Personal Development Skills Foundation Unit 1 - Scope

SYA Mapping to VCAL 2012
Personal Development Skills Foundation Unit 1
VCAL provider name: SCOPE Vic Ltd
Assessment task name: Scope Young Ambassadors: Young Australians Shaping the
Community
VCAL unit name:
Foundation
VCAL unit level: Unit 1
Curriculum focus:
Awareness and promotion of diversity and difference within the
community, particularly in relation to disability.
(NB. Refer to the VCAL Handbook purpose statement for the VCAL
units to ensure that the curriculum focus is appropriate)
Overview of the assessment task and the project/theme it is linked to:
Scope Young Ambassadors structured, while flexible, learning program and extension
activities in the school and wider community.
Student role and responsibilities in relation to the task:
To develop knowledge, skills and understanding of diversity and disability issues in order to
become community leaders. Students undertake self and peer awareness activities, interact
with people with disabilities and carry out a community service activity. Students also have
the opportunity to reflect on and learn from the activities they undertake.
Level of teacher support:
Trainers from Scope provide delivery of the Young Ambassadors program and additional
support for the activities. Teachers must support Scope and help to develop extension
activities to ensure the effectiveness and sustainability of the program. Teachers will need to
provide step by step instructions and guidance.
Any consideration of diverse needs:
The Scope Young Ambassadors program is based around the concept and understanding of
diversity, and how this is integral to building healthy communities. Furthermore the Scope
training takes into account two other important factors in addressing diverse needs. (1) It case
studies people with disability to highlight issues in relation to difference, and hence
encourages students to consider and promote the needs and situations of young people with
disabilities in their communities, and (2) the learning materials cater for students with mixed
learning abilities and diverse backgrounds, so all students are able to benefit from the learning
activities.
Evidence of successful completion to be collected for the portfolio of assessment includes:
Diary, activities and reflections from Young Ambassadors Workbook.
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scopevic.org.au

LEARNING OUTCOME 1
Plan and organise a simple activity.
Description of what the student will be required to do in order to demonstrate
successful completion of the learning outcome:
The student will plan and implement the activity to achieve the goal defined by the
Scope educator:
After the student has developed his/her understanding of disability issues, through
gaining an historical overview and learning about barriers for people with disability
through a reading comprehension, he/she will carry out a wheel chair friendly survey
with his/her peers, and make recommendations based on this survey.
Elements
The elements are demonstrated when the student can:
1.1 Develop a plan for a simple activity in relation to one or more of the
following:
self, social, health and well being, education and/or family,
1.2 Plan for the activity that involves a limited number of steps within a defined
period of time.
1.3 Select resources appropriate to carrying out the plan.
1.4 List criteria for achievement and carry out the planned activity
1.5 Reflect upon the personal achievements and challenges of the activity
LEARNING OUTCOME 2
Demonstrate knowledge specific to an simple activity or goal.
Description of what the student will be required to do in order to demonstrate
successful completion of the learning outcome:
After reading and reflecting on information about disability issues (through an
historical overview presentation, reading comprehension, learning about Scope
services and different types of disability), the student will use this information to
decipher the definitions of the 1986 Australian Commonwealth Disability Services
Act through a written exercise. The student will also complete a comprehension
exercise related to the different types of disability, thus broadening his/her knowledge
of disability and difference.
The student will have the opportunity to reflect on his/her own performance through
sharing his/her definitions of the Disability Act and comprehension answers with
his/her peers.
Elements
The elements are demonstrated when the student can:
2.1 Identify knowledge that will contribute to the achievement of an activity or
goal.
2.2 Access and gather information required to complete an activity or goal.
2.3 Interpret information to predict steps required for completion of an activity
or goal.
2.4 Reflect on own performance and outcomes achieved
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LEARNING OUTCOME 3
Demonstrate skills specific to a simple activity or goal.
Description of what the student will be required to do in order to demonstrate
successful completion of the learning outcome:
The student will learn how to communicate more effectively with people who have a
disability by learning the alphabet in sign language. He/she will practise the newly
acquired skills through a decoding written exercise and sharing with peers.
Elements
The elements are demonstrated when the student can:
3.1 Identify personal and other skills that will contribute to the achievement of
an activity or goal.
3.2 Demonstrate use of skills relevant to an established activity or goal.
3.3 Use and comply with occupational health and safety guidelines.
3.4 Use specified technological equipment and materials proficiently to suit the
conditions and the level of individual ability.
LEARNING OUTCOME 4
Solve problems specific to a simple activity or goal.
Description of what the student will be required to do in order to demonstrate
successful completion of the learning outcome:
The student will participate in activities where disability issues are explored and then
demonstrate consideration of what they have learned in the context of their
environments (ie. class and school). After developing an awareness about disability
issues, including barriers related to the environment and people’s attitudes, the student
will imagine how a new classmate with cerebral palsy should be welcomed into
his/her class. So he/she will first be asked to identify the problems and issues facing
people with disabilities, and then look at ways to solve those problems through a
hypothetical, personalised situation.
This will be an interactive exercise, where the student will give opinions/ideas and
also learn about his/her peers’ opinions/ideas. This process will also involve the
student receiving feedback about his/her ideas, and giving feedback to his/her peers
about their ideas in a constructive way.
Elements
The elements are demonstrated when the student can:
4.1 Identify an issue or social problem related to an established activity or goal.
4.2 Explain possible solutions to the problem identified.
4.3 Contribute to an activity that is aimed at resolving the issue or social
problem.
4.4 Reflect upon the effectiveness of the action taken to resolve the issue or
social problem.
LEARNING OUTCOME 5
Demonstrate teamwork skills.
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Description of what the student will be required to do in order to demonstrate
successful completion of the learning outcome:
The student will demonstrate teamwork skills in the classroom activities through:
• Practising his/her communication skills with his/her peers (survey, sign language
exercise),
• Sharing ideas and information with his/her peers,
• Providing feedback to peer(s)
• Receiving feedback from peer(s), and
• Working on exercises together in mixed ability groups.
Elements
The elements are demonstrated when the student can:
5.1 Contribute and participate in an activity involving a group/team.
5.2 Describe personal factors that contribute to group/team work.
5.3 Reflect on factors that influence group/team behaviour.
5.4 Discuss the effectiveness of group/team processes for achieving goals.
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