Victorian Essential Learning Standards

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Victorian Essential Learning Standards SLAV, 17
March 2005 Paula Christophersen
To be referred to as the Standards
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Blueprint - Student learning

• VCAA asked to develop
• a broad framework of essential learning for all
  Victorian students
• assessment processes to measure student
  achievement against the defined performance
  standards.

Work is complemented by other strategies from
Flagship Strategy 1
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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.

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Three core, interrelated strands

• Physical, Personal and Social Learning
• Discipline-based Learning
• Interdisciplinary 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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Physical, Personal and Social Learning
Knowledge, skills and behaviours in

• Health and Physical Education
• Interpersonal Development
• Personal Learning
• Civics and Citizenship

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Physical, personal and social learning

• Interpersonal development
• There is a particular focus on developing the
  capacity to work cooperatively as part of a team
  as this is widely acknowledged as being a core
  requirement for success in the workplace and in
  the community.
• Personal learning
• This domain provides students with the
  knowledge, skills and behaviours to be successful
  learners both at school and throughout their
  lives.

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Discipline-based Learning
Knowledge, skills and behaviours in
Economics Geography History

• The Arts
• English
• LOTE
• The Humanities
• Mathematics
• Science

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Interdisciplinary Learning
Knowledge, skills and behaviours in

• Communication
• Design, Creativity and Technology
• Information and Communications Technology
• Thinking

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The Humanities
Physical, personal social
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STRANDS
DOMAINS
DIMENSIONS
Thinking
Communicating
Interdisciplinary learning
ICT
?
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
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 and
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
and ICT-controlled models to help structure their
thinking processes and assist in constructing
knowledge.
Source Making a difference research guide, SLAV
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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.
  

• File management.

• Project management.

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Source Making a difference research guide, SLAV
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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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Level 5 Learning focus
AND, NOT, OR
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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For each level
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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For each level
Standards

• Written for each dimension.
• 2-3 dimensions in most domains.
• One standard in each dimension.
• Describe essential knowledge, skills and
  behaviours.

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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
5
Limited domains have standards
4
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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For each level

• Glossary
• Interaction outliner is a graphics organiser that
  is used to show the nature of an interaction
  between persons or groups.
• Intellectual property law any use of others
  works (for example, images, text) must be in
  accordance with the law and must be acknowledged.

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A validation year - Schools

• 2005 will be a validation year.
• Standards will trialed 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