Victorian Certificate of Applied Learning
VCAL provider name:
Covenant College
VCAL unit name:
PDS/ Literacy/Oracy/Numeracy
VCAL unit:
Foundation Unit 1
Teacher name:
Bruce Horman
Date:
March 2011
Overview of the assessment task and the project/theme it is linked to: (100 words maximum)
Through investigation, students choose an organisation that assists people in need from the
Geelong region and then organise and run an event that will assist that organisation in a NON
FINANCIAL manner.
Student roles and responsibilities in relation to the task:
Students will

Conduct interviews

Write reports, instruction sheets, diary entries, meeting minutes etc.

Investigate local support groups

Present chosen group to other students for selection

Select group to support

Choose event for group to complete

Complete assigned tasks for event

Run the event
Level of teacher support:
Organise speakers to the group. Assist with writing, reading, speaking and numeracy skills.
Assist with transport to and from venues. Photograph events. Collect and retain proof of work.
Yes
Is the activity included in this template
part of an integrated program?
No
X
Please indicate the other VCAL units and learning outcome/s that are also met by this
integrated program
Unit
title
Literacy Skills
Numeracy
Skills
Level
LO1
LO2
LO3
LO4
LO5
LO6
LO7
LO8
F/I
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
F/I
Personal
Development
Skills
F/I
X
X
X
X
Oracy
F/I
X
X
X
X
VCAL Quality Assurance Kit 2011
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Victorian Certificate of Applied Learning
Assessment Template:
Personal Development Skills Foundation Unit 1
Learning outcome 1
Plan and organise a simple activity.
Description of what the student will be required to do in order to demonstrate successful
completion of the learning outcome.
Task Description: As a team, create an activity designed to assist a help organisation
from Geelong that does not involve financial giving. (In this case Blaze Aid was chosen)
Assessment criteria
Activities to demonstrate achievement of
Evidence to
assessment criteria
demonstrate
achievement of
assessment
criteria
1.1
Develop a goal
Discuss who needs assistance, how to
Minutes of each
plan for a simple
assist them, plan the event and complete
meeting (held
activity that
the event.
weekly),
involves a limited
Record of
number of steps
completed tasks
within a defined
and roles.
period of time.
1.2
Select resources
Each student chooses a support agency from Presentation
appropriate to
Geelong and all choose one for group
materials kept.
carrying out the
support. Each then lead aspects of the
Notes from
plan.
project and the group critique how they are
critique sessions.
progressing.
1.3
Carry out the plan.
Assist in the completion of the event.
Photos, fliers,
reports.
1.4
Reflect upon the
personal and/or
community
benefits of the
plan.
At meetings, discussions will be held as to
the most effective styles of
leadership/behaviour, how our assistance
will be most beneficial and how we can
‘grow’ through this experience. All will be
encouraged to use these behaviours.
Meeting minutes
of these
discussions.
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Victorian Certificate of Applied Learning
Learning outcome 2
Solve problems specific to an established goal.
Description of what the student will be required to do in order to demonstrate successful
completion of the learning outcome.
Task Description: Once Blaze Aid is identified as our group, work through all aspects of the
issues needed to be addressed for the task of assisting a farmer.
Assessment criteria
Activities to demonstrate
achievement of assessment
criteria
Identify what the needs of a
support group (such as One
Care, Geelong). Present these
to the class as a part of a
PowerPoint presentation.
Evidence to demonstrate
achievement of assessment
criteria
Copy of PowerPoint
presentation; including
teacher/student critiques.
2.1
Identify an issue or
social concern related
to an established goal.
2.2
Explain possible
solutions to the
problem identified.
Address how we can assist the
needs of the support group in the
PowerPoint presentation.
Copy of PowerPoint
presentation; including
teacher/student critiques.
2.3
Contribute to an
activity that is aimed
at resolving the issue
or social concern.
Go to a farm near Charlton and
help repair or replace fences.
(With the Blaze Aid group)
Photos of us all at the farm
…..working!
2.4
Reflect upon the
effectiveness of the
action taken to resolve
the issue or social
concern.
Write a written reflection (after
discussion) of how effective the
assistance was.
Written reflections.
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Victorian Certificate of Applied Learning
Learning outcome 3
Demonstrate knowledge specific to an established goal.
Description of what the student will be required to do in order to demonstrate successful
completion of the learning outcome.
Task Description: Find all the tasks necessary to successfully help a farmer.
Assessment criteria
3.1
Identify knowledge
that will contribute to
the achievement of a
goal.
Activities to demonstrate
achievement of assessment
criteria
Discuss what will be
needed from us by Blaze
Aid that should be included
in the PowerPoint.
3.2
Interpret information
to predict steps
required for
completion of a goal.
Use the list of needs to create Original lists and the ordered lists.
an ordered list of tasks for us
to successfully go to
Charlton to assist a farmer.
3.3
Access information
required to complete a
goal.
Contact Blaze Aid
coordinator to find what
information is needed for
successful completion of
assistance.
List of questions for coordinator
and notes of his responses
3.4
Gather necessary
resources using
research skills.
From the list, collect all
necessary resources for the
trip.
Lists that have been checked off as
resources are collected.
3.5
Reflect on own
performance and
outcomes achieved.
After the trip, include in the
reflection an aspect of
discussion on the success or
otherwise of our organising
and helping at the farm.
Written reflections.
VCAL Quality Assurance Kit 2011
Evidence to demonstrate
achievement of assessment
criteria
PowerPoint presentation
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Victorian Certificate of Applied Learning
Learning outcome 4
Demonstrate skills specific to an established goal.
Description of what the student will be required to do in order to demonstrate successful
completion of the learning outcome.
Task Description: Complete a list of the skills necessary to complete the fencing and then use
those plus new ones learnt at the farms.
Assessment criteria
Activities to demonstrate
achievement of assessment
criteria
When listing tasks, also list
the skills a person has to
have to complete them (e.g.
talking on the phone to Blaze
Aid coordinator, ‘twitching’
a fence).
Evidence to demonstrate
achievement of assessment
criteria
Written skills lists.
4.1
Identify skills that will
contribute to the
achievement of an
activity.
4.2
Demonstrate use of
skills relevant to an
established goal.
Assigned students to
Written report.
complete set tasks and then
have to report in writing as to
which skills they found
easy/tricky.
4.3
Use and comply with
occupational health
and safety guidelines.
When on the farm, comply
with all OH&S rules. E.g.
safety vests, eye protection.
Photos and copies of OH&S
guidelines
4.4
Use specified
technological
equipment and
materials proficiently
to suit the conditions
and the level of
personal and physical
ability.
All hand tools and fencing
equipment to be used (where
allowed).
Photos.
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Victorian Certificate of Applied Learning
Learning outcome 5
Demonstrate teamwork skills.
Description of what the student will be required to do in order to demonstrate successful
completion of the learning outcome.
Task Description: Each member to contribute when choosing a group to support
through individual presentations and then collaboratively choosing one of the
groups.
Assessment criteria
Activities to demonstrate
Evidence to demonstrate
achievement of assessment achievement of assessment
criteria
criteria
5.1
Contribute to a
Be active member of weekly Notes of the oral presentation and
collaborative activity
meetings. Present
notes students taken of each
involving a
suggestions for a group to
others’ presentations.
group/team.
support in the form of an oral
presentation.
5.2
Describe factors that
contribute to
group/team work.
Choosing the group to
support could create conflict.
Discussion as to how to
resolve the issue to be held.
Notes recording styles of conflict
resolution.
5.3
Reflect on factors that
influence group/team
behaviour.
As an aspect of our
discussion in 5.2, causes of
conflict to be listed.
Notes from discussions.
5.4
Evaluate the
effectiveness of
group/team processes
for achieving goals.
Reflect in discussion and in
writing how well we worked
through the process of
choosing the group to
support.
Journal notes.
5.5
Evaluate own
contribution to
group/team goals.
Students will reflect in
journals how well they have
contributed to the goals of
supporting a group.
Journal notes.
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Victorian Certificate of Applied Learning
Assessment Template:
Literacy Skills Foundation Reading and Writing
Learning outcome 1
Writing for self expression
Write a short recount, narrative or expressive text on a familiar subject.
Description of what the student will be required to do in order to demonstrate successful
completion of the learning outcome.
Task Description: Write a recount of the talk given by a homeless person.
Elements
Writing process
a)
Use simple planning,
drafting and editing
processes to produce
written texts.
Purpose
b)
Use language and tone
appropriate to text
purpose and audience
Activities to demonstrate
achievement of elements
Use notes taken from
talk/interviews to plan
draft, write and edit his
experience.
Evidence to demonstrate
achievement of elements
Plans and drafts to be kept in
portfolio.
Write appropriately for
Final text to be kept in portfolio.
teacher to show clear
understanding of content of
the talk.
Structure
c)
Sequence and structure
ideas, information
and/or events
coherently.
Use information from the
Final text with drafts to show
talk/interview combined with editing for sequence etc..
lessons on structure of
narrative to create a coherent
piece.
Length/complexity
d)
Write at least one
paragraph or
equivalent.
To link some of the
Final text with drafts of what
following into a coherent
information to be included.
piece of at least a paragraph
in length: who was speaking,
where, to whom, his message
and the students’ opinion.
Mechanics
e)
Spell, punctuate and
use grammar
sufficiently for the
meaning of the text to
be understood.
Self-edit through all stages.
VCAL Quality Assurance Kit 2011
Plans, drafts and final text.
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Victorian Certificate of Applied Learning
Learning outcome 2
Writing for practical purposes
Write a short instructional or transactional text on a familiar subject.
Description of what the student will be required to do in order to demonstrate successful
completion of the learning outcome:
Task Description: Instruction sheet for skill/hobby or how to clean a fence.
Elements
Writing process
a)
Use simple planning,
drafting and editing
processes to produce
written texts.
Activities to demonstrate
achievement of elements
Create notes for an
instruction sheet then plan,
draft, write and edit a final
copy.
Evidence to demonstrate
achievement of elements
Plans and drafts to be kept in
portfolio.
Purpose
b)
Use language and tone
appropriate to text
purposes and
audience.
Write an instruction sheet
appropriate for fellow
students.
Final text to be kept in portfolio.
Structure
c)
Sequence and structure
information and/or
ideas coherently.
Ensure that the instructions
are in correct order, are
complete and are able to be
understood. Include photos
from Blaze Aid trip.
Final text with edited drafts to
show understanding of structure
and sequence.
Length/complexity
d)
Write at least one
paragraph or three to
four pieces of
information in point
form.
Link different necessary
Final text with notes of planning.
ideas for a set of instructions:
e.g.- equipment, how to use
the equipment, where, when
Mechanics
e)
Spell, punctuate and
use grammar
sufficiently for the
meaning of the text to
be understood.
Self edit through all stages
and then have teacher editing
for the final draft.
VCAL Quality Assurance Kit 2011
Final text with all drafts and edited
sheets.
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Victorian Certificate of Applied Learning
Learning outcome 3
Writing for knowledge
Write a short report or explanatory text on a familiar subject.
Description of what the student will be required to do in order to demonstrate successful
completion of the learning outcome.
Task Description: Write a report of homelessness in Geelong as it occurs now. (Maybe after
OneCare talk.)
Elements
Activities to demonstrate
achievement of elements
Use notes taken from One
Care talk to plan draft, write
and edit a report about
homelessness in Geelong.
Evidence to demonstrate
achievement of elements
Plans and drafts in portfolio.
Purpose
b)
Use language and tone
appropriate to text
purpose and audience.
Write appropriately for the
intended audience (the
teacher).
Final text in portfolio.
Structure
c)
Sequence and structure
information and ideas
coherently.
Use information from the
talk combined with lessons
on structure of reports to
create a coherent piece.
Final text with initial drafts.
Length/complexity
d)
Write at least one
paragraph or
equivalent.
Link idea of who was
speaking, where, to whom,
the content about
homelessness and the
students’ opinion into a
coherent piece of writing
(one paragraph minimum).
Final text with drafts
Mechanics
e)
Spell, punctuate and
use grammar
sufficiently for the
meaning to be
understood.
Self-edit through all stages.
Final text with all edited drafts.
Writing process
a)
Use simple planning,
drafting and editing
processes to produce
written texts.
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Victorian Certificate of Applied Learning
Learning outcome 4
Writing for public debate
Write a short persuasive and/or argumentative text expressing a point of view on a familiar
subject.
Description of what the student will be required to do in order to demonstrate successful
completion of the learning outcome.
Task Description: Write a response to a fictitious ‘letter to the editor’ which states that
homeless people in Geelong should ‘get a job, get off the streets and get a life!’
Elements
Writing process
a)
Use the processes of
planning, drafting and
editing to produce
written texts.
Activities to demonstrate
achievement of elements
Use notes taken from
initial reading of the letter
to plan draft, write and edit
a response to the fictitious
letter.
Evidence to demonstrate
achievement of elements
Notes and initial letter with extra
notations
Purpose
b)
Use language and tone
appropriate to text
purpose and audience.
After checking letters to
newspapers, write in the
style that would be most
effective.
Taken from drafts and final copies.
Structure
c)
Sequence and structure
ideas and arguments
coherently.
After a series of
Taken from drafts and final copies.
lessons/examples students
will write in a clear and wellstructured manner.
Length/complexity
d)
Write at least one
paragraph or
equivalent.
The overall rebuttal of the
‘letter’ to be addressed
clearly in at least one
paragraph.
Taken from drafts and final copies.
e)
Information from interviews
and talks with a homeless
man to be used in text.
Taken from drafts and final copies.
Student copies of notes from talks
to also be kept.
Work to be edited with
assistance from teacher.
Taken from drafts and final copies.
Provide supporting
evidence, which may
be broad or general,
for a point of view.
Mechanics
f)
Spell, punctuate and
use grammar
sufficiently for the
meaning to be
understood.
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Victorian Certificate of Applied Learning
Learning outcome 5
Reading for self expression
Demonstrate that meaning has been gained from reading a simple narrative, recount or
expressive text.
Description of what the student will be required to do in order to demonstrate successful
completion of the learning outcome.
Task Description: Read stories of two homeless people. Discuss and give a written response to
comparison of the two.
Elements
Purpose
a)
Identify the purpose of
the text.
Activities to demonstrate
achievement of elements
Read and highlight points in
the texts that show their
purpose.
Comprehension
b)
Identify main ideas
and key descriptive
details in the text.
Read and highlight points in The texts will be photocopied and
the texts that show their main the students will highlight them for
ideas. Discuss the meanings
main ideas and key words.
of words e.g. chroming
c)
Much of the language of
‘street people’ will be new to
the students and those terms
not understood will be
discussed and reflected on in
a written response.
After discussion, the students will
write a piece that will include use
of terms and phrases used in the
texts.
Application
d)
Identify
similarities/differences
between texts on
similar subjects or
with similar text types.
Compare the two stories.
E.g. How they were written?
What happened to the
characters in the
biographies? Where they are
now?
After reading, the students will
write a piece that will include
identifying the
similarities/differences of the two.
Critique
e)
Express an opinion on
the text or on its
subject matter.
Write a piece that includes
which of the two articles is
the most effective to the
reader and why.
Written response.
Explain the meaning
of key words and
phrases.
VCAL Quality Assurance Kit 2011
Evidence to demonstrate
achievement of elements
After reading, the students will
write a piece that will include
identifying the purpose of the text.
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Victorian Certificate of Applied Learning
Learning outcome 6
Reading for practical purposes
Demonstrate that meaning has been gained from reading a simple instructional or
transactional text.
Description of what the student will be required to do in order to demonstrate successful
completion of the learning outcome.
Task Description: Read and follow two sets of instructions that have been written explaining
how to clean or erect a fence.
Elements
Purpose
a)
Identify the purpose of
the text.
Comprehension
b)
Identify the main ideas
and/or key procedures.
c)
Explain the meaning
of key words and
phrases.
Activities to demonstrate
achievement of elements
The students will attempt to
complete the activity as
described in the instructional
text as written. Their success
or otherwise will be a
reflection of their
understanding.
Students are to mark the
main ideas/ procedures on
their copies of the
instructions.
Evidence to demonstrate
achievement of elements
Photos of attempts to complete the
instructions.
Copies of the instructions with the
markings.
In writing, the students will
reflect on the effectiveness
and relevance of key words
and phrases.
Written reports of the instructions.
Application
d)
Identify
similarities/differences
between texts on
similar subjects or
with similar text types.
In the written response, two
different instructions are to
be compared.
Written reports of the instructions.
Critique
e)
Express an opinion on
the text or its subject
matter.
In the written response, two
instructions are to be
compared. (Including how
effective they were)
Written comparisons of the
instructions.
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Victorian Certificate of Applied Learning
Learning outcome 7
Reading for knowledge
Demonstrate that meaning has been gained from reading a simple explanatory or informative
text on a familiar subject.
Description of what the student will be required to do in order to demonstrate successful
completion of the learning outcome.
Task Description: “People in need” Read two reports about this topic in Australia and
compare them – one from a government agency and the other from an NGO.
Elements
Purpose
a)
Identify the purpose of
the text.
Comprehension
b)
Identify the main ideas
and key factual data in
the text.
c)
Explain the meaning
of key words and
phrases.
Activities to demonstrate
achievement of elements
Read the two texts and
identify who wrote them,
why and for what intended
audience.
Evidence to demonstrate
achievement of elements
Notes of discussions about texts.
Keep photocopies of highlighted
work.
Photocopies of highlighted work.
Highlight main ideas etc. on
the texts.
Identify key words and
phrases and discuss and
explain their meanings.
Notes of discussions about texts.
Keep photocopies of highlighted
work.
Application
d)
Identify
similarities/differences
between texts on
similar subjects or
with similar text types.
Compare the two texts with a Written response.
written response.
Critique
e)
Express an opinion on
the text or its subject
matter.
Comment on the
effectiveness of the texts in
the written response.
VCAL Quality Assurance Kit 2011
Written response.
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Victorian Certificate of Applied Learning
Learning outcome 8
Reading for public debate
Demonstrate that meaning has been gained from reading a simple persuasive or discursive text
on a familiar subject.
Description of what the student will be required to do in order to demonstrate successful
completion of the learning outcome.
Task Description: Read, debate and write a response to a text that states there is no longer
any need for homelessness to exist. Just get a job and a life!
Elements
Purpose
a)
Identify the explicit
and/or underlying
purpose of a text.
Activities to demonstrate
achievement of elements
Read and mark on the copy
of the text the area that
shows the purpose of the
text.
Evidence to demonstrate
achievement of elements
Copy of marked text.
Comprehension
b)
Identify the main ideas
and key information
and arguments in the
text.
Read and mark on the copy
of the text the main ideas of
the author and his/her
arguments.
c)
Read and mark on the copy
of the text the area that
shows the main ideas and
arguments of the author.
Discuss these in written
response.
Copy of written response.
Application
d)
Identify
similarities/differences
between texts on
similar subjects or
with similar text types.
Find texts from other ‘letters
to the editor’ to compare
with text. Write a written
response.
Written response and photocopies
of texts with markings on them.
Critique
e)
Identify any
persuasive devices
used in the text.
In the written response, state
how the author tries to
persuade the reader.
Written response.
f)
Finish the written response
including an opinion of the
text.
Written response.
Explain the meaning
of key words and
phrases.
Express own view on
the subject/text giving
reasons.
VCAL Quality Assurance Kit 2011
Copy of marked text.
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Victorian Certificate of Applied Learning
Assessment Template:
Literacy Skills Foundation Oral Communication
Learning outcome 1
Oracy for self expression
Use and respond to spoken language to explore with others story and life experience.
Description of what the student will be required to do in order to demonstrate successful
completion of the learning outcome.
Task Description: Share a brief report at the end of the day during Blaze Aid. Explain what
happened, how they felt etc.
Elements
Activities to demonstrate
Evidence to demonstrate
achievement of elements
achievement of elements
a)
Participate in or share Contribute personal
Experiences to also be kept in a
a short discussion,
experiences of the day to the brief journal.
account or anecdote.
group for comment or
discussion.
b)
c)
d)
Make some use of
verbal and non-verbal
features of spoken
communication, which
may include:
intonation, eye
contact, gesture and
pace.
Begin to recognise the
role verbal and nonverbal features play in
conveying meaning in
other oral
presentations.
VCAL Quality Assurance Kit 2011
As a humorous part of the
report, one aspect has to be
given as a charade with the
others guessing what is
being portrayed.
The journal must tell which part of
the report was given as a charade.
On the second night, two
Briefly record in journal which
members must give their
style works best.
brief report in the boring way
possible, two others in the
most animated way and the
last two in whatever way
they choose. Briefly discuss
which was funny, effective,
boring etc.
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Victorian Certificate of Applied Learning
Learning Outcome 2
Oracy for knowledge
Use and respond to spoken language talks or discussions that present information about
familiar topics.
Description of what the student will be required to do in order to demonstrate successful
completion of the learning outcome.
Task Description: Listen to a talk by a person who used
questions or comments.
Elements
Activities to demonstrate
achievement of elements
a)
Take part in a talk or
Listen to the talk and then
discussion to provide
ask prepared questions.
or elicit information
Also give comments to the
on a familiar topic.
speaker about what he has
shared.
b)
Identify key points
from a brief
informative talk.
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Write a report about what
the person spoke about to
the class. Be sure to
include major information
that he shared.
to be homeless and respond with
Evidence to demonstrate
achievement of elements
Prepared questions and notes of
what he said.
Report.
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Victorian Certificate of Applied Learning
Learning outcome 3
Oracy for practical purposes
Use and respond to spoken language in short transactions in familiar contexts.
Description of what the student will be required to do in order to demonstrate successful
completion of the learning outcome.
Task Description: Complete the several oral transactions as aspects of the Blaze Aid trip.
Direct the driver to his destination on the Blaze Aid trip. Find out the cost of the bus from the
school bus director. Listen carefully to the safety director at the farm during the Blaze Aid
trip.
Elements
Activities to demonstrate
Evidence to demonstrate
achievement of elements
achievement of elements
a)
Give instructions
Direct the bus driver to his
Directions as written by student. If
taking into account the destination on the Blaze Aid signed by the driver, it means we
needs of the listener.
trip
didn’t get lost!
b)
Exchange or obtain
goods or services in
real or simulated
settings.
Find out the cost of the bus
from the School Bus
Director.
c)
Identify key
instructions in a short
oral transaction.
Listen carefully to the safety Safety message to be briefly
director at the farm during reported in the daily journal of the
the Blaze Aid trip.
trip.
VCAL Quality Assurance Kit 2011
Copy of the costs as given by the
bus director.
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Victorian Certificate of Applied Learning
Learning outcome 4
Oracy for exploring issues and problem-solving
Use and respond to spoken language in discussions to explore issues or solve problems on a
familiar topic.
Description of what the student will be required to do in order to demonstrate successful
completion of the learning outcome.
Task Description: Decide which support group to choose to help.
Elements
Activities to demonstrate
Evidence to demonstrate
achievement of elements
achievement of elements
a)
Express a point of
Put forward in a PowerPoint PowerPoint and notes of speech
view about an issue
a support group (e.g. One
and elicit the point of
Care) and give reasons why
view of another or
it should be chosen by the
others.
group.
b)
Participate in an oral
exchange requiring
some negotiation.
Negotiate in a group
discussion which group to
actually choose.
Written list of which two or three
groups the student thinks would be
best.
c)
Demonstrate active
listening.
Prove that another student
has been heard by restating
their point of view. This
must be done at least once.
Notes from the PowerPoint
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Victorian Certificate of Applied Learning
Assessment Template:
Numeracy Skills Foundation
Learning outcome 1
Numeracy for practical purposes – design
Can use everyday informal language of shape, size, colour and other commonly used
attributes to identify and recognise shapes in the context of their common usage and
application.
Description of what the student will be required to do in order to demonstrate successful
completion of the learning outcome.
Task Description: Write an instruction sheet of a hobby for others to follow including 2D and 3D
shape names. Complete 2D and 3D identification chart.
Elements
Activities to demonstrate
Evidence to demonstrate
achievement of elements
achievement of elements
Mathematical knowledge and Complete 2D and 3D
techniques
identification chart. It must
Copy of chart
a)
Use concepts of shape have 20 of each type of
and size to describe
shape.
and compare shapes.
b)
Use touch and sight of Include pictures of 2D and
Instructions.
objects to classify and 3D shapes in instructions
compare objects.
sheet.
Language
Complete instruction sheet
Photos
c)
Use appropriately
which includes diagrams and
informal language of
instructions.
comparisons such as
bigger, smaller, the
same as, thicker,
darker, hotter, longer,
shorter.
d)
Use appropriately
Complete Mr. Horman’s
Photos and completed origami
informal language of
origami instructions (See
boxes.
shape such as straight, attached instructions)
curved, square, circle.
Interpretation
Use 2D and 3D language in
Instructions.
e)
Decide, with teacher
the instructions sheets that
prompting, whether
they make.
descriptions are
correct using personal
experience, context
and prior knowledge.
VCAL Quality Assurance Kit 2011
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Victorian Certificate of Applied Learning
Learning outcome 2
Numeracy for practical purposes – measuring
Can use familiar simple measurements of length, mass, capacity and temperature to compare
or measure materials or objects in personal situations.
Description of what the student will be required to do in order to demonstrate successful
completion of the learning outcome.
Task Description: When on the two day work with Blaze Aid, measure the amount of fencing
that is to be repaired and what we are able to fix. Also discuss what we have done at the end
of each day.
Elements
Activities to demonstrate
Evidence to demonstrate
achievement of elements
achievement of elements
Mathematical knowledge and
List of measurements
techniques
Choose appropriate
a)
Choose appropriate
distance measures to record
measuring instruments
how much fencing is
from a given range of
restored by us. List what is
available instruments.
chosen.
b)
Use measuring
Measure the fences that are
instrument correctly,
restored by us. Record the
Records of restored fences
for example begins
results. The class will be in
from zero.
two groups. See which
group fixes the most
fencing.
c)
Use whole numbers
Be sure to record the
View the records for correct
appropriately.
amounts in whole metres, not number usage.
fractions or decimal
amounts.
d)
Use the common units Be sure to use appropriate
Records with comparisons to
of measurement and
measurements such as metres imperial. Journal entries of
their abbreviations
and kilometres, and their
farmers’ usage of imperial
such as centimetre,
correct abbreviations. Where measurements.
metre, kilogram, litres, possible, use conversions to
and imperial
cm and mm to make what
measurements, for
has been done ‘sound better’!
example inch, foot,
Compare results to imperial
pound, ounce, degree
measurements. Keep all this
Celsius to compare
in records of the two days
and measure materials work. Compare each group’s
or objects.
results.
Language
Be sure to use appropriate
Two day’s records and journal
e)
Use orally and in
measurements such as metres entries.
writing common units and kilometres, and their
and their
correct abbreviations. Where
abbreviations.
possible, use conversions to
cm and mm to make what
has been done ‘sound better’!
Compare results to imperial
measurements. Keep all this
in records of the two days
work.
VCAL Quality Assurance Kit 2011
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Victorian Certificate of Applied Learning
Interpretation
f)
Decide, with teacher
prompting, whether
measurements are
within a reasonable
range using personal
experience, context
and prior knowledge.
VCAL Quality Assurance Kit 2011
Debate at the end of each day Teacher diary of end of day
whether the ‘opposition
debate.
group’s’ results for the day
are reasonable or far fetched.
(Full permission to grossly
exaggerate will be given!)
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Victorian Certificate of Applied Learning
Learning outcome 3
Numeracy for personal organisation – money and time
Can identify and use familiar everyday numbers, and units of money and time to make
decisions about money and time in personal situations.
Description of what the student will be required to do in order to demonstrate successful
completion of the learning outcome.
Task Description: Budget for trip to Bendigo.
Elements
Activities to demonstrate
achievement of elements
Mathematical knowledge and
techniques
Work out the approximate
a)
Read, write, interpret
costs for our Blaze Aid trip
and compare numbers
to Bendigo.
related to money on
relevant documents or
in familiar situations.
b)
Read, write, interpret
and compare numbers
Do detailed time line for
related to time on
the Blaze Aid trip to
relevant documents or
Bendigo.
in familiar situations.
c)
Perform simple oneDo detailed financial
step calculations with
calculations for the budget of
money.
the Blaze Aid trip
d)
Interpret the language Comparisons of final costs to
of simple fractions
be presented as fractions and
such as ½, ¼ as
percentages. E.g. bus rental
applied to time and
is ½ costs
money.
e)
Read and use time
Compare final time line to
measuring devices
actual trip times using
such as clocks,
analogue watches and digital
watches, calendars.
clocks
Language
Present all time and money
f)
Use orally the
projections to the class for
language of time such oral comparison.
as hours, minutes,
days, weeks, months,
before/after,
longer/shorter.
g)
Use and interpret
Comparisons of final costs to
money notation and
be presented as fractions and
symbols, and
percentages. E.g. bus rental
associated language
is ½ costs, food costs were
such as more/less,
more than accommodation
cheaper/more,
costs.
expensive/dearer,
double/halve, total.
Interpretation
Use the predictions of time
h)
Relate results to
and costs to compare with
personal experience
actual results. Do a final
VCAL Quality Assurance Kit 2011
Evidence to demonstrate
achievement of elements
Working sheets of calculations.
Time lines.
Daily budgets
Comparisons and work sheets.
Written comparisons.
Notes of meeting.
Comparisons given in writing.
Comparisons and report.
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Victorian Certificate of Applied Learning
with teacher
prompting.
VCAL Quality Assurance Kit 2011
report of results.
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Victorian Certificate of Applied Learning
Learning outcome 4
Numeracy for personal organisation – location
Can use simple everyday language of location to give and follow informal oral directions.
Description of what the student will be required to do in order to demonstrate successful
completion of the learning outcome.
Task Description: On the drive to and from the farm, each student is to be the navigator for
at least an hour. They are to give clear instructions to the driver.
Elements
Activities to demonstrate
Evidence to demonstrate
achievement of elements
achievement of elements
Mathematical knowledge and
Prove, by using and
At the end of the two days each
techniques
interpreting maps, that
student will be given a brief
a)
Interpret and use
each student can locate
written report of their skills as
simple concepts of
themselves on a map and
navigators. It will include all
relative position and
use it for guidance.
aspects of this learning outcome..
location.
b)
Give and follow
Give directions to the
Copy of the report.
simple oral directions
driver who must follow
for moving between
them exactly. (Within the
locations.
realms of safe driving)
c)
Describe orally the
relative location of
two or more objects.
Language
d)
Use orally the
informal language of
position such as
over/under, in
front/behind, left/right,
up/down, through,
opposite, on the
corner, next to.
Interpretation
e)
Check, with teacher
prompting, to see if
directions followed or
given, match
intentions.
VCAL Quality Assurance Kit 2011
Each student must be able to
say how far from and to each
location on the trip.
The language given by the
student must be clear. E.g.
not ‘turn here’ but ‘turn right
here and go under the
railway bridge’.
A copy of the report and written
driver evaluation.
Believe me, as the driver I
will be checking to see if the
directions match the
intentions…with lots of
prompting!
A copy of the report and written
driver evaluation.
A copy of the report and written
driver evaluation.
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Victorian Certificate of Applied Learning
Learning outcome 5
Numeracy for interpreting society – data
Can use simple everyday tables and graphs to interpret public information which is of
personal relevance or interest.
Description of what the student will be required to do in order to demonstrate successful
completion of the learning outcome.
Task Description: Collect information from Blaze Aid about who they have helped, how
many people, how much fencing replaced, how much repaired, how many people have
volunteered, how many hours of work this represents etc. Graph all these results in
different forms (line, bar, pie etc) and interpret the results.
Elements
Activities to demonstrate
Evidence to demonstrate
achievement of elements
achievement of elements
Mathematical knowledge and
techniques
Each student to be taught
Graphs with student notes they
a)
Identify the key
the basics of line, bar and
use to assist explanations.
features, conventions
pie graphs and to then
and symbols of simple
graph one of the pieces of
everyday graphs and
information mentioned
tables.
above. They are to present
their graph to the class,
explaining how to read the
graph and the information
it contains.
b)
c)
Read and interpret
whole numbers used in
relevant tables and
graphs.
Interpret text that
incorporates tables and
graphs by locating and
reporting orally on
specific information.
Language
d)
Use orally the
language of tables and
graphs such as table,
graph, highest, lowest,
most, least.
Interpretation
e)
Relate, with teacher
prompting, the
meaning/information
of table or graph to
personal beliefs,
opinions and
expectations.
VCAL Quality Assurance Kit 2011
Students given a series of
written questions to answer
about each other’s graphs.
Refer to a teacher-prepared
text that includes a graph of
information from Blaze Aid
and answer questions orally
about it. Use a highlighter to
emphasise points of interest
in the article.
Answers to questions.
Highlighted text.
When showing the class their Notes of oral presentation
graph, the students must use
clear, accurate language.
Discuss the value of Blaze
Report.
Aid with specific reference
to the information from each
of the graphs. Especially
discuss whether Blaze Aid
does more or less what they
expected. Write a brief report
to that effect.
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Victorian Certificate of Applied Learning
VCAL Quality Assurance Kit 2011
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Victorian Certificate of Applied Learning
Learning outcome 6
Numeracy for interpreting society – numerical information
Can use simple everyday numbers and figures to interpret information which is in texts of
personal relevance or interest.
Description of what the student will be required to do in order to demonstrate successful
completion of the learning outcome:
Task Description: Use all the facts and figures about the two days to create a time line and a
budget. Compare these with each other and with what actually happened on the trip.
Elements
Mathematical knowledge and
techniques
a)
Recognise whole
numbers and simple,
familiar fractions in
numeral and word
form.
b)
Order, use and
interpret whole
numbers and familiar,
simple fractions in
everyday texts or
simple tables.
Language
c)
Say or write numbers
and simple, familiar
fractions in numeral
and word form.
d)
Use common words
for ordering and
comparing numbers
and simple, familiar
fractions such as
smaller, bigger, larger,
first, second, between.
Interpretation
e)
Relate meaning of the
numbers in the text to
personal experience,
beliefs, opinions or
expectations in
response to specific
questioning from the
teacher.
VCAL Quality Assurance Kit 2011
Activities to demonstrate
achievement of elements
Read whole numbers e.g.
352km and fractions e.g. 3
½ hrs to help create a
budget and time line for the
two days.
Write the budget and time
line.
Evidence to demonstrate
achievement of elements
Time lines and budgets.
Drafts of budgets and time lines.
Compare each other’s time
Teacher notes of discussions.
lines and budgets. Discuss
differences and resolve them.
Final budgets to be put into
order of most expensive
items to least expensive.
‘Ordered’ budgets.
Compare the budgets and
time lines to what actually
happened and what was
spent. Note on budgets the
differences.
Adjusted budgets with notes.
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