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Victorian Essential Learning Standards An introduction. Victorian Curriculum and Assessment Authority January 2005. New Curriculum Framework from 2006. Our Curriculum framework needs to: describe what is essential for students to know and be able to do be specific about standards - PowerPoint PPT Presentation
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Victorian Essential Learning StandardsAn introduction
Victorian Curriculum and Assessment AuthorityJanuary 2005
New Curriculum Framework from 2006
Our Curriculum framework needs to: describe what is essential for
students to know and be able to do be specific about standards give schools and teachers the
authority to make their own decisions.
Community expects our children to be: Community members who contribute
socially, economically and culturally to society
Responsible individuals capable of relating to family, friends and colleagues
Informed citizens who understand and contribute to civil and community relations at a local, national and global level
Why a new direction? – The crowded curriculum A curriculum based on 747 learning
outcomes, 2,719 indicators Described in terms of the 8 key
learning areas and Yet is not comprehensive in terms of
what our community expects.
A new structure
Three interwoven purposes
Students will leave school with the capacity to: manage themselves as
individuals and in relation to others understand the world in which
they live act effectively in that world.
Three core, interrelated strands
Physical, Personal and Social Learning
Discipline-based Learning
Interdisciplinary Learning
A whole school curriculum planning framework Three strands, equally important,
interrelated, cannot be planned in isolation
Schools determine how best to weave strands of essential learning together
Use context of school priorities and students’ needs
Physical, Personal and Social Learning
Health and Physical Education
Interpersonal Development
Personal LearningCivics and Citizenship
Knowledge, skills and behaviours in
Discipline-based Learning
The ArtsEnglish and Languages
Other than EnglishThe HumanitiesMathematicsScience
Knowledge, skills and behaviours in
Interdisciplinary Learning
CommunicationDesign, Creativity and
TechnologyInformation and
Communications Technology
Thinking
Knowledge, skills and behaviours in
Domains and dimensions Domains within each strand
describe essential knowledge, skills and behaviours
Domains are further divided into dimensions
Standards are written for each dimension at determined levels
Standards Describe what students should know
and be able to do … and how well
Are set at 6 levels reflecting children’s development
Priorities are set at each level
What’s new? Greater recognition of the personal
and social skills which students require
Greater recognition of the cross curriculum skills which students require
Statewide standards in these areas for the first time
What’s new? Standards now describe the
essentials … not the detail
Giving schools greater flexibility to: develop programs appropriate for
local needs foster deep understanding
What’s new? Whole school planning
Underpinned by educational purposes and a clear set of educational principles
Builds on the CSF
Stages of learning
Years Prep to 4
Laying thefoundations
Years 5 to 8
Building breadth and depth
Years 9 to 10
Developing pathways
A validation year - Schools Standards will trialed by schools and
validated in practice But expect no change of
accountability processes for 2005 Schools develop curriculum plans for
2006 and beyond
A validation year – VCAA
Work with schools to validate standards
Develop sample programs and sample units of work to exemplify approach
Focus on assessment and reporting
Other support Whole school curriculum planning
documents (VCAA/OLT) Principles of Learning and Teaching
P–12 (OLT) Assessment and Reporting Advice
(VCAA/OLT) Knowledge Bank (OLT)
Reporting to parents Summary statements of essential
concepts to be used in reporting to parents
Software to assist schools to report to parents on Physical, Personal and Social and Interdisciplinary strands
Develop clearer formats and processes for reporting to parents
Timeline
Dec 2004 Website – Stage 1 (Introduction) vels.vcaa.vic.edu.au
Feb 2005 Website – Stage 2 (Standards)
Term 1 2005 Distribute DVD – Stages 1 and 2 Distribute parent brochureImplementation support program
Terms 1-3 2005
Develop support materialsValidate standards with schools
Sept 2005 Distribute second DVD – Stage 3
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