VCAL Evidence Portfolio 2011 At St Monica’s we strive to provide students with a challenging, contemporary and relevant curriculum that is tailored to meet the needs of each individual student. To achieve this, we have designed an Individual Learning Plan (ILP) that acknowledges the strengths, skills, learning preferences and abilities of each individual student. Broadly, VCAL advocates project based applied learning which empowers and motivates students, while assisting them to develop key skills and knowledge required for employment, further education and active participation in their communities that focuses on life-long learning. Intermediate Certificate Name:
Transcript
VCAL Evidence Portfolio 2011 At St Monica’s we strive to provide students with a challenging, contemporary and relevant curriculum that is tailored to meet the needs of each individual student. To achieve this, we have designed an Individual Learning Plan (ILP) that acknowledges the strengths, skills, learning preferences and abilities of each individual student. Broadly, VCAL advocates project based applied learning which empowers and motivates students, while assisting them to develop key skills and knowledge required for employment, further education and active participation in their communities that focuses on life-long learning.
Leaning Outcome 1:Literacy for Writing for Self Expression Writing process Date Student
sig. Teacher Sig.
Task Completed
O1a) Use simple planning, drafting and editing processes to produce written texts.
Purpose O1b) Use language and tone appropriate to text purpose and audience.
Structure O1c) Sequence and structure information, ideas and events to suit purpose.
Length/complexity O1d) Link several pieces of information within a text rather than treating them as separate units.
Mechanics O1e) Spell, punctuate and use grammar with reasonable accuracy.
Examples of assessment tasks/activities for learning outcome 1 Where possible, more than one learning outcome should be assessed in one task/activity and the task/activity should be grounded in a context relevant to the student. Students should produce a folio of a recount, narrative or expressive text showing drafts and final text. Examples of integrated assessment tasks can be found on pages 75 and 76. Where the learning outcomes are assessed separately, assessment tasks/activities similar in complexity to one of the following may be appropriate:
• Write a recount about a personal experience, reflecting on the experience or linking to general ideas. • Write a personal letter including the conventions of letter writing. • Write a biographical or autobiographical text. • Conduct an interview with a local person and then write an article about her/him – write the article so it would be suitable for publication in
a local paper. • Write a poem or song exploring in some depth people/relationships/ideas/places.
Prose texts such as stories, personal reflections and recounts, should be a minimum of 300–500 words. Word limits for poetry should be determined according to complexity of ideas and writing appropriate to this level.
3
Write an instructional or transactional text.
Leaning Outcome 2:Literacy for Writing for Practical Purposes Writing process Date Student
sig. Teacher Sig.
Task Completed
O2a) Use the processes of planning, drafting and editing to produce written texts.
Purpose O2b) Use language and tone appropriate to text purpose and audience
Structure O2c) Sequence and structure information and/or ideas logically to suit purpose.
Length/complexity O2d) Present several separate pieces of information within a text including detailed factual descriptions or data.
Mechanics O2e) Spell, punctuate and use grammar with reasonable accuracy.
Examples of assessment tasks/activities for learning outcome 2 Where possible, more than one learning outcome should be assessed in one task/activity and the task/activity should be grounded in a context relevant to the student. Students should produce a folio of an instructional or transactional text showing drafts and final text. Examples of integrated assessment tasks can be found on pages 75 and 76. Where the learning outcomes are assessed separately, assessment tasks/activities similar in complexity to one of the following may be appropriate:
• Write instructions on how to use a machine (context could be in the home, community or at work). • Write a letter with a transactional purpose, for example application for a job, or to an organisation requesting permission to arrange a
visit/excursion. The letter of application should detail the reasons you want the job, your skills and experience relevant to the job and why you would be suitable for the job. The letter asking to arrange a visit/excursion should include the date and time of intended visit, an explanation of the reason for the visit, an estimate of the number of people to attend, a request for more information about the organisation and a clear statement of the action required by the organisation.
• Complete a form in everyday use which requires at least a paragraph of open ended information/description, for example application form.
• Write a resume.
4
Write a report, explanatory or expository text.
Leaning Outcome 3:Literacy for Writing for Knowledge Writing process Date Student
sig. Teacher Sig.
Task Completed
O3a) Use the processes of planning, drafting and editing to produce written texts.
Purpose O3b) Use language and tone appropriate to text purpose and audience.
Structure O3c) Sequence and structure information and ideas logically to suit purpose.
Length/complexity O3d) Relate several separate pieces of factual information within a text rather than treating them as separate units and reach a conclusion.
Mechanics O3e) Spell, punctuate and use grammar with reasonable accuracy.
Examples of assessment tasks/activities for learning outcome 3 Where possible, more than one learning outcome should be assessed in one task/activity and the task/activity should be grounded in a context relevant to the student. Students should produce a folio of a report or explanatory text showing drafts and final text. Examples of integrated assessment tasks can be found on pages 75 and 76. Where the learning outcomes are assessed separately, assessment task/activities similar in complexity to one of the following may be appropriate:
• Write a report for a local newsletter informing readers of a coming or past event. • Write an explanation of a system, event or phenomenon relevant to a classroom topic, for example history of computers, structure of
government, a legal case. • Write a report on the state of bike paths in the city.
Prose texts should be a minimum of 300–500 words.
5
Intermediate Write a persuasive, argumentative or discursive text.
Leaning Outcome 4:Literacy for Writing for Public Debate Writing process Date Student
sig. Teacher Sig.
Task Completed
O4a) Use the processes of planning, drafting and editing to produce written texts.
Purpose O4b) Use language and tone appropriate to text purpose and audience.
Structure O4c) Sequence and structure ideas and arguments to suit purpose.
Length/complexity O4d) Relate several ideas or pieces of information within a text rather than treating them as separate units.
O4e) Provide evidence and argue persuasively for a point of view.
Mechanics O4f) Spell, punctuate and use grammar with reasonable accuracy.
Examples of assessment tasks/activities for learning outcome 4 Where possible, more than one learning outcome should be assessed in one task/activity and the tasks/activities should be grounded in a context relevant to the student. Students should produce a folio of an argumentative or discursive text showing drafts and final text. Examples of integrated assessment tasks can be found on pages 75 and 76. Where the learning outcomes are assessed separately, assessment tasks similar in complexity to one of the following may be appropriate:
• Write an essay presenting two sides of an argument and giving evidence for one point of view. The essay should be at least four paragraphs in length.
• Write a letter to a local paper arguing for the extension of bike paths in the area. • Write to the local council arguing for the need for extended bike paths in the municipality. • Write a discussion on an issue of public concern presenting the issues, analysing the information and recommending a course of action.
The text should be at least three paragraphs in length. • Write an ‘opinion forum’ presenting the viewpoints of a range of people from the community on a matter of public interest.
Prose texts such as argumentative, persuasive and discursive essays should be a minimum of 300–500 words.
6
termediate Demonstrate that meaning has been gained from reading a narrative, recount or expressive text. All elements must be met in the one assessment task/activity.
Leaning Outcome 5:Literacy for Reading for Self Expression Purpose Date Student
sig. Teacher Sig.
Task Completed
O5a) Identify the purpose of the text including any inferred purpose.
Comprehension O5b) Identify main ideas and key words used to express them.
O5c) Identify the means used by the author to achieve the purpose of the text.
Application O5d) Compare or contrast with other texts.
Critique O5f) Express an opinion on the effectiveness of text.
Intermediate Examples of assessment tasks/activities for learning outcome 5 Where possible more than one learning outcome should be assessed in the one task/activity and the context and subject matter should be relevant to the student. Examples of integrated assessment tasks can be found on pages 75 and 76. Where the learning outcomes are assessed separately, assessment tasks/activities similar in complexity to one of the following may be appropriate:
• Read, discuss and compare two or three biographical texts. • Read a Greek myth and a Koorie dreamtime story and compare the structure and meaning of the texts. • Read a number of texts about a famous person. The texts should represent different genres but should include a biographical or
autobiographical text. Reflect on how the person is portrayed in each of the different texts and how this affects the perception of him/her. (This could be linked to Reading and Writing: Reading for Knowledge, learning outcome 7, in this unit – refer page 69.)
7
Intermediate Demonstrate that meaning has been gained from reading an instructional or transactional text.
Leaning Outcome 6:Literacy for Reading for Practical Purposes Purpose Date Student
sig. Teacher Sig.
Task Completed
O6a) Identify the purpose of the text including any inferred purpose.
Comprehension O6b) Identify the main ideas and key procedures. O6c) Identify the means used by the author to achieve the purpose of the text.
Application O6d) Compare or contrast with other texts.
Critique O6f) Express an opinion on the effectiveness of the text.
Intermediate Examples of assessment tasks/activities for learning outcome 6 Where possible more than one learning outcome should be assessed in the one task/activity and the context and subject matter should be relevant to the student. Examples of integrated assessment tasks can be found on pages 75 and 76. Where the learning outcomes are assessed separately, assessment tasks/activities similar in complexity to one of the following may be appropriate:
• Read three or four letters of complaint. Compare the structure of the letters and their effectiveness given their purpose and likely audience.
• Collect and read a range of do-it-yourself instruction sheets on, for example, making a table. Evaluate the clarity and effectiveness of these given the text purpose and audience.
• The photocopier used by the class breaks down. Use the manual to identify the fault and how to fix it. Discuss whether the instructions were easy to follow and why or why not.
• Read a public notice in the newspaper, for example on a community meeting, and suggest how it might be improved to meet the needs of diverse readers.
Intermediate
8
Demonstrate that meaning has been gained from reading an explanatory, expository or informative text.
Leaning Outcome 7:Literacy for Reading for Knowledge Purpose Date Student
sig. Teacher Sig.
Task Completed
O7a) Identify the purpose of the text including any inferred purpose.
Comprehension O7b) Identify the main ideas, supporting ideas and any examples.
O7c) Identify the means used by the author to achieve the purpose of the text.
Application O7d) Compare or contrast with other texts.
Critique O7e) Express an opinion on the effectiveness of the text.
Intermediate Examples of assessment tasks/activities for learning outcome 7 Where possible more than one learning outcome should be assessed in the one task/activity and the context and subject matter should be relevant to the student. Examples of integrated assessment tasks can be found on pages 75 and 76. Where the learning outcomes are assessed separately, assessment tasks/activities similar in complexity to one of the following may be appropriate:
• Read two reports on an item of news from two different newspapers. Sum up the main ideas and compare the way each text deals with the topic.
• Read one current newspaper article and then find more information on that topic on the computer, for example in ‘Encarta’ or on the Internet. Compare the way each text deals with the topic.
• Compare information (perhaps from a survey you have conducted) presented in a table, or other graphical format, with that presented as prose text. Discuss the clarity of the information and the effectiveness of presenting material in different formats. Decide whether the reader is more likely to be misled if information is presented in certain formats.
9
Demonstrate that meaning has been gained from reading a persuasive, discursive or argumentative text.
Leaning Outcome 8:Literacy for Reading for Public Debate Purpose Date Student
sig. Teacher Sig.
Task Completed
O8a) Identify the purpose of the text including any inferred purpose.
Comprehension O8b) Identify the means used by the author to achieve the purpose of the text.
O8c) Identify the main arguments, ideas or suggestions used in the text.
Application O8d) Compare or contrast with other texts.
Critique O8e) Express an opinion on the effectiveness of the text.
O8f) Express own opinion on the subject and give supporting reasons.
Intermediate Examples of assessment tasks/activities for learning outcome 8 Where possible more than one learning outcome should be assessed in the one task/activity and the context and subject matter should be relevant to the student. Examples of integrated assessment tasks can be found on pages 75 and 76. Where the learning outcomes are assessed separately, assessment tasks/activities similar in complexity to one of the following may be appropriate:
• Read one or more letters to the editor on the same issue but offering different views. Work out how they are different by examining structure, vocabulary and persuasive devices. Comment on the effectiveness of the letter/s.
• Examine a text which has clearly expressed opinions. Contrast this with another text where the opinion is covertly stated. Evaluate the effectiveness of each text.
10
Leaning Outcome 1:Literacy for Oracy for Self Expression Elements Date Student
sig. Teacher Sig.
Task Completed
O1a) Share a narrative, recount or anecdote O1b) Make use of verbal and non verbal features of spoken communication including: intonation, eye contact, gesture, pace and pronunciation.
O1c) Demonstrate an understanding of the role of verbal and non-verbal features by commenting on the effectiveness of others’ oral presentations.
Note: It is important that cultural awareness and sensitivity is considered in developing assessment tasks.
Intermediate Examples of assessment tasks/activities for learning outcome 1 Assessment tasks/activities should be developed to reflect the learning style and context of the students’ experiences. Audience feedback Students should make use of audience feedback to reflect on, evaluate and modify their spoken texts to clarify meaning and their presentation skills. Students note their reflections and use them to plan what aspects of oral presentations they will target next in their speaking. Where possible, tasks to assess specific elements from this learning outcome should be integrated with other learning outcomes from other strands. Some of the sample tasks listed below can be integrated with learning outcomes from other strands. Tasks similar in complexity may be developed across strands.
• Interview a range of different people about their life stories. • Participate in a discussion about a personal experience of schooling over the year. • Listen to a guest speaker from another country to learn about their life experience. Write a response to their story. • Make a brief presentation to a small group on a topic of interest and answer audience questions. • Participate in a school play. • Retell a favorite children’s story to local primary school children, using puppets to enhance the story. • Develop a three minute oral presentation on a life experience or story to share with the group. • Listen to a talk from a guest speaker on an issue of personal interest to students. Discuss and note any use of effective communication
skills. • Listen to an audio file of someone telling their story and recount the general information to a partner. • Prepare a Microsoft PowerPoint presentation of a topic of interest where the presentation uses only pictures and key words to
communicate and the speech carries the meaning. Intermediate Use and respond to spoken language in informative talks.
Leaning Outcome 2:Literacy for Oracy for Knowledge Elements Date Student
sig. Teacher Sig.
Task Completed
O2a) Give an oral presentation answering questions if appropriate.
O2b) Identify key points and supporting information in an informative talk.
O2c) Comment on the content and effectiveness of an informative talk.
11
O2d) Make systematic notes from a spoken text in a chosen field of knowledge.
Intermediate Examples of assessment tasks/activities for learning outcome 2 Assessment tasks/activities should be developed to reflect the learning style and context of the students’ experiences. Where possible, tasks to assess specific elements from this learning outcome should be integrated with other learning outcomes from other strands. Some of the sample tasks listed below have been integrated with learning outcomes from the Reading and Writing unit. Tasks similar in complexity may be developed across strands.
• Listen to a talk from a guest speaker on an issue of interest, for example the local environment. Discuss the points raised and evaluate the performance of the speaker.
• Make a brief presentation at a team meeting. • Participate in a forum presenting information to a community group. Make notes from and evaluate the talks of each speaker. • Take part in a group project to promote an area of interest, for example a school social, a school camp. Give an account of what you all
did. • Listen to a guided tour of an excursion, for example the Museum. Present a reflective piece noting the main points and evaluating the
guide’s presentation.
Use and respond to spoken language in instructions and transactions.
Leaning Outcome 3:Literacy for Oracy for Practical Purposes Elements Date Student
sig. Teacher Sig.
Task Completed
O3a) Give instructions in several steps. O3b) Identify the key points in an oral text that offer support, advice or service.
O3c) Comment on the content and effectiveness of oral instructions and transactions.
Examples of assessment tasks/activities for learning outcome 3 Assessment tasks/activities should be developed to reflect the learning style and context of the students’ experiences. Where possible, tasks to assess specific elements from this learning outcome should be integrated with other learning outcomes from other strands. Some of the sample tasks listed below can be integrated with learning outcomes from other strands. Tasks similar in complexity may be developed across strands.
• Give detailed spoken instructions that involve a number of interrelated steps in the workplace identifying potential difficulties. • Give complex instructions on how to operate a piece of technology to a person in class unfamiliar with the process, for example pre-
setting a video recorder. Ring and place an advertisement in the Trading Post and comment on how • effectively the task was completed. • Participate in a cross-cultural cooking demonstration, clarifying key points and evaluating the instructions of each speaker.
Intermediate
12
Use and respond to spoken language in discussions to explore issues or solve problems.
Leaning Outcome 4:Literacy for Oracy for Exploring Issues and Problem Solving Elements Date Student
sig. Teacher Sig.
Task Completed
O4a) Participate in a group discussion on an issue, responding to and contributing alternative ideas.
O4b) Use spoken language to identify and work towards solving problems with at least one other person.
O4c) Comment on the range of ideas presented on an issue in a discussion.
O4d) Demonstrate active listening.
Examples of assessment tasks/activities for learning outcome 4 Assessment tasks/activities should be developed to reflect the learning style and context of the students’ experiences. Where possible, tasks to assess specific elements from this learning outcome should be integrated with other learning outcomes from other strands. Some of the sample tasks listed below can be integrated with learning outcomes from other strands. Tasks similar in complexity may be developed across strands.
• Interview a group of people as part of a research project to examine a particular issue, for example health, or a workplace or community organisation.
• Participate in discussion about current issues in the news, summarising issues to accurately reflect and capture information presented. • Participate in a meeting to resolve an issue. This task could be used to cover Personal Development Skills Intermediate unit 1, learning
outcome 5.
13
Intermediate Numeracy Outcomes
Learning Outcome 1:Numeracy for Practical Purposes - Design
Mathematical Knowledge and techniques Date Student Sig.
Teacher Sig. Task Completed
O1a) Recognise and name common 2 and 3 dimensional shapes
O1b) Represent simple 2 and 3 dimensional shapes and objects in diagrammatic form
O1c) Interpret plans and diagrams, and their conventions, for representing familiar real life objects
O1d) Assemble or model 3D objects by following construction instructions, plans or diagrams
Language
O1e) Use the language of shape such as rectangle, triangle, sphere cube, cylinder, pyramid etc. and descriptions such as horizontal, diagonal, vertical, parallel, sides, edges, corners and faces diameter, radius.
Interpretation O1f) Compare and check whether finished product represents original object and vice versa
Examples of possible assessment tasks/activities for learning outcome 1
Assessment tasks should be developed to reflect the learning style and context of the student’s experience.
• Predicting, constructing then naming 3-dimensional objects from their nets • Matching house plans to house photos giving reasons for the match. • Organise a Year 12 memento, such as can holder or t-shirt. Look at possible designs, cost, minimum size of order and
timelines to complete. Many prison workshops can complete this type of work on smaller runs than commercial organisations.
14
Learning Outcome 2:Numeracy for Practical Purposes - Measuring Mathematical Knowledge and techniques Date Student
Sig. Teacher Sig. Task Completed
O2a) Interpret and use the concept of length, mass, volume and temperature
O2b) Make an initial estimate of measurements
O2c) Choose appropriate measuring instruments and use them correctly to measure
O2d) Choose and perform arithmetic operations where appropriate
O2e) Read and interpret calibrations on a range of familiar measuring instruments
O2f) Use appropriately the names and symbols of the units of measurement, eg centimetre (cm), millimetre (mm), (km)
O2g) Convert within the metric system for length, mass and volume eg. 3500m is 3.5km
Language O2h) Use the words, symbols and conventions for measurement units and rates such as litres, ml,$/m, $/kg
Interpretation O2i) Decide on reasonableness of measurement using personal experience, context and prior knowledge and checks against initial measurement
O2j) Interpret measurement in terms of the purpose of the practical situation
Content Range Measurement instruments may include tape measures, rulers, kitchen and bathroom scales, thermometers, measuring cups, medicine glasses, etc. Fractions and decimals should include ½, ¼, 1/10 and multiples of 0.1 and 0.25 and other fractions and decimals as appropriate to the learner. Base units of metre, litre, grams or relevant familiar work/context specific ones such as volts Examples of possible assessment tasks/activities for learning outcome 1
15
Assessment tasks should be developed to reflect the learning style and context of the student’s experience. Costing the preparation and painting of a classroom. Investigate the best weight to carry in a shopping bag. Compare the cost of supplying drinks, eg. Orange juice, to a number of people at a party in different size containers, eg. 200ml. 1 litre. Calculate the surface area of a basic rectangular room. Calculate the capacity of a simple packaging and materials used to make a cardboard box. Calculate the volume of petrol in a rectangular fuel tank. Compare prices of different sizes of bottles/packets.
Learning Outcome 3:Numeracy for Personal Organisation – Money and Time Mathematical Knowledge and techniques Date Student
Sig. Teacher Sig. Task Completed
O3a) Use number facts and rounding to give rough estimates of numerical calculations
O3b) Use place value concepts for whole numbers and decimals to interpret and compare written and spoken
numbers involving money
O3c) Use and calculate with time, eg. Converting between digital and analogue time and calculating elapsed time
O3d) Interpret and compare commonly used fractions, decimals and % relating to money, convert between common fraction, decimal and % forms, for simplification of calculations s.a. 0.25 or 25% to ¼
O3e) Obtain accurate results for calculations involving money
Language O3f) Read write and use orally whole numbers, fractions, decimals and % in numerals, words and symbols
O3g) Use common words for ordering and comparing numbers such as smaller, bigger, larger, first, second, between, less than etc. (same as O6h)
O3h) Identify and use appropriately words, phrases and symbols for arithmetical operations such as add, total, subtract, minus, take away, from, times, multiply, share divide, 10% of, ¼ of, double, etc (same as O6i)
Interpretation O3i) Explain the meaning of calculation results and check feasibility in terms of the original practical situation
16
Find the Total Surface Area (TSA) of various containers and predict the area of wrapping to cover article. Include cubes, cuboids, triangular based prisms and cylinders. Use different objects to measure and predict the size, (using appropriate units) given the magnification factor. Content Range Familiar situations using percentages may include discounts, straight forward interest estimates, deposits, GST, division by single digit number only, long division using a calculator and estimation techniques. Fractions calculations only in practical realistic situations such as combining times, recipes – formal operations not required. Short cut, in the head or back of envelope calculations acceptable as valuable strategies. Only one or two operations per task and percentage calculations without a calculator should only be for simple 5 such as 10%, 25% and multiples of these. Calculations with time could include times based on time sheets, TV programs, timetables, etc. Examples of possible assessment tasks/activities for learning outcome 1 Assessment tasks should be developed to reflect the learning style and context of the student’s experience. Costings for recipes with a number of components Costing the catering for a BBQ and a time schedule for preparation and delivery. Calculate time for 24 hour roster, for example what is 19 hours? Organise a class or year level sports tipping competition. The number of participants needs to be limited for ease of processing and should use ICT to minimise the workload. Assist in the canteen for a period of time, particularly in an area that requires mental arithmetic for change calculations. Shop on a limited income. Calculate cost of sale items purchased using percentages, (for example, 20% off storewide).
Learning Outcome 4:Numeracy for Personal Organisation – Location Mathematical Knowledge and techniques Date Student
Sig. Teacher Sig. Task Completed
O4a) Interpret key features of maps or directories O4b) Use map indexes and keys to locate particular places of interest
O4c) Estimate distances using the scale indicator on maps or directories using numerically marked distances and or
Visual distance indicator
O4d) Interpret distances in terms of approximate travelling time such as 15 minutes walk or 2 hours drive
O4e) Use familiar maps or directories to describe or follow routes between locations
O4f) Draw rough sketch maps of familiar areas to describe route or location of building or feature of interest
Language O4g) Use and interpret, orally and in writing, a range of informal and some formal, language of direction such as North, East, clockwise; true bearing, half turn, 180 deg turn
17
O4h) Read and interpret major keys and symbols on maps and directories
Interpretation O4i) Decide on effectiveness of given directions by checking the results and interpretations
Content Range Routes could be between suburbs (using a street directory) or towns or special features on local maps, state maps, plans of large work places or institutions, or any other relevant maps. Route instructions need to be clear and may be either written, spoken or drawn in a sketch map. Appropriate keys and symbols would include railway lines, stations and other public transport features, major buildings or services such as hospitals, police stations; geographic features such as rivers, bridges, traffic lights, etc. Familiarity with local area, state and national maps is to be encouraged. Estimates of travel time could be based on personal experience rather than formal rate calculations. Examples of possible assessment tasks/activities for learning outcome 1 Assessment tasks should be developed to reflect the learning style and context of the student’s experience. Using a map and supplied written instruction, students navigate around an area (the teaching venue, suburb, city centre). Students mark their route and specified features on their map, eg. Location of toilets, shade in walkways, mark in the seats in an area etc. Give instructions to a friend about how to get from one place to another, eg. Instructions from how to get from the teaching venue to a park where the group is having a BBQ. Estimations on the time to travel the route could be given with reasons. Find “places of interest” in the street directory and give directions to get there, including travelling time. Organise to mark out sports areas for school and/or local sports practice or competition as per official plans. This would be better if it involved planning where to locate sports considering safety. Running tracks are particularly challenging and students may need to work in conjunction with the sports teacher.
18
Learning Outcome 5:Numeracy for Interpreting Society - Data
Mathematical Knowledge and techniques Date Student Sig.
Teacher Sig. Task Completed
O5a) Identify the key features and conventions of everyday tables and graphs including the concept of scale
O5b) Use whole numbers, percentages, decimals and fractions found on tables and graphs
O5c) Collect, sort and record data in a table using simple techniques
O5d) Draw an appropriate graph for the data, labelling the graph and axes and marking in the scale
O5e) Interpret and discuss the meaning of table, graphs and accompanying text.
Language O5f) Use the descriptive language of tables and graphs such as maximum, minimum, increasing, going up,
constant changing, slope, etc.
Interpretation O5i) Interpret the meaning of graphs or tables in response to teacher prompting in terms of personal implications &/or social consequences
O5j) Decide on the fairness or bias of the data in response to teacher prompting
Content Range The types of tables and graphs could include simple pie graphs, bar graphs, line graphs, pictograms, etc. of the kind found in newspapers, on household bills, information leaflets etc. Scales created should count in ones, twos, fives or tens. Scales interpreted from public information not limited to the above simple scales- can interpret from more complex scales available on public information. Examples of possible assessment tasks/activities for learning outcome 1 Assessment tasks should be developed to reflect the learning style and context of the student’s experience.
19
Use a phone, water or power bill to demonstrate understanding of the key features and conventions of everyday tables and graphs and to interpret their meaning, and changes over time, with the accompanying information of the account. Students choose a question or issues of interest to them to investigate. After clearly stating what this is, they gather and record data in appropriate tables and graphs and discuss the meaning of their findings. Any topics could be used. Some suggestions are: Quantity of water/gas/electricity the household uses each day. Recordings are made from the relevant meter. A household conservation campaign could then take place and a second set of recordings taken and the effect of the campaign assessed. TV watching habits of friends. Amount of petrol and cost of fuel for a car for a period of time. Design, carry out and interpret a survey. Design a simple survey of the class and present the data in different ways.
Learning Outcome 6:Numeracy for Interpreting Society – Numerical Information Mathematical Knowledge and techniques Date Student
Sig. Teacher Sig. Task Completed
O6a) Use place value concepts for whole numbers and decimals to interpret and compare written and spoken no.s
O6b) Interpret and compare commonly used fractions, decimals and percentages
O6c) Use number facts and rounding to give rough estimates to numerical calculations
O6d) Obtain accurate results for calculations with whole numbers, simple fractions, decimals and percentages
O6e) Convert between common fraction, decimal and percentage forms for simple calculations. .25 =¼ = 25%
O6f) Calculate fractions of whole number quantities only Language O6g) Read, write and use whole numbers, fractions, decimals and percentages in numerals, words and symbols
O6h) Use common words for ordering and comparing numbers such as smaller, bigger, larger, first, second, between, less than etc. (same as O3g)
O6i) Identify and use appropriately words, phrases and symbols for arithmetical operations such as add, total, subtract, minus, take away, from, times, multiply, share divide, 10% of, ¼ of, double, etc (same as O3h)
Interpretation O6j) Relate meaning of the numerical concepts in the text to personal experience, beliefs, opinions or expectations in response to teacher prompting
20
Content Range
• Information could include newspaper articles, advertising material, public information documents or leaflets from councils, utilities, services etc.
• Numbers should include whole numbers up to millions and decimals to hundredths, and simple percentages such as 10% and 25% and multiples of these.
• Only one or two operations per task, and percentage calculations without a calculator should only be for simple percentages such as 10% and 25% and multiples of these.
• Calculations with fractions should only include ½, ¼, 1/10. • Formal operation on fractions not required. • Long division by pen and paper not required
Examples of possible assessment tasks/activities for learning outcome 1
Assessment tasks should be developed to reflect the learning style and context of the student’s experience.
• Compare the various deals that are offered by pizza places, eg. Compare fraction with percentage discounts • Compare the purchase of an item on terms compared to paying cash (do not forget GST). • Use a newspaper article on a topical issue, eg. To interpret and compare commonly used fractions, decimals and
percentages; to relate the meaning of the numerical concepts in the article to personal experience, beliefs or expectations.
• Interpret information from a newspaper article or road safety website including percentage, fractions, and decimals.
21
Intermediate Name:
Work Related Skills Unit 1: Tick Evidence Initial
Learning outcome 1 Learn about basic conditions and entitlements of a specific industry.
• • •
Elements 1.1 research wage entitlements for an entry level position
1.2 describe basic workplace conditions and employee entitlements
1.3 describe the role of workplace agreements
1.4 investigate grievance procedures within a workplace setting
1.5 describe the role of organisations representing workers in the workplace
Learning outcome 2 Obtain and communicate information in response to a work related OH&S issue.
• • •
Elements 2.1 research information for a work related OH&S issue
2.2 discuss the findings of the OH&S research
2.3 communicate the results of the OH&S findings
2.4 undertake a review process. Learning outcome 3 Develop knowledge and understanding of OH&S in a work related context.
• • •
Elements 3.1 research employee rights and responsibilities regarding OH&S
3.2 identify correct processes for raising OH&S issues
3.3 establish a personal safety plan to ensure safe operating procedures are followed
3.4 investigate ways to improve work processes to achieve OH&S principles.
Learning outcome 4 Identify problems or safety hazards that can affect the safety of the work environment.
• • •
Elements 4.1 identify potential problems or safety hazards
4.2 communicate OH&S information relevant for hazard identification and risk assessment clearly and precisely
4.3 determine possible options to ensure OH&S risks are controlled and procedures are understood and followed
4.4 analyse the consequences on self, working environment and community if
22
Work Related Skills Unit 2: Tick Evidence Initial
Learning outcome 1 Learning outcome 1 Learn to analyse and organise information for a work related goal.
• • •
Elements 1.1 learn what information is required for the work related goal
1.2 access and record information from a variety of work related sources
1.3 organise information relevant to the work related goal
1.4 analyse information for relevance, accuracy and currency.
Learning outcome 2 Obtain and communicate information in response to a work related OH&S issue.
• • •
Elements 2.1 research information for a work related OH&S issue
2.2 discuss the findings of the OH&S research
2.3 communicate the results of the OH&S findings
2.4 undertake a review process. Learning outcome 3 Develop knowledge and understanding of OH&S in a work related context.
• • •
Elements
OH&S procedures are not followed. Learning outcome 5 Contribute to team objectives to achieve safe work procedures.
• • •
Elements 5.1 identify safe work procedures and tasks required by the team to achieve agreed objectives
5.2 negotiate work tasks and roles to ensure safe work procedures within the team
5.3 work with others to achieve safe work procedures
5.4 undertake a review process. Learning outcome 6 Use information and communications technology in relation to a work related activity.
• • •
Elements 6.1 identify what information and communications technology is required for a given activity
6.2 use appropriate information and communications technology
6.3 review the use of information and communications technology in the activity.
23
3.1 research employee rights and responsibilities regarding OH&S
3.2 identify correct processes for raising OH&S issues
3.3 establish a personal safety plan to ensure safe operating procedures are followed
3.4 investigate ways to improve work processes to achieve OH&S principles.
Learning outcome 4 Identify problems or safety hazards that can affect the safety of the work environment.
• • •
Elements 4.1 identify potential problems or safety hazards
4.2 communicate OH&S information relevant for hazard identification and risk assessment clearly and precisely
4.3 determine possible options to ensure OH&S risks are controlled and procedures are understood and followed
4.4 analyse the consequences on self, working environment and community if OH&S procedures are not followed.
Learning outcome 5 Contribute to team objectives to achieve safe work procedures.
• • •
Elements 5.1 identify safe work procedures and tasks required by the team to achieve agreed objectives
5.2 negotiate work tasks and roles to ensure safe work procedures within the team
5.3 work with others to achieve safe work procedures
5.4 undertake a review process. Learning outcome 6 Use information and communications technology in relation to a work related activity.
• • •
Elements 6.1 identify what information and communications technology is required for a given activity
6.2 use appropriate information and communications technology
6.3 review the use of information and communications technology in the activity.
Name:
PDS Unit 1: Tick Evidence Initial
LEARNING OUTCOME 1 Plan and organise a complex activity. •
• •
Assessment criteria The assessment criteria are demonstrated when the student can:
24
1.1 Plan, organise and carry out a project or activity involving a number of steps and processes and three or more people.
1.2 Identify and use support systems related to an activity or project goal.
1.3 Identify values that influence individual behaviour and motivation in group situations.
1.4 Carry out the activity or project to completion. LEARNING OUTCOME 2 Demonstrate self-management skills for goal achievement.
• • •
Assessment criteria The assessment criteria are demonstrated when the student can:
2.1 Use time management strategies to achieve goals.
2.2 Facilitate processes and procedures for achieving a goal.
2.3 Identify sources, types and symptoms of stress. 2.4 Utilise stress management strategies. LEARNING OUTCOME 3 Demonstrate knowledge, skills and abilities in the context of an activity or project.
• • •
Assessment criteria The assessment criteria are demonstrated when the student can:
3.1 Identify the scope and requirements of the activity.
3.2 Use observation to implement strategies to improve self-performance.
3.3 Establish a plan to achieve a learning goal involving a peer or adult mentor.
3.4 Contribute to the quality of outcomes within the activity or project.
3.5 Identify transferable knowledge and skills gained for future voluntary or paid work.
LEARNING OUTCOME 4 Describe leadership skills and responsibilities •
• •
Assessment criteria The assessment criteria are demonstrated when the student can:
4.1 Describe the characteristics of people in leadership roles.
4.2 Distinguish between different leadership styles. 4.3 Identify methods for motivating others. 4.4 Identify interpersonal skills that are used by people in leadership roles.
4.5 Identify the responsibilities of a group leader. LEARNING OUTCOME 5 Utilise interpersonal skills to communicate ideas and information.
• • •
Assessment criteria The assessment criteria are demonstrated when the student can:
25
5.1 Apply communication skills in a range of social contexts.
5.2 Use interpersonal communication skills to resolve a confl ict.
5.3 Identify causes of communication breakdowns. 5.4 Participate in a public debate that requires expression of an opinion to others.
5.5 Apply active listening skills to facilitate understanding.
PDS Unit 2: Tick Evidence Initial
LEARNING OUTCOME 1 Identify planning and organisation skills relevant for the management of health or community service activities.
• • •
Assessment criteria The assessment criteria are demonstrated when the student can:
1.1 Explore and identify issues related to managing the implementation of a project.
1.2 Clarify the nature of the support required to implement the project.
1.3 Establish systems to ensure project elements are managed.
1.4 Identify resource requirements to facilitate timely and effective project completion.
1.5 Use self-management skills for project completion.
LEARNING OUTCOME 2 Demonstrate skills relevant to complex problem solving.
Assessment criteria The assessment criteria are demonstrated when the student can:
• • •
2.1 Identify a complex problem that requires a solution.
2.2 Identify and evaluate a range of strategies in solving the problem.
2.3 Apply decision-making strategies to establish priorities.
2.4 Plan and carry out processes for solving the problem.
2.5 Review outcome of problem-solving strategies and identify appropriate corrective actions.
LEARNING OUTCOME 3 Demonstrate knowledge and skills related to a hobby, study or interest.
• • •
Assessment criteria The assessment criteria are demonstrated when the student can:
3.1 Identify skills and knowledge required to undertake a hobby, study or interest.
3.2 Evaluate alternatives for accessing training and/or learning regarding a hobby, study or interest, for example the Internet.
3.3 Undertake a program of knowledge and skills development relevant to a hobby, study or interest.
3.4 Apply skills and knowledge to a hobby, study or
26
interest. LEARNING OUTCOME 4 Utilise research and development skills to present information to an audience.
• • •
Assessment criteria The assessment criteria are demonstrated when the student can:
4.1 Identify a range of research methods appropriate for collecting specifi ed information.
4.2 Demonstrate the appropriate use of information systems, including technology.
4.3 Analyse a range of differing perspectives to establish accuracy and identify bias.
4.4 Identify and apply a variety of techniques for presenting information.
LEARNING OUTCOME 5 Use spoken language and active listening skills to communicate complex ideas and information.
• • •
Assessment criteria The assessment criteria are demonstrated when the student can:
5.1 Plan and deliver a sustained presentation in a group setting.
5.2 Give complex instructions, including difficulties to be avoided, when explaining procedures.
5.3 Respond to a complex inquiry or complaint related to a project or activity.
5.4 Explore and clarify ideas in an extended discussion.
5.5 Use spoken language to work in collaboration with others to meet an agreed objective.
