Victorian Essential Learning Standards
ICTEV
May 2005
Paula Christophersen
To be referred to as ‘the
Standards’
Purposes of curriculum reform
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 strandsPhysical, Personal and Social Learning
Discipline-based Learning
Interdisciplinary Learning
The Humanities
Discipline-based learning
Physical, personal and social 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
the strands of essential learning together.
Use context of school priorities and students’ needs.
In order to make the BIG decisions
you need to know about these components:
A curriculum planning model is provided by the Office of Learning and Teaching
Current school program
New curriculum document
School needs and ambitions
www.sofweb.vic.edu.au/blueprint/fs1/news.asp (newsletter 9)http://vels.vcaa.vic.edu.au
Phase 1
• audit current curriculum against the Standards
• develop a school profile: - student needs
- school needs and values - community’s needs and
values
Phase 2
• Explore relationships between compulsory and
post-compulsory offerings
• Consider resource levels and allocations
• Consider ability of school’s structure to support implementation
Learning strategiesAssessment strategies
In order to make the BIG decisions
you need to know about the components:
Current school program
New curriculum document
School needs and ambitions
Only you know about this, but I know a bit
about the next item!
Interdisciplinary
Learning
STRANDS
Physical, Personaland Social Learning
DOMAINS
Thinking
Communicating
ICT
?
DIMENSIONS
D, C & T
Discipline-based Learning
How many dimensions
?
ICT dimensions
ICT for visualising thinking
ICT for creatingICT for communicating
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
ICT for visualising thinkingICT 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.
SLAV publication: Making a difference
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
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).
PARTICIPATION IN MOST POPULAR SPORTSby Australian children aged 5–14 years – 2003
0
5
10
15
20
25
Partic
ipatio
n rate
(%
)
Boys
Girls
Source: ABS, Children's Participation in Cultural and Leisure Activities, Australia, April 2003
ICT for communicating
Present ideas and understandings to audiences.
Communicate with known and unknown participants.
Support knowledge-building among teams.
www.un.org/Pubs/CyberSchoolBus
Standards 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.
But, we’ve always
had standards! What’s
new?
Know, be able to do, and how well
Know and be able to do
Set at challenging level
Standards at every level, but not in every
domain
At all levels, in all strands in
each KLA
Set at a minimum level
Standards
• what is known
• what can be done
• and, how well
1
5
2
3
4
6
Limited domains
have standard
s
ICT standards begin
Standards for all
domains exist
StandardsDomain: ICTDimension: ICT for creatingAt 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.
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
Level 5 Learning focus
‘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.’
‘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.’
Learning focus statement
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.
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.
Standards and Learning focus
Sometimes there are NOT standards for everything identified in the learning focus. Why?
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
student’s future learning.
Integrated
Standalone
P 10
How will ICT be integrated
into the curriculum?
Integrated
Integrated
Locus of learning option 1Other 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
Outcome: students acquire ICT knowledge and skills using ‘real’ data for a ‘real’ purpose
Locus of learning option 2Other 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
Outcome: students acquire and apply ICT knowledge and skills in domain-specific areas
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)
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.
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).