NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
Personal Development
Unit Delivery 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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UNIT DELIVERY MODEL (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
Contents
Introduction
4
Teacher/lecturer support resources for Lessons 1–4
11
Teacher/lecturer support resources for Lessons 7–10
15
Teacher/lecturer support resources for Lessons 11–12
17
Teacher/lecturer support resources for Lessons 18–21
18
Teacher/lecturer support resources for Lessons 22–23
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UNIT DELIVERY MODEL (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
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INTRODUCTION
Introduction
Unit: F2FV 12 Personal Development: Self Awareness (Higher)
Content
This unit is designed to allow students to build self confidence and self
esteem by undertaking a project to develop self awareness. The project will
be in a specific context. The wide range of suitable contexts and locations for
the project will allow a flexible approach to teaching and learning. Students
will increase their self awareness by evaluating their qualities and feelings in
relation to the context, identifying an aim for their project and monitoring
and reviewing what they have learned about themselves as a result of
completing the project. Students will work with non-directive supervision
from the teacher/lecturer throughout the unit.
Assessment
Assessment in this unit requires written and/or recorded oral evidence
covering:
 self evaluation, using an appropriate awareness and development
technique, of qualities and feelings that includes opinion from one other
person
 an explanation justifying the choice of technique
 an aim for a project to develop self awareness
 an explanation justifying this aim
 four complex tasks that will enable progress towards the aim
 an explanation justifying the choice of tasks
 monitoring of progress and an explanation of the action taken as a result of
monitoring
 completion of tasks
 a review of progress that includes conclusions about what has been learned
about self as a result of completing the project and an explanation
justifying these conclusions
 goals for the future development of self knowledge and an explanation
justifying the choice of goals.
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UNIT DELIVERY MODEL (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
INTRODUCTION
Students should be encouraged to use the checklists available for each
outcome in the National Assessment Bank (NAB) resources to collate
evidence for their personal project.
Teachers/lecturers should utilise the checklists on page s 42–45 in the NAB to
monitor the progress of each student.
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 downloadable at
http://www.ltscotland.org.uk/resources/p/nqresource_tcm4492682.asp?strRefer
ringChannel=nq and NAB materials. This is a unit/course that 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 unit.
This support resource contains a lesson overview based on lessons of 50
minutes.
Delivering this unit within the context of Curriculum for
Excellence
Due to the dynamic nature and ‘personal’ context 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 selected
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.
For further guidance regarding the delivery of this unit 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
PC
outcome(s)
Suggested learning and teaching approaches
Resources
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 notes are intended to provide guidance for unit
delivery.
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
below 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 feedback to the group using two stars (two qualities/skills that are a
strength) and a wish (one quality/skill they would like to develop). Students should all
receive feedback from at least one peer member of the group.
4. Students should complete the qualities and feelings exercise on page 4 of the Student’s
Notes.
 Introductory
PowerPoint
50 minutes)
1–4
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UNIT DELIVERY MODEL (H, PERSONAL DEVELOPMENT)
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 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
 Higher Self
Evaluation resource
(downloadable
from LTS)
INTRODUCTION
5–6
1. Using the information on from the qualities and feelings exercise students should
highlight the self awareness qualities and feelings. Self awareness qua lities and feelings
are exemplified in the Higher Self Evaluation resource (page 34).
7–10
1. Issue LTS booklet Higher Self Evaluation. This can be downloaded from
http://www.ltscotland.org.uk/resources/p/nqresource_tcm4492682.asp?strReferringChan
nel=nq
2. Teacher/lecture-led introduction to the three main awareness and devel opment
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 developme nt 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 is relevant to the students in their group.
4. On completion of using all three techniques students sh ould 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.
PC1(b)
 Student’s Notes
page 5
 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
11–12
13–15
8
PC1(a)
PC1(c)
PC1(d)
1. Students should consider range of suggested contexts (refer to SQA Arrangements/NAB
for exemplification of possible contexts) on which to base their project. This should be
identified, discussed and agreed with the teacher/lec turer. The teacher/lecturer may wish
to use the prompt/discussion questions in the Teacher’s Notes.
2. Once students have decided on the context that they are going to develop their project
in, they should further narrow down this field by constructing an aim for their project.
The aim should be focused but open-ended to allow students to conduct research
activities that demonstrate working at Higher level. Please refer to support resources
within this pack and the NAB marking instructions exemplification for further guidance.
3. The aim should also allow students to work towards producing a resource (report,
advertisement, information leaflet, presentation, demonstration , etc) that should collate
the information that has been gathered/obtained throughout the comp letion of the
project.
1. Making full use of the Higher Self Evaluation resource, students should independently
select and complete an awareness and development technique of their own choice.
2. On completion of the awareness and development technique students should seek
feedback from a peer within their group about the accuracy of their self-assessment.
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 .
3. Students should highlight the self awareness qualities and feelings they included in their
self development technique.
UNIT DELIVERY MODEL (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
 Student’s Notes
page 9
 NAB page 12
 Higher Self
Evaluation resource
 Student’s Notes
page 10
INTRODUCTION
16–17
PC1(d)
18–21
PC2(a)
PC2(b)
22–23
1. Students should identify an aim for their project that will help them develop the
qualities and feelings from their awareness and development technique.
2. Students should explain their reasons for choosing this aim. This should reflect context,
qualities and feelings.
1. Students should identify four complex tasks and explain how each task will help achieve
the aim.
2. Students should write their aim in the middle of the mind map on p age 14 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. Suggested 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 flowchart that details how the complex tasks are going to be
addressed.
Refer to 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 .)
 Student’s Notes
page 11
 Student’s Notes
pages 12–15
 Student’s Notes
page 16
 NAB pages 13–14
COURSE INTEGRATED MODEL (H, PERSONAL DEVELOPMENT)
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INTRODUCTION
24–45
46–50
10
PC2(c)
PC2(d)
PC2(e)
PC2(f)
PC3(a)
PC3(b)
PC3(c)
PC3(d)
Exemplification of the information required under each heading is detailed in the
support resources of these notes.
Note: Additional copies of page 16 should be copied for students when completing the
action plan.
1. Students will be independently working on the action plan. Teachers/lecturers should
monitor student progress throughout this process and en sure that the last three columns
are updated as and when required. The information from this can 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 s hould identify and explain
personal goals for further development.
UNIT DELIVERY MODEL (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
 Student’s Notes
page 17
 NAB pages 13–14
 Student’s Notes
pages 18–20
 NAB page 15
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)
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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 out 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.
12
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.
UNIT DELIVERY 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 the mselves
over and under through each other without letting go – some people will
end up stretched, others will be buries 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 pro gramme 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 to stick to your chosen
colour? Did the other person listen to you or shout you down?
COURSE INTEGRATED MODEL (H, PERSONAL DEVELOPMENT)
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TEACHER/LECTURER SUPPORT RESOURCES FOR LESSON 1–4
Closing exercise
Self esteem
1.
2.
3.
14
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.
UNIT DELIVERY MODEL (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
TEACHER/LECTURER SUPPORT RESOURCES FOR LESSON 7–10
Teacher/lecturer support resources for Lessons 7–
10
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 study ing 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 with 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)
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TEACHER/LECTURER SUPPORT RESOURCES FOR LESSON 7–10
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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UNIT DELIVERY MODEL (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
This might include
aspects such as:
 lack of
motivation
TEACHER/LECTURER SUPPORT RESOURCES FOR LESSON 11–12
Teacher/lecturer support resources for Lessons 11–
12
Contexts
Some examples of suitable contexts are:
1.
2.
3.
4.
learning skills
career
relationships
independent living.
Teachers/lecturers should ensure that students select a context for their
personal project with sufficient depth that will allow them to create a suitable
aim and facilitate the construction of the four complex tasks.
Reflection questions
At this stage teachers/lecturers may ask students to reflect on the following
questions, which may direct them in right direction of choosing a context :
 What further courses of study/employment are you thinking of following?
 What current affairs interest you?
 Are there any aspects from your own learning experiences that you feel
strongly about?
 Are you studying any other subjects within the curriculum that you would
like to develop further?
Examples of aims at Higher level
1.
2.
3.
4.
I
I
I
I
want
want
want
want
to
to
to
to
find out how to improve my ability to learn .
analyse my current qualities and skills .
prepare for a mature relationship .
find out if I can live away from home .
COURSE INTEGRATED MODEL (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
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TEACHER/LECTURER SUPPORT RESOURCES FOR LESSON 18–21
Teacher/lecturer support resources for Lessons 18–
21
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
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UNIT DELIVERY MODEL (H, PERSONAL DEVELOPMENT)
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TEACHER/LECTURER SUPPORT RESOURCES FOR LESSON 18–21
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
COURSE INTEGRATED MODEL (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
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TEACHER/LECTURER SUPPORT RESOURCES FOR LESSON 35–37
Teacher/lecturer support resources for Lessons 22–23
Self awareness action plan template exemplification
Complex task/step
This should be
completed from
the mind
map/flow chart
activity carried
out in Lessons
18–20. It is
acceptable for
students to state
the complex task
number from the
flow chart, but the
details of the step
should be
rewritten
20
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
UNIT DELIVERY MODEL (H, PERSONAL DEVELOPMENT)
© Learning and Teaching Scotland 2010
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