Scope of Study

VCE Vocational Major Personal Development Skills (PDS) takes an active approach to personal development, self-realisation and citizenship by exploring interrelationships between individuals and communities. PDS focuses on health, wellbeing, community engagement and social sciences, and provides a framework through which students seek to understand and optimise their potential as individuals and as members of their community.

This study provides opportunities for students to explore influences on identity, set and achieve personal goals, interact positively with diverse communities, and identify and respond to challenges. Students will develop skills in self-knowledge and care, accessing reliable information, teamwork, and identifying their goals and future pathways.

PDS explores concepts of effective leadership, self-management, project planning and teamwork to support students to engage in their work, community and personal environments.

Through self-reflection, independent research, critical and creative thinking and collaborative action, students will extend their capacity to understand and connect with the world they live in, and build their potential to be resilient, capable citizens.

Applied Learning

VM Personal Development Skills is based on an applied learning approach to teaching, ensuring students feel empowered to make informed choices about the next stages of their lives through experiential learning and authentic learning experiences.

Applied learning incorporates the teaching of skills and knowledge in the context of ‘real life’ experiences. Students will apply what they have learnt by doing, experiencing and relating acquired skills to the real world. Applied learning teaching and practice ensures that what is learnt in the classroom is connected to scenarios and experiences outside the classroom and makes that connection as immediate and transparent as possible.

The applied learning approach of this study is intended to meet the needs of students with a wide range of abilities and aspirations.

Aims

This study enables students to:

• develop a sense of identity and self-worth

• understand and apply concepts that support individual health and wellbeing

• access, critique, synthesise and communicate reliable information

• explain the role of community and the importance of social connectedness

• practise the rights and responsibilities of belonging to a community

• recognise and describe the attributes of effective leaders and teams

• set and work towards the achievement of goals

• work independently and as part of a team to understand and respond to community need

• evaluate and respond to issues that have an impact on society

• develop capacities to participate in society as active, engaged and informed citizens.

This unit focuses on the development of personal identity and individual pathways to optimal health and wellbeing. It begins with concepts of personal identity and the range of factors that contribute to an individual’s perception of self and individual health and wellbeing. Students will use these findings to enhance an understanding of community cohesion, community engagement and how sense of identity may affect outcomes in different contexts. Students will investigate the elements of emotional intelligence and begin to develop an awareness of interrelationships between communities and the health and wellbeing of individuals.

Students will investigate local health-promoting organisations and resources and play an active, participatory role in designing and implementing activities or mechanisms to improve health and wellbeing. This unit highlights the importance of critical and creative thinking and clear communication as individuals explore personal identity and the role of community. Students will examine relationships between technologies and health and wellbeing, and develop tools for analysing the reliability, validity and accuracy of information and the efficacy of health messages.

Area of Study 1: Personal identity and emotional intelligence

In this area of study, students will be introduced to the concepts of personal identity and emotional intelligences in differing contexts. Students will explore the elements of emotional intelligence (self-awareness, self-regulation, motivation, empathy and social skills), and develop and apply strategies relating to personal identity and emotional intelligence.

Outcome 1

On completion of this unit the student should be able to explain and discuss key concepts relating to personal identity and emotional intelligence, and apply learnt strategies when working independently or collaboratively on a relevant activity.

Assessment Tasks

One key task for the assessment of Outcome 1 will be selected from the following:

• a recorded reflection on personal attributes

• a reflective journal

• a case study

Additional assessment with also include a range of the following activities (or equivalent tasks) where students will apply and demonstrate learning:

• a performance

• a record and reflection of presentations by guest speaker/s

• a record of discussion or debate

• a video, podcast or oral presentation

• a response to structured questions

• a record of interviews with members of the community and class

• a digital presentation

• a visual presentation, such as a graphic organiser, concept/mind map or annotated poster

Area of Study 2: Community health and wellbeing

In this area of study, students will explore concepts of health and wellbeing for individuals and groups, the factors that affect wellbeing and the characteristics of inclusive and cohesive communities. They will investigate activities and support services that aim to improve individual and group wellbeing within the community. Students will explore the requirements for undertaking activities or voluntary work within the community. They will understand and apply the key elements involved in designing, implementing and evaluating a purposeful activity that aims to achieve a clear objective.

Outcome 2

On completion of this unit the student should be able to plan and implement an individual or group activity to improve health and wellbeing, and evaluate the effectiveness of the activity by using learnt tools and techniques for monitoring progress.

Assessment Tasks

One key task for the assessment of Outcome 2 will be selected from the following:

• a project plan

• a research task

• annotated photographs

Additional assessment with also include a range of the following activities (or equivalent tasks) where students will apply and demonstrate learning:

• a record and reflection on visit/s to a community-based program or organisation

• a record and reflection of presentations by guest speaker/s

• a record of discussion or consultation

• a video or oral presentation

• a record of interviews with members of the community

• a visual presentation, such as a graphic organiser, concept/mind map or annotated poster

Area of Study 3: Promoting a health life

In this area of study, students will investigate key advancements in technology and the impact of technology on individuals and society. They will explore how technology is used to facilitate health promotion programs and understand the importance of using strategies to assess the reliability, validity and accuracy of health and wellbeing-related information.

Outcome 3

On completion of this unit the student should be able to analyse the impact of technology on health and wellbeing at an individual and community level, and apply knowledge and skills to plan, implement and evaluate an individual or group health promotion activity.

Assessment Tasks

One key task for the assessment of Outcome 2 will be selected from the following:

• a critical evaluation of an activity or program

• a digital or oral presentation reflecting on activity or program

Additional assessment with also include a range of the following activities (or equivalent tasks) where students will apply and demonstrate learning:

• annotated photographs

• a record of survey responses

• a record and reflection on visit/s to a community-based program or organisation

• a video, podcast or oral presentation

This unit focuses on the benefits of community participation and how people can work together effectively to achieve a shared goal. It begins with definitions of community and different types of communities at a local, national and global level. Students will look at the relationships between active citizenship, empathy and connection to culture, and individual health and wellbeing. They will investigate the barriers and enablers to problem solving within the community.

In the topic of community engagement, students will seek to understand different perspectives on issues affecting a community. They will reflect on relationships between community issues, social cohesion, and health and wellbeing, and the importance of clear information and communication. Students will investigate how communities may be called upon to support individual members and identify effective strategies for creating positive community change. They will plan, implement and evaluate an active response to an individual’s need for community support.

Area of Study 1: What is community

In this area of study, students will be introduced to the concepts of personal identity and emotional intelligences in differing contexts. Students will explore the elements of emotional intelligence (self-awareness, self-regulation, motivation, empathy and social skills), and develop and apply strategies relating to personal identity and emotional intelligence.

Outcome 1

On completion of this unit the student should be able to describe concepts relating to citizenship and community (local, national and/or global), analyse the factors that influence the formation of community and apply strategies to promote community participation in an individual or group activity.

Assessment Tasks

One key task for the assessment of Outcome 1 will be selected from the following:

• a visual presentation, such as a graphic organiser, concept/mind map or annotated poster

• an oral, digital or written report

• a record and reflection of guest speaker/s or interview with community member/s

Additional assessment with also include a range of the following activities (or equivalent tasks) where students will apply and demonstrate learning:

• a reflective journal of participation in practical tasks

• annotated photographs

• a case study

• a video

• a digital presentation

• a record of survey result

• a website

Area of Study 2: Community cohesion

In this area of study, students will examine issues affecting local, national and global communities, both in the current context and in anticipation of future challenges, to understand differing perspectives and the impact on community cohesion. Students will explore the enablers and barriers to problem solving and strategies to foster community cohesion.

Outcome 2

On completion of this unit the student should be able to identify issues and challenges within the community, analyse different perspectives of diverse groups and apply problem-solving strategies when working independently or collaboratively on a community-based activity.

Assessment Tasks

One key task for the assessment of Outcome 2 will be selected from the following:

• research task

• an oral, digital or written report

• a case study

Additional assessment with also include a range of the following activities (or equivalent tasks) where students will apply and demonstrate learning:

• a written critical evaluation of community barriers

• a record and reflection on visit/s to a community-based program or organisation

• a record and reflection of presentations by guest speaker/s

• a record of discussion or debate

• a record of interview with community members or leaders

• a video, podcast or oral presentation

• a research task or case study analysis

• a record of interview with members of the community

• a digital presentation

• a visual presentation, such as a graphic organiser, concept/mind map or annotated poster

• meeting minutes

Area of Study 3: Engaging and supporting community

In this area of study, students will consider the concept of community engagement and recognise the benefits and challenges of community engagement to address a range of issues. They will investigate the key features of effective community engagement to address issues and implement initiatives.

Outcome 3

On completion of this unit students should be able to discuss the concept of engagement as an approach to address community issues, analyse features of effective community engagement and work independently or collaboratively to design, implement and evaluate a community engagement activity.

Assessment Tasks

One key task for the assessment of Outcome 3 will be selected from the following:

• a community engagement plan/ concept map

• digital, oral, or written presentation

Additional assessment with also include a range of the following activities (or equivalent tasks) where students will apply and demonstrate learning:

• a record and reflection on visit/s to a community-based program or organisation

• a reflective journal of participation in practical tasks

• a record and reflection of presentations by guest speaker/s

• annotated photographs

• a record of discussion or debate

• a video, podcast or oral presentation

• a record of survey results

• a record of interview with community engagement activity participants

This unit considers the role of interpersonal skills and social awareness in different settings and contexts. Students will examine leadership qualities and the characteristics of effective leaders and how these qualities can be applied to the achievement of goals within personal and community contexts. They will explore key components of effective teamwork and reflect on how to lead and contribute within a team context through a collaborative problem-solving activity. Students will evaluate individual contribution as well as the overall effectiveness of the team.

Area of Study 1: Social awareness and interpersonal skills

In this area of study, students will examine the characteristics of social awareness and a range of interpersonal skills to facilitate respectful interactions with others. They will investigate the contexts and settings in which people demonstrate social awareness and apply interpersonal skills (both in everyday life and when using digital technologies), and the processes people use to research a range of issues.

Students will focus on qualities of leadership and how these qualities can be applied to achieving goals within personal and community contexts. Students will examine the characteristics of effective leaders and reflect on how leadership qualities and styles can be applied in a range of contexts. Implicit to this unit is that leadership begins with the, develops to leadership of others and then to communities.

Outcome 1

On completion of this unit the student should be able to apply learnt social awareness and interpersonal skills when working independently and/or collaboratively in a real-life scenario or simulation relating to social awareness and interpersonal skills.

Assessment Tasks

One key task for the assessment of Outcome 1 will be selected from the following:

• a critical reflection on the use of interpersonal skills

• a digital, oral, or written presentation

• a report

Additional assessment with also include a range of the following activities (or equivalent tasks) where students will apply and demonstrate learning:

• a reflective journal

• a record and reflection of presentations by guest speaker/s

• a record of discussion or debate

• a case study

• annotated photographs

• a video, podcast or oral presentation

• a response to structured questions

Area of Study 2: Effective leadership

In this area of study, students will investigate the concept of leadership and the qualities of effective, ethical leaders. They will look at contexts in which people become leaders, a range of leadership styles, and the ethics and expectations of leaders in a democratic society. Students will consider how effective leaders foster innovation and creativity to solve problems and achieve goals.

Outcome 2

On completion of this unit the student should be able to describe the concept of effective leadership, analyse leadership qualities and evaluate leadership styles in a range of contexts and demonstrate apply a range of leadership skills when working independently or collaboratively in a real-life scenario or simulation.

Assessment Tasks

One key task for the assessment of Outcome 2 will be selected from the following:

• a personal reflection of participation in practical tasks

• a critical evaluation of a team activity

• a compilation and reflection on a variety of feedbacks

Additional assessment with also include a range of the following activities (or equivalent tasks) where students will apply and demonstrate learning:

• a record and reflection on visit/s to a program or organisation

• a reflective journal of participation in practical tasks

• a record of discussion or debate

• a video, podcast or oral presentation

• a record of interviews with members of the community

• a digital presentation

• a visual presentation, such as a graphic organiser, concept/mind map or annotated

• poster

• meeting minutes

Area of Study 3: Effective teamwork

In this area of study, students will examine leadership and collaboration within teams. They will demonstrate the characteristics and attributes of effective team leaders and team members, and reflect on personal contribution and leadership potential as they participate in a team or group activity. Students will evaluate the effectiveness of teamwork and explore the steps involved when putting a solution into action.

Outcome 3

On completion of this unit the student should be able to describe the characteristics of an effective team, and, through engagement in a team activity, evaluate personal contribution to the effectiveness of the team, reflecting on individual strengths as a leader and problem-solver.

Assessment Tasks

One key task for the assessment of Outcome 2 will be selected from the following:

• an evaluation report of participation in practical tasks

• a critical reflection on team members’ feedback

Additional assessment with also include a range of the following activities (or equivalent tasks) where students will apply and demonstrate learning:

• a written critical evaluation of a leadership activity

• a record and reflection on visit/s to a program or organisation

• survey responses

• a skills audit

• a reflective journal

• a record of discussion or debate

• a blog or vlog

• a video, podcast or oral presentation

• a response to structured questions

• a record of interview/s with members of the community

• a digital presentation

• meeting minutes

This unit focuses on student participation in an extended project relating to a community issue. Students will identify environmental, cultural, economic and social issues affecting the community and select one for an extended community project. They will look at past approaches to the selected issue in Australia and elsewhere, consider how they will research information, and formulate an objective to achieve. Students will reflect on how community awareness of a selected issue can be improved. Students will engage in a process of planning, implementing and evaluating a response to a selected community issue. They will conduct research, analyse findings and make decisions on how to present work.

Students will consider the key elements (such as emotional intelligence and effective team practices) and considerations (such as safety and ethics) when implementing a community project. Students will present project to an appropriate audience of peers or community members and evaluate the effectiveness of chosen response to the issue.

Area of Study 1: Planning a community project

In this area of study, students will complete an extended community project that addresses an environmental, cultural, economic or social issue. They will conduct research to identify a range of relevant issues in the community and justify the selection of a focus for the project. Students will seek to understand the issue’s significance to the community, develop a project focus, and investigate previous or current responses to the area of concern. They will explore opportunities to build awareness of the chosen issue in the community.

Outcome 1

On completion of this unit the student should be able to investigate and analyse an environmental, cultural, economic or social issue of significance to the community and plan a community project to address the chosen area of concern.

Assessment Tasks

One key task for the assessment of Outcome 1 will be selected from the following:

• a research or investigation report

• a project plan

Additional assessment with also include a range of the following activities (or equivalent tasks) where students will apply and demonstrate learning:

• a record of survey results

• a record of discussion or debate

• a reflection on a site or organisation visit

• a video, podcast or oral presentation

• a digital presentation.

Area of Study 2: Implementing a community project

In this area of study, students will implement a detailed plan for the selected community project and consider the key elements and key considerations when implementing a plan of action through to completion. Students will consider the possible health, safety and ethical risks of a project, document evidence and make decisions on how findings will be organised, analysed and presented.

Outcome 2

On completion of this unit the student should be able to use project planning skills to implement a comprehensive plan to apply timely, affordable and effective responses to a community issue.

Assessment Tasks

The assessment of Outcome 2 will include:

• a record of active implementation, participation and execution of a planned project

Additional assessment with also include a range of the following activities (or equivalent tasks) where students will apply and demonstrate learning:

• annotated photographs

• a reflective journal of participation in practical tasks

• a video

• a record of survey results

• a record of interviews with members of the community

• digital presentation.

Area of Study 3: Evaluating a community project

In this area of study, students will evaluate the outcomes of the completed community project. They will become familiar with strategies to effectively communicate reflections and findings, and engage with audiences. Students will determine a suitable audience to present findings, identify and practise appropriate presentation skills, and make decisions about how a community project will be evaluated.

Outcome 3

On completion of this unit the student should be able to evaluate the effectiveness of the project planning and implementation, drawing together findings in a presentation to a relevant audience.

Assessment Tasks

The assessment of Outcome 3 will include:

• a presentation regarding individual or team effectiveness in executing planned project

Additional assessment with also include a range of the following activities (or equivalent tasks) where students will apply and demonstrate learning:

• a video

• an audio recording

• a PowerPoint or Prezi

• a website.

• annotated photographs

For more information about VCE Vocational Major, see Adrian Panckhurst