FRAMEWORK+a.Learning+Modules

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= Modules Overview = The Advance program includes 3 Learning Modules.
 * **Learning Module 1**: __Community__ **-** to develop young people's self-knowledge and increase understanding of their community and volunteering.
 * **Learning Module 2**: __Communication__ **-** to strengthen young people's communication skills and teamwork.
 * **Learning Module 3**: __Project Management__ **-** to build young people's project management skills.

Schools should cover these Learning Modules by utilising the Advance Learning Modules Resources available on the Department of Health & Human Services website, and/or by fulfilling this component through the group's community projects, recognised training, other Advance activities or a combination of methods.

As long as all modules have been addressed (it is understood that not all learning components can always be addressed), and participation of students is demonstrated, the choice is yours when it comes to implementation (well, the student's!).

The **Advance Victorian Government School Handbook** (attachment below) is a very handy resource for navigating Advance modules, but also our processes, supporting documents and advice regarding partnerships and reporting dates and templates.



Other support materials are available at: [|http://www.dhs.vic.gov.au/about-the-department/plans,-programs-and-projects/programs/youth-specific/advance-schools-program/schools-and-the-advance-program#content-heading-2]

Learning Module 1: Community
The focus of Learning Module 1 is to develop young people’s self-knowledge and increase understanding of their community and volunteering. This module includes the following learning components:


 * **Self**
 * Knowing their own strengths and weaknesses
 * Identifying their passions and interests
 * Establishing of goals || **Community**
 * Understanding what a community is
 * Identifying people and places (including natural resources) in their community
 * Identifying current and potential connections between young people and the community
 * Being aware of the organisations that service the local community
 * Being aware of how young people can access these services || **Volunteering**
 * Understanding what volunteering is and what volunteers do
 * Understanding the rights and responsibilities of volunteers
 * Identifying what activities they already do as volunteers
 * Identifying volunteer activities within the school and local communities. ||

**Learning Module 2: Communication** The focus of Learning Module 2 is on strengthening young people’s communication skills and teamwork. This module includes the following learning components:


 * **Interpersonal communication** **in groups**
 * Being able to give and receive feedback
 * Recognising the importance of good teamwork
 * Identifying the desired outcome they want and the options to achieve it
 * Identifying areas of agreement
 * Understanding and participating in the negotiation process || **Analytical and conceptual skills**
 * Defining the problem
 * Brainstorming and trialling solutions
 * Reviewing the outcomes and discussing the result
 * Identifying the audience and purpose of a report
 * Identifying appropriate information to include in the report
 * Identifying appropriate style of report
 * Understanding how to plan and produce a report. || **Intrapersonal communication**
 * Being aware of individual contribution and roles of others in a team
 * Understanding the benefits of teamwork compared to working alone
 * Understanding the types of feedback ||

Learning Module 3: Project Management
The focus of Learning Module 3 is on building young people’s project management skills. This relates specifically to the Advance community project(s) or series of volunteering activities that young people deliver in partnership with a community organisation. This module includes the following learning components: Developing a project plan that includes:
 * **Design**
 * Researching possible community projects or volunteering activities
 * Identifying resources available to possible community project(s) or volunteering activities
 * Selecting a community project(s) or series of volunteering activities
 * Deciding on the intended outcome and evaluation criteria || **Development**
 * Tasks that need to be completed
 * Who will complete each task
 * When the task will begin and end ||
 * **Implementation**
 * Implementing the project plan
 * Adhering to time schedules
 * Managing issues as they arise, and adapting the project as required || **Monitoring and Evaluation**
 * Monitoring the project plan - adapting the project as required to respond to issues/increase effectiveness
 * Conducting the evaluation of your community project(s) or volunteering activities
 * Reflecting on learning gained from the community project(s) or volunteering activities
 * Reporting to organisations and presenting a report to the identified audience
 * Celebrating the completion of the community project(s) or volunteering activities ||
 * Celebrating the completion of the community project(s) or volunteering activities ||

= Delivering Advance as a holistic program = //Note: More about this in the menu option 'Advance Module Implementation Options & Tips'. //

Advance is a holistic program, designed to provide children with genuine involvement in their communities and participation with others to achieve goals. It is designed to provide strong guidelines without being constrictive to innovation.

These guidelines are in the form of learning outcomes within three learning modules, which together holistically aim to nurture student’s ability to participate in their communities, work in teams, communicate with various audiences and achieve goals through participation and cooperation with others – all identified as important life and work skills.

However some schools appear to have difficulty meeting all the learning outcomes of the three module components in the framework. So, here are some tips and guidelines. //All learning outcomes of each module do not necessarily need to be linked to one large project. One of the challenges that should be set for students is that each group should aim to meet the learning outcomes in the three modules.// This is where the innovation and creativity can flow.This is also where the teacher must take the post of facilitator - difficult indeed, but a great experiential learning activity for all involved (see info under Professional Development Forums 2011).

//Fulfilling all the learning modules may be achieved through one project or through a string of smaller projects.// Additional gaps in knowledge could be addressed with class based student as teacher learning or guest speakers. Link gaps back to the key words ‘participation’ and ‘community’. Below we have listed just two ways that a school can aim to meet all learning outcomes in the modules, however there are several more creative ways this can be done.

= How some of the best of the best Advance Programs were run in 2010 = The following are Advance Project profiles for Schools that successfully met the three modules and all learning components.

//**Note: See more project profiles on the __ADVANCE Project Profiles__ page.**//

Broadford Secondary College
Broadford Secondary College students participated in a range of community projects regarding social and environmental issues that they identified as important to them.
 * ** Learning Module 1: Community **

The broad range of community projects that Broadford Secondary College engaged in allowed the students to develop an understanding of community and volunteering as a diverse concept, and to become intimately aware through direct involvement, of community organisations and services in the local community. Through assessing and reflecting on a diverse range of community projects, students were able to reflect on their interests and passions and identify volunteer opportunities that may act as a catalyst to connect young people and the community.

Each project allowed the opportunity to address the three modules in the Advance framework. For example, the RACV Energy Breakthrough is a program designed to provide opportunities for students, teachers, parents and local industry to work together to design and construct a vehicle, a machine or innovation in technology that will represent an 'energy breakthrough'. || ** Learning Module 2: Communication **

All activities required teamwork and communication, and students ran the show. From the word go the students were the decision makers. They facilitated brainstorming sessions and open discussions to determine the direction that they wanted to go. Most of the students were directly affected by the fires so there was wide interest in this project. Other projects came about through exploring interests and concerns, matching these with opportunities and identifying areas of agreement.

In identifying their desired outcome to help support people whose property was damaged in the fires, students took a marketing initiative that proved very successful: “The students invited the local newspapers up to the school to let the community members know that we had the Advance Budget and were willing to help families in need. It wasn't long before we in inundated with cries for help! The students really did run the show and were very passionate about helping out their fellow community members.” (Paul Campbell, 2010 Advance Coordinator).

Furthermore, all of student participation in project activities as a team resulted in effective planning, delegation of tasks, negotiation etc. Communication and teamwork skills were strengthened through the successful development and implementation of project activities such as directly liaising with organisations and other community members, conducting research, establishing community links, participating in public speaking, drafting plans, preparing quotes and letters to the council etc. || ** Learning Module 3 - Project Management **

Students at Broadford Secondary College brainstormed and negotiated a range of projects based on research they had conducted. In the process the students engaged, reflected and improved their skills in strategic thinking, team work, leadership and verbal communication. Careful planning and development led to the successful implementation of the range of projects listed below.

Some students chose to engage in f ire relief projects for grateful community members of the King Lake community who were affected by the Black Saturday fires.

One group organised a Breakfast Club during winter for students at their school, based on the identified need that many students do not have breakfast at home and to advocate the importance of breakfast for health and well being throughout the day.

Solar energy was viewed by some students as a great way to unite the community and raise awareness of the all important topic of renewable energy and environmental conservation. They entered a team in the RACV solar energy car race and held an educational community dinner, complete with presentations on the importance and strategies for environmental conservation. Invitees include parents, members of the School Council, members of the Mitchell Shire Council, local employers and teachers.

Through a visit to the Broadford Kilmore Wildlife Centre students became involved in projects to build new enclosures for the injured wildlife and assisting in creating a natural Australian habitat for the possums and birds.

Students identified issues experienced by the elderly in nursing homes as a cause they would like to address. Therefore, students visited the Caladenia Nursing Home on several occasions throughout the year to spend time with its residents and participate in activities.

Finally, a group of students worked with members of the Broadford and Kilmor Men’s Shed on a project to build a new path for wheel chair access to the toilets. They also helped to build simple wooden toys to be donated to the Royal Children’s Hospital. || **Collingwood College (Alternative School)** <span style="font-family: Arial,Helvetica,sans-serif;">The students at Collingwood College<span style="font-family: Arial,Helvetica,sans-serif;"> (Alternative School) selected to participate in a range of community projects regarding social issues that they identified as important to them. They also participated in goal directed leisure and life skills programs specific to their needs for development, esteem building and empowerment in the areas of community volunteering, communication and project management.

<span style="font-family: Arial,Helvetica,sans-serif;">Project planning, development and implementation require a set of basic skills that Advance seeks to improve such as verbal and written communication, strategic thinking, team work and a sense of responsibility. At Collingwood College<span style="font-family: Arial,Helvetica,sans-serif;"> (Alternative School), the string of projects selected has taken the angle of participating in community programs that develop these basic skills and to conclude the program by putting them into practice in undertaking community project.
 * ** Learning Module 1: Community **

<span style="font-family: Arial,Helvetica,sans-serif;">The participating students identified their interests and social concerns through discussion. This dialogue developed their self knowledge and increased their understanding of community and volunteering. The variety of self development, music and community service programs provided a positive demonstration of different ways in which youth can participate in the community. The woodwork projects then connected them as volunteers to the community. In this process, students became more aware of community organisations that service the local community and several have gone on to take after-school classes at the Centre for Contemporary Photography Fitzroy. || ** Learning Module 2: Communication **

<span style="font-family: Arial,Helvetica,sans-serif;">Students were given opportunities to develop teamwork through working together to bring complex tasks to fruition such as creating CD’s and building furniture. They further developed their communication skills through discussing their ideas and sharing information with community groups in a range of forums. Furthermore they became more aware of the need to be punctual and reliable when working with others.

<span style="font-family: Arial,Helvetica,sans-serif;">Other life skills essential in communication and teamwork were developed through running classes in budgeting, cooking, health and wellbeing. Staff observed a marked improvement in the behaviour, attentiveness and enthusiasm displayed by students and were impressed by their dedication to their chosen projects throughout the year. || ** Learning Module 3 - Project Management **

<span style="font-family: Arial,Helvetica,sans-serif;">Students also participated in a ten week program entitled ' Reprezent The Youth' which encompasses a series of music workshops devised by UK Hip-Hop artist Motley (Joe Warburton) in partnership with not-for-profit organization Cultural Infusion. Students learned to compose their own lyrics alone and in groups and participated in the production process in recording their own CD.
 * //<span style="font-family: Arial,Helvetica,sans-serif;">Community programs to develop skills //**

<span style="font-family: Arial,Helvetica,sans-serif;">Students participated in a program run by The Good Shepherd called the DISH Program (Developing Independent Skills for Home). DISH activities equip young people with a range of skills including budgeting, cooking, health and nutrition.

<span style="font-family: Arial,Helvetica,sans-serif;">Students took part in four photography workshops run by the Rotary Youth Arts Project. It was a stimulating and informative course.

<span style="font-family: Arial,Helvetica,sans-serif;">Students participated in the Brotherhood of St. Laurence Community Services Leadership Program. Students learned how to cost materials and developed valuable carpentry skills through producing quality furniture. Students developed communication skills through their need to discuss their ideas and pass on information to community groups in a range of forums. The woodwork projects improved the day to day lives of elderly homeless people and the 'Stepping Out in Yarra' initiative. || **Kensington Community High School** Kensington Community High School<span style="font-family: Arial,Helvetica,sans-serif;">students brainstormed ideas and negotiated options for running the Advance program at their school. They decided that they would address the modules by learning about community and volunteering in a classroom setting; develop their project skills through managing a school canteen horticulture project, and then bring both sets of skills and knowledge together to run a fundraising project for Urban Seed. Learning outcomes in the communication module of Advance was a by-product of managing these two core projects.
 * //<span style="font-family: Arial,Helvetica,sans-serif;">Advance Project //**
 * ** Learning Module 1: Community **

<span style="font-family: Arial,Helvetica,sans-serif;">In a classroom setting, students took the responsibility of discussing charities and how they worked in the community and from this point then negotiated as a group which charity would be selected to receive support from the school. They opted to support, through fundraising, a smaller charity that supported people who are marginalised and homeless. This decision was solidified when the students were involved in a talk and tour that was run by the charity 'Urban Seed', who aim to ‘prioritise and assist marginalised people while developing broader, supportive communities in the city of Melbourne<span style="font-family: Arial,Helvetica,sans-serif;"> and throughout Victoria<span style="font-family: Arial,Helvetica,sans-serif;">.’ || ** Learning Module 2: Communication **

<span style="font-family: Arial,Helvetica,sans-serif;">Through self organised board meetings, students participated in the decision making process by brainstorming ideas, defining problems and possible solutions, negotiating options, and developing a plan to learn various skills through community based Advance projects throughout the year.

<span style="font-family: Arial,Helvetica,sans-serif;">The canteen horticulture project and fundraising project gave students the opportunity to use their board meetings to work as a team in identifying the desired outcome they want and means to achieve it. These meetings also gave them the opportunity to identify tasks and take on specific roles within the team to achieve their goal.

<span style="font-family: Arial,Helvetica,sans-serif;">Self assessment was a key tool used to determine students learning outcomes, as well as coaching them to self reflect on their individual contribution and the roles of others in teams. Through this and formal learning, they learned how to identify their own attributes and skills and use these to the advantage of the group, and how to give and receive feedback. Students developed communication skills through team work, contacting community partners, resourcing produce providers, outside facilitators and teaching staff. || ** Learning Module 3 - Project Management **

<span style="font-family: Arial,Helvetica,sans-serif;">Students saw a great project opportunity right in their own school community setting based on their shared horticulture interest to come together to learn about researching, selecting, growing and tending to produce in a horticulture project for the school canteen. Students were also engaged in fundraising for the non-profit organisation Urban Seed.

<span style="font-family: Arial,Helvetica,sans-serif;">Demonstrating ownership over the projects and active participation in action, all students were involved in each stage of planning, development and implementation. They ran 'board meetings' to plan each phase of each project and to allocate tasks. Students gained knowledge in strategic planning through problem-solving, decision making, giving and receiving feedback, planning, development, negotiation and implementation. ||

Lyndhurst Secondary College
Lyndhurst Secondary College<span style="font-family: Arial,Helvetica,sans-serif;"> ran four Advance projects which interconnected the learning outcomes in the Advance framework very powerfully. One project commenced with becoming more educated and aware of community organisations and their beneficiaries through visits. Students were inspired to educate others on the issues explored through various means. Students were particularly inspired by their mock experience of homelessness and the difficulties they face and decided to organise fundraising activities for these.

<span style="font-family: Arial,Helvetica,sans-serif;">The second project was similar but in relation to wildlife organsiations.

<span style="font-family: Arial,Helvetica,sans-serif;">The third involved learning the skills of coaching and lesson planning and practising these skills through sport activities with primary school children. The fourth project was an excursion to Ashcombe maze to foster and develop their skills in problem solving, teamwork, and negotiation.
 * ** Learning Module 1: Community **

<span style="font-family: Arial,Helvetica,sans-serif;">Clearly, all teams conducted a thorough exploration of community service organisations and volunteering opportunities in their area. Students identified their passions and interests through exploring the issues addressed by these organisations, and having the opportunity to make decisions regarding the organisations they support and the way in which they will provide this support. The range of projects, and the range of activities within each project, demonstrate the current and potential connections between young people and their communities. || ** Learning Module 2: Communication **

<span style="font-family: Arial,Helvetica,sans-serif;">All projects were owned by the students and team based, therefore, successful outcomes to the range of activities could not be achieved without an effective process of team cooperation in addressing the learning outcomes outlined in this module of communication. To recap, such learning components include being aware of individual contribution and the roles of others in teamwork, identifying the desired outcome and means to achieve it, identifying areas of achievement, defining the problem, and brainstorming solutions with others. || ** Learning Module 3 - Project Management **

<span style="font-family: Arial,Helvetica,sans-serif;">The combination of the activities within each of the individual four projects outlined called to practise the learning outcomes in all modules.


 * __Team 1__** - explored the issue of homelessness and related issues in the community

<span style="font-family: Arial,Helvetica,sans-serif;">Following an emotional visit with community service organisations, students decided that they would like to educate the wider school community on the issues surrounding homelessness, and fundraise for the organisations with which they visited.


 * //Fundraising://** Students ran fundraising activities through a Friendship Day, a sausage sizzle, and a clothe and food drive to help out the Salvation Army and to show their appreciation for the work they do.


 * //Education and awareness://** One team developed education brochures and made these available to members of our school community. Another team decided that they would like to educate the other year 9 students, so this group developed a powerpoint presentation and presented their work to approximately 100 year 9 students and 5 teachers. Students also completed a recognised First Aid training course so that they can help members in the community, as they have learnt that one of the many issues that homeless people face is the lack of medical assistance available to them.


 * __Team 2__** - explored animal habitats and threats to animals health and well being

<span style="font-family: Arial,Helvetica,sans-serif;">Students learned not only about different animals and their preferred habitat, but also about the RSPCA and what their role is in the community. Students investigated different issues surrounding animal cruelty and looked at what they could do to educate the community on these issues and what they could do to support the RSPCA. They visited a range of venues such as the Melbourne Zoo, Werribee Zoo and the RSPCA Shelter to gain a better understanding on the issues of animal cruelty and endangered animals. Students then worked closely with the RSPCA to do a range of fundraising activities.


 * //Fundraising://** Following visits to several wildlife organisations, students ran a mini fete day where they sold dog cushions, sweets and dog toys to raise money for the RSPCA shelter in order to show their appreciation for the work that they do.


 * //Education and awareness://** Students also developed education and awareness resources. They created instructional brochures on how best to looks after pets and researched campaigns currently being run by the RSPCA. They then presented their finding to the rest of their class. One group of students presented information on puppy factories to all of the students studying the Animals and the Environment Advance subject. During this course students learnt animal care skills among a variety of other skills such as effective communication skills.


 * __Team 3__** - explored fitness as a future career path by participating in coaching lessons, whereby they later developed lesson plans and practiced coaching primary school students

The Fit For Life program was designed around coaching and pathways in which fitness could be undertaken as a career. The idea behind the program was that students would be given the chance to view how they could help improve fitness in the community and how through coaching they could affect young people's lives in the community.

<span style="font-family: Arial,Helvetica,sans-serif;">The major focus of the program was to educate the students on coaching. They were asked to create a lesson plan on a sport of their choice in a small group and were then taken to Lynbrook Primary School<span style="font-family: Arial,Helvetica,sans-serif;"> where thier coaching lesson plans were to be completed. Throughout the program the focus was not only on the development of coaching skills and developing athlete skills, but to understand the profound effect a coach can have on their players. Students were marked on their interaction with the primary school students, the way they carried themselves as role models in the community, and their overall coaching performance.


 * __Team 4__** - explored community health and worked in small groups to come up with their own ideas to raise money for their group's chosen charity in the name of maintaining community health through sustainability. The class fundraised for the organisations of their choice through selling merchandise, baking, and selling cakes and biscuits at the school fete.

<span style="font-family: Arial,Helvetica,sans-serif;">To further address certain skills, the students went on an excursion to Ashcombe maze to foster and develop their skills in problem solving, teamwork, and negotiation. The students also went to Port Melbourne <span style="font-family: Arial,Helvetica,sans-serif;">for an intensive 'boot camp' personal training session and workout on the beach where they went for a group run, participated in team building games, and enjoyed the ambiance of the surrounding city skyline, spirit of Tasmania<span style="font-family: Arial,Helvetica,sans-serif;">, and beaches. ||

= Ideas from new coordinators PD November 2009 and March 2010 = At coordinator professional development sessions, teachers spent time brainstorming new and interesting ways to work with students, to allow students to lead their learning, and to engage strongly with the ideas and information. Here is what they came up with for the three learning modules.



= Your Learning Modules Resources = This space is provided for you to share resources associated with the learning modules for Advance. Note that you do need to be a registered user of wikispaces and this space to make comments and add files. Email advance@dhs.vic.gov.au to activate your membership to this group.


 * Please add your files below, placing your school's name in the filename for identification:**
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