gambler’s Help agencies. For more information about these visit gamblershelp.com.au
This activity is supported by Appendix 7: Student self-evaluation and assessment record.
ASSESSMENT AND FEEDBACK
Following the presentation of the activities, hold a group reflection discussion to encourage students to review the strengths, areas for development and rating of themselves and others as learners.
The Student self-evaluation and assessment record (Appendix 7) can provide the basis for the discussion as it documents the learning outcomes and each associated element within the learning outcomes. Teacher feedback features as a component of the assessment template to ensure that there are opportunities for students to meet the learning outcomes.
Remind students to refer to the Student self-evaluation and assessment record at key points during the planning process and during reflective class discussion, noting any partial or full achievement of elements of learning outcomes.
Provide feedback to students via the assessment tool and conferencing, reflecting on the key elements they achieved and areas for future development.
This activity is supported by Appendix 7: Student self-evaluation and assessment record.
Learning sequence with teacher notes
13 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Teacher resource – definitions
Defining gambling
Gambling/betting requires a player to risk losing something of value (usually money) for the chance of winning more, which is dependent on an uncertain outcome such as a particular horse coming first in a race, a particular team winning a sporting match, or having a certain combination of cards in a card game.
Common gambling types
Gaming refers to all legal forms of gambling other than wagering (race and sports betting), such as lotteries, electronic gaming machines (EGMs, otherwise known as pokies), casino games, keno, poker and minor gaming (the collective name given to raffles, bingo and lucky envelopes).
Interactive gambling/gaming is a term used to describe gambling activities conducted via the internet. In Australia the InteractiveGamblingAct2001 (Commonwealth) strictly prohibits the offer of gaming activities (such as casino games or poker machines) via the internet to Australians. An exception is made for the provision of wagering activities on racing and sports by bookmakers licensed in Australia. The term ‘via the internet’ should be understood to include the provision of gambling services via internet-connected devices.
NOTE:Theterm‘gaming’isnottobeconfusedwithplayingvideogamesandappsavailableonsocialmediaplatforms,GooglePlayandiTunes,eventhoughsomeofthesecancloselyresemblegamblingactivities.Forexample,videogamessuchasGrandTheftAutoandTheSimsincludecasinoscenesandcardgames,whileappssuchasSlotomaniaandZyngaPokersimulatepokermachinesandcasinocardgames.
Lotteries are conducted in Australia by both government and commercial operators. There are three components to a lottery – the purchase of a ticket, the draw and the prize. Lottery prizes are based on the total amounts wagered after deduction of a set percentage by the operator. Lottery tickets are sold at various outlets around Australia, such as newsagents. The same operators may also conduct lotto, pools and instant lotteries.
Instant lotteries, also known as scratch cards or ‘scratchies’, operate in the same manner as lotteries. However, the winning numbers (cards) have already been determined before a ticket is purchased. Prizes, which are revealed by the player scratching the ticket, can be paid instantly. The prize paid to the player is based on the number of tickets in the set, the cost to purchase the tickets and the percentage retained by the operator.
Race betting is legal wagering with bookmakers, both on and off the course in person, via the telephone or via the internet, where bets are placed on the outcome of local, national or international horse and/or greyhound races.
Sports betting is legal wagering with bookmakers on approved types of local, national or international sporting activities (other than horse or greyhound racing), both on or off the course in person, via the telephone or via the internet.
Wagering refers to all legal forms of gambling on racing and sporting events.
(Source: Gambling Industries Facts, Figures and Statistics. Australasia’s Gambling Industries published and prepared by the Australasian Gaming Council 2014/15)
Appendix 1
14 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Appendix 2
Designing surveys
What is the purpose of the survey?
Setting clear objectives for your survey is an important first step in designing a questionnaire. What is it that you want to find out about? Clearly define the key information that you want to find out.
An aspect of establishing your survey’s purpose is to be clear about the survey audience. Who are you going to interview for the information?
How are you going to collect the information?
It is important to consider the most effective way of collecting your survey data. This can determine how successful you are in receiving responses. The following are a few different survey methods:
• verbal surveying
• paper-based surveys
• online surveys.
Once you have decided which method you are going to use, you will need to think about how you will capture an audience for the surveys. If you have a particular survey audience, you will need to have strategies to ensure that these are the people who are responding.
Designing your survey questions
Once you have established the purpose and method of your survey, you will be able to design the survey questions. Take care in the wording of your questions. You don’t want questions which are too complicated and have the potential to be misunderstood. In addition, if your survey is written or is online, you won’t have the opportunity to explain the questions, so they need to be easily understood.
Make sure that you are not asking two questions at once, for example: ‘How do you feel about orange and blue?’
Consider whether open or closed questions are going to provide you with the information you are seeking. An open-ended question is one which allows an extended and personalised response; for example, ‘What do you think about sports betting advertising?’ It is difficult to quantify these kinds of responses (that is, to express them in numbers). A closed question generally has a ‘Yes’ or ‘No’ response; for example: ‘Do you think there should be less sports betting advertising?’ Another useful type of question is to ask for a response to a statement on a scale from ‘Strongly disagree’ to ‘Strongly agree’).
When you are writing your survey questions, always check that you are not asking a question which leads respondents towards a certain answer. This would bias your results.
Make sure your survey is logical and easy to follow.
A good strategy is to ask a friend to complete your survey and provide you with feedback about how to improve it before you use it with your wider survey audience.
15 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Appendix 3
Student worksheet – investigation
Signs to look out for and support available
Visit the following website to answer the questions below
gamblershelp.com.au/youthline
Jake’s story was interesting because …
If you were Shane’s friend, what are some signs you might notice that gambling is becoming a concern for him?
Jess and Chloe are going through a hard time because …
Jess and Chloe can get support by …
Senior vcal
How effective are the different methods of ICT
communication about these issues?
Can you identify strengths and weaknesses in the
communication approaches? (PDS031 – LO3:3.4)
16 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Appendix 4
Student task description
Signs to look out for and where to seek help
As you learnt in the introduction to this unit, there are many potential risks associated with gambling and anyone can run into trouble regardless of their gender, personality type or age.
There are signs that may help in recognising if gambling is becoming a concern for someone you know.
Although there are a lot of support services and help options available, people can sometimes be hesitant to seek help.
Your task is to work in a team to organise an activity to increase people’s understanding and awareness of when gambling might be becoming a concern for someone they know and what they can do if they are concerned.
Your team should agree on:
• the key content and information you will include in the activity
• an interactive activity to engage students.
You can work on this task during class time and you will be provided with the following resources to support you to achieve the learning outcomes for personal skills development at either the intermediate or senior level:
• a task description
• a planning template
• a self-evaluation and assessment record.
Assessment
Assessment of this unit will be based on your own reflections about what has been achieved, which you will record in the student self-evaluation and assessment record.
In addition, you will receive feedback from your teacher in this template about whether you achieved the learning outcome/s and areas for future development.
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Planning template – teacher copy
Appendix 5
1/4
Group members
Activity
What type of activity is your group choosing?
What challenges, risks or potential problems might this activity pose for your group? How might these be addressed? (PDS022-LO2:2.4, PDS031-LO1:1.1, PDS032-LO3:3.2)
Key content focus / learning goals
What key content or information is your activity focusing on? Why? (PDS021-LO2:2.2)
TEACHER FEEDBACK on learning goal:
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Planning template – teacher 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 Task(s)
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Planning template – teacher copy
3/4
Work plan / project timeline: (pds021-lo3:3.1)
Plan your project with key dates and calculate a timeline to help you achieve your goals.
Date Milestone Responsibility
Completion of planning template All group members
Submission of final publication for assessment
All team members
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Planning template – teacher 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?
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?
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Planning template – student copy
Appendix 6
1/4
Group members
Activity:
What type of activity is your group choosing?
What challenges, risks or potential problems might this activity pose for your group? How might these be addressed? (PDS022-LO2:2.4, PDS031-LO1:1.1, PDS032-LO3:3.2)
Key content focus / learning goals
What key content or information is your activity focusing on? Why? (PDS021-LO2:2.2)
TEACHER FEEDBACK on learning goal:
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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 Task(s)
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Planning template – student copy
3/4
Work plan / project timeline: (pds021-lo3:3.1)
Plan your project with key dates and calculate a timeline to help you achieve your goals.
Date Milestone Responsibility
Completion of planning template All group members
Submission of final publication for assessment
All team members
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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?
25 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
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reso
urc
es
wh
en
pla
nn
ing
th
e a
cti
vit
y?
26 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Le
arn
ing
ou
tco
me
s
Ele
me
nts
Stu
de
nt
refl
ecti
on
Teach
er
fee
db
ack
LO
1
Pla
n a
nd
o
rgan
ise a
co
mp
lex p
roje
ct
or
acti
vit
y.
1.3
Id
en
tify
po
siti
ve a
nd
n
eg
ati
ve f
acto
rs t
hat
infl
uen
ce
an
d im
pact
ind
ivid
ual
beh
avio
ur
an
d m
oti
vati
on
in
g
rou
p s
itu
ati
on
s.
Can
I id
en
tify
at
least
on
e p
osi
tive a
nd
o
ne n
eg
ati
ve f
acto
r w
hic
h in
flu
en
ced
an
d
imp
acte
d o
n t
he b
eh
avio
ur
an
d m
oti
vati
on
o
f in
div
idu
als
in
ou
r g
rou
p?
1.4
Carr
y o
ut
the p
roje
ct
or
acti
vit
y t
o c
om
ple
tio
n.
Did
we c
arr
y o
ut
ou
r p
roje
ct
to c
om
ple
tio
n?
1.5
Refl
ect
up
on
th
e p
ers
on
al
ach
ievem
en
ts a
nd
ch
alle
ng
es
of
the p
roje
ct
or
acti
vit
y.
Wh
at
were
so
me o
f th
e p
ers
on
al
ach
ievem
en
ts a
nd
ch
alle
ng
es
of
the
pro
ject?
Student self-evaluation and assessment record
2/34
27 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Le
arn
ing
ou
tco
me
s
Ele
me
nts
Stu
de
nt
refl
ecti
on
Teach
er
fee
db
ack
LO
2
Dem
on
stra
te
kn
ow
led
ge a
nd
sk
ills
in t
he
co
nte
xt
of
a
co
mp
lex p
roje
ct
or
acti
vit
y.
2.1 Id
en
tify
th
e s
co
pe a
nd
re
qu
irem
en
ts o
f th
e p
roje
ct
or
acti
vit
y.
Was
I ab
le t
o r
eco
gn
ise t
he p
urp
ose
of
the
pro
ject
an
d p
lan
ou
t w
hat
was
req
uir
ed
?
2.2
Est
ab
lish
a p
lan
to
ach
ieve
a learn
ing
go
al w
ith
th
e
ass
ista
nce o
f a p
eer
or
ad
ult
m
en
tor.
Did
I c
om
ple
te a
pro
ject
pla
n w
hic
h
inclu
ded
a c
on
ten
t fo
cu
s an
d r
ati
on
ale
?
2.3
Co
ntr
ibu
te t
o t
he q
ualit
y
of
ou
tco
mes
wit
hin
th
e
pro
ject
or
acti
vit
y.
Ho
w d
id I c
on
trib
ute
to
th
e q
ualit
y
ou
tco
mes
in t
he a
cti
vit
y?
Student self-evaluation and assessment record
3/34
28 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Le
arn
ing
ou
tco
me
s
Ele
me
nts
Stu
de
nt
refl
ecti
on
Teach
er
fee
db
ack
LO
2
Dem
on
stra
te
kn
ow
led
ge a
nd
sk
ills
in t
he
co
nte
xt
of
a
co
mp
lex p
roje
ct
or
acti
vit
y.
2.4
Id
en
tify
tra
nsf
era
ble
kn
ow
led
ge a
nd
skill
s g
ain
ed
fr
om
th
e p
roje
ct
or
acti
vit
y.
Wh
at
thin
gs
did
I learn
ab
ou
t o
r le
arn
to
do
in
th
is a
cti
vit
y w
hic
h I c
ou
ld u
se in
an
oth
er
way in
th
e f
utu
re?
2.5
Self
-evalu
ate
perf
orm
an
ce
an
d c
on
trib
uti
on
to
th
e
pro
ject
or
acti
vit
y.
NO
TE
: C
om
ple
tio
n o
f th
is s
elf
-ass
ess
men
t m
eets
th
is e
lem
en
t.
Student self-evaluation and assessment record
4/34
29 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Le
arn
ing
ou
tco
me
s
Ele
me
nts
Stu
de
nt
refl
ecti
on
Teach
er
fee
db
ack
LO
3
Dem
on
stra
te
self
-man
ag
em
en
t sk
ills
for
go
al
ach
ievem
en
t in
th
e c
on
text
of
a p
roje
ct
or
acti
vit
y.
3.1 U
se t
ime m
an
ag
em
en
t st
rate
gie
s to
ach
ieve g
oals
.D
id o
ur
team
meet
ou
r p
lan
ned
tim
elin
e
an
d h
ow
well
did
we m
an
ag
e o
ur
tim
e
(in
div
idu
ally
an
d a
s a g
rou
p)?
3.2
Facili
tate
an
d im
ple
men
t p
rocess
es
an
d p
roced
ure
s fo
r ach
ievin
g a
go
al.
Did
we h
ave a
ny s
pecifi
c s
trate
gie
s w
hic
h
sup
po
rted
us
ach
ievin
g o
ur
go
al/
s?
3.3
Id
en
tify
an
d u
tilis
e
pers
on
al sk
ills,
su
ch
as
cre
ati
vit
y, s
tress
man
ag
em
en
t,
co
pin
g s
kill
s, r
esi
lien
ce a
nd
co
nfl
ict
man
ag
em
en
t.
Wh
at
pers
on
al sk
ills
did
I u
se in
th
is
pro
ject?
Student self-evaluation and assessment record
5/34
30 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Le
arn
ing
ou
tco
me
s
Ele
me
nts
Stu
de
nt
refl
ecti
on
Teach
er
fee
db
ack
LO
3
Dem
on
stra
te
self
-man
ag
em
en
t sk
ills
for
go
al
ach
ievem
en
t in
th
e c
on
text
of
a p
roje
ct
or
acti
vit
y.
3.4
Id
en
tify
str
ate
gie
s to
im
pro
ve s
elf
-perf
orm
an
ce.
Ho
w m
igh
t I im
pro
ve m
y p
erf
orm
an
ce in
a
sim
ilar
pro
ject
next
tim
e?
3.5
Refl
ect
on
th
eir
p
erf
orm
an
ce in
ach
ievin
g a
g
oal.
NO
TE
: C
om
ple
tio
n o
f th
is s
elf
-ass
ess
men
t m
eets
th
is e
lem
en
t.
Student self-evaluation and assessment record
6/34
31 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Le
arn
ing
ou
tco
me
s
Ele
me
nts
Stu
de
nt
refl
ecti
on
Teach
er
fee
db
ack
LO
4
Desc
rib
e
lead
ers
hip
sk
ills
an
d
resp
on
sib
iliti
es.
4.1 D
esc
rib
e t
he
ch
ara
cte
rist
ics
of
peo
ple
in
le
ad
ers
hip
ro
les.
Were
th
ere
sp
ecifi
c lead
ers
of
yo
ur
acti
vit
y
in y
ou
r g
rou
p? If
so, w
hat
were
so
me
defi
nin
g h
ab
its
an
d t
rait
s th
at
they s
ho
wed
as
lead
ers
?
4.2
Dis
tin
gu
ish
betw
een
d
iffe
ren
t le
ad
ers
hip
sty
les.
If y
ou
had
mo
re t
han
on
e lead
er
in y
ou
r g
rou
p, can
yo
u id
en
tify
an
d d
esc
rib
e a
ny
dif
fere
nce in
th
eir
ap
pro
ach
es
to b
ein
g a
le
ad
er?
4.3
Id
en
tify
meth
od
s fo
r m
oti
vati
ng
oth
ers
.W
ere
th
ere
an
y m
eth
od
s th
at
yo
u o
r an
oth
er
team
mem
ber
use
d t
o r
ais
e t
he
en
thu
siasm
of
yo
ur
gro
up
or
part
icip
an
ts
in t
he a
cti
vit
y? H
ow
su
ccess
ful w
ere
th
ese
m
eth
od
s?
Student self-evaluation and assessment record
7/34
32 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Le
arn
ing
ou
tco
me
s
Ele
me
nts
Stu
de
nt
refl
ecti
on
Teach
er
fee
db
ack
LO
4
Desc
rib
e
lead
ers
hip
sk
ills
an
d
resp
on
sib
iliti
es.
4.4
Id
en
tify
in
terp
ers
on
al
skill
s th
at
are
use
d b
y p
eo
ple
in
lead
ers
hip
ro
les.
Are
yo
u a
ble
to
id
en
tify
an
y in
terp
ers
on
al
skill
s o
f le
ad
ers
as
a r
esu
lt o
f th
is p
roje
ct?
4.5
Id
en
tify
th
e
resp
on
sib
iliti
es
of
a g
rou
p
lead
er.
Wh
at
resp
on
sib
iliti
es
did
yo
ur
gro
up
lead
er
have in
th
is a
cti
vit
y?
Student self-evaluation and assessment record
8/34
33 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Le
arn
ing
ou
tco
me
s
Ele
me
nts
Stu
de
nt
refl
ecti
on
Teach
er
fee
db
ack
LO
5
Dem
on
stra
te
inte
rpers
on
al
skill
s to
co
mm
un
icate
id
eas
an
d
info
rmati
on
.
5.1 Id
en
tify
ch
ara
cte
rist
ics
of
eff
ecti
ve c
om
mu
nic
ati
on
.H
ow
eff
ecti
vely
did
yo
ur
gro
up
co
mm
un
icate
in
th
is a
cti
vit
y?
Wh
at
stra
teg
ies
were
use
d a
nd
ho
w c
an
th
ey b
e im
pro
ved
in
th
e f
utu
re?
5.2
Id
en
tify
an
d u
se s
trate
gie
s to
avo
id a
nd
/or
reso
lve
co
nfl
ict.
If y
ou
r te
am
faced
an
y s
itu
ati
on
s w
here
th
ere
was
dis
ag
reem
en
t, h
ow
was
this
re
solv
ed
?
Student self-evaluation and assessment record
9/34
34 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Le
arn
ing
ou
tco
me
s
Ele
me
nts
Stu
de
nt
refl
ecti
on
Teach
er
fee
db
ack
LO
5
Dem
on
stra
te
inte
rpers
on
al
skill
s to
co
mm
un
icate
id
eas
an
d
info
rmati
on
.
5.3
Part
icip
ate
in
dis
cu
ssio
ns
that
req
uir
e e
xp
ress
ion
of
an
o
pin
ion
to
oth
ers
.
Did
yo
u o
r yo
ur
team
exp
ress
a s
pecifi
c
op
inio
n t
o o
thers
du
rin
g t
his
acti
vit
y? If
so,
wh
en?
5.4
Ap
ply
acti
ve lis
ten
ing
skill
s to
facili
tate
un
ders
tan
din
g.
Wh
at
acti
ve lis
ten
ing
skill
s d
id y
ou
ap
ply
d
uri
ng
th
is p
roje
ct?
5.5
Refl
ect
on
pers
on
al
co
mm
un
icati
on
skill
s an
d id
en
tify
are
as
for
imp
rovem
en
t.
NO
TE
: C
om
ple
tio
n o
f th
is s
elf
-ass
ess
men
t m
eets
th
is e
lem
en
t.
Student self-evaluation and assessment record
10/34
35 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Ass
ess
men
t –
inte
rmed
iate
un
it 1
(p
ds0
21)
Ass
ess
men
t can
occu
r at
any t
ime d
uri
ng
th
e u
nit
wh
en
th
e t
each
er
is c
on
fid
en
t th
at
the s
tud
en
t is
lik
ely
to
be a
ble
to
dem
on
stra
te
ach
ievem
en
t o
f th
e learn
ing
ou
tco
mes.
Th
e c
on
dit
ion
s re
late
d t
o t
he a
ssess
men
t o
f th
e learn
ing
ou
tco
mes
may d
iffe
r acco
rdin
g t
o t
he p
art
icu
lar
learn
ing
envir
on
men
t, m
od
e
of
deliv
ery
an
d s
ub
ject
co
nte
nt.
Th
e learn
ing
ou
tco
mes
for
Pers
on
al D
evelo
pm
en
t S
kill
s In
term
ed
iate
Un
its
1 an
d 2
are
no
t se
qu
en
tial an
d s
tud
en
ts m
ay d
o o
ne o
r b
oth
u
nit
s w
ith
in a
learn
ing
pro
gra
m.
To r
eceiv
e a
n ‘S
’ in
th
is u
nit
, stu
den
ts m
ust
dem
on
stra
te a
ch
ievem
en
t o
f all
five learn
ing
ou
tco
mes
thro
ug
h a
ch
ievem
en
t o
f all
ele
men
ts
wit
hin
th
e learn
ing
ou
tco
mes.
All
ele
men
ts w
ith
in e
ach
learn
ing
ou
tco
me m
ust
be m
et
in t
he o
ne a
ssess
men
t ta
sk. H
ow
ever, o
ne o
r m
ore
task
s m
ay b
e u
sed
to
ass
ess
a n
um
ber
of
learn
ing
ou
tco
mes.
Wh
ere
ver
po
ssib
le, s
tud
en
ts s
ho
uld
be o
bse
rved
to
dem
on
stra
te c
om
pete
nce o
n m
ore
th
an
on
e o
ccasi
on
an
d in
dif
fere
nt
co
nte
xts
to
m
ake s
ure
th
at
the a
ssess
men
t is
as
co
nsi
sten
t, r
elia
ble
, fair
an
d e
qu
itab
le a
s p
oss
ible
.
(So
urc
e: vcaa.v
ic.e
du
.au
/Pag
es/
vcal/
pro
vid
ers
/re
sou
rce
s/te
ach
err
eso
urc
es.
asp
x)
Teach
er
co
mm
en
t:
Stu
den
t co
mm
en
t:
Student self-evaluation and assessment record
11/34
36 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Pe
rso
nal
deve
lop
me
nt
skil
ls –
in
term
ed
iate
un
it 2
(p
ds0
22
)
Le
arn
ing
ou
tco
me
s
Ele
me
nts
Stu
de
nt
refl
ecti
on
Teach
er
fee
db
ack
LO
2
Pla
n a
nd
o
rgan
ise
a c
om
ple
x
co
mm
un
ity
pro
ject
or
acti
vit
y.
2.1 Id
en
tify
a c
om
ple
x
co
mm
un
ity iss
ue t
hat
req
uir
es
acti
on
.
Wh
at
co
mp
lex c
om
mu
nit
y iss
ue w
as
the
focu
s o
f th
is a
cti
vit
y?
2.2
Id
en
tify
an
d e
valu
ate
a
ran
ge o
f st
rate
gie
s to
ad
dre
ss
the iss
ue.
Wh
at
were
so
me s
trate
gie
s th
at
I le
arn
t ab
ou
t w
hic
h m
igh
t ad
dre
ss t
his
iss
ue?
Am
I a
ble
to
refl
ect
on
th
e e
ffecti
ven
ess
of
these
str
ate
gie
s?
Student self-evaluation and assessment record
12/34
37 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Le
arn
ing
ou
tco
me
s
Ele
me
nts
Stu
de
nt
refl
ecti
on
Teach
er
fee
db
ack
LO
2
Pla
n a
nd
o
rgan
ise
a c
om
ple
x
co
mm
un
ity
pro
ject
or
acti
vit
y.
2.3
Acti
vely
part
icip
ate
in
th
e
co
mp
leti
on
of
a c
om
mu
nit
y
pro
ject
or
acti
vit
y.
Have I b
een
an
acti
ve p
art
icip
an
t in
th
is
acti
vit
y? If
so, w
hat
evid
en
ce c
an
I p
rovid
e
of
this
part
icip
ati
on?
2.4
Im
ple
men
t st
rate
gie
s to
m
inim
ise r
isks
ass
ocia
ted
wit
h
the p
roje
ct
or
acti
vit
y.
Wh
en
desi
gn
ing
th
e a
cti
vit
y, d
id o
ur
gro
up
id
en
tify
an
y p
ote
nti
al ri
sks
ass
ocia
ted
w
ith
th
e a
cti
vit
y? If
so, w
hat
did
we d
o t
o
min
imis
e t
he r
isks?
2.5
Evalu
ate
th
eir
ow
n a
nd
o
thers
’ co
ntr
ibu
tio
n t
o t
he
pro
ject
or
acti
vit
y.
NO
TE
: C
om
ple
tio
n o
f th
is s
elf
-ass
ess
men
t m
eets
th
is e
lem
en
t.
Student self-evaluation and assessment record
13/34
38 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Le
arn
ing
ou
tco
me
s
Ele
me
nts
Stu
de
nt
refl
ecti
on
Teach
er
fee
db
ack
LO
3
Use
a r
an
ge o
f co
mm
un
icati
on
st
rate
gie
s to
ra
ise a
ware
ness
o
f a c
om
ple
x
socia
l is
sue o
r co
mm
un
ity
acti
vit
y.
3.1 P
lan
an
acti
vit
y t
o p
rom
ote
aw
are
ness
of
a c
om
ple
x s
ocia
l o
r co
mm
un
ity iss
ue.
Iden
tify
yo
ur
role
in
pla
nn
ing
th
e a
cti
vit
y f
or
stu
den
ts a
nd
ho
w t
his
help
ed
to
pro
mo
te
aw
are
ness
of
the iss
ues.
3.2
Use
a v
ari
ety
of
co
mm
un
icati
on
str
ate
gie
s to
d
eliv
er
an
aw
are
ness
acti
vit
y
ab
ou
t a c
om
ple
x s
ocia
l o
r co
mm
un
ity iss
ue.
Wh
at
co
mm
un
icati
on
str
ate
gie
s d
id
yo
ur
gro
up
use
to
su
pp
ort
aw
are
ness
of
the iss
ues?
Evalu
ate
wh
eth
er
a r
an
ge o
f st
rate
gie
s w
as
uti
lised
or
no
t.
Student self-evaluation and assessment record
14/34
39 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Le
arn
ing
ou
tco
me
s
Ele
me
nts
Stu
de
nt
refl
ecti
on
Teach
er
fee
db
ack
LO
3
Use
a r
an
ge o
f co
mm
un
icati
on
st
rate
gie
s to
ra
ise a
ware
ness
o
f a c
om
ple
x
socia
l is
sue o
r co
mm
un
ity
acti
vit
y.
3.3
Co
llect
feed
back o
n
the e
ffecti
ven
ess
of
the
aw
are
ness
acti
vit
y.
Did
yo
u c
olle
ct
feed
back a
bo
ut
yo
ur
acti
vit
y? If
so, w
hat
did
th
e f
eed
back t
ell
yo
u a
bo
ut
the e
ffecti
ven
ess
of
the a
cti
vit
y?
3.4
Evalu
ate
an
d r
ep
ort
on
th
e e
ffecti
ven
ess
of
the
aw
are
ness
acti
vit
y.
NO
TE
: W
hils
t co
mp
leti
on
of
this
self
-evalu
ati
on
mig
ht
be s
uffi
cie
nt
to m
eet
this
ele
men
t, s
tud
en
ts m
igh
t co
mp
lete
a m
ore
d
eta
iled
wri
tten
rep
ort
on
th
e a
cti
vit
y t
o
co
mp
reh
en
sively
evalu
ate
th
e e
ffecti
ven
ess
o
f th
e a
ware
ness
acti
vit
y.
Ho
w e
ffecti
ve w
as
the a
ware
ness
acti
vit
y in
yo
ur
op
inio
n?
Student self-evaluation and assessment record
15/34
40 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Le
arn
ing
ou
tco
me
s
Ele
me
nts
Stu
de
nt
refl
ecti
on
Teach
er
fee
db
ack
LO
5
Acti
vely
co
ntr
ibu
te t
o
gro
up
co
hesi
on
to
man
ag
e a
co
mp
lex s
ocia
l is
sue o
r co
mm
un
ity
acti
vit
y.
5.1 D
evelo
p a
str
ate
gy t
o
pro
mo
te g
rou
p c
oh
esi
on
.D
id y
ou
im
ple
men
t sp
ecifi
c s
trate
gie
s to
ass
ist
yo
ur
gro
up
to
wo
rk w
ell
tog
eth
er?
5.2
Co
ntr
ibu
te a
nd
part
icip
ate
in
an
acti
vit
y invo
lvin
g a
g
rou
p/t
eam
.
Wh
at
co
ntr
ibu
tio
n d
id y
ou
make t
o
the g
rou
p a
cti
vit
y? D
esc
rib
e h
ow
yo
u
part
icip
ate
d a
s a m
em
ber
of
the t
eam
.
Student self-evaluation and assessment record
16/34
41 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Le
arn
ing
ou
tco
me
s
Ele
me
nts
Stu
de
nt
refl
ecti
on
Teach
er
fee
db
ack
LO
5
Acti
vely
co
ntr
ibu
te t
o
gro
up
co
hesi
on
to
man
ag
e a
co
mp
lex s
ocia
l is
sue o
r co
mm
un
ity
acti
vit
y.
5.3
Desc
rib
e p
ers
on
al fa
cto
rs
that
co
ntr
ibu
te t
o g
rou
p/t
eam
w
ork
.
Can
yo
u d
esc
rib
e a
ran
ge o
f w
ays
that
peo
ple
can
be e
ffecti
ve t
eam
mem
bers
?
5.4
Refl
ect
on
facto
rs t
hat
infl
uen
ce g
rou
p/t
eam
b
eh
avio
ur.
In t
his
pro
ject,
were
th
ere
an
y f
acto
rs
wh
ich
yo
u c
an
id
en
tify
as
eit
her
po
siti
ve o
r n
eg
ati
ve in
flu
en
ces
on
ho
w e
ffecti
vely
yo
ur
gro
up
beh
aved
as
a t
eam
?
5.5
Dis
cu
ss t
he e
ffecti
ven
ess
o
f g
rou
p/t
eam
pro
cess
es
for
ach
ievin
g g
oals
.
Ho
w d
id y
ou
r te
am
neg
oti
ate
ro
les,
task
s an
d t
he o
vera
ll ach
ievem
en
t o
f th
e g
oal?
H
ow
eff
ecti
ve w
ere
yo
ur
team
’s p
rocess
es?
Student self-evaluation and assessment record
17/34
42 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Ass
ess
men
t –
inte
rmed
iate
un
it 2
(p
ds0
22)
Ass
ess
men
t can
occu
r at
any t
ime d
uri
ng
th
e u
nit
wh
en
th
e t
each
er
is c
on
fid
en
t th
at
the s
tud
en
t is
lik
ely
to
be a
ble
to
dem
on
stra
te
ach
ievem
en
t o
f th
e learn
ing
ou
tco
mes.
Th
e c
on
dit
ion
s re
late
d t
o t
he a
ssess
men
t o
f th
e learn
ing
ou
tco
mes
may d
iffe
r acco
rdin
g t
o t
he p
art
icu
lar
learn
ing
envir
on
men
t, m
od
e
of
deliv
ery
an
d s
ub
ject
co
nte
nt.
Th
e learn
ing
ou
tco
mes
for
Pers
on
al D
evelo
pm
en
t S
kill
s In
term
ed
iate
Un
its
1 an
d 2
are
no
t se
qu
en
tial an
d s
tud
en
ts m
ay d
o o
ne o
r b
oth
u
nit
s w
ith
in a
learn
ing
pro
gra
m.
To r
eceiv
e a
n ‘S
’ in
th
is u
nit
, stu
den
ts m
ust
dem
on
stra
te a
ch
ievem
en
t o
f all
five learn
ing
ou
tco
mes
thro
ug
h a
ch
ievem
en
t o
f all
ele
men
ts
wit
hin
th
e learn
ing
ou
tco
mes.
All
ele
men
ts w
ith
in e
ach
learn
ing
ou
tco
me m
ust
be m
et
in t
he o
ne a
ssess
men
t ta
sk. H
ow
ever, o
ne o
r m
ore
task
s m
ay b
e u
sed
to
ass
ess
a n
um
ber
of
learn
ing
ou
tco
mes.
Wh
ere
ver
po
ssib
le, s
tud
en
ts s
ho
uld
be o
bse
rved
to
dem
on
stra
te c
om
pete
nce o
n m
ore
th
an
on
e o
ccasi
on
an
d in
dif
fere
nt
co
nte
xts
to
m
ake s
ure
th
at
the a
ssess
men
t is
as
co
nsi
sten
t, r
elia
ble
, fair
an
d e
qu
itab
le a
s p
oss
ible
.
This
uni
t of l
earn
ing
does
not
cov
er P
DS0
22 L
O 1
and
LO
4.
(So
urc
e: vcaa.v
ic.e
du
.au
/Pag
es/
vcal/
pro
vid
ers
/re
sou
rce
s/te
ach
err
eso
urc
es.
asp
x)
Teach
er
co
mm
en
t:
Stu
den
t co
mm
en
t:
Student self-evaluation and assessment record
18/34
43 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Pe
rso
nal
deve
lop
me
nt
skil
ls –
se
nio
r u
nit
1 (
pd
s03
1)
Le
arn
ing
ou
tco
me
s
Ele
me
nts
Stu
de
nt
refl
ecti
on
Teach
er
fee
db
ack
LO
1
Pla
n a
nd
o
rgan
ise t
o
co
mp
leti
on
a c
om
ple
x
pro
ject
in a
n
au
ton
om
ou
s m
an
ner.
1.1
Co
mp
lete
a p
roje
ct
in
rela
tio
n t
o o
ne o
r m
ore
of
the
follo
win
g: se
lf, so
cia
l, h
ealt
h
an
d w
ell-
bein
g, ed
ucati
on
an
d/o
r fa
mily
. T
he p
roje
ct
will
in
vo
lve c
om
ple
x r
eq
uir
em
en
ts
takin
g in
to a
cco
un
t d
esi
red
o
utc
om
es
an
d n
eed
s o
f in
div
idu
als
an
d g
rou
ps.
Exp
lain
ho
w y
ou
r p
roje
ct
meets
th
e
req
uir
em
en
ts o
f th
is e
lem
en
t.
1.2 R
ese
arc
h s
olu
tio
ns
rela
tin
g t
o p
ote
nti
al p
rob
lem
s co
nn
ecte
d w
ith
th
e c
om
ple
x
pro
ject,
usi
ng
ap
pro
pri
ate
m
eth
od
s.
Wh
at
po
ten
tial p
rob
lem
s w
ere
id
en
tifi
ed
re
lati
ng
to
th
is p
roje
ct?
Desc
rib
e a
ny
meth
od
s yo
u u
sed
to
fin
d a
so
luti
on
.
Student self-evaluation and assessment record
19/34
44 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Le
arn
ing
ou
tco
me
s
Ele
me
nts
Stu
de
nt
refl
ecti
on
Teach
er
fee
db
ack
LO
1
Pla
n a
nd
o
rgan
ise t
o
co
mp
leti
on
a c
om
ple
x
pro
ject
in a
n
au
ton
om
ou
s m
an
ner.
1.3
Sele
ct
reso
urc
es
to m
eet
req
uir
em
en
ts f
or
co
mp
leti
on
o
f th
e p
roje
ct.
Lis
t th
e r
eso
urc
es
yo
u u
tilis
ed
in
th
is
pro
ject.
1.4
Co
mm
un
icate
eff
ecti
vely
to
au
die
nces
un
fam
iliar
wit
h
co
ncep
ts invo
lved
in
th
e
pro
ject.
Desc
rib
e y
ou
r ap
pro
ach
to
co
mm
un
icati
ng
eff
ecti
vely
wit
h y
ou
r au
die
nce.
1.5
Cri
tically
evalu
ate
p
erf
orm
an
ce t
hro
ug
h s
elf
- re
flecti
on
an
d f
eed
back f
rom
a r
an
ge o
f st
akeh
old
ers
.
NO
TE
: C
om
ple
tio
n o
f th
is s
elf
-evalu
ati
on
m
eets
asp
ects
of
this
ele
men
t.
Wh
at
feed
back a
bo
ut
yo
ur
perf
orm
an
ce in
th
is a
cti
vit
y h
ave y
ou
so
ug
ht?
Student self-evaluation and assessment record
20/34
45 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Le
arn
ing
ou
tco
me
s
Ele
me
nts
Stu
de
nt
refl
ecti
on
Teach
er
fee
db
ack
LO
3
Ap
ply
str
ate
gie
s to
im
pro
ve
co
mm
un
icati
on
.
3.1 Invest
igate
dif
fere
nt
meth
od
s o
f co
mm
un
icati
on
re
levan
t to
a c
om
ple
x p
roje
ct.
Wh
at
dif
fere
nt
meth
od
s o
f co
mm
un
icati
on
d
id y
ou
use
in
th
is p
roje
ct?
Did
yo
u
invest
igate
th
ese
co
mm
un
icati
on
meth
od
s as
part
of
the p
roje
ct?
If
so, h
ow
?
3.2
Dem
on
stra
te n
eg
oti
ati
on
an
d n
etw
ork
ing
skill
s w
ith
in a
co
mp
lex p
roje
ct.
Pro
vid
e a
ny e
xam
ple
s o
f h
ow
yo
u u
tilis
ed
n
eg
oti
ati
on
an
d/o
r n
etw
ork
ing
skill
s in
th
is
acti
vit
y.
Student self-evaluation and assessment record
21/34
46 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Le
arn
ing
ou
tco
me
s
Ele
me
nts
Stu
de
nt
refl
ecti
on
Teach
er
fee
db
ack
LO
3
Ap
ply
str
ate
gie
s to
im
pro
ve
co
mm
un
icati
on
.
3.3
Dem
on
stra
te a
pp
rop
riate
u
se o
f fo
rmal an
d in
form
al
co
mm
un
icati
on
.
Did
yo
u u
se f
orm
al an
d/o
r in
form
al
co
mm
un
icati
on
meth
od
s in
th
is p
roje
ct?
If
so, w
hat
were
th
ey a
nd
ho
w s
uccess
fully
do
yo
u t
hin
k y
ou
were
in
usi
ng
th
ese
meth
od
s?
3.4
Cri
tically
evalu
ate
th
e r
ole
o
f IC
T, in
clu
din
g s
ocia
l m
ed
ia,
as
co
mm
un
icati
on
to
ols
.
Ho
w im
po
rtan
t is
IC
T a
nd
so
cia
l m
ed
ia in
p
rovid
ing
a f
oru
m f
or
co
mm
un
icati
on
ab
ou
t th
e iss
ues
yo
u invest
igate
d in
yo
ur
pro
ject?
3.5
Develo
p a
co
mm
un
icati
on
st
rate
gy f
or
a c
om
ple
x
pro
ject.
Desc
rib
e y
ou
r acti
vit
y a
nd
ho
w it
co
mm
un
icate
d t
he c
om
ple
x iss
ues
to y
ou
r au
die
nce.
Student self-evaluation and assessment record
22/34
47 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Le
arn
ing
ou
tco
me
s
Ele
me
nts
Stu
de
nt
refl
ecti
on
Teach
er
fee
db
ack
LO
4
Dem
on
stra
te
lead
ers
hip
skill
s fo
r g
rou
p a
nd
te
am
wo
rk.
4.1 P
lan
, sc
op
e a
nd
co
mp
lete
a p
roje
ct
invo
lvin
g t
wo
or
mo
re p
eo
ple
.
Did
yo
u c
om
ple
te t
he p
lan
nin
g t
em
pla
te f
or
this
pro
ject?
Did
yo
u c
om
ple
te t
he p
roje
ct?
4.2
Dem
on
stra
te a
lead
ers
hip
ro
le in
a p
roje
ct
invo
lvin
g t
wo
o
r m
ore
peo
ple
.
Desc
rib
e y
ou
r ro
le in
th
e a
cti
vit
y. W
ou
ld
yo
u c
ate
go
rise
yo
urs
as
a lead
ers
hip
ro
le
an
d if
so, h
ow
?
4.3
Cri
tically
evalu
ate
ow
n
perf
orm
an
ce a
nd
ou
tco
mes
ob
tain
ed
in
rela
tio
n t
o t
he
lead
ers
hip
ro
le w
ith
in a
co
mp
lex p
roje
ct.
Ho
w s
uccess
ful w
ere
yo
u in
su
pp
ort
ing
yo
ur
gro
up
to
ach
ieve t
he o
utc
om
es?
Student self-evaluation and assessment record
23/34
48 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Le
arn
ing
ou
tco
me
s
Ele
me
nts
Stu
de
nt
refl
ecti
on
Teach
er
fee
db
ack
LO
5
Use
decis
ion
-m
akin
g s
kill
s in
a g
rou
p o
r te
am
co
nte
xt.
5.1 L
ead
a s
tru
ctu
red
meeti
ng
th
at
has
been
co
nven
ed
to
re
solv
e a
n iss
ue r
ela
ted
to
a
co
mm
un
ity p
roje
ct.
Did
yo
u p
lan
fo
r an
d lead
a m
eeti
ng
as
a
part
of
this
acti
vit
y? If
so, p
rovid
e d
eta
ils o
f th
e m
eeti
ng
.
5.2
Use
decis
ion
-makin
g
tech
niq
ues
suit
ab
le f
or
a t
eam
o
r g
rou
p.
Ho
w d
id y
ou
r te
am
reach
th
eir
decis
ion
s th
rou
gh
ou
t th
is p
roje
ct?
5.3
Part
icip
ate
in
dis
cu
ssio
ns
that
req
uir
e e
xp
ress
ion
of
an
o
pin
ion
to
oth
ers
.
Did
yo
u o
r yo
ur
team
exp
ress
a s
pecifi
c
op
inio
n t
o o
thers
du
rin
g t
his
acti
vit
y? If
so,
wh
en?
5.4
Ap
ply
acti
ve lis
ten
ing
skill
s to
facili
tate
un
ders
tan
din
g.
Wh
at
acti
ve lis
ten
ing
skill
s d
id y
ou
ap
ply
d
uri
ng
th
is p
roje
ct?
Student self-evaluation and assessment record
24/34
49 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Ass
ess
men
t –
sen
ior
un
it 1
(p
ds0
31)
Ass
ess
men
t can
occu
r at
any t
ime d
uri
ng
th
e u
nit
wh
en
th
e t
each
er
is c
on
fid
en
t th
at
the s
tud
en
t is
lik
ely
to
be a
ble
to
dem
on
stra
te
ach
ievem
en
t o
f th
e learn
ing
ou
tco
mes.
Th
e c
on
dit
ion
s re
late
d t
o t
he a
ssess
men
t o
f th
e learn
ing
ou
tco
mes
may d
iffe
r acco
rdin
g t
o t
he p
art
icu
lar
learn
ing
envir
on
men
t,
mo
de o
f d
eliv
ery
an
d s
ub
ject
co
nte
nt.
Th
e learn
ing
ou
tco
mes
for
Pers
on
al D
evelo
pm
en
t S
kill
s S
en
ior
Un
its
1 an
d 2
are
no
t se
qu
en
tial an
d s
tud
en
ts m
ay d
o o
ne o
r b
oth
u
nit
s w
ith
in a
learn
ing
pro
gra
m.
To r
eceiv
e a
n ‘S
’ in
th
is u
nit
, stu
den
ts m
ust
dem
on
stra
te a
ch
ievem
en
t o
f all
five learn
ing
ou
tco
mes
thro
ug
h a
ch
ievem
en
t o
f all
ele
men
ts w
ith
in t
he learn
ing
ou
tco
mes.
All
ele
men
ts w
ith
in e
ach
learn
ing
ou
tco
me m
ust
be m
et
in t
he o
ne a
ssess
men
t ta
sk.
Ho
wever, o
ne o
r m
ore
task
s m
ay b
e u
sed
to
ass
ess
a n
um
ber
of
learn
ing
ou
tco
mes.
Wh
ere
ver
po
ssib
le, s
tud
en
ts s
ho
uld
be o
bse
rved
to
dem
on
stra
te c
om
pete
nce o
n m
ore
th
an
on
e o
ccasi
on
an
d in
dif
fere
nt
co
nte
xts
to
make s
ure
th
at
the a
ssess
men
t is
as
co
nsi
sten
t, r
elia
ble
, fair
an
d e
qu
itab
le a
s p
oss
ible
.
This
uni
t of l
earn
ing
does
not
cov
er P
DS0
31 L
O 2
.
(So
urc
e: vcaa.v
ic.e
du
.au
/Do
cu
me
nts
/vcal/
cu
rrp
lan
gu
ide
pe
rsd
ev.
pd
f)
Teach
er
co
mm
en
t:
Stu
den
t co
mm
en
t:
Student self-evaluation and assessment record
25/34
50 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Pe
rso
nal
deve
lop
me
nt
skil
ls –
se
nio
r u
nit
2 (
pd
s03
2)
Le
arn
ing
ou
tco
me
s
Ele
me
nts
Stu
de
nt
refl
ecti
on
Teach
er
fee
db
ack
LO
1
Rese
arc
h a
co
mm
un
ity
pro
ble
m o
r is
sue t
hat
aff
ects
cit
izen
s/m
em
bers
in
a
co
mm
un
ity.
1.1
Iden
tify
a r
an
ge o
f re
searc
h
meth
od
s ap
pro
pri
ate
fo
r co
llecti
ng
sp
ecifi
ed
in
form
ati
on
reg
ard
ing
a
co
mm
un
ity p
rob
lem
or
issu
e.
Wh
at
rese
arc
h m
eth
od
s w
ere
use
d b
y y
ou
an
d y
ou
r te
am
to
invest
igati
ng
gam
blin
g in
th
is p
roje
ct?
1.2 C
riti
cally
an
aly
se a
co
mm
un
ity p
rob
lem
or
issu
e.
NO
TE
: T
his
ele
men
t is
met
by s
tud
en
ts a
s th
ey c
om
ple
te e
ach
ste
p in
th
e p
roje
ct.
Te
ach
ers
may r
eq
uir
e w
ritt
en
evid
en
ce
of
the u
nd
ers
tan
din
g a
nd
an
aly
sis
of
the
issu
e f
or
stu
den
ts w
here
th
is m
igh
t n
ot
be
evid
en
t d
uri
ng
cla
ss t
ime.
Student self-evaluation and assessment record
26/34
51 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Le
arn
ing
ou
tco
me
s
Ele
me
nts
Stu
de
nt
refl
ecti
on
Teach
er
fee
db
ack
LO
1
Rese
arc
h a
co
mm
un
ity
pro
ble
m o
r is
sue t
hat
aff
ects
cit
izen
s/m
em
bers
in
a
co
mm
un
ity.
1.3
Rese
arc
h p
ote
nti
al su
pp
ort
o
r co
mm
un
ity g
rou
ps
that
rela
te t
o t
he c
om
mu
nit
y
pro
ble
m o
r is
sue.
Evid
en
ce o
f th
is e
lem
en
t is
wit
hin
th
e
invest
igati
on
wo
rksh
eet
(Ap
pen
dix
3).
1.4
Rep
ort
on
th
eir
fin
din
gs
usi
ng
ap
pro
pri
ate
in
form
ati
on
sy
stem
s, in
clu
din
g in
form
ati
on
an
d c
om
mu
nic
ati
on
s te
ch
no
log
y.
Evid
en
ce o
f th
is e
lem
en
t is
po
ssib
le w
hen
th
e s
tud
en
t co
nd
ucts
th
eir
10
-min
ute
acti
vit
y, e
nsu
rin
g s
om
e IC
T o
r o
ther
info
rmati
on
‘syst
em
’ is
uti
lised
.
Student self-evaluation and assessment record
27/34
52 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Le
arn
ing
ou
tco
me
s
Ele
me
nts
Stu
de
nt
refl
ecti
on
Teach
er
fee
db
ack
LO
3
Pla
n, o
rgan
ise
an
d c
om
ple
te
a c
om
ple
x
co
mm
un
ity
pro
ject,
u
tilis
ing
pro
ject
man
ag
em
en
t sk
ills,
in
an
au
ton
om
ou
s m
an
ner.
3.1 D
evelo
p a
pro
ject
pla
n,
inclu
din
g a
ims,
tim
elin
es
an
d
measu
rab
le m
ilest
on
es,
fo
r a
co
mp
lex c
om
mu
nit
y p
roje
ct.
Co
mp
leti
on
of
the p
lan
nin
g t
em
pla
te m
eets
th
e r
eq
uir
em
en
t o
f th
is e
lem
en
t.
3.2
Id
en
tify
in
tern
al an
d
exte
rnal fa
cto
rs t
hat
may
imp
act
on
desi
red
ou
tco
me/s
, an
d p
lan
fo
r p
oss
ible
co
nti
ng
en
cie
s.
Co
mp
leti
on
of
the p
lan
nin
g t
em
pla
te m
eets
th
e r
eq
uir
em
en
t o
f th
is e
lem
en
t.
3.3
Org
an
ise, ru
n a
nd
min
ute
m
eeti
ng
s re
lati
ng
to
th
e
pro
ject.
Co
mp
leti
on
of
each
ste
p o
f th
e t
ask
meets
th
e r
eq
uir
em
en
t o
f th
is e
lem
en
t.
Student self-evaluation and assessment record
28/34
53 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Le
arn
ing
ou
tco
me
s
Ele
me
nts
Stu
de
nt
refl
ecti
on
Teach
er
fee
db
ack
LO
3
Pla
n, o
rgan
ise
an
d c
om
ple
te
a c
om
ple
x
co
mm
un
ity
pro
ject,
u
tilis
ing
pro
ject
man
ag
em
en
t sk
ills,
in
an
au
ton
om
ou
s m
an
ner.
3.4
Acti
vely
part
icip
ate
in
co
mp
leti
on
of
the p
roje
ct.
Have I b
een
an
acti
ve p
art
icip
an
t in
th
is
acti
vit
y? If
so, w
hat
evid
en
ce c
an
I p
rovid
e
of
this
part
icip
ati
on?
3.5
Ach
ieve m
ilest
on
es
acco
rdin
g t
o a
gre
ed
tim
elin
es.
Were
all
mile
sto
nes
in t
he p
roje
ct
tim
elin
e
met?
Wh
at
imp
acte
d o
n t
he a
ch
ievem
en
t o
f m
ilest
on
es?
Student self-evaluation and assessment record
29/34
54 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Le
arn
ing
ou
tco
me
s
Ele
me
nts
Stu
de
nt
refl
ecti
on
Teach
er
fee
db
ack
LO
4
Dem
on
stra
te
eff
ecti
ve
team
wo
rk s
kill
s in
rela
tio
n t
o
a c
om
ple
x
co
mm
un
ity
pro
ject.
4.1 U
se a
pp
rop
riate
n
eg
oti
ati
on
an
d d
ecis
ion
m
akin
g s
kill
s to
reach
desi
red
o
utc
om
es.
Ho
w d
id y
ou
uti
lise n
eg
oti
ati
on
an
d
decis
ion
makin
g s
kill
s to
su
pp
ort
yo
ur
team
to
eff
ecti
vely
make d
ecis
ion
s?
4.2
Desc
rib
e a
nd
im
ple
men
t co
nfl
ict
man
ag
em
en
t sk
ills.
In t
his
pro
ject,
was
man
ag
em
en
t o
f co
nfl
ict
req
uir
ed
? If
so, h
ow
did
yo
ur
team
n
eg
oti
ate
a s
olu
tio
n?
Student self-evaluation and assessment record
30/34
55 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Le
arn
ing
ou
tco
me
s
Ele
me
nts
Stu
de
nt
refl
ecti
on
Teach
er
fee
db
ack
LO
4
Dem
on
stra
te
eff
ecti
ve
team
wo
rk s
kill
s in
rela
tio
n t
o
a c
om
ple
x
co
mm
un
ity
pro
ject.
4.3
Un
ders
tan
d a
nd
d
em
on
stra
te e
mp
ath
y
tow
ard
s o
ther
team
mem
bers
.
Can
yo
u d
esc
rib
e a
ny o
ccasi
on
s d
uri
ng
th
is
pro
ject
wh
ere
yo
u w
ere
req
uir
ed
to
su
pp
ort
a t
eam
mem
ber
wh
o w
as
fin
din
g t
heir
ro
le
dif
ficu
lt? W
hat
was
yo
ur
ap
pro
ach?
4.4
Cri
tically
refl
ect
on
th
eir
in
vo
lvem
en
t in
th
e t
eam
.N
OT
E: C
om
ple
tio
n o
f th
is s
elf
-evalu
ati
on
m
eets
th
e r
eq
uir
em
en
t o
f th
is e
lem
en
t.
Student self-evaluation and assessment record
31/34
56 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Le
arn
ing
ou
tco
me
s
Ele
me
nts
Stu
de
nt
refl
ecti
on
Teach
er
fee
db
ack
LO
5
Pre
sen
t an
d
co
mm
un
icate
id
eas
an
d
info
rmati
on
re
lati
ng
to
th
e c
om
ple
x
co
mm
un
ity
pro
ject.
5.1 S
ele
ct
an
d p
rep
are
in
form
ati
on
to
su
it p
roje
ct
pu
rpo
se a
nd
an
au
die
nce
inclu
din
g c
om
mu
nit
y p
art
ners
.
Deta
il h
ow
yo
ur
team
pro
vid
ed
sp
ecifi
c
info
rmati
on
to
a t
arg
et
au
die
nce in
th
is
pro
ject.
5.2
Use
co
mm
un
icati
on
m
ed
ium
s ap
pro
pri
ate
to
th
e
natu
re a
nd
co
nte
xt
of
the
po
ten
tial u
ser.
Wh
at
med
ium
s d
id y
ou
use
fo
r co
mm
un
icati
on
in
th
is p
roje
ct?
5.3
Use
th
e p
rocess
es
of
pla
nn
ing
an
d e
dit
ing
to
p
rod
uce c
om
mu
nic
ati
on
p
rod
ucts
.
Desc
rib
e h
ow
yo
ur
team
pla
nn
ed
an
d
ed
ited
th
e in
form
ati
on
yo
u u
sed
in
yo
ur
pre
sen
tati
on
.
Student self-evaluation and assessment record
32/34
57 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Le
arn
ing
ou
tco
me
s
Ele
me
nts
Stu
de
nt
refl
ecti
on
Teach
er
fee
db
ack
LO
5
Pre
sen
t an
d
co
mm
un
icate
id
eas
an
d
info
rmati
on
re
lati
ng
to
th
e c
om
ple
x
co
mm
un
ity
pro
ject.
5.4
Use
lan
gu
ag
e a
nd
to
ne
ap
pro
pri
ate
to
au
die
nce a
nd
p
urp
ose
.
Wh
at
decis
ion
s d
id y
ou
make a
bo
ut
ho
w
the in
form
ati
on
was
pre
sen
ted
in
th
is
acti
vit
y w
hic
h illu
stra
te t
hat
yo
ur
team
co
nsi
dere
d lan
gu
ag
e a
nd
to
ne?
5.5
Deliv
er
a s
ust
ain
ed
p
rese
nta
tio
n (
10–1
5 m
inu
tes)
o
n t
he p
roje
ct.
Deta
il yo
ur
invo
lvem
en
t in
th
e a
cti
vit
y
pre
sen
tati
on
.
Student self-evaluation and assessment record
33/34
58 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Ass
ess
men
t –
sen
ior
un
it 2
(p
ds0
32)
Ass
ess
men
t can
occu
r at
any t
ime d
uri
ng
th
e u
nit
wh
en
th
e t
each
er
is c
on
fid
en
t th
at
the s
tud
en
t is
lik
ely
to
be a
ble
to
dem
on
stra
te
ach
ievem
en
t o
f th
e learn
ing
ou
tco
mes.
Th
e c
on
dit
ion
s re
late
d t
o t
he a
ssess
men
t o
f th
e learn
ing
ou
tco
mes
may d
iffe
r acco
rdin
g t
o t
he p
art
icu
lar
learn
ing
envir
on
men
t, m
od
e
of
deliv
ery
an
d s
ub
ject
co
nte
nt.
Th
e learn
ing
ou
tco
mes
for
Pers
on
al D
evelo
pm
en
t S
kill
s S
en
ior
Un
its
1 an
d 2
are
no
t se
qu
en
tial an
d s
tud
en
ts m
ay d
o o
ne o
r b
oth
un
its
wit
hin
a learn
ing
pro
gra
m.
To r
eceiv
e a
n ‘S
’ in
th
is u
nit
, stu
den
ts m
ust
dem
on
stra
te a
ch
ievem
en
t o
f all
five learn
ing
ou
tco
mes
thro
ug
h a
ch
ievem
en
t o
f all
ele
men
ts
wit
hin
th
e learn
ing
ou
tco
mes.
All
ele
men
ts w
ith
in e
ach
learn
ing
ou
tco
me m
ust
be m
et
in t
he o
ne a
ssess
men
t ta
sk. H
ow
ever, o
ne o
r m
ore
task
s m
ay b
e u
sed
to
ass
ess
a n
um
ber
of
learn
ing
ou
tco
mes.
Wh
ere
ver
po
ssib
le, s
tud
en
ts s
ho
uld
be o
bse
rved
to
dem
on
stra
te c
om
pete
nce o
n m
ore
th
an
on
e o
ccasi
on
an
d in
dif
fere
nt
co
nte
xts
to
m
ake s
ure
th
at
the a
ssess
men
t is
as
co
nsi
sten
t, r
elia
ble
, fair
an
d e
qu
itab
le a
s p
oss
ible
.
This
uni
t of l
earn
ing
does
not
cov
er P
DS0
32 L
O2.
(So
urc
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Student self-evaluation and assessment record
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SCHOOL EDUCATION
PROGRAM
59 SCHOOL EDUCATION PROGRAM – Personal Development Skills unit: Knowing when it’s a concern
Notes
lovethegame.vic.gov.au/schools