NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
Personal Development
Course Integrated Model
Teacher’s Notes
[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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COURSE INTEGRATED MODEL (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
Contents
Introduction
4
Teacher/lecturer support resources for Lessons 1–4
17
Teacher/lecturer support resources for Lessons 13–16
21
Teacher/lecturer support resources for Lessons 27–34/86–90
23
Teacher/lecturer support resources for Lessons 35–37
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COURSE INTEGRATED MODEL (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
3
INTRODUCTION
Introduction
This support resource has been designed to support the delivery of all four
mandatory units within the Higher Personal Development course through an
integrated approach.
Learning is by experience and through reviewing and evaluating. This will
take place through personal development projects within a particular study
context. Centres will be able to help students select a context that can be
linked to many areas within and beyond the formal curriculum. These may be
taken from a local, national or global setting. Contexts may include, for
example, enterprise, study techniques, health education, citizenship, the
world of work, internet use, independent living, career planning, rights and
responsibilities, and learning styles.
Integration of units: context
It may be possible for one context to be carried through all units. For
example, a student studying health for:
 F2FV 12 Personal Development: Self Awareness (Higher), produce a
personal health plan
 F37W 12 Personal Development: Self in Society (Higher), work with
others to produce a health booklet
 F37X 12 Personal Development: Self and Work (Higher), find out about
health and safety for a work placement
 F37Y 12 Personal Development: Practical Abilities (Higher), demonstrate
practical abilities through health activities. These will be evident in
acquiring health information, communication with others about health
issues and the production of the health booklet and the presentation of
findings about health and safety at work.
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COURSE INTEGRATED MODEL (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
INTRODUCTION
Integration of units: projects
It is possible for one project to gather evidence from more than one unit. For
example, a student working in a group to set up an enterprise company for:
 F37W 12 Personal Development: Self in Society (Higher), target their
interpersonal skills whilst working with others in the group to plan, set up
and run the company
 F37X 12 Personal Development: Self and Work (Higher), plan to develop
task-management skills as they carry out their role for the enterprise
company
 F37Y 12 Personal Development: Practical Abilities (Higher), gather
information for the company, communicate information to others and
deliver an output such as a product for the company.
Aims
The Higher Personal Development course aims to provide students with the
opportunity to gain knowledge of and develop the following personal, social
and vocational skills and qualities:
 task-management skills such as planning, organising, making effective
decisions and multi-tasking
 interpersonal skills such as how to work in a group, giving criticism
sensitively and being sensitive to impact on others
 self awareness, self-reliance, self-esteem and self-confidence
 self evaluation skills, including use of appropriate evaluation techniques,
reviewing, analysing, reaching conclusions and target setting.
The course also aims to provide students with the opportunity to demonstrate
the following practical abilities:
 gathering and organising information
 communicating effectively
 delivering an output, ie a product or service that is fit for purpose
Students will work with non-directive supervision to achieve these aims and
should be encouraged to use the checklists available for each outcome in the
National Assessment Bank (NAB) resources.
Teachers/lecturers should utilise the checklists on contained within the NAB
materials to monitor the progress of each student. The teacher/lecture should
not attempt to facilitate the delivery of an integrated approach until the
arrangements and NABs have been reviewed.
COURSE INTEGRATED MODEL (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
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INTRODUCTION
About this resource
This support resource should not be used in isolation with students. It has
been designed to support the Higher Self Evaluation resource, which is
downloadable at
http://www.ltscotland.org.uk/resources/p/nqresource_tcm4492682.asp?strRef
erringChannel=nq, and NAB materials. This integrated approach to the course
allows students to learn by doing. It is necessary for students to complete
NAB activities during delivery of the unit; they should not be kept for
completion at the end of the unit. Students should make full use of the entire
catalogue of resources that are available to them from the onset of the course.
This support resource contains a lesson overview based on lessons of 50
minutes, and has 15 hours of flexibility for assessment/reassessment. When
teachers/lectures are referring to the overview they should take note of the
following abbreviations to identify the performance criteria within each set of
lessons that is covered:




SA = F2FV 12 Personal Development: Self Awareness (Higher)
SS = F37W 12 Personal Development: Self in Society (Higher)
SW = F37X 12 Personal Development: Self and Work (Higher)
PA = F37Y 12 Personal Development: Practical Abilities (Higher)
Delivering this unit within the context of Curriculum for
Excellence
Due to the dynamic nature and ‘personal’ conte xt of this unit it is difficult to
detail cross-cutting themes and student opportunity for development within
the four capacities of successful learners, confident individuals, effective
contributors and responsible citizens. However, regardless of the sel ected
‘context’ students are provided with the opportunity to :
 develop and progress in the four capacities through rigorous selfassessment and target setting (including AiFL strategies)
 develop essential literacy skills
 develop an awareness of their own health and wellbeing, and the impact
this may have on others
 develop skills that are essential for learning, life and work
 develop personal learning planning skills.
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COURSE INTEGRATED MODEL (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
INTRODUCTION
For further guidance regarding the delivery of this course within Curriculum
for Excellence teachers/lecturers should refer to existing information
contained in the SQA Arrangements for Higher Personal Development
document and the LTS Higher Self Evaluation resource.
COURSE INTEGRATED MODEL (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
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INTRODUCTION
Lesson(s)
(Based on 50
PC
outcome(s)
Suggested learning and teaching approaches
Resources
minutes)
1–4
8
1. Teacher/lecturer introduction regarding course overview. The teacher/lecturer
should indicate whether an individual unit or integrated/interdisciplinary
approach to course delivery will be followed. These support not es are intended
to provide guidance for the integrated approach.
2. This may be the first time that this group of students have been grouped
together. If this is the case the teacher/lecturer should select from the
supporting resources suitable introductory material and/or ice-breakers and/or
closing activities. These activities should identify the basic
likes/dislikes/personal qualities of each student. Ask students to feedback one
thing they have learned about themselves and one thing they have learned
about someone else in the class after completing this activity(s).
3. The role of the teacher/lecturer at Higher level should be that of a facilitator
(ie non-directive supervision). Ensure that each student has access to
internet/ICT facilities. Ask students to search online to find an appropriate
self-assessment tool that will allow them to evaluate a range of their own
qualities and feelings. Students at this level should be resourceful and able to
access appropriate resources independently. The following links can be used as
a starting point or exemplar:
http://etesting.modwest.com/questionnaire.php?test=26
http://crs.uvm.edu/gopher/nerl/personal/Assess/b.html
Students should feed back to the group using two stars (two qualities/skills
that are a strength) and a wish (one quality/skill they would like to develop).
COURSE INTEGRATED MODEL (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
 Selected
introductory, icebreakers and
closing activities
suitable for the
age/stage of
students
 Select
resources/materials
for each activity as
required
 ICT
facilities/internet
access
INTRODUCTION
5–8
Students should all receive feedback from at least one peer member of the
group.
1. Teachers/lecturers should introduce students to the qualities, feelings,
interpersonal skills and task-management skills that students will be required
to develop throughout the course.
2. Students should complete the qualities, feelings, interpersonal skills and taskmanagement skills exercise on page 4 of the Student’s Notes.
9–12
1. Using the information from the exercise on page 4 students should highlight
the self awareness qualities and feelings. Self awareness qual ities and feelings
are exemplified in the Higher Self Evaluation resource (page 34)
13–16
1. Issue LTS Higher Self Evaluation resource. This can be downloaded from
http://www.ltscotland.org.uk/resources/p/nqresource_tcm4492682.asp?strRefer
ringChannel=nq
2. Teacher/lecture-led introduction to the three main awareness and development
techniques (SWOT, forcefield and Johari window) that can be selected to self
evaluate throughout the course (one of these techniques will have to be
selected for students to assess their qualities/skills/feelings in relation to the
planned development of their self awareness).
3. One lesson should be focused on each of the techniques. Teachers/lecturers
may wish to use the case study contained in the support resources to complete
each technique. Using the same case study will allow students to focus on the
application of the technique and the pros and cons of using the technique.
Teachers/lecturers should ensure that any case study used for exemplification
 Higher Self
Evaluation
resource
(downloadable
from LTS)
 Student’s Notes
page 4
 Student’s Notes
page 5
 Higher Self
Evaluation
resource page 34
 Higher Self
Evaluation
resource (pages 5–
21)
 Student’s Notes
pages 5–8
 Case study 1
COURSE INTEGRATED MODEL (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
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INTRODUCTION
4.
SAPC1(b)
SSPC1(b)
SWPC1(b)
17–18
1.
2.
19–24
SAPC1(a)
SSPC1(a)
SWPC1(a)
1.
2.
3.
25–26
10
SAPC1(d)
SAPC1(e)
SSPCI(c)
SSPC1(d)
SWPC1(c)
SWPC1(d)
1.
2.
is relevant to the students in their group.
On completion of using all three techniques students should justify their
preferred choice of technique applied during the case study exercise. Students
should refer to all three techniques when providing a justification at Higher
level.
Students should consider range of suggested contexts (refer to SQA
Arrangements/NAB for exemplification of possible contexts) on which to base
projects for all three units. This should be identified, discusse d and agreed
with the teacher/lecturer.
Once students have decided on the context that they are going to develop their
projects in, they should justify their choice of selection.
Making full use of the Higher Self Evaluation resource, students should
independently select and complete an awareness and development technique of
their own choice.
On completion of the awareness and development technique students should
seek feedback from a peer within their group about the accuracy of their selfassessment. There are several ways of doing this, for example students may :
 ask a peer to feed into the awareness and development technique
 discuss their strengths, weaknesses and feelings towards the project .
Students should highlight the qualities, feelings, interpersonal skills and task management skills they included in their self development technique.
Students should record the context for developing their projects at the top of
page 13
Students should identify an aim or personal target , as required, for each of
their projects that will help them develop qualities, feelings, interpersonal
skills or task-management skills from their awareness and development
technique.
COURSE INTEGRATED MODEL (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
 Student’s Notes
page 9
 Higher Self
Evaluation
resource
 Student’s Notes
page 10
 Student’s Notes
page 13
INTRODUCTION
27–34
35–37
SAPC2(a)
SAPC2(b)
3. Students should explain their reasons for choosing this aim. This should reflect
context, qualities, feelings, interpersonal skills or task -management skills.
1. Students should identify four complex tasks and explain how each task will
help achieve the aim within the self awareness unit.
2. Students should write their aim in the middle of the mind map on page 1 6 in
the Student’s Notes. They should mind map all of the steps that have to be
completed in a logical and coherent manner to achieve the four complex tasks.
3. On completion of the mind map students should transfer this information to
construct a flow chart. The flow chart will be used by students to
independently complete an individual action plan for the tasks that have to be
carried out.
Students at Higher level should demonstrate the ability to create a flow chart
that will fulfil the requirements identified in the mind map. Suggeste d ways of
completing this task include:
(a) simply numbering the steps that have been identified in the mind map
(b) creating a block flow chart that will present a logical, orderly series of
steps to complete
(c) creating a progressive flow chart that details how the complex tasks are
going to be addressed.
Refer to the exemplification of templates within the supports notes in this pack.
1. The information detailed in the flow chart should be transferred onto the action
plan, taking into account relevant/available timescales. Self awareness
qualities and feelings identified through the awareness and development
technique should be addressed/developed by completion of the action plan
template. (Note: Teachers/lecturers may wish to copy several of these
templates for student use.) Exemplification of the information required under
each heading is detailed in the support resources of these notes.
 Student’s Notes
pages 14–17
 Student’s Notes
page 18
COURSE INTEGRATED MODEL (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
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INTRODUCTION
38–60
SAPC2(c)
SAPC2(d)
SAPC2(e)
SAPC2(f)
61–66
SAPC3(a)
SAPC3(b)
SAPC3(c)
SAPC3(d)
67–68
SSPC2(a)
69–70
SSPC2(b)
12
Note: Additional copies of page 18 should be copied for students when completing
the action plan.
1. Students will be independently working on completing the action plan.
Teachers/lecturers should monitor student progress throughout this process and
ensure that the last three columns are updated as and when required. The
information from this can be used to complete the monitoring sections on pages
13–14 of the NAB.
1. Students should independently analyse the progress they have made in relation
to:
(a) achieving the aim of their project
(b) conclusions drawn about what they have learned about their own qualities and
feelings.
2. From the conclusions drawn in the previous tasks students should identify and
explain personal goals for further development .
1. Teachers/lecturers should facilitate discussion between students regarding the
context chosen for development in the Self in Society unit.
2. Students with similar or comparable contexts should be grouped t ogether in
preparation for the project.
3. Students at this stage should identify the other members in their group that are
interested in developing the context.
4. Students should negotiate and co-operate to agree on the nature of the project
and outline how personal goals will be developed through this context.
1. As a group students should write the requirements of the group project in the
middle of the mind map on page 24
2. All members of the group should be actively involved in discussing the main
roles and activities that are required to be completed as a group. This task
COURSE INTEGRATED MODEL (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
 Student’s Notes
page 19
(completed copies)
 Resources as
indicated/required
by students
 Student’s Notes
pages 20–22
 Student’s Notes
page 23
 Student’s Notes
page 24
INTRODUCTION
71–73
SSPC2(c)
1.
2.
3.
74–75
SSPC2(d)
1.
2.



3.
76–80
SSPC2(e)
1.
2.
3.
should focus on group activity and not individual contributions.
From the group mind map constructed in the previous lesson students should
negotiate and allocate roles and responsibilities to each member of the group.
In addition to the group mind map students should refer to the inter personal
skills that they identified in their self development technique and ensure that
strengths are adhered to and opportunity is provided for development needs.
Students should be able to justify why each member of their group has been
allocated each role and responsibility.
Students should work in their group to negotiate, identify and agree on
procedures for managing the work of the group. This may vary depending on
the context and roles and responsibilities tha t have already been established by
the group.
Teachers/lecturers may want to issue students with some reflective questions to
help get them started, eg:
What happens if someone is absent?
How will you discuss/monitor the progress that is being made?
What happens if someone is not pulling their weight?
When students are agreeing procedures they should offer solutions to the issues
that are identified.
Students will have to refer back to page 13 when completing the following
tasks to identify the interpersonal skills that they would like to develop.
Students should identify how the group project for Self in Society will enable
them to develop their interpersonal skills , ensuring that they refer to the roles
and responsibilities that they have negotiated and agreed to complete.
At this point students are asked to revisit the roles and responsibilities (page
25) and identify ways that the group project could be developed/extended to
facilitate the development of their task-management skills. It is necessary for
 Student’s Notes
page 25
 Student’s Notes
page 26
 Student’s Notes
page 13
 Student’s Notes
page 25
 Student’s Notes
page 27
COURSE INTEGRATED MODEL (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
13
INTRODUCTION
81–85
SSPC2(e)
86–90
91–94
14
SSPC2(c)
SSPC2(d)
SWPC2(c)
SWPC2(d)
students to provide an outline of how the context will be extended.
1. Students should identify four complex tasks for the Self in Society and Self and
Work units.
2. Students should explain how each of the four complex tasks identified for the
Self in Society and Self and Work units will help them achieve their personal
targets.
1. Students should write their group project and Self and Work extension project
in the middle of the mind map on page 31 in the Student’s Notes. They should
mind map all four complex tasks that have to be completed in a logical and
coherent manner, and identify the steps required in order for the complex tasks
to be completed.
2. On completion of the mind map students should work co -operatively with
others to transfer this information to a flow chart. The flow chart will be used
by students to independently plan and complete group tasks.
Students at Higher level should demonstrate the ability to create a flow chart that
will fulfil the requirements identified in the mind map. Suggested ways of
completing this task include:
a.
simply numbering the steps that have been identified in the mi nd map
b.
creating a block flow chart that will present a logical, orderly series of
steps to complete
c.
creating a progressive flowchart that details how the complex tasks are
going to be addressed.
Refer to the exemplification of templates within the support notes in this pack.
1. The information detailed in the flow chart should be transferred onto the action
plan, taking into account relevant/available timescales. Interpersonal skills and
task-management skills identified through the awareness and development
technique should be able to be addressed/developed by completion of the
COURSE INTEGRATED MODEL (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
 Student’s Notes
pages 28–30
 Student’s Notes
page 31
 Student’s Notes
page 33
INTRODUCTION
95–169
170–171
SSPC3(a)
SSPC3(b)
SSPC3(c)
SSPC3(d)
SSPC3(e)
SWPC3(a)
SWPC3(b)
SWPC3(c)
SWPC3(d)
SWPC3(e)
PAPC1(a)
PAPC1(b)
PAPC1(c)
PAPC2(a)
PAPC2(b)
PAPC2(c)
PAPC3(a)
PAPC3(b)
PAPC3(c)
PAPC3(d)
PAPC3(e)
action plan. (Note: Teachers/lecturers may wish to copy several of these
templates for student use.)
Note: Additional copies of page 33 should be copied for students when completing
the action plan.
1. Students will be independently working to complete agreed
roles/responsibilities/tasks on the action plan. Teachers/lecturers should
monitor student progress throughout this process and ensure that the last three
columns are updated as and when required. The information from this can be
used to complete the monitoring sections in the NABs.
1. Students should review their entire folio of work gathered from the Self
Awareness, Self and Work, and Self in Society units.
2. Students should independently review the evidence generated from each of the
three completed units and identify (by placing a tick in the appropriate box) if
the evidence generated from them satisfies the PCs from the Practical Abilities
unit.
Teachers/lecturers may wish to issue the checklist on page 3 5 and ask students to
identify PCs from the Practical Abilities unit as they progress through each unit.
 Student’s Notes
pages 33–34
 Practical Abilities
NAB
 Student’s Notes
page 35
COURSE INTEGRATED MODEL (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
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INTRODUCTION
172–175
16
PAPC4(a)
PAPC4(b)
PAPC4(c)
PAPC4(d)
1. After reviewing the information from the evidence generated across all three
units, students should identify the strengths and weaknesses that are evident in
their own practical abilities and should explain why they have ide ntified these
as strengths and weaknesses.
2. After identifying the strengths and weaknesses on page 3 6 students should
identify areas for further development and explain why they came to this
conclusion.
COURSE INTEGRATED MODEL (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010

Student’s Notes
pages 36–37
TEACHER/LECTURER SUPPORT RESOURCES FOR LESSON 1–4
Teacher/lecturer support resources for Lessons 1–4
Introduction games
Name graffiti – A creative visual introduction game
Materials: A4 paper/card for each student and coloured pens.
1.
2.
3.
4.
Distribute paper and pens.
Ask each student to:
(a) write down the name they want to be called in the group
(b) make a picture related to their name or something about
themselves that they want to share.
In turn each student introduces themselves and talks about their
drawing.
The drawings are displayed on the wall.
I’d like to introduce you…
1.
2.
3.
4.
5.
Students should be sitting in a circle.
One person starts by introducing themselves, saying, ‘My name is ___’.
The next person introduces the person before plus him/herself.
The next person introduces the previous two people plus him/herself
and so on until the whole group has been introduced.
Variations can include adding another fact, eg ‘One reason I chose this
course is ______’, One thing that I am good at is ______’, ‘One thing I
am looking forward to developing in this course/unit is ______’.
COURSE INTEGRATED MODEL (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
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TEACHER/LECTURER SUPPORT RESOURCES FOR LESSON 1–4
Ice-breakers
Human knot – A game that builds trust and acceptance
1.
2.
3.
4.
5.
6.
Ask the group to stand shoulder to shoulder in a circle.
There must be even numbers in the group.
With eyes closed each student stretches one hand into the middle and
finds a hand to hold. They then stretch out their other hand and find
another hand to hold.
Everyone should be holding one hand with each hand. They may need
guided.
Everyone now opens their eyes and tries to untangle themselves without
letting go.
If the knot can’t be unravelled, start again.
This is me
1.
2.
In a round, ask each student to say something about themselves by
responding to a simple and non-threatening statement that you have
prepared earlier, eg ‘Something I did at the weekend’, ‘My favourite
soap’, ‘My best subject’, ‘My best quality’.
A variation of this exercise is to use fantasy-type statements, eg ‘The
first thing I’d buy if I won the lottery would be ______’, ‘If I could be
anyone in the world, I’d be ______’, ‘If I could live anywhere in the
world, I’d live in ______’, ‘If I could be Patron Saint of something I’d
be Patron Saint of ______’.
True or false
1.
2.
3.
4.
5.
18
In pairs, ask each student to tell their partner two pieces of information
about themselves, one of which is true and the other false, eg ‘I’ve got
two sisters’ and ‘I watch Home and Away every night’.
The partner has to guess which statement is false and meanwhile the
‘liar’ has to defend both statements.
Once each partner has had a turn, return to the full group and ask each
student to repeat the two statements their partner made.
The partner then owns up to which statement is true and which is false.
This process is repeated until everyone has revealed their false
statement.
COURSE INTEGRATED MODEL (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
TEACHER/LECTURER SUPPORT RESOURCES FOR LESSON 1–4
Knots – An exercise in co-operation
1.
2.
4.
The teacher/lecturer arranges for two students to leave the room prior to
the exercise starting.
Everyone left in the room holds hands in a circle and twists themselves
over and under through each other without letting go – some people will
end up stretched, others will be buried on the floor!
The two students then return to the room and try to untangle the group.
While they’re doing this, the group co -operates in finding out who goes
where.
Who am I?
1.
2.
3.
4.
5.
Give each student three post-its and ask them to write one statement on
each, eg their favourite film, their favourite TV programme or their
favourite sport.
All of the post-its are then stuck quickly onto a sheet of flipchart paper
pinned to the wall.
Each student has to choose a post-it that someone else has written and
try to find the writer by asking one question per person.
Students are not allowed to ask the direct question ‘Is this your post-it?’
but only a question that will give them a clue. For example, if the postit has the word ‘football’ on it, they might ask the question, ‘Do you
watch a lot of football?’ Once they have found the writer of their postit, they stick the post-it on them. Repeat this until everyone has had all
of their own post-its returned to them.
You can choose your own topics to suit the particular group you’re
working with.
Colours – An exercise in communication skills
1.
2.
3.
In pairs, ask each student to choose a favourite colour and then try to
persuade their partner that her/his colour is far better and that they
should change their mind.
Allow a few minutes for each person to persuade the other.
Spend a few minutes discussing what happened in the group, eg Did
people feel under pressure to agree? Was it easy t o stick to your chosen
colour? Did the other person listen to you or shout you down?
COURSE INTEGRATED MODEL (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
19
TEACHER/LECTURER SUPPORT RESOURCES FOR LESSON 1–4
Closing exercise
Self esteem
1.
2.
3.
20
In pairs, ask the students to discover something that their partner ‘feels
good about’. This could be an accomplishment, something they do well,
a personality trait, how they dress, etc. Make sure that each pair checks
out with their partner what they can feed back to the whole group, if
anything.
Once each partner has taken a turn, ask each pair to share something of
what their partner has said in the full group, eg ‘something that Tom
feels good about is his sense of humour ’.
You could follow this up with a brief discussion about why it is often so
hard to say positive things about ourselves; we are brought up not to
‘show off’ or ‘blow our own trumpet’, and yet accepting our good
points isn’t being big-headed at all.
COURSE INTEGRATED MODEL (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
TEACHER/LECTURER SUPPORT RESOURCES FOR LESSON 13–16
Teacher/lecturer support resources for Lessons 13–
16
1.
For detailed guidance on awareness and development techniques
teachers/lecturers should refer to Personal Development – Self
Evaluation. This can be downloaded from
http://www.ltscotland.org.uk/resources/p/nqresource_tcm4492682.asp?s
trReferringChannel=nq
2.
Examples of case studies for teacher demonstration of each technique.
Case study 1
Joe is a senior student who would like to go to university when he
leaves school. He is an academic student who got excellent results in
his SQA exams last year without having to do a lot of extra revision at
home. However, he is finding it much harder than expected to manage
his time this year as he has a larger volume of homework to complete.
Joe has admitted to having problems getting through the work because
he also has several outside interests. As well as studying and
completing his homework, he has a part-time job, which he needs and
depends on for financial reasons. He also plays competition golf at his
local golf club. He enjoys games of snooker and nights out wit h friends.
Joe’s guidance teacher is aware that he is having difficulty this session
and has already offered him support.
COURSE INTEGRATED MODEL (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
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TEACHER/LECTURER SUPPORT RESOURCES FOR LESSON 13–16
Exemplification for case study 1
Exemplification for each section of the SWOT analysis for case study 1.
Please note that the exemplification below is by no means exhaustive. One
example has been given for each section in the SWOT, but there are several
examples from within case study 1 that could be included.
Full exemplification for each awareness and development technique is
provided in the Higher Self Evaluation resource.
Internal influences
The list of strengths
can include:
 personal skills,
capabilities and
knowledge
 experience
 motivation.
A list of external
conditions and
possibilities for
growth such as:
 time availability
 new
experiences
 knowledge
 skills
 confidence.
Strengths
 Joe is naturally academic. He
has already achieved
excellent results in his
previous SQA exams. He
managed to do this without
having to do much extra
work at home.
Opportunities
 Joe has the opportunity to
learn new skills in the form
of personal learning planning.
He could make use of the
resources that are available to
support him in school. The
skills developed will also be
of use to him if he continues
to study at university.
Weaknesses
 Joe managed to do well in his  gaps in skills,
previous SQA exams without
capabilities and
knowledge
doing much additional work

lack of
at home. This shows that he
experience
has perhaps not developed
 lack of trust.
his knowledge on how to
plan his study time.
Threats
 Joe has a much heavier
Factors that may
workload in terms of
prevent
homework than he has been achievement,
including:
used to planning for. His
 lack of time
outside interests of
 workload
socialising with his friends
 reliance on
others.
and playing golf are
compromising the time he
has available to complete his
homework.
Internal influences
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COURSE INTEGRATED MODEL (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
This might include
aspects such as:
 lack of
motivation
TEACHER/LECTURER SUPPORT RESOURCES FOR LESSON 27–34/86–90
Teacher/lecturer support resources for Lessons 27–
34 and 86–90
Mind map exemplification
Steps involved in the main task being completed
Distribute
questionnaire,
collate and draw
conclusions from
findings
Research
internet to
gather
information
available
Construct
questionnaire
and copy
required amount
Identify suitable
target group for
questionnaire
Main task to be completed
Aim of project
Find out the views regarding information
already available to students wishing to
study away from home
I want to find out if I can live away
from home if studying at a university
not within my local area
Exemplification of template for block flow chart
etc, etc
COURSE INTEGRATED MODEL (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
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TEACHER/LECTURER SUPPORT RESOURCES FOR LESSON 27–34/86–90
Exemplification of template for progressive flowchart
Aim of project
Complex task 1
Complex task 2
Complex task 3
Complex task 4
Steps required to
complete
complex task 1
1.
2.
and so on
Steps required to
complete
complex task 2
1.
2.
and so on
Steps required to
complete
complex task 3
1.
2.
and so on
Steps required to
complete
complex task 4
1.
2.
and so on
Information collated/solution produced
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COURSE INTEGRATED MODEL (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
TEACHER/LECTURER SUPPORT RESOURCES FOR LESSON 35–37
Teacher/lecturer support resources for Lessons 35–37
Self awareness action plan template exemplification
Complex task/step
This should be
completed from
the mind
map/flow chart
activity carried
out in Lessons
33–34. It is
acceptable for
students to state
the complex task
number from the
flow chart, but the
details of the step
should be
rewritten
Timescale
How long does
the student plan to
spend completing
this task?
Resources
What resources
will you require
to
access/use/source
? Remember, at
Higher level some
of these should be
unfamiliar to the
student to ensure
complexity of
task
Monitor progress
towards achieving
aim
Did you achieve
what you set out
to?
Remember to
reflect on
personal
qualities/feelings
Action taken as a result of
monitoring
Did you achieve
what you set out
to? If not, what
did you do about
it?
Explanation of why action
was taken
For each action
taken as a result
of the monitoring,
give an
explanation to
justify why you
did this
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