VCAL Skills for Further Study – Senior unit 2020–2024 ... · Web viewRecord and reflect ongoing improvements in prioritising and managing tasks through the use of software or

VCAL Skills for Further Study – Senior unit 2020–2024 Advice for teachers

Acknowledgements

The VCAA acknowledges the support of VCAL teachers in the development of this resource.

Authorised and published by the Victorian Curriculum and Assessment AuthorityLevel 7, 2 Lonsdale StreetMelbourne VIC 3000

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ContentsIntroduction.....................................................................................................................................................

Purpose statement.......................................................................................................................................

Unit information............................................................................................................................................

Developing a program....................................................................................................................................Delivery principles and practices..................................................................................................................

Delivery modes.............................................................................................................................................

Teaching and learning strategies..................................................................................................................

Integrating programs....................................................................................................................................

Assessment.....................................................................................................................................................Assessment tasks.......................................................................................................................................

Reporting....................................................................................................................................................

Assessment of integrated programs...........................................................................................................

Assessing students with disabilities............................................................................................................

Quality assurance of VCAL units................................................................................................................

Recognition of Prior Learning (RPL)...........................................................................................................

Authentication of student work....................................................................................................................

Example learning activities and assessment tasks...................................................................................Skills for Further Study – Senior unit..........................................................................................................

Appendix – Learning outcomes table.........................................................................................................Skills for Further Study – Senior unit..........................................................................................................

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Introduction VCAL Skills for Further Study – Senior unit 2020–2024 Advice for teachers has been prepared to support teachers to deliver the Skills for Further Study – Senior unit. It comprises teaching strategies, examples of learning activities and assessment tasks, possible integrated activities and other support material.

This Advice for teachers should be used as supporting material only and this document should not to be confused with VCAL Skills for Further Study – Senior Unit Curriculum (PDF –215Kb), which is the compulsory course content document.

Victorian Certificate of Applied Learning (VCAL) teachers are strongly encouraged to read the VCE and VCAL Administrative Handbook on the VCAA website. Updates and other matters relating to VCAL curriculum are also published in the VCAA Bulletin and Notices to Schools.

Purpose statementThe purpose of the Skills for Further Study – Senior unit is to enable students to develop knowledge, skills and attributes for further learning that will prepare and assist them to actively pursue diverse further education and training pathways.

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https://www.vcaa.vic.edu.au/administration/vce-vcal-handbook/Pages/index.aspx

https://www.vcaa.vic.edu.au/administration/vce-vcal-handbook/Pages/index.aspx

https://www.vcaa.vic.edu.au/Documents/vcal/SkillsFurtherStudySenior.pdf


Unit information

RationaleThe Skills for Further Study – Senior unit is consistent with the aims of the VCAL and the development of knowledge, skills and attributes that assist students to make informed vocational choices and to facilitate pathways to further learning.

AimsThe Skills for Further Study – Senior unit aims to develop knowledge and skills in the following areas:

strategies for learning

time management

research skills

pathway planning

preparation of a portfolio and/or application for further education and training

oral presentations

digital literacy.

StructureThe Skills for Further Study – Senior unit is a single unit at the Senior level of the VCAL. The unit contains six learning outcomes.

This unit will contribute to the VCAL as a general credit.

DurationThe Skills for Further Study – Senior unit is based on a nominal duration of 100 hours, made up of formal and informal learning and instruction.

Satisfactory completionTo be credited with the Skills for Further Study – Senior unit, students must demonstrate achievement in all the learning outcomes of this unit.

Wherever possible, all elements in a learning outcome should be achieved in the one assessment task.

All activities designed to assess VCAL unit learning outcomes should be assessed by the teacher to verify satisfactory completion.

VCAL providers report results for each unit as S (Satisfactory) or N (Not yet complete).

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Developing a programTeachers must develop a VCAL Skills for Further Study – Senior teaching and learning program that includes appropriate learning activities that enable students to develop the knowledge, skills and attributes identified in the learning outcomes in the unit. Teachers must ensure that all learning programs and activities enable the achievement of the learning outcome requirements of the VCAL unit. Also, students must have the opportunity to be actively involved in the program design and delivery of this VCAL unit.

Delivery principles and practicesVCAL is underpinned by the following principles:

student-centred approaches and decision making regarding program design, delivery and evaluation

opportunities for experiential learning and skill development through activities that are structured and sequential

program design that has high relevance to personal strengths and experiences, is responsive to diverse needs and allows students to enter and exit learning programs at each level to pursue a range of pathway options

program delivery that builds resilience, confidence and self-worth

learning environments that strengthen connections with the community and promote active citizenship.

Adopting student-centred teaching practicesDelivery should be based on student-centred experiential learning activities with an emphasis on practical and contextualised activities, and applied learning. Where possible, teachers should extend student learning experiences beyond the classroom through active engagement with the community, field trips and other applied learning methods, for example, integrating classroom learning for one VCAL unit with another VCAL unit that has an applied or practical focus.

Negotiating learning programs with studentsIt is important that students are actively involved in negotiating and planning their individual learning program.

Delivery modesVCAL allows for a range of delivery modes in a variety of settings. Delivery modes may include but are not limited to:

applied learning linked to community, work or school activities

classroom delivery based on whole-class, small-group or individual activities

flexible delivery.

Delivery settings may include schools, post-compulsory education providers, or community, workplace, sporting or simulated environments. Delivery must be consistent with the accredited curriculum.

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Learning activities, including projects, must promote and support applied learning and encourage the integration of learning across units. Teachers should familiarise themselves with the requirements relating to integrating programs and assessment in this advice.

Using flexible delivery modesWhen planning the VCAL learning program, teachers should determine the delivery modes most suited to students’ needs and circumstances, and they should employ teaching and learning methods that allow for both students’ individual differences and their learning preferences. Classroom-based delivery should include a mixture of whole-class, small-group and individual activities.

Delivery can be full-time or part-time. Some students may choose to complete units over longer periods of time than the nominal hours.

Delivery and assessment must be in accordance with the requirements of the individual curriculum components selected for the study.

Teaching and learning strategiesThe teaching and learning strategies adopted by teachers should be appropriate to the learning context, content, delivery mode and setting. Examples of suitable strategies include:

developing a learning environment where discussion, collaboration and critical reflection can occur

ensuring an appropriate balance between explicit teaching of content, wherever required, and student self-directed learning

explicit teaching of strategies that support planning, developing and working to timelines as well as working in teams

small- and large-group activities where students learn the importance of collaborative involvement

out-of-class activities or investigations

oral presentations with feedback, where students adapt and modify work according to feedback from audience and self-reflection

guest speakers, where students listen to the speaker and critically analyse content

written essays, reports or reviews that relate to the chosen field of study

production of multimedia and/or web content

research projects

activities that build specific knowledge and technical vocabulary

critical-analysis activities, such as questioning; identifying values; identifying missing and misleading information; identifying opinions and facts, using inference or evidence.

Teachers are encouraged to support students to:

learn through interaction and cooperation – via discussion, asking questions, giving explanations and presentations, and working cooperatively with others

use a range of materials and resources relevant to the chosen field of study – through out-of-class or classroom-based activities and investigations

utilise their backgrounds, interests, knowledge, skills and experiences and connect these to the chosen field of study

develop existing skills and knowledge in the chosen field of study

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experience success and develop confidence through developing, practising and acquiring skills and knowledge

use problem-solving strategies.

Integrating programsThe teaching and learning programs for various VCAL units can be integrated but record keeping should clearly indicate which learning outcomes in which units and which strand/s were assessed (see also Assessment of integrated programs).

Programs can be designed to include a thematic or project-based approach, including learning experiences and assessment tasks that are based on integration of learning outcomes. This might include combining the learning outcomes from different units in the same or different VCAL curriculum strands to reflect the integration of skills and competencies in authentic contexts, such as social or work activities.

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Assessment Assessment is an integral part of teaching and learning. Assessment is used to determine whether a student has achieved a learning outcome but it can also be used within a learning program to identify opportunities for further learning.

The purpose of assessment in VCAL is to determine a student’s achievement of a learning outcome by collecting evidence about their performance and making a judgment about whether they have met the requirements of the learning outcome. These requirements are clearly outlined in the elements of each learning outcome. The learning outcome is achieved when the student demonstrates achievement of all the elements.

To ensure assessment is valid, reliable, fair, flexible and equitable, students must be observed to demonstrate achievement of a learning outcome on more than one occasion and in different contexts.

Where a learning outcome involves the completion of multiple assessment activities in a variety of contexts, these activities and their supporting evidence are able to demonstrate achievement of the learning outcome.

Assessment should be based on the following practices and principles:

Instructions for learning activities and assessment tasks should be clear and explicit. Students must know what is expected and the criteria by which satisfactory completion will be established.

Assessment should be grounded in a relevant context and not be culturally biased.

Students should have the opportunity to demonstrate achievement at their own pace.

Students should be assessed across as wide a range of tasks or activities as possible, in order to increase reliability and validity of assessment.

Time allowed to complete a task should be reasonable and specified and should allow for preparation and reflection as appropriate to the activity. Where the assessment task is linked to a project or activity, the assessment tasks may take place over a number of weeks.

Assessment tasks and learning activities should be open-ended and flexible, to meet the specific needs of students.

Assessment should include access to technology, where appropriate to the context of the task or activity.

Assessment must not unduly disadvantage any student and teachers must provide flexibility in their range of methodologies in order to cater to the needs of individual students.

When assessing students with particular needs the validity of assessment must be maintained. Flexibility in assessment strategies and methods will ensure that a student is able to demonstrate their achievement of learning outcomes without disadvantage.

Satisfactory completion of the VCAL units must be based on evidence that demonstrates that the student has achieved the learning outcomes. The curriculum for the VCAL unit should include learning activities and tasks that develop the student’s knowledge and skills. When developing an assessment task or activity, teachers must ensure that it enables students to achieve the learning outcome/s.

It is important that cultural awareness and cultural sensitivity is considered in developing assessment tasks and activities.

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Assessment tasks Teachers must develop learning programs that provide opportunities for students to demonstrate achievement of the learning outcomes. A holistic approach to the development of skills through project-based activities that integrate learning across the learning outcomes will ensure that students are able to identify and apply these skills within authentic social and working environments.

A range of assessment tasks may be used to elicit evidence of achievement, including:

information and communications technologies (ICT) evidence, including internet usage, blogs, wikis, podcasts, eportfolios, multimedia presentations, video clips and products using other ICT software or devices

teacher observation and/or checklists

self-assessment inventories

physical demonstration of understanding of written or oral text

a portfolio of accumulated evidence

evidence accumulated through project or program participation

awards from recognised programs

oral or written reports and presentations

oral explanation of text

written text

discussion

debates

role-plays

folios of tasks or investigations

performance of practical tasks

reflective work journals

student logbooks.

ReportingThe VCAL provider coordinates the assessment and collection of results for all curriculum components within the VCAL learning program. The satisfactory completion of curriculum components must be in accordance with the assessment guidelines for the accredited curriculum.

VCAL providers should report results for each unit as S (Satisfactory) or N (Not yet complete).

Assessment of integrated programsWhere possible, assessment in VCAL should focus on integrated projects or activities. In developing an integrated or holistic approach to VCAL delivery, a number of outcomes from one or more strands or units can be grouped into logical, assessable tasks or activities that take into account project-based or thematic activities.

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When designing assessment for an integrated project, there needs to be clearly identifiable assessment tasks or activities for each VCAL unit and/or Vocational Education and Training (VET) unit of competency (if applicable).

An assessment task used to demonstrate achievement of one or multiple learning outcomes in one VCAL unit cannot be used to demonstrate achievement in other VCAL unit learning outcomes or competency in a VET unit of competency. For example, an assessment task (within a broader project) used to demonstrate achievement of a number of learning outcomes within a VCAL Personal Development Skills unit cannot be used to demonstrate achievement of learning outcomes in a VCAL Literacy Skills Reading and Writing unit.

When an integrated project includes VET units of competency, separate evidence is required to demonstrate competency in the VET units.

Assessment of VCE units must be in accordance with VCE study designs and cannot be integrated with other assessment.

Assessing students with disabilitiesWhile flexibility in relation to assessment methods, assessment tools and context is encouraged to meet the specific needs of students, the validity and reliability of the assessment must not be compromised in any way.

Flexibility in assessment methods is important, particularly for students with disabilities. For example, if a person is unable to communicate by speaking, then an alternative means of communicating may be used to demonstrate learning outcomes usually demonstrated through the spoken word. Students who are hearing impaired may sign their response, and those with a physical disability may use a voice synthesiser or communication board.

In some instances the time taken to respond in alternative modes may be considerably longer than through speech and it may be unrealistic to expect such students to achieve the learning outcomes in the stated nominal hours. Students may therefore need more time to complete the learning outcomes.

Quality assurance of VCAL unitsThe quality assurance (QA) of VCAL units is an integral part of the implementation of the VCAL certificate. The VCAL QA process ensures a common and consistent understanding of the assessment tasks and teacher judgments at each of the three VCAL levels.

Participation in the annual VCAL QA process is a requirement for authorisation to deliver VCAL. All Principals/Directors must therefore allow appropriate staff to participate in the VCAL QA process and attend VCAL QA meetings if required. The VCAA strongly recommends that the teacher who completes the QA template also attend the QA meeting/s, if required. For more information on QA templates and the QA process, see the VCAA website.

Recognition of Prior Learning (RPL)Students can use Recognition of Prior Learning (RPL) to meet some of the learning outcomes in the Skills for Further Study – Senior unit. RPL is the acknowledgement of skills and knowledge obtained through any combination of formal or informal training, work experience or life experience. It is a process to assess successful completion of VCAL learning outcomes through skills, knowledge and experience gained in

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https://www.vcaa.vic.edu.au/curriculum/vcal/vcal-qa/Pages/VCALQualityAssuranceTemplates.aspx


settings other than traditional school programs, such as through part-time work or voluntary involvement in a community organisation.

Where students have been granted RPL, evidence that demonstrates successful completion of the unit’s learning outcomes must be completed and kept by the VCAL provider.

Before granting RPL to a student, providers should contact the VCAL Unit at [email protected] for advice.

Authentication of student workVCAL teachers must ensure that appropriate measures are in place to ensure that student work can be authenticated. This is particularly important when tasks or activities are undertaken or completed away from the classroom. It is equally important that when tasks or activities are undertaken as a team, the individual contributions of each team member are able to be authenticated.

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Example learning activities and assessment tasks The following are examples of learning activities and assessment tasks that are appropriate for students working towards achieving each learning outcome and its associated elements.

Note:

Teachers must observe students demonstrating achievement of a learning outcome on more than one occasion and in different contexts to ensure that assessment is valid, reliable, fair, flexible and equitable.

Where a learning outcome involves the completion of multiple assessment activities in a variety of contexts, these activities and their supporting evidence are able to demonstrate achievement of this learning outcome.

Delivering a VCAL unit involves a combination of explicit teaching and student self-directed learning. This combination is largely dependent on the curriculum content and the VCAL level being delivered.

Wherever possible, all elements in a learning outcome should be assessed during the one learning activity. If some elements of a unit’s learning outcomes are not covered by the suggested learning activity, then teachers will need to source another activity to ensure all elements of the learning outcome are achieved.

A learning activity or project may be used to integrate learning outcomes across the entire VCAL unit, or it may be used for multiple learning outcomes within a unit or just one learning outcome. Alternatively, an activity or project may be used to integrate learning outcomes across multiple VCAL strands or units.

Although integration of the learning outcomes across an entire unit is encouraged, teachers and students may wish to introduce different project themes across the unit.

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Skills for Further Study – Senior unit

Learning outcome 1

Develop, implement and evaluate strategies that support further study.

Example activities and tasks

Demonstrate an understanding of at least two learning styles, for example, visual, auditory and kinaesthetic learning.

Identify and document key concepts relating to a range of learning strategies, for example, graphic organisers, mind mapping, fishbone structures and scaffolding.

Critically evaluate and document at least four learning media, for example, lectures, tutorials, labs, workplace learning, self-managed learning and e-learning.

Create and use own study schedule, taking into account own commitments and preferred learning strategies.

Record and reflect ongoing improvements in prioritising and managing tasks through the use of software or a diary over a set period of time to record workload, deadlines, priorities and time management, for example, using the Day Runner diary system, iCal or Microsoft Outlook.

Use chunking and prioritising to create an action plan for a partner’s study needs or workload.

Classify all tasks associated with preparing a portfolio and prioritise them using colour-coding or a key.

Elements

The elements are demonstrated when the student can:

1.1 investigate and document a range of learning strategies and implement own preferred approach to study

1.2 organise own study schedule taking into account commitments and preferred learning strategies

1.3 identify and document personal strengths and challenges to pursuing further study

1.4 review and re-prioritise own study schedule as necessary.

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Learning outcome 2

Demonstrate an appropriate range of research skills that support further study.


Collaborate with group to create and present a quiz game or role-play based around different ways of learning, such as visual, auditory and kinaesthetic learning and a combination of all.

After receiving specific feedback from the teacher, record a changed approach to a task in a series of reflective journal entries. The reflective journal could be documented through a blog.

Construct a 10-minute lesson on a research skill (such as using bullet points for note taking), incorporating memory strategies in the lesson, and then conduct the lesson with a small group of peers.

Compose a mind map to integrate ideas and plan for an oral presentation.

Participate in a problem-solving activity and then contribute to a discussion identifying successful and unsuccessful learning strategies used in the activity. Use a self-evaluation record and explain approaches that worked.

Elements


2.1 demonstrate an understanding of how to find reliable information, such as the appropriate use of questioning, indexes, content pages, key words and search engines

2.2 identify valid forms of information, including source integrity and relevance

2.3 apply preferred reading and note taking strategies in order to extract and interpret relevant information

2.4 demonstrate an understanding of issues relating to the collection of data, including primary and secondary sources, intellectual property, copyright, plagiarism and collusion

2.5 apply appropriate citation to reference ideas and sourced information.

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Learning outcome 3

Demonstrate a range of digital literacy skills to support further learning.


Research and develop a list of criteria to assist peers in evaluating whether a website is a reliable source.

Invent an anti-plagiarism warning using available visual media, for example, create a digital story, poster or video.

Evaluate a range of online resources on research skills and add the top three to a learning group’s internet bookmarks.

Investigate a range of resources on career planning and compile a compare-and-contrast chart to show the value and usefulness of each resource.

Write a report on the library or information centre at a learning institution, making recommendations to improve its service.

Annotate a current research task from another subject to show how information was researched, recorded and cited.

Prepare a poster or Microsoft PowerPoint presentation on the use of Boolean operators to increase or restrict the amount and kinds of information found when searching the internet for information.

Elements


3.1 navigate effectively and engage responsibly with an online platform to support further learning

3.2 create, organise and maintain digital storage to support further learning

3.3 discuss and critically evaluate the implications of an individual’s digital footprint

3.4 analyse and apply a range of digital presentation skills and techniques to support further learning

3.5 create content to support further learning and review, as required.

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Learning outcome 4

Develop a career action plan to inform further education and training.


Invent a pathways game for a chosen area of study or training that shows multiple pathways, and teach others how to play it. The game could be a board game for the floor or tabletop or a computer simulation.

Prepare an information brochure for prospective applicants in a specific area of study or training (such as panel detailing, hotel reception or landscape gardening), including advice on how to prepare an application.

Create a webpage for a career guide to a selected vocation.

Develop a web quest that leads a prospective applicant through the available information pages for a selected vocational area.

Interview a mentor figure from an identified career area and present the outcome as an inspirational profile.

Elements


4.1 discuss and document future career or work directions with an appropriate person and identify required skills, knowledge and attributes

4.2 select, describe and compare courses for an identified further education and training pathway

4.3 compare information from appropriate sources for entry requirements in relation to an identified further education and training pathway

4.4 identify challenges to pursuing the desired plan and consider alternatives where necessary

4.5 critically evaluate progress, adjust priorities and take action, where necessary, to achieve the desired plan.

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Learning outcome 5

Prepare a portfolio and/or application for selected further education and training.


Assemble a sequence of images representing a creation or design they have made and annotate them to provide context for the viewer.

Role-play a selection interview by presenting own portfolio to a peer and talking about one item.

Develop a framework to enable others to develop an effective portfolio; for example, develop a template, evaluation criteria, table of contents or a guide.

Contribute to a round-table conference to provide supportive feedback to a peer on their portfolio.

Write a personal work statement for own portfolio, including:

long- and short-term objectives

accomplishments so far

the personal significance of these goals

skills and qualities that have enabled the accomplishments

current targets.

Elements


5.1 identify and analyse selection criteria and/or special entry requirements for selected further education and training

5.2 select evidence appropriate to selection criteria and requirements for the selected further education and training

5.3 evaluate own pieces of work in proposed portfolio and/or application

5.4 plan and prepare a portfolio and/or application for entry into the selected further education and training.

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Learning outcome 6

Plan and deliver a sustained oral presentation on further education and training to a relevant audience.


Develop a set of critical and reflective questions on managing time that can be answered in the presentation.

Design and develop a digital story on the tips and tricks of adjusting to tertiary study, using an original script or musical score.

Survey a younger age group to determine their motivation for continuing learning through training or study, and develop and present an oral presentation to that group, addressing their concerns.

Write and deliver a presentation that markets the VCAL program to the next intake.

Compose a speech detailing the secrets of success, for the end-of-year VCAL celebratory dinner.

Present a dramatic monologue on the benefits of using mind maps to clarify concepts and structure the planning of tasks.

Elements


6.1 plan a sustained oral presentation on issues, ideas or concepts related to further education and training

6.2 deliver the presentation to a relevant audience, using appropriate verbal and non-verbal features

6.3 use appropriate technology to support and enhance the presentation

6.4 respond to questions appropriately

6.5 evaluate the content and effectiveness of the presentation based on feedback.

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Appendix – Learning outcomes table

Skills for Further Study – Senior unit

Learning outcome

Senior

1 Develop, implement and evaluate strategies that support further study.

2 Demonstrate an appropriate range of research skills that support further study.

3 Demonstrate a range of digital literacy skills to support further learning.

4 Develop a career action plan to inform further education and training.

5 Prepare a portfolio and/or application for selected further education and training.

6 Plan and deliver a sustained oral presentation on further education and training to a relevant audience.

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