NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
Personal Development
Practical Abilities
Teacher’s Guide
[HIGHER]
The Scottish Qualifications Authority regularly reviews
the arrangements for National Qualifications. Users of
all NQ support materials, whether published by
Learning and Teaching Scotland or others, are
reminded that it is their responsibility to check that the
support materials correspond to the requirements of the
current arrangements.
Acknowledgement
Learning and Teaching Scotland gratefully acknowledges this contribution to the National
Qualifications support programme for Personal Development.
© Learning and Teaching Scotland 2010
This resource may be reproduced in whole or in part for educational purposes by educational
establishments in Scotland provided that no profit accrues at any stage.
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PRACTICAL ABILITIES (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
Contents
Introduction and overview
4
Evidence requirements
7
Schedule of delivery
8
Supporting learners with introduction activities
10
Supporting learners with project Phase 1
11
Supporting learners with project Phase 2
12
Supporting learners with project Phase 3
13
Supporting learners with project Phase 4
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PRACTICAL ABILITIES (H, PERSONAL DEVELOPMENT)
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INTRODUCTION AND OVERVIEW
Introduction and overview
Unit detail
This is one of four mandatory units in the Personal Development (Higher)
course. Alternatively, this unit may stand alone and be credited as a single
Higher-level unit:
1 Credit at Higher, 6 SCQF credit points at SCQF level 6
Entry is at the discretion of the school or college, al though it does offer
progression for learners who have completed the Personal Development:
Practical Abilities Intermediate 2 unit, other personal development units or a
Standard Grade in Social and Vocational Skills at credit level.
This unit has a notional length of 40 hours. No automatic core skills’
achievement is embedded.
Unit rationale
This is a unit designed to allow learners to develop, extend and review their
self-reliance and self-esteem by demonstrating their practical abilities
through participation in one or more projects.
Unit themes
Following teacher/lecturer-led introduction/induction sessions and for the
duration of the unit, learners will have the opportunity to identify, gather,
extract, interpret, adapt, organise and present infor mation of relevance to
their project(s).
Learners will develop existing communication skills and techniques as well
as developing new ones, and they will be active in designing and creating
and/or presenting an ‘output’ (an event, an activity, a product or a form of
service) relevant to their project(s).
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PRACTICAL ABILITIES (H, PERSONAL DEVELOPMENT)
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INTRODUCTION AND OVERVIEW
Learners will also have the opportunity to engage in a detailed review of the
practical and associated abilities relevant to their project(s) .
Unit flexibility
This unit offers learners a flexible context for learning and personal
development, in that their abilities can be evidenced in relation to , and
combined with, relevant project(s) (with a personal development theme or
focus) from other areas of coursework, within or beyond the formal
curriculum.
Learning and teaching
Practical Abilities is not a taught unit. Elements of the unit (most notably
induction and introduction activities), require some structured
teacher/lecturer exposition. The majority of the unit should however, be
learner-driven – with the teacher/lecturer assuming a non-directive,
supervisory and facilitative role.
In summary, the role and responsibilities of the teacher/lecturer in this unit
are:
1.
To provide and ensure full and comprehensive induction/introduction
for learners to the unit and all its components (including unit rationale,
theme, purpose, desired outcome and processes for
assessment/achievement).
2.
To support maximum learner autonomy and ownership via provision of
non-directive supervision (provision of information and/or explanation
as required/requested by the learner).
3.
To provide facilitation for learners in respect of unit (practical)
activities.
4.
To provide product evidence for Outcome 3 of the unit via completion
and presentation of an assessor checklist .
PRACTICAL ABILITIES (H, PERSONAL DEVELOPMENT)
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INTRODUCTION AND OVERVIEW
The roles and responsibilities of the learner in this unit are:
1.
To engage with and complete induction, introduction and all practical,
presentation and review activities.
2.
To assume maximum possible ownership of and responsibility for the
direction and progress for the duration of the unit, including deciding
and designing tasks and activities towards their project output,
maintaining an ongoing and complete folio of all unit -related activity,
and completing and presenting completed evidence specific to un it
outcomes at appropriate times in the unit .
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PRACTICAL ABILITIES (H, PERSONAL DEVELOPMENT)
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EVIDENCE REQUIREMENTS
Evidence requirements
This unit has four outcomes; all outcomes and performance criteria are
mandatory and are to be satisfactorily evidenced.
A number of evidence tools are provided:
 one checklist per outcome*, per learner
 one teacher/lecturer checklist for Outcome 3.
*The learner checklist for Outcome 3 is informal and not stipulated as
assessment evidence.
These evidence tools must be completed at appropriate points in the course of
the unit and are to be presented, together with all project information, in a
single folio of evidence per learner.
Assessment
The assessment for the Practical Abilities unit requires the learner to provide
evidence covering:
 extracting, interpreting and adapting information
 information to be communicated, the recipients of the communication, the
timing of the communication and methods of communication
 product evidence, supported by a teacher observation checklist of
delivering an output from own activities and which is fit for purpose.
Evidence can be gathered from activities undertaken from any of the other
three units of the Personal Development course: Self and Work, Self and
Society, Self-Awareness.
PRACTICAL ABILITIES (H, PERSONAL DEVELOPMENT)
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EVIDENCE REQUIRMENTS
Forms of assessment evidence
Evidence per outcome may be written or oral (recorded).
For further information on supporting learners with additional needs and/or
learning issues, consult unit descriptor F37Y 12 Practical Abilities.
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PRACTICAL ABILITIES (H, PERSONAL DEVELOPMENT)
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SCHEDULE OF DELIVERY
Schedule of delivery
With a notional time frame of 40 hours, the suggested scheduling is as per the
table shown below. Where centres vary timescales, learners should be issued
at the Introduction stage, with a progress pathway (see Student Guide,
pp.11–12) amended to show t heir centre’s scheduling.
Project
phase and
no. of hours
Induction
and
introduction
(6 hours)
Theme/s
Teacher/lecturer
role
Introduction to
and overview of,
experiential
learning and
F37Y 12:
Practical Abilities
Phase 1
(8 hours)
Learner activity:
‘gathering,
interpreting and
organising
information’
Phase 2
(8 hours)
Learner activity:
‘communicating
with others’
Support learners
to complete
Induction/Introdu
ction activities
Support learners
to identify and
refine project
idea(s)
Support learners
to identify and
gather (using
specific methods)
and use
information
Support learners
to identify and
communicate
relevant
‘complex’
information
to/with others
Relevant to
unit
outcomes
1,2,3,4 –
(all)
Support resources
Outcome 1
Student’s Guide
(pp 22–23, plus any
relevant pages from
Learner Resources
section, pp 29–45).
Learner
checklist 1
Outcome 2
Student’s Guide
(p 24, plus any
relevant pages from
Learner Resource
section, pp 29–45).
Learner
checklist 2
Student’s Guide
(pp 3–21 incl. to be
completed, with
teacher/lecturer
input)
PRACTICAL ABILITIES (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
Evidence
checklists
required
None
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SCHEDULE OF DELIVERY
Phase 3
(14 hours)
Phase 4
(4 hours)
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Learner activity:
‘delivering project
output’
Learner activity:
‘reviewing
practical abilities’
Support learners to
identify
specific/relevant
output, to plan for
this output (incl.
stages), to identify
and use resources
for this and to
deliver output
Support learners to
review and reflect
plus identify and
explain strengths
and weaknesses in
practical abilities,
plus identify and
explain areas for
further
development
PRACTICAL ABILITIES (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
Outcome 3
Outcome 4
Student’s Guide
(pp 25–27, plus any
relevant pages from
Learner Resources
section, pp 29–45)
Informal,
Learner
checklist 3
Student’s Guide
(p 28)
Teacher/lect
urer to
authenticate
Learner
checklist 4
Formal:
teacher/lectu
rer’s
checklist
SUPPORTING LEARNERS WITH INTRODUCTION ACTIVITIES
Supporting learners with introduction activities
Key reading and activities for the unit’s introduction can be found in the
Student Guide, pp 3–20 (incl.).
Over approximately 6 hours the teacher/lecturer should introduce, explain and
exemplify for and with learners, key themes and features of F37Y 12
Practical Abilities.
Reading and activities are provided to define, explain and exemplify
experiential learning and reflective thinking.
Activities are provided to support learners to explore and refine (and define)
project ideas, incorporating SMART thinking.
In addition, in the unit’s introduction, learners are presented with the unit’s
progress pathway (themes, scheduling, assessment/evidence requirements,
etc).
Effective introduction
It is anticipated the teacher/lecturer’s role will involve exposition, facilitation
of large- and/or small-group discussion and plenary sessions, drawing
together and highlighting key themes and factors of significance for learners.
A structured, task-centred and directive approach is envisaged for the unit’s
introduction.
PRACTICAL ABILITIES (H, PERSONAL DEVELOPMENT)
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SUPPORTING LEARNERS WITH PROJECT PHASE 1
Supporting learners with project Phase 1
Outcome: Gather and organise information as part of a
specific project
Performance criteria
(a)
(b)
(c)
Identify information relevant to a specific project .
Extract this information from a variety of sources using complex
gathering techniques.
Interpret and adapt this information appropriately for use in the project .
Guide to outcome
In Outcome 1, and following comprehensive introduction activities, the
learner is to assume responsibility for carrying out research using a variety of
sources in order to gather the information required for their project.
Specifically, s/he will use a minimum of four different types of source
information (ie text, catalogue, table, person, directory, graph, chart ) and a
minimum of four techniques to gather the information (ie extracting and
interpreting information from text, conducting an in -depth interview, using an
in-depth questionnaire, extracting and interpreting information from a
catalogue, a directory, or data from a table.
To satisfactorily evidence this outcome, learners will maintain a list of the
sources and techniques used and will retain a list and evidence of these,
together with a completed Learner checklist 1 in their folio of evidence.
Effective Phase 1
It is anticipated that the teacher/lecturer will assume a facilitative and
supervisory role throughout this phase, supporting learners with minimum
possible direction to adhere to time and task stipulations.
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PRACTICAL ABILITIES (H, PERSONAL DEVELOPMENT)
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SUPPORTING LEARNERS WITH PROJECT PHASE 2
Supporting learners with project Phase 2
Outcome: Communicate with others during a specific project
Performance criteria
(a)
(b)
(c)
Identify complex relevant information to be communicated during a
specific project.
Communicate with the relevant people at appropriate times during the
project.
Use appropriate methods to communicate effectively with these people .
Guide to outcome
The information to be communicated during the project will be complex in
nature, for example an extended oral or written statement, complex
information in tabular form, extended responses to open questions and
complex numerical or graphical data.
To satisfactorily evidence this outcome, learners will evidence effective
communication with others on at least two occasions. Learners will require to
complete and retain Learner checklist 2 in their folio of evidence, with
evidence that the communication has been successfully transmitted (ie a
postal receipt, a thank-you letter, a formal letter of request, formal
confirmation a request has been actioned, ie email receipt, an attendee list
and/or brief evaluation or feedback document following an event, etc) .
Effective Phase 2
It is anticipated that the teacher/lecturer will assume a facilitative and
supervisory role throughout this phase, supporting learners with minimum
possible direction to adhere to time and task stipulations.
PRACTICAL ABILITIES (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
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SUPPORTING LEARNERS WITH PROJECT PHASE 3
Supporting learners with project Phase 3
Outcome: Deliver own output for specific project
Performance criteria
(a)
(b)
(c)
(d)
(e)
Identify an appropriate output for a specific project .
Identify own complex activities.
Identify the resources needed to deliver this output .
Use these resources appropriately to complete the identified activities .
Deliver own output that is fit for purpose.
Guide to outcome
‘Output’ refers to any form of service or product produced or delivered that is
relevant to the project. This might include a handbook, a poster campaign, a
guide to a programme for an event organised, a leaflet on a topical issue, a
new policy statement, etc. Services might include, for example, taking the
lead role in organising an event or co-ordinating the programme and/or being
master of ceremonies at an event.
To satisfactorily evidence this outcome, learners must complete evidence of
their project-specific ‘output’ and retain it in their folio, together with the
(informal) completed Learner checklist 3.
Successful delivery/presentation of output is evidenced via the
Teacher/lecturer checklist.
Effective Phase 3
It is anticipated that the teacher/lecturer will assume a facilitative and
supervisory role throughout this phase, supporting learners with minimum
possible direction to adhere to time and task stipulations.
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PRACTICAL ABILITIES (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
SUPPORTING LEARNERS WITH PROJECT PHASE 4
Supporting learners with project Phase 4
Outcome: Review own practical abilities used in project
Performance criteria
(a)
(b)
(c)
(d)
Identify strengths and weaknesses in own practical abilities .
Explain the reasons for the identification of these particular strengths
and weaknesses.
Identify areas for further development of own practical abilities in the
light of the strengths and weaknesses identifie d.
Explain the reasons for choosing these areas for further development .
Guide to outcome
To satisfactorily evidence this outcome, learners will require to complete
Learner checklist 4 and retain it in their folio. This must be authenticated by
the teacher/lecturer to qualify as folio evidence.
Effective Phase 4
It is anticipated that the teacher/lecturer will assume a facilitative and
supervisory role throughout this phase, supporting learners with minimum
possible direction to adhere to time and task stipulations.
PRACTICAL ABILITIES (H, PERSONAL DEVELOPMENT)
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