Transcript Introducing AusVELS Online PD June 2013

Introducing AusVELS
Sharon Foster
Craig Smith
Peter Fisher
Getting started
What is your most
“burning” question?
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What do you already know?
AusVELS stands for:
a. Australian VELS
b. The Australian Curriculum/Victorian
Essential Learning Standards
c. Always Under Sized Victorian Eel
Skins
d. None of the above
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What do you already know?
Which curriculum is the current F-10
curriculum for Victorian schools?
a.
b.
c.
d.
The Australian curriculum
AusVELS
VELS
All of the above
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AusVELS = Australian Curriculum + VELS
http://ausvels.vcaa.vic.edu.au/
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What is AusVELS?
• AusVELS is the Foundation (F) -10
curriculum that all Victorian government
and Catholic schools need to use to plan,
assess and report to parents from 2013.
• Provides a continuum of learning
represented as 11 levels.
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AusVELS = Australian Curriculum + VELS
AusVELS:
• a single curriculum for levels F-10 that incorporates
the Australian Curriculum as it is progressively
developed
• a framework that reflects particular Victorian
priorities and approaches to teaching and learning
as demonstrated in VELS
• designed to ensure that schools and teachers are
not required to manage two different curriculum
and reporting frameworks during the development
of the Australian Curriculum.
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What is AusVELS in 2013?
In 2013 AusVELS curriculum comprises of:
 four Australian Curriculum subjects
 the remaining 12 VELS domains
 three embedded cross curriculum
priorities
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AusVELS = Australian Curriculum + VELS
Domains
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Cross curriculum priorities
Three priorities:
i/ Aboriginal and Torres Strait Islander histories
and cultures
ii/ Asia and Australia’s engagement with Asia
iii/ Sustainability
About the cross curriculum priorities:
• embedded in domains, but with varying presence
• not treated as separate areas of learning
• no curriculum content located under them, rather they
illustrate how learning can be integrated across the domains
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Basis of national curriculum
Promoting world-class curriculum and assessment:
o a solid foundation in skills and knowledge on
which further learning and adult life can be built
o deep knowledge and skills that will enable
advanced learning and an ability to create new
ideas and translate them into practical
applications
o general capabilities that underpin flexible and
critical thinking, a capacity to work with others
and an ability to move across subject disciplines
to develop new expertise.
http://www.curriculum.edu.au/mceetya/melbourn
e_declaration,25979.html
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What do you already know?
Do we have to report against all subjects
for AusVELS in 2013?
a. Yes
b. No
c. Maybe
d. None of the above
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How AusVELS is organised: 11 levels
Nominal school level
VELS Level
Prep/Foundation
1
2
3
4
5
6
7
8
9
10
AusVELS Level
1
2
3
4
5
6
Foundation
1
2
3
4
5
6
7
8
9
10
http://ausvels.vcaa.vic.edu.au/
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Conversion of VELS to AusVELS
VELS levels and
progression points
AusVELS levels and
progression points
when nominally 2 years of learning
0.5 Foundation
Working towards Foundation
0.5
1
1.25
1.75
1.5
2
F.5
1
1.5
2
2.25 2.5
2.75
3
2.5
3
3.5
4
3.25 3.5
3.75
4
4.5
5
5.5
6
4.25
4.75
4.5
5
6.5
7
7.5
8
5.25
5.75
5.5
6
8.5
9
9.5
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AusVELS levels
Working towards Level 2
Working towards Level 4
Working towards Level 6
Working towards Level 8
Working towards Level 10
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Student reporting implications
• In AusVELS, teachers use the 11 levels for all
domains, with 0.5 increments
• The content and achievement standards for the VELS
domains that have been converted to AusVELS have
not changed - only the level numbering has changed,
so progress can be shown on the reports
• The content and achievement standards in the first
four Australian Curriculum subjects in AusVELS
(English, Maths, History and Science) have changed
from VELS, thus the student report will not be able to
continue to show progress from last year
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What do you already know?
Which website do I go to get the F-10
curriculum?
a. The ACARA website
b. The Australian Curriculum website
c. The AusVELS website
d. The VCAA website
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What do you already know?
Which website do I go to get
curriculum support and resources?
a. The VCAA website
b. Scootle/FUSE websites
c. The ACARA website
d. All of the above
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Essential curriculum
Understanding
the Australian
Curriculum
domains in
AusVELS
• Overview
- Rationale and aims
- Structure
• Level descriptions
• Content descriptions
- Strands
- Elaborations
• Achievement standards
http://ausvels.vcaa.vic.edu.au/
• Work samples
• Glossary
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Resources and support
Understanding
the Australian
Curriculum
domains in
AusVELS
• Progression point
examples
• Mapping against VELS
• Scope and Sequence
• Audit/Planning
templates
• Additional links / PD
http://www.vcaa.vic.edu.au/Pages/foundation10/curriculum/index.aspx
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AusVELS in the future
AusVELS 2015
A double helix model
VELS 2006
A triple helix model
Physical, Personal
& Social Learning
Discipline-based
Learning
Domains/subjects
General Capabilities
Cross-curriculum priorities
Interdisciplinary
Learning
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AusVELS in the future
Subjects
General capabilities
• The Arts
• English
• Humanities – Economics and
Business
• Humanities – Geography
• Humanities – History
• Humanities – Civics and
Citizenship
• Languages
• Health and Physical Education
• Mathematics
• Science
• Technology – Design and
Technologies
• Technology – Digital Technologies
• Critical and creative
thinking
• Intercultural
understanding
• Ethical understanding
• Personal and social
capability
Understanding the
Australian Curriculum domains
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What do you already know?
1. I have read the domain overviews
2. I have read the content descriptors
3. I have read the achievement standards
4. I have audited my existing units
against the new curriculum
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Understanding English
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Understanding the structure - English
• Language: knowing about the English language
• Literature: understanding, appreciating, responding
to, analysing and creating literature
• Literacy: expanding the repertoire of English usage.
Language
Literature
Literacy
Language variation and change
Literature and context
Texts in context
Language for interaction
Responding to literature
Interacting with others
Text structure and organisation
Examining literature
Interpreting, analysing and
evaluating
Expressing and developing ideas Creating literature
Creating texts
Sound and letter knowledge
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Understanding the structure - English
Reporting modes:
• Reading and viewing
• Writing
• Speaking and listening
.
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Content organised by modes
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Scope and sequence - by mode
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Mapping AusVELS to VELS
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Understanding the structure of Mathematics
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Understanding the structure - Mathematics
Number and
Algebra
Measurement and
Geometry
Statistics and
Probability
Number and place value (F-8)
Using units of measurement
(F-10)
Chance (1-10)
Fractions and decimals (1-6)
Shape (F-7)
Real numbers (7-10)
Geometric reasoning (3-10)
Money and financial
mathematics (1-10)
Location and transformation
(F-7)
Patterns and algebra (F-10)
Pythagoras and trigonometry
(9-10)
Data representation and
interpretation (F-10)
Linear and non-linear
relationships (8-10)
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Scope and Sequence
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Mapping AC to VELS
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Audit against content - activity
INSTRUCTIONS
Use this template to map a unit against the content descriptions and achievement standards f
domain. This process needs to be repeated if the unit covers more than one strand or domain.
extent of coverage of a unit and clearly links teaching, learning and a ssessment.

Take a unit of work and map its relationship to the content descriptions for a strand. Sha

Indicate within each marked cell, connections to the achievement standards, using a num
number refers to a numbered sentence in the achievement standards, for example, (1).
TEMPLATE 2: SUBJECT YEAR LEVEL OVERVIEW
SUBJECT:
Mathematics
YEAR:
L2
L
STRAND:
Measurement and Geometry
UNITS
Compare and order several
shapes and objects based on
length, area, volume and
capacity using appropriate
uniform informal units
Compare masses of
objects using balance
scales
Tell time to the quarterhour, using the language
of 'past' and 'to'
Name and order months
and seasons
Use a calendar to identify
the date and determine the
number of days in each
month
Describe and draw two
dimensional shapes,
with and without digital
technologies
Describe the features of
three dimensional
objects
Interpret simple maps of
familiar locations and
identify the relative positions
of key features
Investigate the effect of one
step slides and flips with and
without digital technologies
TERM 1
TERM 2
TERM 3
TERM 4
ACHIEVEMENT STANDARDS
LEVEL 1
Students describe number sequences resulting from skip counting by 2s, 5s and 10s. (1)
They identify representations of one half. (2)
They recognise Australian coins according to their value. Students explain time durations. (3)
They describe two-dimensional shapes and three-dimensional objects. Students describe data displays. (4)
Students count to and from 100 and locate numbers on a number line. (5)
They carry out simple additions and subtractions using counting strategies. (6)
They partition numbers using place value. (7)
They continue simple patterns involving numbers and objects. (8)
Students order objects based on lengths and capacities using informal units. (9)
They tell time to the half hour. (10)
They use the language of direction to move from place to place. (11)
Students classify outcomes of simple familiar events. (12)
They collect data by asking questions and draw simple data displays. (13)
LEVEL 2
Students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. (1)
They represent multiplication and division by grouping into sets. (2)
They associate collections of Australian coins with their value. (3)
Students identify the missing element in a number sequence. (4)
Students recognise the features of three-dimensional objects. (5)
They interpret simple maps of familiar locations. (6)
They explain the effects of onestep transformations. (7)
Students make sense of collected information. (8)
Students count to and from 1000. (9)
They perform simple addition and subtraction calculations using a range of strategies. (10)
They divide collections and shapes into halves, quarters and eighths. (11)
Students order shapes and objects using informal units. (12)
They tell time to the quarter hour and use a calendar to identify the date and the months included in
seasons. (13)
They draw two-dimensional shapes. (14)
They describe outcomes for everyday events. (15)
Students collect data from relevant questions to create lists, tables and picture graphs. (16)
LEVEL 3
Students recognise the connection between addition and subtraction and sol
strategies for multiplication. (1)
They model and represent unit fractions. (2)
They represent money values in various ways. (3)
Students identify symmetry in the environment. (4)
They match positions on maps with given information. (5)
Students recognise angles in real situations. (6)
They interpret and compare data displays. (7)
Students count to and from 10 000. (8)
They classify numbers as either odd or even. (9)
They recall addition and multiplication facts for single digit numbers. Student
from financial transactions. (10)
They continue number patterns involving addition and subtraction. (11)
Students use metric units for length, mass and capacity. (12)
They tell time to the nearest minute. (13)
Students make models of three-dimensional objects. (14)
Students conduct chance experiments and list possible outcomes. (15)
They carry out simple data investigations for categorical variables. (16)
COMMON ASSESSMENT TASKS
UNITS
TASKS
ACHIEVEMENT
STANDARDS
EACH TERM
TERM 1
TERM 2
TERM 3
TERM 4
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Understanding the structure - Science
3 Strands
• Science Understanding
• Science as a Human
Endeavour
• Science Inquiry Skills
Achievement standards
• 2 year bands
Reporting
• Begins at Level 3
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Science - Overarching Ideas
1.
2.
3.
4.
5.
6.
Patterns, order and organisation
Form and function
Stability and change
Scale and measurement
Matter and energy
Systems
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Science- Content Structure
Science
Understanding
Science as a
Science Inquiry
Human Endeavour Skills
• Biological
sciences
• Chemical
sciences
• Earth and space
sciences
• Physical
sciences
• Nature and
development of
science
• Use and
influence of
science
• Questioning and
predicting
• Planning and
conducting
• Processing and
analysing data
and information
• Evaluating
• Communicating
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Scope and sequence
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Understanding the structure - History
2 Strands (dimensions):
• Historical Knowledge and
Understanding
• Historical Skills
Achievement standards for
each level
Reporting
• Begins at level 3
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Historical Knowledge and Understanding
The content provides opportunities to develop
historical understanding through key concepts
including sources, continuity and change, cause and
effect, perspectives, empathy and significance.
These concepts may be investigated within a
particular historical context to facilitate an
understanding of the past and to provide a focus for
historical inquiries.
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Levels
Historical Knowledge and Understanding
F
Personal and family histories
Level 1
Present and past family life
Level 2
The past in the present
Level 3
Community and remembrance
Level 4
First contacts
Level 5
The Australian Colonies
Level 6
Australia as a nation
Level 7
Earliest human communities – ancient period
Investigating the ancient past, The Mediterranean world, The Asian
world
Level 8
The ancient period – modern period
The Western and Islamic world, The Asian Pacific world, Expanding
contacts
Level 9
The making of the modern world (1750 – 1918)
Making a better world, Australia and Asia, World War I
Level 10
The modern world and Australia
World War II, Rights and Freedoms, the globalising world
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Historical skills
•
•
•
•
•
Chronology, terms and concepts
Historical questions and research
Analysis and use of sources
Perspectives and interpretations
Explanation and communication
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History – Achievement standards
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Scope and sequence
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Navigating AusVELS 2013
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Implementation and
curriculum planning
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Curriculum Planning
What is the first word
that comes into your
head when you think of
curriculum planning?
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Curriculum is …
It is within this broad ranging set of aspirations
that the curriculum attempts to clarify what will
be taught and what and how well students will
learn.
In doing so it claims to provide for ‘rigorous, indepth study, preferring depth to breadth
wherever a choice needs to be made…’
(ACARA 2012:10)
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Curriculum is ….
The curriculum is the defined and
mandated set of knowledge and skills that
schools are required to teach and assess.
o A democratic entitlement rather than
individual determination of what is
required for effective, participatory
citizenship.
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Background
Effective curriculum planning and documentation has
a significant impact on schools improvement… A
guaranteed and viable curriculum is the school level
factor that has the most impact on student
achievement. It is not enough for a curriculum to be
implicit, it must be explicit and it must be coherent
(Marzano 2003)
The implementation of AusVELS offers an
opportunity to review planning approaches and
identify additional resources and support that are
needed
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Implications for curriculum planning
Research by Nuthall shows half (and
perhaps more) of all material taught in
any class is already known by
the students…
Nuthall, (2005), The cultural myths and realities of
classroom teaching and learning: a personal
journey? in Teachers College Record, 107 (5), 902903.
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Curriculum Planning
Places the learner at the centre of curriculum planning – reflects
shared values, beliefs and understandings and supports
progression
Who are we planning for?
Reflects the ‘big ideas’ that we want our students to engage in
deeply
How are we planning?
Is documented and clearly links curriculum content (standards),
pedagogy, assessment and reporting processes
What does this look like?
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Classroom assessment
“ .. the fundamental purpose of assessment
is to establish where learners are in their
learning at the time of assessment.”
(Masters, 2013)
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Assessment
• Guided by and address the relevant learning domain
• Methods selected for their ability to provide useful
information about where students are in their learning within
the domain
• Responses to, or performances on, assessment tasks should
be recorded using one or more task ‘rubrics’
• Available assessment evidence should be used to draw a
conclusion about where learners are in their progress within
the learning domain
• Feedback and reports of assessments should show where
learners are in their learning at the time of assessment and,
ideally, what progress they have made over time
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Curriculum Planning
Are you looking for evolution or revolution ?
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Where to get advice
VCAA websites
Curriculum website: http://ausvels.vcaa.vic.edu.au/
Resources and implementation support website:
http://www.vcaa.vic.edu.au/Pages/foundation10/curriculum/index.aspx
AusVELS Unit
Email: [email protected]
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