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VCAL Evidence Portfolio

Name:

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.

Senior Certificate

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Name: Literacy - Senior Tick Evidence Initial

LEARNING OUTCOME 1 Writing for Self Expression Write a complex recount, narrative or expressive text.

Elements - All elements must be met in the one assessment task/activity Tasks to meet this criteria:

• • • • • • •

Writing process a) Use the processes of planning, drafting and editing to produce written texts.

Purpose b) Use language and tone appropriate to text purpose and audience.

Structure c) Organise ideas and information to suit purpose.

Length/complexity d) Incorporate a range of topics, beliefs, issues or experiences.

e) Use literary devices to convey character, setting and/or emotions.

Mechanics f) Spell, punctuate and use grammar with considerable accuracy.

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. Examples of integrated assessment tasks can be found on pages 115 to 116. Where possible, more than one learning outcome should be assessed in one task and the task 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. Where the learning outcomes are assessed separately, assessment tasks similar in complexity to one of the following examples may be appropriate: • Write a vivid description of a significant event from your childhood. Imagine you are writing it for your grandchildren to read. • Write a short story for children. • Using a human interest or a newspaper story as stimulus, imagine and describe the events leading up to the event. • Interview someone of a different age about their reflections of a certain period or event in their lifetime. Write a biographical text reflecting and drawing on personal experience and knowledge of the era or event. • Write a series of personal letters between friends tracing evolving problems/relationships/issues. • Write a poem or song making complex explorations of people/relationships/ideas/places. Prose texts such as stories, personal reflections and recounts, should be approximately 400–600 words. Word limits for poetry should be determined according to complexity of ideas and writing appropriate to this level.

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Literacy - LEARNING OUTCOME 2 Writing for Practical Purposes Write a complex instructional or transactional text.

Elements - All elements must be met in the one assessment task/activity. • • • • • •



Structure c) Organise information and/or ideas logically to suit purpose.

Length/complexity d) Present specialist and/or technical knowledge, highlighting features of special note.

e) Present information accurately, clearly and concisely.


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. Examples of integrated assessment tasks can be found on pages 115 to 116. Where possible, more than one learning outcome should be assessed in one task and the task 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. Where the learning outcomes are assessed separately, assessment tasks similar in complexity to one of the following examples may be appropriate: • Prepare a leaflet on nutrition and cooking, including three recipes to support the nutritional information (this could be linked to Reading and Writing: Reading for Knowledge, learning outcome 7, in this unit). • Write a memo, or a work or public notice making sure the information is clearly structured and presented for the intended audience. • Write the minutes of a meeting you attended recently.

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LEARNING OUTCOME 3 Writing for Knowledge Write a complex report, explanatory or expository text.

Elements All elements must be met in the one assessment task/activity. • • • • • •



Structure c) Sequence and structure information and ideas logically to suit purpose.

Length/complexity d) Present a range of abstract concepts and/or technical facts within a specialist field.

e) Present information accurately, clearly and concisely.


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. Examples of integrated assessment tasks can be found on pages 115 to 116. Where possible more than one learning outcome should be assessed in one task and the task 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. Where the learning outcomes are assessed separately, assessment tasks similar in complexity to one of the following examples may be appropriate: • Write an analytical report. The topic should be negotiated by the teacher and student. • Write an explanation of a natural phenomenon, for example how the wind blows, for primary school children. • Write an information brochure on a health or environmental issue. The topic will need to be researched and includetechnical information that is presented in a way that is easy for the general public to understand (this could be linked to Reading and Writing: Reading for Knowledge, learning outcome 7, in this unit). Prose texts should be approximately 400–600 words.

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LEARNING OUTCOME 4 Writing for Public Debate Write a complex persuasive, argumentative or discursive text.

Elements - All elements must be met in the one assessment task/activity. Tasks to meet this criteria

• •



Structure c) Organise ideas and arguments to suit purpose.

Length/complexity d) Provide and integrate evidence to support own argument.

e) In an argumentative or discursive text acknowledge and rebut opposing point/s of view.


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. Examples of integrated assessment tasks can be found on pages 115 to 116. Where possible more than one learning outcome should be assessed in one task and the task 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. Where the learning outcomes are assessed separately, assessment tasks similar in complexity to one of the following examples may be appropriate: • Choose an issue of relevance to the local community and write a speech to persuade people of your point of view. • Write an argumentative or discursive essay on a topic of public concern such as immigration, biotechnology, censorship. Present two points of view and provide evidence to support the view taken. • Write two editorials, each one representing an opposing point of view. • Write two speeches, one for parents and one for primary students, arguing for the need to change one aspect of the school program, for example the student welfare policy. Prose texts, such as essays, should be approximately 400–600 words.

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LEARNING OUTCOME 5 Reading for Self Expression Demonstrate that meaning has been gained from reading a complex, sustained narrative, recount or expressive text.

Elements All elements must be met in the one assessment task/activity. • • • • • •

Purpose a) Identify the purpose of the text including any inferred purpose and the means used to achieve purpose.

Comprehension b) Identify the fundamental point of view shaping the text and the devices used to present that point of view (for example, characters).

Application c) Compare and contrast with other texts. Critique d) Present an opinion on the text taking into account the content and its effectiveness in relation to the audience and purpose.

Examples of assessment tasks/activities for learning outcome 5 Assessment tasks/activities should be developed to reflect the learning style and context of the students’ experiences. Where possible more than one learning outcome should be assessed in the one task and the context and subject matter should be relevant to the student. Where the learning outcomes are assessed separately, assessment tasks similar in complexity to one of the following examples may be appropriate: • Read a fictional text, identify the point of view shaping the text and discuss the devices used to present the point of view. • Read a narrative text. Use a narrative structure graph to plot the storyline of the text. Discuss the main incidents or events in the text and compare and contrast with other texts, both print and non-print. • Read two short horror stories. Compare and contrast the devices used to establish the atmosphere in the text and comment on their effectiveness. • Compare a short story with a novel to be decided by the class.

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LEARNING OUTCOME 6 Reading for Practical Purposes Demonstrate that meaning has been gained from reading a complex, sustained instructional or transactional text.

Elements All elements must be met in the one assessment task/activity. • • • • •


Comprehension b) Identify the key instructions and any interpretations.

c) Identify (if any) misleading information in the text.

Application d) Compare and contrast with other known texts.

Critique e) Present an opinion on the text taking into account the content and its effectiveness in relation to the audience and purpose

Examples of assessment tasks/activities for learning outcome 6 Assessment tasks/activities should be developed to reflect the learning style and context of the students’ experiences. Where possible more than one learning outcome should be assessed in the one task and the context and subject matter should be relevant to the student. Where the learning outcomes are assessed separately, assessment tasks similar in complexity to one of the following examples may be appropriate: • Read a set of instructions which include some commentary or interpretative remarks and comment on their effectiveness. • Read minutes for a series of meetings to become familiar with the issues and topics of discussion. Summarise these and comment on their structure and effectiveness. • Collect information from different banks on credit card options. Evaluate the clarity of the texts and their effectiveness, noting any ways they encourage use of their credit card facilities.

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LEARNING OUTCOME 7 Reading for Knowledge Demonstrate that meaning has been gained from reading a complex, sustained report, explanatory, expository or informative text.

Elements - All elements must be met in the one assessment task/activity.

Tick Element Initial • • • • • • •


Comprehension b) Differentiate between information and interpretation in the text.

c) Extract information relevant to given research task.

Application d) Compare and contrast with other texts. Critique e) Analyse the conclusions reached. f) Present an opinion on the content and effectiveness of the text in relation to the audience and purpose.

Examples of assessment tasks/activities for learning outcome 7 Assessment tasks/activities should be developed to reflect the learning style and context of the students’ experiences. Where possible more than one learning outcome should be assessed in the one task and the context and subject matter should be relevant to the student. Examples of integrated assessment tasks can be found on pages 115 to 116. Where the learning outcomes are assessed separately, assessment tasks similar in complexity to one of the following examples may be appropriate: • Contribute an informative report to a class research project on a topic of interest to the group. Include critical notes on the references used. • Read two or more informative or explanatory texts on the same topic, noting the author’s purpose and if the purpose was effectively achieved. The topic to be negotiated between the teacher and student. • Research a specific topic of local concern and present the information in a report format being sure to comment on the effectiveness of the texts. The report should include recommendations (this could be linked to Reading and Writing: Writing for Knowledge, learning outcome 3, in this unit).

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Literacy - Senior Tick Evidence Initial LEARNING OUTCOME 8 Reading for Public Debate Demonstrate that meaning has been gained from reading a complex, sustained argumentative or discursive text.

Elements - All elements must be met in the one assessment task/activity. Tasks:

• • • •


Comprehension b) Identify the underlying values system implicit in the text.

Application c) Compare and contrast with other texts. Critique d) Evaluate the arguments and evidence given.

e) Present an opinion on the text, taking into account the content and the effectiveness of the text in relation to the audience and purpose.

Examples of assessment tasks/activities for learning outcome 8 Assessment tasks/activities should be developed to reflect the learning style and context of the students’ experiences. Where possible more than one learning outcome should be assessed in the one task and the context and subject matter should be relevant to the student. Where the learning outcomes are assessed separately, assessment tasks similar in complexity to one of the following examples may be appropriate: • Collect information from agencies expressing differing points of view on an issue of public concern. Present the issue to class, explaining the different viewpoints. • Read two newspaper editorials on the same topic. Summarise the proposals put forward, evaluate the reasons and evidence used, and how the argument has been structured. Give a personal opinion of the texts and their content.

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Name: Literacy – Senior Oracy Tick Evidence Initial

LEARNING OUTCOME 1 Oracy for Self Expression Use and respond to spoken language to effectively communicate to others story and life experience, in different contexts.

Elements Not all elements need to be met in the one assessment task/activity.

• • • •

a) Present or participate in a sustained narrative, discussion, recount or anecdote, gesture, pace, pronunciation and projection.

c) Demonstrate an understanding of the role of verbal and non-verbal features through critical listening and analysis of other oral presentations

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

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. 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 and prepare an audio file on the information gained. • Participate in a discussion about a personal experience of schooling over the year, as part of a panel led by a student facilitator. • Present a formal speech to a group on a planned topic as part of a speech presentation dinner. • Participate in a school play. • Prepare a puppet show for a local school on an issue of relevance, for example moving to high school.

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LEARNING OUTCOME 2 Oracy for Knowledge Use and respond to spoken language in sustained informative presentations in different contexts.


• • • •

Tick Evidence Initial

a) Plan and deliver a sustained presentation in a group setting using appropriate staging and including open question time if appropriate.

b) Make notes systematically from information presented orally covering key points and supporting information.

c) Evaluate the content and effectiveness of a complex oral text.

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 can be integrated with learning outcomes from other strands. Tasks similar in complexity may be developed across strands. • Give an oral presentation to your own group or another class based on research undertaken in reading and writing for knowledge. • Talk to a group about an activity you have planned (for example, an excursion, a camp) answering questions at the end and noting the main points they raised. • Listen to a range of sustained spoken texts, such as presentations by guest speakers and informative videos, noting key ideas in a systematic way and evaluating the content and effectiveness of the presentation. • Listen to a speech by a political party or pressure group and comment on the implied assumptions and intentions of the speaker and the effectiveness of the presentation. • Listen and respond to a report at a meeting. • Critically review a complex oral text of interest, for example a radio program or film and present your review to your class.

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LEARNING OUTCOME 3 Oracy for Practical Purposes Use and respond to spoken language in sustained and complex transactions in different contexts.


• • • •


a) Give complex instructions, including difficulties to be avoided, when explaining a procedure to others.

b) Respond to a complex inquiry or complaint, giving details of action or explanation of any difficulties.

c) Evaluate the content and effectiveness of a complex spoken transaction.

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 have been integrated with learning outcomes from the Reading and Writing unit. Tasks similar in complexity may be developed across strands. • Draw upon your own experience to explain to another student how to use a new computer application. • Inquire at a number of local businesses about availability of part time employment. Report back to the class and evaluate the response. • Participate in a formal job interview, applying knowledge of staging and relating past experience to selection criteria.

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LEARNING OUTCOME 4 Oracy for Exploring Issues and Problem Solving Use and respond to spoken language in sustained discussions for the purpose of exploring issues or problem solving in different contexts


• • • •


a) Use spoken language for the purpose of exploring ideas in an extended discussion, comparing them with those of others and questioning others to clarify ideas.

b) Use spoken language to work in collaboration with others to meet an agreed objective.

c) Evaluate the content and effectiveness of a sustained discussion.

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 the other strands. Tasks similar in complexity may be developed across strands. • Participate in discussion characterised by exchange of ideas and opinions supported by examples/evidence drawn from texts. • Lead group discussion and explore solution to specific problems related to workplace OH&S issue (select issues from work experience). • Work with a group to develop an action plan. • Discuss changes in domestic routines and procedures to fit in with work and study demands.

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Name:

Numeracy Tick Evidence Initial

LEARNING OUTCOME 1 Numeracy for Practical Purposes – Design Can translate between two-dimensional and three-dimensional real life objects and their diagrammatic representations for the purposes of measurement, design and interpretation.

Elements Not all elements need to be met in the one assessment task or activity.

• • • •

Mathematical knowledge and techniques a) Apply ratio to scale drawings or plans. b) Estimate, draw and measure angles using a protractor or compass.

c) Interpret plans and diagrams of three-dimensional objects.

d) Draw diagrams which include appropriate use of conventions such as scales expressed in ratio form, clear indications of dimensions, clear labeling

e) Describe shapes using the language of shape such as rectangle, triangle, isosceles, equilateral, regular, polygon, hexagon, diagonal, sphere, cube, cylinder, pyramid and descriptions such as symmetrical, horizontal, vertical, perpendicular and parallel

f) Use the symbols and conventions for scales and angles such as º.

Interpretation g) Judge whether models, diagrams or plans are representative of original object or 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 students’ experiences. • Interpret, use and draw scale diagrams or models. • Use a scale diagram of a particular room (for example, bedroom, lounge room, classroom) and a relevant list of furniture to measure the furniture items and decide on the arrangement of the furniture. Students’ answers can be presented as a scale diagram or a model drawn to scale. • Organise a trip to Melbourne with students required to visit six locations using public transport and to take digital photos at each location. Research timetables and public transport system and allocate maximum time allowed.

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Numeracy – Senior Tick Evidence Initial LEARNING OUTCOME 2 Numeracy for Practical Purposes – Measuring Can use measurements, the metric system and simple measurement formulae for the purpose of interpreting, making or purchasing materials in practical situations.


• • • • •

Mathematical knowledge and techniques a) Interpret and use the concepts and units of temperature, length, mass, perimeter, area and volume.

b) Make an initial estimate of measurements. c) Choose appropriately accurate measuring instrument and use it correctly to measure.

d) Read and interpret detailed calibrations on a range of measuring instruments.

e) Convert between metric units by applying knowledge of metric prefixes including decimal forms.

f) Choose and use appropriate formulae to calculate perimeters, areas, including surface areas and volumes of common shapes including, where appropriate, composite shapes by using knowledge of standard areas and volumes.

g) Choose and perform arithmetic operations where appropriate.

Language h) Use the words, symbols and conventions for measurement units and rates such as metres squared, m², hectare, building square, cc, cm³, m³, $/m, $/m².

Interpretation i) Use estimation skills such as mental arithmetic, visualisation of size and quantity to check outcomes against initial estimates and rough calculations.

j) Evaluate the measurements and calculations in terms of the purpose of the practical situation.

Examples of possible assessment tasks/activities for learning outcome 2 Assessment tasks should be developed to reflect the learning style and context of the students’ experiences. • Design a smartie box with the same volume but a different size/shape. Then calculate the area of material required for the new box and comment on the feasibility of the different possible shapes. • An open ended task where students develop a plan to redecorate a room. Calculations of the cost of painting, wallpapering, carpeting, tiling, installing an appropriate size airconditioner etc. can be made. • An open ended task where students develop a plan to landscape an area of their choice or the area of the class room. Costing and calculations could include soil, tanbark, and edging requirements as well as the amount of lawn seed or lawn carpet, and plant quantities. • Estimate distances for parking or dimensions of the room, then measure using pacing. • Use a recipe to reduce to the simplest ratios and calculate amounts for changed number of serves.

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• Students to fill identical canisters with a variety of materials, for example paper clips, plasticine. They are to attempt to get one canister to float, one to stay suspended in a beaker of water and one that sinks. When this is achieved, students can then find the densities of the identical canisters by measuring volume and mass then calculating densities using appropriate units. It is suggested that when using an open ended task the student presents an outline of his/her intentions so it can be checked that the required elements will be covered.

Name: Numeracy – Senior Tick Evidence Initial LEARNING OUTCOME 3 Numeracy for Personal Organisation – Location Can use the conventions of distance, location and direction to read, create and use maps.


• • • •

Mathematical knowledge and techniques a) Estimate and determine distances on maps and street directories.

b) Apply rates concepts such as speed, fuel consumption rates, price rates, to practical calculations of time and cost related to distances to be travelled.

c) Estimate and measure angles relating to direction and use this to describe the location of places, for example N, NE or bearings such as N50°E.

d) Describe routes using oral or written instructions or using accurate sketch maps with scale and direction details.

Language e) Interpret and use symbols for distance, speed and rates, including ratio notation, visual keys, terminology such as km/h, kph, litres/100 km, $/l

Interpretation f) Decide whether descriptions are accurate by self checking and observations of other interpretations.

g) Evaluate calculations through a combination of estimation techniques and reference to prior experience and knowledge.

Examples of possible assessment tasks/activities for learning outcome 3 Assessment tasks should be developed to reflect the learning style and context of the students’ experiences. Students could plan a day walk. Venues could be around the city business area, or in National or State Parks. The plan should have details of the expected distance covered, time to walk this distance, location and time of breaks, quantity and expected cost of fuel used in travelling to the starting point.

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Name: Numeracy – Senior Tick Evidence Initial LEARNING OUTCOME 4 Numeracy for Interpreting Society – Data Can create, use and interpret tables and graphs, and calculate and use averages, in order to reflect on information of relevance to self, work or community


• • • •

Mathematical knowledge and techniques a) Collect and represent data in graphical form using appropriate scales and axes.

b) Use whole numbers, percentages, decimals, fractions and ratios found in statistical information in text, tables and graphs.

c) Calculate, and interpret the meaning of – mean, median and mode for sets of ungrouped data.

Language d) Use a range of descriptive language of graphs, tables and averages such as maximum, minimum, increasing, decreasing, constant, slope, fluctuating, average, above/below average

Interpretation e) Interpret the meaning of data and the accompanying text in terms of personal implications, social consequences, and their validity and accuracy.

Examples of possible assessment tasks/activities for learning outcome 4 Assessment tasks should be developed to reflect the learning style and context of the students’ experiences. • Students select an article which is of interest to them and which contains numerical information. The information could be collected from the electronic, audio or print media. The information could then be represented in appropriate tabular and graphical form. The relevant averages, and other calculations (for example, percentage changes) could be carried out, followed by a discussion of the data. • 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 and calculations on averages and other relevant numerical calculations (for example, percentage changes). • Any topic could be used but it is suggested that topics are discussed to ensure that the intentions of the student satisfy the elements. • Invest in the stock market. Students play a game where they are given a hypothetical amount of money (say $50 000) to invest on the stock market. Students select their stocks, continue to record their value over a period of time (for example, six months) then sell their shares and calculate the value of their portfolio. Data is recorded in appropriate tables, graphs. The software package, Microsoft Excel, could be used as a tool in this task. • The Stock Market Game can also satisfy many of the elements in the learning outcome 5.

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• Use Microsoft Excel to construct a table of values and then using Chart Wizard to illustrate it in graphical form. Name: Numeracy – Senior Tick Evidence Initial LEARNING OUTCOME 5 Numeracy for Interpreting Society – Numerical Information Can use, and calculate with, fractions, percentages, decimals, rates and large numbers, to reflect on aspects of personal, work or community life.


• • • •

Mathematical knowledge and techniques a) Determine an appropriate mathematical procedure to solve the problem.

b) Make a rough estimate to numerical calculations.

c) Select the appropriate arithmetical operation and accurately calculate with large whole numbers, fractions, decimals, percentages, rates and ratios.

d) Convert between equivalent values for fractions, decimals, percentages and ratios, choosing a form appropriate to the calculation

Language e) Read and write decimal numbers such as point two four five, 0.245, two and five thousandths, 2.005.

f) Use appropriately the common words, phrases and symbols for mathematical procedures such as percentage, rate, and

Interpretation g) Check the reasonableness of calculations against initial rough estimates and interpret the meaning of the result in terms of personal and/or social consequences.

Examples of possible assessment tasks/activities for learning outcome 5 Assessment tasks should be developed to reflect the learning style and context of the students’ experiences. • Calculate the amount of tax to be paid on different incomes. Comparisons can be made between PAYG rates and company rates. The software package, Microsoft Excel, could be used as a tool in this task. • Calculate the amount and value of gold in various gold carats, for example 18 carat/12 carat/9 carat gold. Gold prices are given in the business section of the papers and are quoted in $US for a troy ounce which is equal to approximately 31 grams. • Make a comparison of mobile phone deals. • Compare densities of countries or the states of Australia. • Find the current levels of the water storages and work out the percentage full for each and overall. • Produce Year 12 or team jumper. Calculate timelines, costs and sizes.

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Name: Numeracy – Senior Tick Evidence Initial LEARNING OUTCOME 6 Numeracy for Knowledge – Further Study in Maths (formulae) Can develop and use simple formulae to describe and represent relationships between variables in real life contexts.


• • • •

Mathematical knowledge and techniques a) Develop simple formulae and algebraic expressions which generalise straightforward number patterns or relationships between variables in familiar contexts such as cooking, repair charges, mixing chemicals, areas and volumes.

b) Substitute appropriately into developed formulae to find particular values.

c) Translate simple worded problems involving unknown quantities into simple equations.

d) Solve simple equations using informal techniques such as backtracking; or guess, check and improve.

Language e) Make verbal generalisations of the number patterns or relationships being investigated using language such as doubling, halving, squaring, ‘$25 plus $60 per hour’

f) Use informal and some symbolic notation and representation of algebraic expressions such as letters, brackets, squares, cubes and square roots, conventions for multiplication and division in algebra.

Interpretation g) Decide on the effectiveness of the developed formulae by substituting known values.

h) Interpret the results obtained in the context of the original problem.

Examples of possible assessment tasks/activities for learning outcome 6 Assessment tasks should be developed to reflect the learning style and context of the students’ experiences. • Form word and symbolic formulae for income/profits from a selling situation such as selling paintings at a market for $25 each, and paying $80 to rent the stall. Analyse what happens for selling different numbers of paintings, etc. • Form word and symbolic formulae for power charges. Verify if these work and use the formula to calculate charges. • Generate word and symbolic formulae for football scores. Verify if these work and use the formula to predict final scores for games. Students could carry out the same procedure for a hypothetical scoring system of another game, real or imaginary.

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Name: Numeracy – Senior Tick Evidence Initial LEARNING OUTCOME 7 Numeracy for Knowledge – Further Study in Maths (problem solving) Can use simple mathematical problem-solving techniques to interpret and solve straightforward mathematical problems.


• • • •

Mathematical knowledge and techniques a) Interpret and extract relevant information from text or problem-solving activity by using appropriate techniques such as restating/rewriting, drawing diagrams or sketch.

b) Use a range of appropriate problem-solving techniques selected from strategies such as guess and check, elimination, making a table, diagram or sketch, using patterns, simplifying, concrete modelling.

c) Assess the reasonableness of the result and utilise alternative problem-solving techniques where appropriate.

Language d) Use appropriately both oral and written language to explain procedures used and to communicate the outcomes of the problem.

Interpretation e) Interpret and comment upon the results obtained in the context of the original problem.

Examples of possible assessment tasks/activities for learning outcome 7 Assessment tasks should be developed to reflect the learning style and context of the students’ experiences. • Work out how many ways it may be possible to solve a problem, for example the number of possible different routes to deliver some parcels and find the shortest route; how many ways to paint a room given a number of available colour choices. • Find a formula for the sum of the internal angles of many sided figures. • Find a way of generalising the sum of the numbers from one to one hundred by starting with sums of smaller sets of numbers

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Name:

PDS Unit 1: Tick Evidence Initial

LEARNING OUTCOME 1 Plan and organise to completion a complex project involving a range of related activities.

Assessment criteria The assessment criteria are demonstrated when the student can:

1.1 Complete a project with complex requirements taking into account desired outcomes and needs of involved individuals and groups.

• • •

1.2 Explore solutions to specifi c problems using appropriate research methods.

1.3 Communicate effectively to audiences unfamiliar with concepts involved in the activity.

1.4 Select resources to meet complex requirements for completion of the project or activity.

1.5 Critically evaluate a range of perspectives on the issue and/or problems related to the activity.

LEARNING OUTCOME 2 Apply an awareness of cultural values within a complex project


2.1 Identify the importance of culture to achievement of a goal or outcome.

2.2 Apply knowledge of cultural diversity to planning. 2.3 Apply understanding of cultural differences and values in interpersonal transactions.

2.4 Include different perspectives in planning group processes.

2.5 Adapt communication styles to take account of cultural differences and values.

LEARNING OUTCOME 3 Apply strategies to improve organisational communication.


3.1 Identify the main purposes of communication in an organisation.

3.2 Identify the characteristics of an organisational structure and its communication system.

3.3 Describe the signifi cance of informal communication, for example networking, body language and the ̒ grape vineʼ

3.4 Identify, and contribute to, a communication network.

3.5 Develop a communication strategy for a particular task or activity within an organisational structure.

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LEARNING OUTCOME 4 Demonstrate leadership skills for group and team work.


4.1 Comprehend the scope of a task or activity and the components that will contribute to planning its achievement.

4.2 Demonstrate a leadership role in an activity involving two or more other people.

4.3 Evaluate own performance and outcomes obtained in relation to the leadership role within a task or activity.

LEARNING OUTCOME 5 Use decision-making skills in a group or team context.


5.1 Participate in a structured meeting that has been convened to resolve a social issue or community concern.

5.2 Use decision-making techniques suitable for a meeting.

5.3 Develop a case study of effective group member behaviour in a decision-making situation.

5.4 Identify a variety of communication skills used in meetings.

5.5 Identify causes of communication barriers in meetings.

PDS Unit 2: Tick Evidence Initial

LEARNING OUTCOME 1 Develop personal goal/s involving strategies, sequences and time constraints related to a personal area of interest.


1.1 Establish a personal goal/s with long-term and short-term aims and objectives.

1.2 Identify external factors that might impinge on desired outcome/s.

1.3 Assess available resources for short- and long-term solutions.

1.4 Identify strengths and weaknesses relevant to the attainment of goals.

1.5 Prepare a personal goal plan with aims, timelines, and measurable milestones.

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LEARNING OUTCOME 2 Apply evaluative and problem-solving skills to planning.


2.1 Evaluate consistency of goals for an activity in consultation with participating individuals.

2.2 Manage a series of processes and procedures to ensure timely completion of practical goal.

2.3 Identify values and beliefs that may affect activity outcomes.

2.4 Identify potential external and/or environmental constraints to the achievement of goals.

2.5 Apply practical and/or interpersonal skills to overcome potential external and/or environmental

LEARNING OUTCOME 3 Demonstrate knowledge of facts and concepts specific to a specialist and/or technical activity.


3.1 Identify information requirements. 3.2 Establish and implement systems to obtain information.

3.3 Assess information for accuracy and comprehensiveness.

3.4 Identify gaps in information and develop strategies to address these information gaps

LEARNING OUTCOME 4 Manage the coordination of an activity or program.


4.1 Identify and carry out a strategy to meet the aims and objectives of the program or activity.

4.2 Ensure facilities and/or equipment are used according to occupational health and safety procedures.

4.3 Ensure risks associated with the program are recognised and steps taken to maximise safety.

4.4 Demonstrate sensitivity to cultural diversity in implementing program plans.

LEARNING OUTCOME 5 Present and communicate ideas and information. Assessment criteria The assessment criteria are demonstrated when the student can:

5.1 Identify and design information to suit audience and purpose.

5.2 Use communication mediums appropriate to the nature and context of the potential user.

5.3 Use the processes of planning and editing to produce communication products.

5.4 Use language and tone appropriate to audience and purpose.

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5.5 Present a range of concepts and facts within a subject specific context.

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Name:

Work Related Unit 1: Senior Tick Evidence Initial

Learning outcome 1 Research information about the career pathways, functions and layout of a specific industry or workplace.

Elements The elements are demonstrated when the student can:

1.1 identify the purpose of the industry and the products or services

1.2 identify the customers of the industry 1.3 describe the reasons for the workplace layout and suggest changes where appropriate

1.4 outline the processes involved in developing products or services

1.5 describe the career pathways in the workplace or industry.

Learning outcome 2 Communicate ideas and information about OH&S requirements for a work environment.


2.1 select and use appropriate forms of communications to convey OH&S information in the work environment

2.2 evaluate communication methods, incorporating feedback

2.3 adapt information in response to feedback Learning outcome 3 Assist in the Hazard Identification Risk Assessment and Control Planning Process to meet OH&S requirements in a work related context.


3.1 identify workplace procedures for hazards identification and risk assessment

3.2 describe workplace instructions and Safe Operating Procedures for controlling risks when planning and organising a work related activity

3.3 convey current procedures to be followed in case of emergency.

Learning outcome 4 Develop an OH&S plan for a work environment that addresses at least five OH&S issues.


4.1 review and improve the OH&S risk control plan for a work environment

4.2 describe potential OH&S problems and opportunities and the conditions under which they might arise and describe an issue resolution process.

concerns to the appropriate supervisor 4.4 establish and use criteria for judging effectiveness

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of OH&S plan, processes and outcomes. Learning outcome 5 Work with others and in teams in a work environment in accordance with defined workplace procedures.


5.1 define purpose and objectives of procedures in a work environment

5.2 develop a work related plan incorporating roles, procedures and timeframes taking into account possible hazards and risks

5.3 negotiate with others to define work related objectives and where necessary, monitor and redefine.

Learning outcome 6 Use information and communications technology in relation to a complex work related activity.


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.

Learning outcome 7 Use technology in accordance with OH&S guidelines in a work related context.


7.1 deÞ ne the purpose and objectives for the use of technology in a work related context

7.2 identify potential hazards and risks for the use of technology in a work related context

7.3 use technology in a safe manner, consistent with OH&S guidelines and legislation

7.4 identify the safety and health considerations for the responsible use of technology.

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Name:

Work Related Skills Unit 2: Tick Evidence Initial

Learning outcome 1 Collect, analyse and evaluate information in a work environment.


1.1 establish the information needs in the context of a workplace

1.2 investigate workplace information sources to identify and collect the most relevant information for the work related activity

1.3 collate information into appropriate categories

1.4 evaluate the quality and relevance of information.

Learning outcome 2 Communicate ideas and information in a work environment.


2.1 select and use methods of communication appropriate to the work environment

2.2 evaluate the communication method using feedback

2.3 adapt information in response to feedback.

Learning outcome 3 Plan, organise and manage activities in a work environment, incorporating quality assurance processes.


3.1 identify and incorporate workplace goals into the planning, organisation and managing of own work

3.2 identify and incorporate workplace quality assurance processes into the planning, organising and managing of own work.

Learning outcome 4 Identify and solve problems in a work environment.


4.1 establish major parameters affecting processes and outcomes in a work environment

4.2 select an appropriate work related process

4.3 anticipate problems and opportunities and the conditions under which they might arise

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4.4 adapt processes to solve the problem 4.5 establish and use criteria for judging the effectiveness of the problem-solving process.

Learning outcome 5 Work with others and in teams in a work environment.


5.1 define purpose and objectives of teams in a work environment

5.2 develop a work related plan incorporating roles, procedures and timeframes taking into account different perspectives of teams and the goals of the organisation

5.3 negotiate with others to define work related objectives and where necessary, monitor and redefine.

Learning outcome 6 Use information and communications technology in relation to a complex work related activity.


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.

Learning outcome 7 Identify, apply and evaluate technology in a work environment.


7.1 define the purpose and objectives for the use of technology

7.2 use technology in a work related situation 7.3 identify the social and ethical considerations for the responsible use of technology

7.4 apply technology to enhance workplace practices

7.5 evaluate new technology introduced into the workplace.

Learning outcome 8 Show enterprise and identify opportunities in work processes.


8.1 identify an opportunity for innovation 8.2 describe a possible innovation to a relevant supervisor

8.3 develop a long-term view of work roles. Assessment

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Assessment can occur at any time during the unit when the teacher/trainer is confident that the student is likely to be able to demonstrate successful performance. To receive an .S. in this unit, students must show competence in all eight learning outcomes through satisfactory demonstration of all elements.

The conditions related to the assessment of the learning outcomes may differ according to the particular learning environment, mode of delivery and content.

All elements within each learning outcome must be met in the one assessment task. However, one task may be used to assess a number of learning outcomes.

vcal evidence portfolio - epping · vcal evidence portfolio ... an individual learning plan (ilp)...

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