Presentation on theme: "Victorian Essential Learning Standards An introduction Victorian Curriculum and Assessment Authority January 2005."— Presentation transcript:
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 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.
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 Learning Civics and Citizenship Knowledge, skills and behaviours in
Discipline-based Learning The Arts English and Languages Other than English The Humanities Mathematics Science Knowledge, skills and behaviours in
Interdisciplinary Learning Communication Design, Creativity and Technology Information 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 the foundations 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 2004Website – Stage 1 (Introduction) vels.vcaa.vic.edu.au Feb 2005Website – Stage 2 (Standards) Term 1 2005Distribute DVD – Stages 1 and 2 Distribute parent brochure Implementation support program Terms 1-3 2005 Develop support materials Validate standards with schools Sept 2005Distribute second DVD – Stage 3