Victorian Essential Learning Standards An introduction Victorian Curriculum

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Victorian Essential Learning Standards An introduction Victorian Curriculum and Assessment Authority January 2005

Victorian Essential Learning Standards An introduction Victorian Curriculum and Assessment Authority January 2005

New Curriculum Framework from 2006 Our Curriculum framework needs to: qdescribe what is essential

New Curriculum Framework from 2006 Our Curriculum framework needs to: qdescribe what is essential for students to know and be able to do qbe specific about standards qgive schools and teachers the authority to make their own decisions.

Community expects our children to be: q. Community members who contribute socially, economically and

Community expects our children to be: q. Community members who contribute socially, economically and culturally to society q. Responsible individuals capable of relating to family, friends and colleagues q. Informed citizens who understand contribute to civil and community relations at a local, national and global level

Why a new direction? – The crowded curriculum q. A curriculum based on 747

Why a new direction? – The crowded curriculum q. A curriculum based on 747 learning outcomes, 2, 719 indicators q. Described in terms of the 8 key learning areas and q. Yet is not comprehensive in terms of what our community expects.

A new structure

A new structure

Three interwoven purposes Students will leave school with the capacity to: manage themselves as

Three interwoven purposes Students will leave school with the capacity to: manage themselves as individuals and in relation to others q understand the world in which they live q act effectively in that world. q

Three core, interrelated strands Physical, Personal and Social Learning Discipline-based Learning Interdisciplinary Learning

Three core, interrelated strands Physical, Personal and Social Learning Discipline-based Learning Interdisciplinary Learning

A whole school curriculum planning framework q. Three strands, equally important, interrelated, cannot be

A whole school curriculum planning framework q. Three strands, equally important, interrelated, cannot be planned in isolation q. Schools determine how best to weave strands of essential learning together q. Use context of school priorities and students’ needs

Physical, Personal and Social Learning Knowledge, skills and behaviours in q. Health and Physical

Physical, Personal and Social Learning Knowledge, skills and behaviours in q. Health and Physical Education q. Interpersonal Development q. Personal Learning q. Civics and Citizenship

Discipline-based Learning Knowledge, skills and behaviours in q. The Arts q. English and Languages

Discipline-based Learning Knowledge, skills and behaviours in q. The Arts q. English and Languages Other than English q. The Humanities q. Mathematics q. Science

Interdisciplinary Learning Knowledge, skills and behaviours in q Communication q Design, Creativity and Technology

Interdisciplinary Learning Knowledge, skills and behaviours in q Communication q Design, Creativity and Technology q Information and Communications Technology q Thinking

Domains and dimensions q. Domains within each strand describe essential knowledge, skills and behaviours

Domains and dimensions q. Domains within each strand describe essential knowledge, skills and behaviours q. Domains are further divided into dimensions q. Standards are written for each dimension at determined levels

Standards q. Describe what students should know and be able to do … and

Standards q. Describe what students should know and be able to do … and how well q. Are set at 6 levels reflecting children’s development q. Priorities are set at each level

What’s new? q. Greater recognition of the personal and social skills which students require

What’s new? q. Greater recognition of the personal and social skills which students require q. Greater recognition of the cross curriculum skills which students require q. Statewide standards in these areas for the first time

What’s new? q. Standards now describe the essentials … not the detail Giving schools

What’s new? q. Standards now describe the essentials … not the detail Giving schools greater flexibility to: qdevelop programs appropriate for local needs qfoster deep understanding

What’s new? q. Whole school planning q. Underpinned by educational purposes and a clear

What’s new? q. Whole school planning q. Underpinned by educational purposes and a clear set of educational principles q. Builds on the CSF

Stages of learning Years Prep to 4 Laying the foundations Years 5 to 8

Stages of learning Years Prep to 4 Laying the foundations Years 5 to 8 Years 9 to 10 Building breadth and depth Developing pathways

A validation year - Schools q. Standards will be trialed by schools and validated

A validation year - Schools q. Standards will be trialed by schools and validated in practice q. But expect no change of accountability processes for 2005 q. Schools develop curriculum plans for 2006 and beyond

A validation year – VCAA q. Work with schools to validate standards q. Develop

A validation year – VCAA q. Work with schools to validate standards q. Develop sample programs and sample units of work to exemplify approach q. Focus on assessment and reporting

Other support q. Whole school curriculum planning documents (VCAA/OLT) q. Principles of Learning and

Other support q. Whole school curriculum planning documents (VCAA/OLT) q. Principles of Learning and Teaching P– 12 (OLT) q. Assessment and Reporting Advice (VCAA/OLT) q. Knowledge Bank (OLT)

Reporting to parents q. Summary statements of essential concepts to be used in reporting

Reporting to parents q. Summary statements of essential concepts to be used in reporting to parents q. Software to assist schools to report to parents on Physical, Personal and Social and Interdisciplinary strands q. Develop clearer formats and processes for reporting to parents

Timeline Dec 2004 Website – Stage 1 (Introduction) vels. vcaa. vic. edu. au Feb

Timeline Dec 2004 Website – Stage 1 (Introduction) vels. vcaa. vic. edu. au Feb 2005 Website – Stage 2 (Standards) Term 1 2005 Terms 1 -3 2005 Distribute DVD – Stages 1 and 2 Distribute parent brochure Implementation support program Develop support materials Validate standards with schools Sept 2005 Distribute second DVD – Stage 3

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