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

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Presentation on theme: "Victorian Essential Learning Standards An introduction Victorian Curriculum and Assessment Authority January 2005."— Presentation transcript:

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

2 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.

3 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

4 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.

5 A new structure

6 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.

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

8 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

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

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

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

12 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

13 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

14 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

15 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

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

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

18 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

19 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

20 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)

21 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

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


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