Curriculum and AssessmentCurriculum and AssessmentUsing the VELSUsing the VELS

Part 1: Planning a Unit of WorkPart 1: Planning a Unit of Work

Purpose of session

Consider the purpose of assessment

within a curriculum planning context

Process for curriculum planning

What is the purpose of the unit?

What is the central focus of the unit?

What are the key linguistic elements in the unit of work?

Consider a Sample Unit:

Weather – level 4 (Italian)

Intercultural dimension not addressed in this unit.

Consideration:Which units are likely to offer opportunities for the Intercultural knowledge and language awareness dimension?

Use the brainstorming format provided in resources to do a preliminary plan for your unit.

Curriculum planning level 4

Unit of work: Weather

A number of domains can be included in a unit- but which are more appropriate?

Civics and Citizenship ICT Interpersonal Development Personal Learning LOTE Thinking Processes Science Communication

Need to consider…the standards and the learning focus statements in the VELS

StandardsPurpose

Define what students should know and be able to do at each level and domain

In effect, they are outcomes against which student achievement will be assessed

Through assessment, provide valuable information about student progress which can form the basis of further teaching and intervention

Provide sequence of development

Some content is specified to ensure coverage of a subject matter or community expectations

Standards are set at challenging, not minimum, competence level in age. They are developmentally appropriate and develop deep understanding.

Learning focus statementsPurpose:

Provided at each level for each domain

Developed out of the standards

Outline the developmentally appropriate learning for students to progress from one level to the next

Suggest appropriate learning experiences-not a syllabus

Process for curriculum planning Decide on the learning focus – key concepts / questions /

skills

Read standards and learning focus statements for domains at this level

Consider prior learning and the needs and interests of the students

Choose the domains and dimensions which are most relevant for the learning focusEg. LOTE, Interpersonal Development, ICT

Highlight the relevant parts of the standards being addressedEg. LOTE , Interpersonal Development and ICT

See next how the process was applied to the Weather unit

Questions considered:

Which elements of the standards are likely to be achieved in this unit?

LOTE domain, level 4

The elements of the standards relevant to the unit are highlighted.

Questions considered:

Which elements of the standards are likely to be achieved in this unit?

ICT domain, level 4

The elements of the standards relevant to the unit are highlighted.

Questions considered:

Which elements of the standards are likely to be achieved in this unit?

Interpersonal development domain, level 4

Next task: Copying all selected elements of the standards to a VELS planning format

The element of the standards relevant to the unit are highlighted.

Strand Domain Dimension Element of standard

Physical, Personal and Social Learning

Interpersonal Development

Workingin Teams

Discipline-Based Learning

LOTE

Communicating in a language Other Than

English

Intercultural knowledge and

language awareness

Interdisciplinary Learning

ICTICT for

Communicating

Strand Domain Dimension Element of standard

Physical, Personal and Social Learning

Interpersonal Development

Workingin Teams

•They work cooperatively in different teams to and take a variety of roles to allocate tasks allocate tasks of varying length and complexity. •They work cooperatively to allocate tasks and develop timelines..

Discipline-Based Learning

LOTE

Communicating in a language Other Than

English

•Students participate in oral interaction to convey and receive information•They acquire and use new information and language and recycle previously learnt language skills and knowledge in new contexts•They read aloud effectively and apply knowledge of pronunciation, punctuation, tone and letter–sound variations in particular contexts.

Intercultural knowledge and

language awareness

Interdisciplinary Learning

ICTICT for

Communicating•They successfully uploaded the work to a protected public online space.

Using the example of the Weather unit…Select the elements of the standards that apply to your unit.

TIP - To avoid having to write each selected element of the VELS:1) Open a copy of the VELS planning format on your computer (see resources)2) Download the VELS documents from the VELS website

http://vels.vcaa.vic.edu.au/3) Highlight the element of the VELS you have selected4) Press Ctrl and C on your computer keyboard to copy the elements5) Go to the VELS planning format 6) Press Ctrl and V to paste the elements of the VELS on the VELS planning

format

Next: Considering the learning focus statements

Elements of the standards are usually full sentences.Occasionally phrases, rather than sentences are selected. When components of the elements are left out, consideration needs to be given to include those components in other units.

Questions considered:

Which learning focus statements most closely relate to this unit?

Do the learning focus statements suggest new ideas / activities for the unit?

LOTE domain, level 4

The statements relevant to the unit are highlighted.

Questions considered:

Which learning focus statements most closely relate to this unit?

Do the learning focus statements suggest new ideas / activities for the unit?

ICT domain, level 4

The statements relevant to the unit are highlighted.

Questions considered:

Which learning focus statements most closely relate to this unit?

Do the learning focus statements suggest new ideas / activities for the unit?

Interpersonal development domain

The statements relevant to the Weather unit are highlighted.

Using the example of the Weather unit…1. Select the learning focus statements that apply to your unit.

2. Consider your original unit plan in light of both the elements of the standards and the learning focus statements you selected for your unit.

Assessment part 2 follows.

Do the elements of the standards require modifications to your original plan?

Do the learning focus statements suggest new ideas / activities for the unit?