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).

Victorian Essential Learning Standards

christophersen.paula.p@edumail.vic.gov.au9651 4378