Community Service Learning allows learners to explore and experience the real world of community engagement and outreach
Learners will develop an understanding of their community and develop planning, organisational and leadership skills through social action. Community Service Learning encourages learners to be proactive members of their community by contributing in a range of relevant, tangible and meaningful community service activities, locally, nationally or internationally.
On successful completion of this course, learners will be able to:
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.
Learners are formally connected to adults associated with and/or working for community service providers who operate as a supervisor (who will provide expertise, guidance and support) during the community service learning. Supervisors are required to have a current Working with Vulnerable People (WWVP) registration. The Provider will provide a Community Service Learning (CSL) Coordinator who will liaise between the Provider and the Community Service Organisation(s).
As the majority of this course will be undertaken in the community, providers are required to coordinate and facilitate this 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.
Role of Supervisor: an individual or individuals at the Community Service Organisation (CSO) who is responsible for providing expertise, guidance and support to the learner. The CSO is responsible for appointing the Supervisor who is acting on behalf of the CSO. The Supervisor must have a WWVP registration.
Role of CSL Co-ordinator: an individual within the school/college Provider who is responsible for course provision and approving placements and will not necessarily be the teacher.
Through study, reflection, research and involvement, learners will participate in learning in three dimensions.
The dimensions are the salient properties or characteristics of learning in this course. They form the framework for the course content.
The three dimensions complement each other and must be completed concurrently. The key knowledge and work requirement in Dimension 1 is to be completed prior to learner completion of Dimension 2 – Social Action.
Dimension 1- Civic Knowledge and Understanding
Civic knowledge and understanding refers to the concepts, ideas knowledge and understanding required for community service learning.
Dimension 1 - Key Knowledge
Learners will study:
Learners are required to complete an Interim Community Service Learning report. (Refer to Work Requirements.)
Dimension 2 - Social Action
Social action refers to the practice of applying concepts, ideas, knowledge, understanding and skills in and through community service learning.
Learners are required to undertake a total of 30 hours of community service learning which may be divided between up to three providers with a minimum of eight (8) hours of learning per provider.Learners are required to complete a final Community Service Learning report. (Refer to Work Requirements.)
Dimension 3- Reflection
Reflection refers to the metacognition involved in, and arising from undertaking, community service learning. Learners are required to complete a Community Service Learning reflective journal and:
PROCESS
| Dimension 1 - Civic knowledge and understanding | Dimension 2 - Social Action | Dimension 3 - Reflection | |
| Prior to undertaking Community Service Learning |
Study Dimension 1 – Key Knowledge Begin an Interim Community Service Learning report |
Initiate personally, or through the providers coordinator of Community Service Learning placements. | Begin a Community Service Learning reflective journal |
| During Community Service Learning Study |
Dimension 1 – Key Knowledge Complete an Interim Community Service Learning report |
Undertake a minimum of 30 hours of Community Service Learning Begin a Final Community Service Learning report |
Continue a Community Service Learning reflective journal |
| At the completion of Community Service Learning |
Complete a Final Community Service Learning report | Complete a Community Service Learning reflective journal |
MINIMUM WORK REQUIREMENTS
| Dimension 1 |
Complete Interim Community Service Learning report including:
The Interim Community Service Learning report is to take the following format:
|
| Dimension 2 |
Complete at least 30 hours of unpaid community service learning (CSL), with one or a number of community service providers*. Complete a Final Community Service Learning report, including:
The Final Community Service Learning report is to take the following format:
|
| Dimension 3 |
Complete a Community Service Learning Reflective Journal, comprising a personal reflection on the following aspects:
Focal Reflective Question: How have I improved the lives of others? The Community Service Learning Reflective Journal is to be in the format of a 750-900 word document. (To be submitted by the learner to the course provider at end point in the period of course delivery.) AND:
The exit interview or multimodal presentation must reflect a summation of both the Community Service Learning reports and journal. Learners will choose, in consultation with their teacher, the most appropriate form in which to produce and conduct their presentation. Learners will provide printed copies of speaking notes or presentation to their teacher. |
*Learners are required to undertake a total of 30 hours which may be divided between up to three providers with a minimum of eight (8) hours of learning prior.
**The exit interview will be undertaken between the learner and the provider's CSL coordinator. A record of the interview must be produced and retained by the provider.
IDEAS FOR COMMUNITY SERVICE LEARNING ACTIVITIES AND ORGANISATIONS
The types of activities and projects learners can take part in include:
The range of organisations that could provide community service learning opportunities include, but are not limited to:
A wide range of other Community Service learning opportunities and organisations can be found at the Volunteering Tasmania website.
*Learners may undertake their Community Service Learning in a caring role for a family member. In this case an identified health professional will, to the satisfaction of the provider, provide supervision of the learner's participation in community service learning.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 ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.
A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating.
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. Providers will report the learner’s rating for each criterion to TASC.
The following processes will be facilitated by TASC to ensure there is:
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 that TASC issues. This will involve checking:
This process may also include interviews with past and present learners. It will be scheduled by TASC using a risk-based approach.
Criterion 6 aligns with the Australian Curriculum General Capabilities (GC) of:
The assessment for Community Service Learning will be based on the degree to which the learner can:
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| identifies, plans and negotiates, with provider, the nature of own community service learning | identifies, discusses and plans, with provider, the nature of own community service learning | selects and plans the nature of own community service learning from given options, providing limited justification |
| selects and uses a range of tools and strategies to effectively collect, organise and apply relevant information | selects and uses a range of tools and strategies to collect, organise and apply relevant information | selects and uses a range of tools and strategies to collect, organise and apply relevant information |
| identifies appropriate people with whom to work, and negotiates processes for working together | identifies appropriate people with whom to work, and collaborates with them | identifies appropriate people with whom to work, and collaborates with them as directed |
| sets short-, medium- and long-term goals which are measurable, achievable and realistic, and plans effective actions | sets short- and medium-term goals which are measurable, achievable and realistic, and plans accordingly | sets short-term goals which are generally measurable, achievable and realistic, and follows given plans/directions |
| articulates reflections – (giving examples) - orally and in writing – on progress towards meeting goals, assesses progress and plans future actions | articulates reflections – (giving examples) - orally and in writing – on progress towards meeting goals and articulates ways in which goals can be met in the future | articulates reflections (giving examples) – orally and in writing – on progress towards meeting goals |
| considers, selects and uses strategies to complete activities within established timelines. | selects and uses strategies to perform tasks within established timelines. | uses strategies, as given, to perform tasks within established timelines. |
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| explains various components of a community service learning activity | describes various components of a community service learning activity | identifies main focus of a community service learning activity |
| explains relevant information relating to the conduct of a community service learning activity and justifies its selection compared to alternative learning activities | describes relevant information relating to the conduct of a community service activity learning and justifies its selection | identifies relevant information relating to the conduct of a community service learning activity |
| explains, and articulates reflections orally and in writing, on the social issue a community service learning activity addresses and cites information significant to a social justice issue to support an opinion | describes, and articulates reflections orally and in writing, the social issue a community service learning activity addresses and cites information to support an opinion | identifies, and articulates reflections orally and in writing, on the social issue a community service learning activity addresses |
| explains, articulates reflections orally and in writing, and presents a point of view on the social justice issue addressed by the community service learning, and includes logical and realistic recommendation(s) about actions that individuals and governments can take to resolve issues. | describes and articulates reflections orally and in writing, and presents a point of view on the social justice issue addressed by the community service learning, and includes logical recommendation(s) about actions that individuals and governments can take to resolve issues. | identifies, and articulates reflections orally and in writing on the social justice issue addressed by the community service learning. |
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| designs and plans communication to meet the needs of – and achieve relevant meaning for – a wide range of audiences | designs and plans communication for a limited range of audiences | designs and plans communication for a specific audience |
| selects and uses a broad range of relevant content and communication style, language and tools to meet needs and context of a wide range of audiences | selects and uses relevant content and communication style, language and tools to meet needs and context of the audience | selects relevant content and communication styles, language and tools to meet the needs and context of the audience |
| articulates and documents purposeful, constructive questions, opinions and multiple perspectives taken into account in the dimensions* of community service learning | articulates and documents questions, opinions and multiple perspectives taken into account in the dimensions* of community service learning | articulates and documents appropriate questions, opinions and different perspectives taken into account in the dimensions* of community service learning |
| communicates effectively, both verbally and in writing, with people in familiar and unfamiliar roles and settings in a range of contexts | communicates effectively with people in familiar and unfamiliar roles and settings | communicates appropriately with people in familiar roles and settings |
| effectively communicates ideas using a logical structure to produce a cohesive text/response. | clearly communicates ideas using a logical structure to produce a cohesive text/response. | communicates ideas to produce a sequenced text/response. |
* Dimensions – Civic knowledge and understanding (the planning process), social action (undertaking community service), and reflection (on learning).
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| engages in a range of learning activities relating to community service | engages in learning activities relating to community service | engages, as guided, in learning activities relating to community service |
| collects, assesses and uses accurate and relevant information from practical engagement with a community service activity | collects and uses accurate and relevant information from practical engagement with a community service activity | collects and records relevant information from practical engagement with a community service activity |
| identifies and explains connections between community service and a range of relevant social issues | identifies and discusses connections between community service and relevant social issues | identifies and lists connections between community service and provided social issues |
| investigates and uses strategies to record, reflect and assess own community service learning | uses strategies from a range of provided options to record and reflect on own community service learning | uses strategies from a limited range of provided options to record and reflect on own community service learning |
| identifies sources of the information, images, ideas and words that are not the learner’s own. Referencing conventions and methodologies are followed correctly | identifies the sources of information, images, ideas and words that are not the learner’s own. Referencing conventions and methodologies are generally followed | as directed, identifies the sources of information, images, ideas and words that are not the learner’s own |
| creates appropriate reference lists/ bibliographies. | creates reference lists/ bibliographies. | as directed, creates reference lists/ bibliographies. |
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| maintains active, cooperative engagement* with others in a range of community service learning activities | maintains cooperative engagement* with others in community service learning activities | maintains cooperative engagement* with others in community service learning activities for agreed periods of time |
| interacts in an appropriate manner with others in planned and spontaneous contexts | interacts with others in an appropriate manner in planned activities | follows instructions and interacts with others appropriately in a supported role |
| works effectively with others in planning and implementing community service learning activities | works effectively with others to support the planning and implementation of community service learning activities | works cooperatively, following guidelines and instructions on the planning and implementation of community service learning activities |
| performs, monitors, assesses and adjusts own tasks for the successful completion of individual and group activities | performs and monitors own tasks for the successful completion of individual and group activities | performs tasks to contribute to the completion of individual and group activities |
| uses appropriate and effective strategies to solve problems. | uses prescribed strategies to solve simple problems. | uses prescribed strategies to solve simple problems. |
* Includes but is not limited to: response to direction; sharing of tasks; contributing ideas; using appropriate communication skills (including body language).
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| clearly and accurately records decision making on substantial matters, and acts on feedback in collaboration with supervisor and/or coordinator | clearly and accurately records decision-making process and outcomes | accurately records decision-making process and outcomes |
| establishes, manages and maintains relationships and processes related to the community service learning | establishes and maintains relationships related to the community service learning | establishes and maintains relationships related to the community service learning, as directed |
| identifies, initiates and collaborates* on a community service learning experience with relevant others locally, nationally and/or internationally | collaborates* on a community service learning experience with others locally, nationally and/or internationally | collaborates* on a community service learning experience with others locally, nationally and / or internationally, as directed |
| articulates reflections – orally and in writing - and assesses and applies feedback from mentor and self-assessment. | articulates reflections – orally and in writing - on learning and applies feedback from mentor and self-assessment. | articulates reflections – orally and in writing - on learning from mentor and self-assessment. |
* Includes but is not limited to: making phone calls and utilising forms of digital communication with community service learning organisation(s); attending meetings; recording interactions; and responding appropriately to guidance.
Community Service Learning Level 2 (with the award of):
EXCEPTIONAL ACHIEVEMENT
HIGH ACHIEVEMENT
COMMENDABLE ACHIEVEMENT
SATISFACTORY ACHIEVEMENT
PRELIMINARY ACHIEVEMENT
The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from 6 ratings.
The minimum requirements for an award in Community Service Learning Level 2 are as follows:
EXCEPTIONAL ACHIEVEMENT (EA)
5 ‘A’ ratings, 1 ‘B’ rating
HIGH ACHIEVEMENT (HA)
3 ‘A’ ratings, 2 ‘B’ ratings, 1 ‘C’ rating
COMMENDABLE ACHIEVEMENT (CA)
3 ‘B’ Rating, 2 ‘C’ ratings
SATISFACTORY ACHIEVEMENT (SA)
5 ‘C’ ratings
PRELIMINARY ACHIEVEMENT (PA)
3 ‘C’ ratings
A learner who otherwise achieves the rating for a SA (Satisfactory Achievement) or CA (Commendable Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award.
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 accreditation period for this course has been renewed from 1 January 2022 until 31 December 2025.
During the accreditation period required amendments can be considered via established processes.
Should outcomes of the Years 9-12 Review process find this course unsuitable for inclusion in the Tasmanian senior secondary curriculum, its accreditation may be cancelled. Any such cancellation would not occur during an academic year.
Version 1– Accredited on 24 April 2017 for use from 1 January 2018. This course replaces Community Service Learning CSL205113 that expired on 31 December 2017.
Accreditation renewed on 22 November 2018 for the period 1 January 2019 until 31 December 2021.
Version 1.a - Renewal of Accreditation on 14 July 2021 for the period 31 December 2021 until 31 December 2025, without amendments.
GLOSSARY
| Term | Explanation |
| Analyse | consider in detail for the purpose of fining meaning or relationships, and identify patterns, similarities and differences |
| Assess | determine the value, significance or extent of (something) |
| Community Service Learning | a form of experiential learning in which learners undertake community service activities and apply their experience to their academic and personal development and which addresses needs in the community, locally, nationally or internationally |
| Describe | give an account of characteristics or features |
| Evaluate | provide a detailed examination and substantiated judgement concerning the merit, significance or value of something |
| Explain | provide additional information that demonstrates understanding of reasoning and/or application |
| Formative Assessment | the assessment at regular intervals of a learner’s progress with accompanying feedback in order to help to improve the student's performance |
| Identify | establish or indicate who or what someone or something is |
| Justify | to show (an act, claim statement) to be just or right |
| Multimodal Text | combination of two or more communication modes (for example, print, image and spoken text, as in film or digital presentations) |
| Personal and Social Capabilities | creativity and innovation, problem–solving, decision making, metacognition, communication and collaboration (teamwork), personal and social responsibility (including cultural awareness and competence) |
| Social Issue | a social condition that an individual or group of people believe should be addressed and corrected |
| Social Justice | the objective of creating a fair and equitable society in which each individual matters, their rights are recognised and protected, and decisions are made in ways that are fair and honest |
| Sustainability | the capacity of something to be maintained indefinitely into the future: especially in relation to environmental, social and cultural longevity |
| Summative Assessment | the assessment of learner’s progress where the focus is the outcome of a course of study in its entirety |
| Task characteristics | may include, but are not limited to: word limits; format of response; mode of response; and presentation requirements |
| World view | beliefs or life philosophy held by an individual or group |
|
Learning Outcome |
Criterion |
Elements |
Content |
|
plan and organise volunteer placements
|
1. Plan and organise to complete community service activities 6. Identify and utilise personal and social capabilities
|
C1 E1,2,3,4,5,6 C6 E1, 2, 3. |
Dimension 1- Civic Knowledge and Understanding Dimension 2- Social Action
|
|
apply knowledge of community service organisations and associated activities, social issues and social justice through engaging with public and/or private organisations which provide assistance and advocacy |
2. Describe social issues in relation to community service 3. Communicate ideas and information in a range of contexts
|
C2 E1,2,3,4
C3 E1,2,3,4,5 |
Dimension 1- Civic Knowledge and Understanding Dimension 2- Social Action Dimension 3 – Reflection |
|
apply understanding and appreciation of the value of contributing to the welfare of others in local, regional, national and/or international communities |
4. Engage with and report on involvement in community service activities. 6. Identify and utilise personal and social capabilities. |
C4 E1,2,3,4
C6 E1,3,4 |
Dimension 1- Civic Knowledge and Understanding Dimension 2- Social Action Dimension 3 – Reflection |
|
effectively communicate ideas and information |
3. Communicate ideas and information in a range of contexts 4. Engage with and report on involvement in community service activities.
|
C3 E1,2,3,4,5
C4 E1,2,3,4 |
Dimension 1- Civic Knowledge and Understanding Dimension 2- Social Action Dimension 3 – Reflection |
|
apply group/teamwork skills
|
5. Work independently, and co-operatively with others to achieve goals. 6. Identify and utilise personal and social capabilities
|
C5 E1,2,3,4,5
C6 E1,3,4 |
Dimension 1- Civic Knowledge and Understanding Dimension 2- Social Action
|
|
use information and evidence, apply knowledge and solve problems through collaboration and negotiation |
5. Work independently, and co-operatively with others to achieve goals. 6. Identify and utilise Identify and utilise personal and social capabilities |
C5 E 3, 4
C 6 E1,2,3,4
|
Dimension 1- Civic Knowledge and Understanding Dimension 2- Social Action Dimension 3 – Reflection |
|
apply personal attributes such as acceptance of diversity, and clarify and reflect on their own beliefs, values and attitudes through exploring issues concerning social justice.
|
2. Describe social issues in relation to community service 6. Identify and utilise Identify and utilise personal and social capabilities |
C2 E 3, 4 C6 E1,2,3,4,5 |
Dimension 1- Civic Knowledge and Understanding Dimension 2- Social Action Dimension 3 – Reflecting |