Curriculum in Context Curriculum in Context Learning Intention

Curriculum in Context Learning Intention To increase our understanding of: • the role of

Curriculum and Pedagogy Example Schools generally adopt programs, frameworks and teaching and learning models

Developmental Learning Continuum The Victorian Curriculum is designed to be used as a developmental

Developmental Learning Continuum Example

Integrated Learning Continuum Many curriculum areas are interrelated and the learning in one often

Integrated Learning Continuum Example Content explicitly taught in English will often be practised and

Achievement Standards The achievement standards represent the milestones students will typically reach at the

Achievement Standard Example Achievement standards are written as a statement from which teachers will

Content Descriptions The content descriptions describe what we will teach to help students gain

Content Descriptions Example ‘They recall one or two events from texts with familiar topics.

Elaborations All content descriptions are accompanied by a code that leads to an elaboration.

Elaborations Example ‘They recall one or two events from texts with familiar topics. ’

Slides: 36

Download presentation

Curriculum in Context

Curriculum in Context Learning Intention To increase our understanding of: • the role of curriculum and pedagogy in student learning • key terminology in the Victorian Curriculum F-10 • how we can use the Victorian Curriculum website to locate content. Success Criteria I can explain curriculum and pedagogy in relation to student learning. I can describe achievement standards / content descriptions / elaborations and explain their role in planning, teaching and learning. I can locate the curriculum content I need and select the view that suits my planning.

Where Are You Now?

Curriculum and Pedagogy

Curriculum and Pedagogy Example Schools generally adopt programs, frameworks and teaching and learning models to promote a common language and consistency of practice across the school.

Where Are You Now?

Developmental Learning Continuum The Victorian Curriculum is designed to be used as a developmental continuum through which students build their skills, knowledge and understandings as they progress through levels of learning.

Developmental Learning Continuum Example

Integrated Learning Continuum Many curriculum areas are interrelated and the learning in one often supports and extends the learning in others. Each content description has been placed in the area that is the major focus of its learning.

Integrated Learning Continuum Example Content explicitly taught in English will often be practised and applied in the other curriculum areas. • Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (VCELA 340) – Construct and use a range of representations, including tables and graphs, to record, represent and describe observations, patterns or relationships in data (VCSIS 085) (Science) – Represent the location of places and other types of geographical data and information in different forms including diagrams, field sketches and large-scale and small-scale maps that conform to cartographic conventions of border, scale, legend, title, north point and source; using digital and spatial technologies as appropriate (VCGGC 089) (Geography) – Construct, interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables (VCMSP 235) (Mathematics)

Where Are You Now?

Achievement Standards The achievement standards represent the milestones students will typically reach at the completion of each level of learning. The achievement standards are what we assess and report against.

Achievement Standards Example

Achievement Standard Example Achievement standards are written as a statement from which teachers will generally select an element of focus for a particular lesson sequence. By the end of the Foundation level, students use questioning and monitoring strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience. They read short predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print, and sound and letters. They identify all the letters of the English alphabet in both upper- and lower-case, and know and can use the sounds represented by most letters.

Where Are You Now?

Content Descriptions The content descriptions describe what we will teach to help students gain the skills and understandings they need to progress towards each achievement standard.

Content Descriptions Example ‘They recall one or two events from texts with familiar topics. ’ (Foundation Level Reading and Viewing) • • • Identify some features of texts including events and characters and retell events from a text (VCELT 150) (R&V) Use comprehension strategies to understand discuss texts listened to, viewed or read independently (VCELY 153) (R&V) Retell familiar literary texts through performance, use of illustrations and images (VCELT 159) (Writing) Share feelings and thoughts about the events and characters in texts (VCELT 171) (S&L) Modify familiar texts (VCELT 173) (S&L)

Where Are You Now?

Elaborations All content descriptions are accompanied by a code that leads to an elaboration. These are designed to assist teachers to further understand the content, and provide direction on how they may choose to deliver that learning. They are not mandated content.

Elaborations Example ‘They recall one or two events from texts with familiar topics. ’ (Foundation Level Reading and Viewing) • Identify some features of texts including events and characters and retell events from a text (VCELT 150) (R&V) – – – – – talking about the meanings in texts listened to, viewed and read visualising elements in a text (for example drawing an event or character from a text read aloud) providing a simple, correctly-sequenced retelling of narrative texts relating one or two key facts from informative texts finding a key word in a text to answer a literal question making links between events in a text and students’ own experiences making an inference about a character's feelings discussing and sequencing events in stories drawing events in sequence, recognising that for some Aboriginal and Torres Strait Islander stories the sequence of events may be cyclical

Where Are You Now?

Navigating the Website

Thank-you!