Victorian Essential Learning Standards

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Victorian Essential Learning Standards ICTEV May
2005 Paula Christophersen
To be referred to as the Standards
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Purposes of curriculum reformStudents 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.

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Three core, interrelated strands

• Physical, Personal and Social Learning
• Discipline-based Learning
• Interdisciplinary Learning

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Interdisciplinary learning
Discipline-based learning
The Humanities
Physical, personal and social learning
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A whole school curriculum planning framework

• Three strands equally important,
  interrelated, cannot be planned in
  isolation.
• Schools determine how best to weave the
  strands of essential learning together.
• Use context of school priorities and
  students needs.

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In order to make the BIG decisions you need to
know about these components
Current school program
www.sofweb.vic.edu.au/blueprint/fs1/news.asp
(newsletter 9)
New curriculum document
http//vels.vcaa.vic.edu.au
School needs and ambitions
A curriculum planning model is provided by the
Office of Learning and Teaching
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• Phase 1
• audit current curriculum against the Standards

• develop a school profile - student needs -
  school needs and values - communitys needs and
  values

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Learning strategies
Assessment strategies

• Phase 2
• Explore relationships between compulsory and
  post-compulsory offerings

• Consider resource levels and allocations

• Consider ability of schools structure to
  support implementation

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In order to make the BIG decisions you need to
know about the components
Only you know about this, but I know a bit about
the next item!
Current school program
New curriculum document
School needs and ambitions
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STRANDS
DOMAINS
DIMENSIONS
Discipline-based Learning
Thinking
How many dimensions?
Communicating
Interdisciplinary Learning
ICT
Physical, Personal and Social Learning
?
D, C T
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ICT dimensions
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ICT for visualising thinking

• assist thinking processes
• reflect on the thinking strategies used to
  develop understanding.

Bananas Carrots Potatoes Cheese
Cream Celery Milk Cherries Apples
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ICT for visualising thinking
SLAV publication Making a difference

• ICT tools that facilitate visual thinking are
  ones that allow ideas and information for all
  areas of learning to be easily and quickly
• drafted
• filtered
• reorganised
• refined
• systematically assessed
• in order to make meaning for students.
• Students use linguistic, and non-linguistic
  representations, such as graphic organisers,
  ICT-generated simulations and models to help
  structure their thinking processes and assist in
  constructing knowledge.

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Why visualising thinking?
Integrates current and past knowledge ?
value-adding
Focuses on essential information ? clarity of
information
Explicity engages students to create tools for
understanding content
Understandings are more easily recalled when
presented in a non-linguistic way
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ICT for creating

• Process data to create solutions to problems
  and information products that demonstrate
  understandings related to all areas of learning.
  

• Manage their knowledge bank of files

• Manage time and resources (human and
  physical).

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ICT for communicating

• Present ideas and understandings to audiences.
  

• Communicate with known and unknown
  participants.

• Support knowledge-building among teams.
•  

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www.un.org/Pubs/CyberSchoolBus
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Standards
But, weve always had standards! Whats new?

• Specify what a student should know and be able to
  do
• Set at a challenging level
• Set at levels and for domains where it is
  developmentally appropriate to expect specific
  student performances. These performances are
  deemed to be critical to future learning.

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• Know, be able to do, and how well

Know and be able to do
Set at challenging level
Set at a minimum level
Standards at every level, but not in every domain

At all levels, in all strands in each KLA
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Standards

• what is known
• what can be done
• and, how well

Standards for all domains exist
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ICT standards begin
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Limited domains have standards
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3
2
1
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Standards

• Domain ICT
• Dimension ICT for creating
• At level 4 students independently use a range of
  skills, processes and functions to process
  different data types and produce accurate and
  suitably formatted products to suit different
  purposes and audiences. They select relevant
  techniques for minimising the time taken to
  process data and apply conventions and techniques
  that improve the appearance of the finished
  product. With some direction, students modify
  products on an ongoing basis in order to improve
  meaning. They judge their products against
  commonly accepted criteria. Students create and
  maintain an up-to-date electronic portfolio,
  which is logically structured.

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Learning focus statements

• For each level the learning focus
• identifies learning experiences
• identifies relevant content.

Learning focus statements are a point of
reference for teachers. They provide the
contextual setting for the standards
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Level 5 Learning focus
They use complex search strategies (for example,
Boolean) to locate information from the Internet
and other sources, and they evaluate the
integrity of this information. They organise and
store gathered information to enable easy
retrieval.
Students use email software and access
appropriate online forums such as websites, blogs
and chat sites, to seek information and to share
ideas. They publish their work on the Web after
it has been tested and evaluated.
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Learning focus statement
Level 5 extract (focus on ICT for
creating) Students become efficient users of ICT
for planning collaborative projects that involve
creating information products and
problem-solving. This entails sequencing tasks,
estimating timelines and recording task
responsibilities using software such as word
processing and spreadsheets, and using techniques
such as tables and shading. These project plans
are shared electronically so group members can
record and monitor progress. Students use the
operating system facilities to manage their
desktop workspace and organise their files in a
way that assists their personal learning style.
This involves password-protecting and backing-up
files.
Level 5 extract (focus on ICT for visualising
thinking) In addition, students electronically
retrace the decisions made and actions taken when
learning and problem-solving. For example, by
using a range of symbols, charts, images, sound
and text, students can create a flow chart that
maps their thinking processes and actions when
problem- solving and creating information
products. Students can evaluate these stored
experiences, in readiness for future applications.
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Standards and Learning focus
Only those knowledge and skills that are integral
to the developmental progress of a student are
included. While some aspects of learning
contribute to progress, in themselves they are
not considered critical to a students future
learning.

• Sometimes there are NOT standards for everything
  identified in the learning focus. Why?

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How will ICT be integrated into the curriculum?
Standalone
Integrated
Integrated
Integrated
P 10
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Locus of learning ? option 1
Other domains are the context for learning
ICT standalone offering is the centre of
learning taught by an ICT expert
Outcome students acquire ICT knowledge and
skills using real data for a real purpose
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Locus of learning ? option 2
Other domains are the centre for learning ICT and
domain-specific knowledge and skills
ICT knowledge and skills acquired and applied in
other domains
Outcome students acquire and apply ICT knowledge
and skills in domain-specific areas
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Role of CSF II

• Curriculum resource document
• Can be a useful reference point
• Only 8 KLAs 16 domains in the Standards
• From 2006 schools will not be able to
  simultaneously report against both the CSF and
  the Standards (just the Standards)

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A validation year - Schools

• 2005 will be a validation year.
• Standards will trialled by schools and
  validated in practice.

• Schools develop curriculum plans for 2006 and
  beyond.
• OSE and CEO will provide details of
  accountability processes. But expect no change
  for 2005.

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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).

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Victorian Essential Learning Standards

• christophersen.paula.p_at_edumail.vic.gov.au
• 9651 4378