pse workbook

Personal and SocialEducation

Social Awareness andDevelopment (Intermediate 1)

6838

Spring 2000

Personal andSocial Education

Social Awareness andDevelopment Intermediate 1

Student Workbook

Support Materials ��

HIGHER STILL

PREFACE

This student workbook material is designed to support students undertaking the SocialAwareness and Development Unit at Intermediate 1 Level. Staff may also find thatsome sections of it may be used for other levels eg Access 3 and Intermediate 2.

Grateful acknowledgement is made to staff in Lews Castle School, Western IslesCouncil, Department of Education and staff in Cardonald College, Glasgow indeveloping and producing materials for the student workbook.

PERSONAL AND SOCIAL EDUCATION

Social Awareness and Development (Intermediate 1)Student Workbook

Candidate Name: ____________________________________________________

Class/Group: ____________________________________________________

CONTENTS PAGE

Introduction 2

The Five Key Elements 4

Instruments of Assessment 5

Self-Evaluation 7

Variables (‘familiar’ and ‘unfamiliar’) 10

Subcontexts 11

Activity Outline 12

Student Record Sheets 16

Action Plan/activity log/review 17

Resource Log 18

Co-operation Log with Report 19

Review Sheet 23

Support Materials: PSE - Social Awareness and Development (Intermediate 1) 1

SOCIAL AWARENESS AND DEVELOPMENT

IntroductionThis unit follows on from Personal Awareness and Development and is a componentunit of Intermediate 1 Personal and Social Education. This workbook has beenwritten with Intermediate 1 in mind, but even if you do not achieve this unit atIntermediate 1, you may still pass at Access 3 level.

Social Awareness and Development (SAD) concentrates on developing interpersonalskills. This means that you are going to work towards improving your skills incommunicating, listening, co-operating, supporting others, and asking and takingadvice. To do this, you will set TWO targets - ONE in developing your interpersonalskills; and another relating to a different key element.

All units have been written with outcomes (which describe what you will learn) andperformance criteria (which describe the standards you have to reach).

The Social Awareness and Development unit can be studied within three differentsubcontexts - Local Community, Distant Community or Residential Experience.Your teacher/lecturer will guide you as to which subcontext is most suitable for you.

As with all Personal and Social Education Units you will be working with the fourvariables:• the topic matter chosen for the vocational subtext• sustaining contact with people• obtaining resources• location for undertaking tasks

(one of these variables should be unfamiliar).

While you are working on the unit

• you will do an initial self evaluation to decide what strengths you already haverelevant to social awareness and development

• decide on your two targets• work up a plan of two tasks to help you meet your two targets• as you carry out your tasks you will keep a log of what you do

Towards the end of the unit

• go back over what you have done and think about how close you are to reachingyour targets

• carry out a review to identify your progress

FinallyYou will decide what development you have undertaken in all of the key elementsjust by working with other people and planning and carrying out your tasks - you arebound to have undertaken some development in some of the other key elements aswell. These key elements are:• self awareness (understanding more about your personal qualities)• interpersonal skills (working with others)


• task management skills (planning and organising)• knowledge and understanding (about how people behave)• reviewing and evaluating (deciding what this development in interpersonal skills

means to you)

For assessment purposesYou need to keep your evidence of all of the above - and so you will probably do thisin a folder. Your teacher/lecturer will use this to check with you that your work issatisfactory. If it is not satisfactory at any stage - you will be given help to understandwhat you have to do, and then another chance to try that part again.


THE FIVE KEY ELEMENTS

Interpersonal and Group Skills (ONE target must come from this section)Being able to work with people in a helpful mannerBeing able to work positively with other peopleBeing able to share information with othersBeing able to talk and discuss ideas with others

Self awarenessBeing aware of what kind of person you areBeing aware of the kinds of things you like and dislikeBeing well informed about your selfBeing independentBeing aware of your own abilitiesBeing able to try again if you fail at firstBeing aware of your rightsBeing aware of your responsibilities

Task Management SkillsBeing able to plan a piece of work that has to be doneBeing able to organise a piece of work that has to be doneBeing able to complete a piece of work on time

Evaluating SkillsBeing able to describe a task you have completedBeing able to assess how well you have completed a taskBeing able to see where you could make changes to improve a taskBeing able to change your plans for the future

Acquisition and Application of Knowledge and UnderstandingBeing able to learn new informationBeing able to understand explanationsBeing able to use new ideas, facts and information to complete a task


INSTRUMENTS OF ASSESSMENT

How will your Social Awareness and Development unit be assessed? Completion ofthe unit is a step-by-step process, and each step must be completed before tackling thenext. Firstly, you will complete your Self Evaluation exercise, and this will give youthe information you need about yourself to decide what your development needs are.You will set TWO targets, one of which will be to improve your interpersonal andgroup skills, and one will come from one of the other four ‘key elements’ describedon Page 4.

Below is a table of the activities you will undertake. On the left hand side is adescription of the activities themselves (starting with ‘Initial self evaluation’); and onthe right, a description of the outcomes these activities will achieve, and the evidencethat will be generated. Your teacher/lecturer will explain what all of these activitiesand descriptions mean before you start working on your unit.

INSTRUMENT OFASSESSMENT

OUTCOME/PC EVIDENCE REQUIREMENT

Initial selfevaluation

Outcome 1PC (a), (b)

Completed initial self-evaluation identifying:

• social strengths and development needs

• two social development targets

Activity outline Outcome 1 PC (c) Completed activity outline identifying:

• social sub context

• two social development targets

• two tasks planned to overtake the targets

• three familiar variables

• one unfamiliar variable

• anticipated use of resources

• given timescales

• co-operation with others – individuals identified

Action plan Outcome 1 PC (e) Action plan completed for two tasks containing:

• three familiar variables

• one unfamiliar variable

• task consisting of series of steps

Resource log Outcome 1 PC (d)and Outcome 2all PCs

Completed resource log detailing:

• use of selected resources

Activity log Outcome 2 All PCsand Outcome 3 AllPCs

Completed activity log detailing:

• undertaking the action plan

• efficiency demonstrated for two variables


Co-operation logwith report

Outcome 3 all PCs Completed log covering:

• planning

• implementation

• reviewing

Final self evaluation Outcome 4 PC (a) Changes identified from initial self evaluation

Review Outcome 4PC (c), (d)

Completed review identifying:

• progress towards social development targets

• potential areas for future social development



Social Awareness and Development (Int 1)

Candidate’s name: _____________________________ Date: ________________

Class/Group: _____________________________

Self EvaluationOutcome 1 Initial Self Evaluation: Assessment in Planning (PC (a), (b))Outcome 4 Final Self Evaluation: Assessment in Reviewing and Evaluating

Performance PC (a)

This table is about knowing yourself in relation to the five key elements

Add the most suitable code to the grey box for each comment.Boxes ISE are for your initial self evaluation. Boxes FSE are for your final selfevaluation.

A – ALWAYS B – MOST OF THE TIME C – SOME OF THE TIME D – NEVER

INTERPERSONAL ANDGROUP SKILLS DATE DATE SELF AWARENESS DATE DATE

I can see other people’s pointof view

I am an independent person

I like being with other people I can be trusted to takeresponsibility

In my free time I go out withfriends

I am a punctual person

I usually spend a lot of timealone

If provoked, I can lose mytemper

I try to get on well with otherpeople

People think I am reliable

I am interested in what otherpeople think about things

If I feel I have been badlytreated, I will stand up formyself

I like to work on my own I usually admit when I amwrong

I am too shy to speak when partof a large noisy discussion

If I fail at something, I will tryagain

I like to give praise to otherpeople

I sulk if I don’t get my ownway

I like to get my own way inarguments

I have a good memory

I can express my feelingseasily when I’m with myfriends

I am a confident person


TASK MANAGEMENTSKILLS DATE DATE EVALUATING DATE DATE

I finish projects that I havestarted

I can accept when I have donesomething wrong

I am an organised person I know when I have donesomething well

I sometimes run out of time tofinish a task I have been set

I change my plans when thingsare not working out for me

ACQUISITION ANDAPPLICATION OF DATE DATE KNOWLEDGE AND

UNDERSTANDING DATE DATE

I like to learn newinformation

I am happy with my writtenskills

I am good at organising travel I can use the Internet to findinformation

I pick up new ideas quickly I like to work on new projects

ISE FSE ISE FSE

Does my teacher/lecturer agree with my evaluation? YES/NO

If not, try again.

This initial self evaluation has helped me identify my current strengths andweaknesses.

The strengths I have:

1 ________________________________________________________________

2 ________________________________________________________________

3 ________________________________________________________________

The areas I would like to improve:

1 ________________________________________________________________

2 ________________________________________________________________

3 ________________________________________________________________

My first social target will help me develop my interpersonal skills. The areas I wouldlike to work on are:

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________


My second social target will help me develop:

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Only complete this box at the very end of the unit.

These are the important changes that I have noticed when I compare my initial self-evaluation with my final self-evaluation.

Important changes:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________


VARIABLES (‘FAMILIAR’ AND ‘UNFAMILIAR’)

You will have noticed the term ‘variables’ used in this workbook before. What doesthis mean? The variables that we talk about in Personal and Social Education come infour different forms, and can be familiar or unfamiliar. An explanation of the formsand some examples are shown below.

Topic – The ‘topic’ is the subject that you have chosen to work with in order toachieve your target. For example:

Capital punishmentWorld religionsLocal historyAmerican IndiansSchool/college facilitiesSporting figures

Local amenitiesBiographyOrganising travelPolitical PartiesChild developmentCommunity groups

Care of the elderlyHomelessnessFundraisingCareersPersonal goalsTeam activities

Contact with people – ‘Contact with people’ is when you have dealings with otherpeople in order to achieve your target. For example:

ParentsFamily friendsLocal employersSocial workersSisters/brothers/cousinsTourist Information

Teachers/LecturersPersonal friendsReceptionistsTechniciansGrandparentsHelpline staff

LibrariansTradespeopleClass colleaguesNeighboursShop assistantsChildren

Resources – The ‘resources’ are any materials or equipment that you need to use inorder to achieve your target. For example:

InternetMagazinesMapsTV & videoDictionaryLibraryTravel Guides

CD-ROMCalculatorFlipchartComputerEncyclopaediaTelephoneBooks

NewspapersWriting materialsCassette recorderLeafletsStampsPhotocopierTelephone book

Location – The location is any place or area that you have to go to in order to achieveyour target. For example:

CollegeLibraryInternet caféResource centreShops/supermarkets

SchoolTravel AgentsOutreach centresQuiet work areaEmployers’ premises

HomeLocal CouncilCommunity groupsTourist officeFriends’ homes


SUBCONTEXTS

Earlier in the workbook, subcontexts were mentioned. What do we mean by this? InSocial Awareness and Development, there are three main subcontexts: these are, localcommunity, distant community, and residential experience. Each subcontextoffers you an opportunity to set social development targets and to follow through twoplanned tasks to meet the targets. Your teacher or lecturer will help you to choosewhich subcontext is most suitable for you.

The local community subcontext would be chosen if you decide to undertake aninvestigation or involvement activity within your local community. This wouldinvolve dealing with straightforward social situations and tasks, such as working withother team members during the planning and undertaking of a local communityactivity or event (possibly within the education centre itself).

The distant community subcontext would involve your collaboration with anotherperson or persons to investigate some aspect of life in a distant community, possiblyanother country.

The residential experience subcontext would involve your collaboration with othersduring the planning, organising and undertaking of one aspect of a residential stay.

WHAT NOW?

So far, you have:

• Completed a self evaluation process to consider what type of person you are• Decided your areas of strength, and the areas of weakness you would like to work

on• Set yourself TWO social targets, one from the area of Interpersonal and Group

Skills, and one from the other four key elements• Set yourself two tasks to meet these targets• Considered the variables you have to work with• Chosen a subcontext which is suitable for your needs

You are now ready to begin your Activity Outline…see over.





Class/Group: _____________________________

Activity Outline

Outcome 1: Assessment in planning - Performance Criteria (c)

1. The social subcontext I am using is:

________________________________________________________________

________________________________________________________________

________________________________________________________________

2. My social target to develop my interpersonal skills is:

________________________________________________________________

________________________________________________________________

________________________________________________________________

My other social target is:

________________________________________________________________

________________________________________________________________

________________________________________________________________

3. Task 1 is:

________________________________________________________________

________________________________________________________________

________________________________________________________________

4 Task 2 is:

________________________________________________________________

________________________________________________________________

________________________________________________________________


4. I am familiar with three of the four variables. They are:

• ________________________________________________________________

________________________________________________________________

________________________________________________________________

• ________________________________________________________________

________________________________________________________________

________________________________________________________________

• ________________________________________________________________

________________________________________________________________

________________________________________________________________

5. I am not familiar with this variable:

• ________________________________________________________________

________________________________________________________________

________________________________________________________________

6. Resources I expect to use:

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________


7. Now fill in the circles with the information you have collected. Put a number insideeach circle showing the order in which you will use this information when you arepreparing your action plan.

Task 1 is:

Task 2 is:

Resources I shall use:

My one unfamiliar variable is:

•

My three unfamiliar variables:

•

•

•

My other Social Target is:

My Social Target ininterpersonal skills is:

The sub-context I am using:


I have discussed my activity outline with my teacher/lecturer. We have agreed that itcan be used to prepare an action plan which I can undertake in the time available.

Candidate’s name_____________________________ Date ___________________

Signature of teacher/lecturer _____________________________________________


STUDENT RECORD SHEETS

On the following pages is a series of sheets in which you will record the process ofyour chosen Social Awareness and Development tasks. Your tutor or lecturer willhelp you fill these in correctly, and when they are completed, you must keep themtogether in your folder.

Supp

ort

Mat

eria

ls: P

SE -

Soc

ial A

war

enes

s an

d D

evel

opm

ent (

Inte

rmed

iate

1)

16

Per

sona

l and

Soc

ial E

duca

tion

Soci

al A

war

enes

s an

d D

evel

opm

ent

(Int

1)

Can

dida

te’s

Nam

e: _

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ss/G

roup

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Pla

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log

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MY

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Social Awareness and Development


Class/Group: _____________________________

Resource Log

Outcome 2: Assessment in implementationAll performance criteria

RESOURCES I HAVE SELECTED ANDPLANNED TO USE HOW I ACTUALLY USED MY RESOURCES

tickI think I used my resources well �

I think I could have used my resources better �

Give your reasons for deciding this:

____________________________________________________________________

____________________________________________________________________





Class/Group: _____________________________

Co-operation Log with Report

Outcome 3: Assessment in working co-operatively with othersAll performance criteria

PART 1: MY CO-OPERATION WITH OTHER PEOPLE DURING PLANNING

CO-OPERATION POINTS HOW WELL I DID

My responsibilities

Other people’s responsibilities

Occasions when I helped other people

Occasions when I asked other people for help and got it

When I think I worked well with people


PART 2: MY CO-OPERATION WITH OTHER PEOPLE WHILE I WAS CARRYING OUT MYACTION PLAN


My responsibilities






PART 3: MY CO-OPERATION WITH OTHER PEOPLE WHILE I WAS REVIEWING WHAT I HADDONE


My responsibilities






Part 4: Report on Working Co-operatively With Other People

1. Name of one other person working with me

________________________________________________________________

This person’s views on my working co-operatively during the implementation ofmy action plan:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

How I feel about these comments:

________________________________________________________________

________________________________________________________________

________________________________________________________________

2. Name of second person working with me:

________________________________________________________________

This person’s views on my working co-operatively during the implementation ofmy action plan:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

How I feel about these comments:

________________________________________________________________

________________________________________________________________

________________________________________________________________





Class/Group: _____________________________

Review SheetOutcome 4: Assessment in Reviewing and Evaluating

Performance Criteria (c), (d)

Evaluation of social development across all five key elements

My views on how I have increased my self confidence and got to know myself better

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

My views on how I have improved my ability to get on with other people

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

My views on how I have improved my ability to plan tasks, be organised andcomplete tasks

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

My views on how I have improved my ability to set myself targets and to judge mysuccess in reaching targets

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________


My views on what I have learned while doing this unit

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

My views on what targets I should like to set for my personal and social development

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

pse workbook

Documents

personal awareness

development unit

pse social awareness

componentunit of intermediate

social education units

unit atintermediate

development sad concentrates

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