Victorian Essential Learning Standards An introduction

1. Victorian Essential Learning StandardsAn 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 purposesStudents 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 Knowledge, skills and behaviours in • Health and Physical Education • Interpersonal Development • Personal Learning • Civics and Citizenship

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

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

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