Community Service Learning

This course combines community service with academic learning, focusing on critical, reflective thinking and personal and civic responsibility. It involves learners in activities that address community-identified needs, while developing their academic skills and commitment to their community. Learners complete at least thirty hours of pre-approved, unpaid service experience and reflect upon their experience, its current and future impact, and the implications for life-long learning through meeting the course requirements. Learners are encouraged to continue to volunteer after the course is completed.

“Service learning combines community service with academic instruction, focusing on critical, reflective thinking and personal and civic responsibility. Service learning programs involve students in activities that address community-identified needs, while developing their academic skills and commitment to their community.” The American Association of Community Colleges

This course allows learners to explore what community service means to them and to those around them, and to develop their service commitment and leadership skills through reflection. It encourages opportunities for learners to become proactive members of society as they examine issues of social justice, to contribute in a range of relevant and meaningful community service activities, adopt roles and make contributions to society.

Community service activities are most likely to be “relevant and meaningful” if:

• the activities address issues which the community partner has identified or acknowledged as being significant
• the community partner may be involved in developing the activities and learning outcomes related to the service experience
• the relationship is sustained over time.

Learners develop their knowledge and skills, serving the wider community in appropriate ways. The types of activities and projects learners can take part in include:

• bush regeneration in rural areas
• participating in community groups or providing specialised skills to community activities
• working with remote communities
• reading and conversing with seniors
• helping disabled children and adults
• undertaking work with disadvantaged communities through internationally linked schools and programs
• cooking or serving meals for guests in a shelter
• helping design and run community programs for youth
• acting as a carer for a member of the family
• conducting research on nutrition, hunger and homelessness policies
• taking positive action about race relations, poverty, human rights issues, or the environment
• designing, constructing and establishing vegetable gardens for different groups (e.g. pensioners).

Community Service Learning supports Australia Curriculum: Civics and Citizenship and:

1. recognises the emphasis of the Melbourne Declaration on Educational Goals for Young Australians (2008) to develop socially aware, active and decisive citizens
2. contributes to civic knowledge and understanding by developing knowledge and understanding about the principles and values which underpin Australian democracy, such as social justice, and respect for others, and the mutual benefits that the volunteering of an individual’s time and skills has for the individual and the community, as a whole
3. focuses on community engagement by developing skills and behaviours that students need to interact with the community and to engage with organisations and groups. Learners participate in processes associated with citizenship and human rights and social justice. They think critically about their own values, rights and responsibilities, and those of organisations and groups. They explore the diversity in society.

On successful completion of this course, learners will be able to:

1. develop planning and organisational skills
2. gain knowledge of community service organisations and associated activities, problems and issues through engaging with public and/or private organisations providing assistance and advocacy
3. develop understanding and appreciation of the value of contributing to the welfare of others in local, regional, national and/or international communities
4. communicate ideas and information effectively
5. develop group/teamwork skills
6. gather information, use evidence and solve problems through collaboration and negotiation
7. develop personal attributes such as acceptance of diversity, and clarify their own beliefs, values and attitudes through exploring issues concerning social justice.

This course has a complexity level of 2.

At Level 2, the learner is expected to carry out tasks and activities that involve a range of knowledge and skills, including some basic theoretical and/or technical knowledge and skills. Limited judgement is required, such as making an appropriate selection from a range of given rules, guidelines or procedures. VET competencies at this level are often those characteristic of an AQF Certificate II.

This course has a size value of 5.

As the majority of this course will be undertaken in the community, the demands on schools will be minimal. A school will need to provide for coordination and - for some learners- a facilitation of the process. Work submitted for assessment must be produced over the duration of one calendar year, be unique to this course and not be work submitted for assessment in any other course.

Through involvement, research and reflection, learners will be involved in developing:

• civic knowledge and understanding
• community service and life attributes and skills.

 

Process

The learner must:

1. Initiate personally – or through the provider’s coordinator of Community Service Learning (CSL) – placements in community service activities where they would like to participate.

2. Meet with the supervisor(s) of the service activities and actively participate in the activities.

3. Maintain regular contact with the CSL coordinator and discuss any problems or issues relative to their participation.

4. Attend any mentoring sessions at their learning centre or school/college. Mentoring sessions may individual, small groups or large group based.

5. Compile a reflective journal, which includes:

• a log or record of attendance signed by their supervisor
• a list of their duties signed by supervisor
• supervisor’s signed assessment sheet which evaluates their involvement 
• written comments that describe the learner’s:
  (a) personal growth through reflections that focus on individual development
  (b) academic reflections that connect classroom learning with the service performed
  (c) evaluation of their placement

6. Complete a report about the community service organisation or activity(s) they were involved with. It may relate to issues such as the:

• aims/goals of the agency and how it strives to meet these
• agency history and structure
• current problems/issues facing the agency
• nature of the agency’s clients
• funding (private and/or public)

The format of the report is not prescribed. Possible formats include a: research paper; multimedia presentation; photo essay/pictorial representation; and written or verbal responses to a set of stimulus questions).

Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate end-point of study. Although assessment – as part of the learning program – is continuous, much of it is formative, and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect end-point achievement.

The standard of achievement each learner attains on each criterion is recorded as a rating of ‘C’ (satisfactory standard) or ‘A’ (high standard) according to the outcomes specified in the standards section of the course document.

A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating. The ‘t’ notation is not described in course standards.

A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.

Providers offering this course must participate in quality assurance processes specified by TASC to ensure provider validity and comparability of standards across all awards. To learn more, see TASC's quality assurance processes and assessment information.

Internal assessment of all criteria will be made by the provider. Assessment processes must gather evidence that clearly shows the match between individual learner performance, the standards of the course and the learner’s award. Providers will report the learner’s rating for each criterion to TASC.

The following processes will be facilitated by TASC to ensure there is:

• a match between the standards for achievement specified in the course and the standards demonstrated by students
• community confidence in the integrity and meaning of the qualification.

Process – TASC will verify that the provider’s course delivery and assessment standards meet the course requirements and community expectations for fairness, integrity and validity of qualifications TASC issues. This will involve checking:

• student attendance records
• course delivery plans (the sequence of course delivery/tasks and when assessments take place)
• assessment instruments and rubrics (the ‘rules’ or marking guide used to judge achievement)
• class records of assessment
• examples of student work that demonstrate the use of the marking guide
• samples of current student’s work, including that related to any work requirements articulated in the course document.

This process will usually also include interviews with past and present students.

It will be scheduled by TASC using a risk-based approach.

The assessment for Community Service Learning Level 2 will be based on the degree to which the student can:

• 1. Plan, organise and undertake community service activities*
• 2. Demonstrate knowledge and understanding of community service
• 3. Communicate ideas and information
• 4. Use resources in support** of a community service activity
• 5. Work independently, and co-operatively with others

* ‘Community service activities’ includes activities with a national or global perspective, at school and in the local community.

** ‘Support’ may be at a school, local, Australian or global level.

Criterion 1: Plan, organise and undertake community service activities*

The learner:

Rating A	Rating C
sets goals which are measurable, achievable and realistic	sets short-term goals which are generally measurable, achievable and realistic
designs timelines and implements basic project management processes to achieve goals
follows direction regarding personal preparedness and assists others to do so Example: being at the right place, with the correct equipment at the specified time, and assists others to do so	follows direction regarding personal preparedness  Example: being at the right place, with the correct equipment at the specified time
correctly follows sequences in routine activities	follows the given sequence in routine activities involving community service activities. There may be some errors in the sequencing.
suggests realistic and appropriate modifications to plans and routines.

* ‘Community service activities’ includes activities with a national or global perspective, at school and in the local community.

Criterion 2: Demonstrate knowledge and understanding of community service

The learner:

Rating A	Rating C
describes the various components of a community service activity. The description is accurate	outlines the main focus of a community service activity
identifies and explains relevant information relating to the conduct of a community service activity and justifies its selection	identifies and describes relevant information relating to the conduct of a community service activity. The description is largely accurate
draws on a range of resources - including the mass media - to articulate and defend their own opinions about the social issue(s) the activity addresses in a local, national or global context	outlines the social issue a community service activity  addresses and cites some information to support an opinion
explains the different perspectives on the issue(s) and proposes possible solutions to the problem or issue.	presents a point of view on the social issue(s) addressed and includes at least one logical and realistic recommendation about the actions that individuals and governments can take to resolve issues.

Criterion 3: Communicate ideas and information

The learner:

Rating A	Rating C
clearly conveys ideas and information to the intended audience	conveys basic ideas and information to the intended audience
correctly spells common and specialised words, and uses grammar, punctuation and complex sentence structure to clearly convey meaning	correctly spells most common words and uses simple punctuation and sentence structure to convey meaning
uses the language/terms of the community service activity	uses some of the language/terms of the community service activity
collects a wide range of information about the social issue(s) addressed through the activity and discusses what it is saying about the community service activity or issue	collects relevant information from several sources about the social issue(s) addressed through the activity and outlines some of its importance
presents arguments as to why people volunteer for a community service activity/organisation.	identifies a reason why people volunteer for a community service activity/organisation.

Criterion 4: Use resources in support** of a community service activity

The learner:

Rating A	Rating C
correctly follows complex direction in the use of a range of resources in support of a community service activity. The learner appropriately assists others undertaking the activity	follows basic direction in the use of a limited range of given resources in support of a community service activity For example, in an on-street fundraising situation the learner follows instructions regarding where to stand and how to approach potential donors, and correctly uses supplied ribbons/badges and donation receptacles.
appropriately assists in the organisation of resources for a community service activity For example, they prepare necessary equipment and assist in transportation planning.

** ‘Support’ may be at a school, local, Australian or global level.

Criterion 5: Work independently, and co-operatively with others

The learner:

Rating A	Rating C
accurately follows direction and instruction	follows direction and instruction. There may be some errors in the doing so
maintains task focus	maintains task focus for limited periods of time
clearly articulates ways in which their actions might impact on others and accurately differentiates between positive and negative impact	articulates some of the ways in which their actions might impact on others
is a constructive member of a group. The learner helps and encourages others to implement decisions and achieve group goals.	is cooperative when working with others in groups.

Community Service Learning Level 2 with an award of:

HIGH ACHIEVEMENT

SATISFACTORY ACHIEVEMENT

PRELIMINARY ACHIEVEMENT

The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from 5 ratings.

The minimum requirements for an award in Community Service Learning Level 2 are as follows:

HIGH ACHIEVEMENT (HA)
4 ‘A’ ratings, 1 ‘C’ rating

SATISFACTORY ACHIEVEMENT (SA)
4 'C' ratings

PRELIMINARY ACHIEVEMENT (PA)
3 ‘C’ ratings

The Department of Education’s Curriculum Services will develop and regularly revise the curriculum. This evaluation will be informed by the experience of the course’s implementation, delivery and assessment.

In addition, stakeholders may request Curriculum Services to review a particular aspect of an accredited course.

Requests for amendments to an accredited course will be forwarded by Curriculum Services to the Office of TASC for formal consideration.

Such requests for amendment will be considered in terms of the likely improvements to the outcomes for learners, possible consequences for delivery and assessment of the course, and alignment with Australian Curriculum materials.

A course is formally analysed prior to the expiry of its accreditation as part of the process to develop specifications to guide the development of any replacement course.

The Department of Education acknowledges the significant leadership of Mr Peter Symons, The Hutchins School, Sandy Bay, Tasmania in the development of this course.

The accreditation period for this course is from 1 January 2013 to 31 December 2017.

Version 1 – Accredited version 14 November 2012. This course replaces Community Service Learning (CSL205108).

Version 2 – 22 July 2013. Clarification of PA award requirement.