Victorian Essential Learning Standards An introduction

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