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Victorian Curriculum -
Implementation in the
specialist school
Karen UnderwoodManager, Participation, Achievement and Transitions DET
Sharon Foster Manager, Victorian Curriculum F-10 VCAA
7 September 2017
Agenda
1. An orientation to the Victorian
Curriculum – back to basics
2. Planning for “Sammy on Monday” –
unit planning, including assessment
3. Whole school planning
4. Reporting
Working with the
Victorian Curriculum F–10
http://www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/curriculumplanning.aspx
Curriculum
• is the statement of the purpose of schooling
defines what it is that all students have the
opportunity to learn
• is represented as a continuum or set of
progressions defining increasingly complex
knowledge, skills and concepts
• the school develops the teaching and
learning program - how the curriculum is
delivered
Curriculum matters
• A guaranteed and viable curriculum is the
school level factor that has the most impact
on student achievement (Marzano, 2003)
• Enabling and monitoring every student’s
progress along the continua is the
fundamental role of teachers and schools
and the purpose and endpoint of all reform
efforts
http://victoriancurriculum.vcaa.vic.edu.au/overview/diversity-of-learners
Victorian Curriculum – Design and Structure
Design and structure reaffirms:
• the importance of discipline-based learning
approach, where the disciplines are regarded as
both enduring and dynamic
• capabilities are a set of discrete knowledge and
skills, not a statement of pedagogies and
students benefit from explicit instruction
• that knowledge and skills are transferrable across
the curriculum and therefore are not duplicated.
http://victoriancurriculum.vcaa.vic.edu.au/overview/curriculum-design/learning-areas-and-capabilities
Victorian Curriculum F–10 2017 Learning Areas Capabilities
• The Arts
o Dance
o Drama
o Media Arts
o Music
o Visual Communication Design (7-10)
o Visual Arts
• English
• Humanities
o Civics and Citizenship
o Economics and Business
o Geography
o History
• Languages
• Health and Physical Education
• Mathematics
• Science
• Technologies
o Design and Technologies
o Digital Technologies *
• Critical and creative thinking
• Intercultural*
• Ethical*
• Personal and social
Understanding the intentIntroductory materials will assist teachers to
understand the specific purpose and features
of the curriculum:
• Rationale and aims
• Structure
➢Strands - Key organising elements within
each curriculum area.
➢Sub-strands - Supplementary organising
elements within some curriculum areas.
• Scope and Sequence
• Glossary
Understand
the structure
• Strands
• Achievement
standards
Placement of standards – Levels A-D
http://victoriancurriculum.vcaa.vic.edu.au/overview/curriculum-design/standards-and-levels
Placement of standards F-10
http://victoriancurriculum.vcaa.vic.edu.au/overview/curriculum-design/standards-and-levels
Capabilities• Are a set of discrete
knowledge and skills that
can and should be taught
explicitly.
• Will be:
✓ explicitly introduced,
✓ practised,
✓ demonstrated, and
✓ deployed
by students in and
through the learning
areas.
Critical and Creative Thinking Ethical Capability
• Questions and Possibilities
• Reasoning
• Metacognition
• Understanding concepts
• Decision making and
actions
Personal and Social Capability Intercultural Capability
• Self Awareness and Management Recognition and expression of emotions
Development of resilience
• Social Awareness and Management Collaboration
Relationships and diversity
(contains sub-strands)
• Cultural Practices
• Cultural Diversity
Strand structureRefined and simplified the structure. Removed duplication.
Curriculum components
• Band/Level descriptions
• Content descriptions ▪ explain what to teach
▪ organised in Strands / Sub-strands
▪ have elaborations – these are suggestions only
• Achievement standards▪ explain how well a student should learn the content
Working with the structure
• The content descriptions and
achievement standards are not
independent — they should be read
together
• When viewing the sequence of
achievement standards, look at the
broad development of conceptual
understanding and skills - read them
holistically, not in an atomised way
Continuum - Progression of learning
progress progress progress progress progress
Sort the statements into a continuum of learning (A – 2)
They follow simple rules, participate in group activities cooperatively, take turns and
share some items
They begin to identify and practise basic skills for including and working with others in
groups
They respond to teacher prompts to follow basic social rules when working alongside
others
When prompted they can identify acceptable and unacceptable ways to behave in
familiar groups
They describe their contribution to group tasks
They recognise familiar people and demonstrate ways to interact with others.
They cooperate with others when working or playing in groups, showing an
understanding of the impact of their behaviour on others.
They attend to and implement some basic social rules.
They react to the attention of others and focus on significant people and watch and
respond to others showing cooperation
They practise solving simple problems, recognising there are many ways to resolve
conflict
Sort the statements into a continuum of learning –
number from 1-10 (1 being easiest)They follow simple rules, participate in group activities cooperatively, take turns and
share some items
C
They begin to identify and practise basic skills for including and working with others in
groups
F
They respond to teacher prompts to follow basic social rules when working alongside
others
B
When prompted they can identify acceptable and unacceptable ways to behave in
familiar groups
C
They describe their contribution to group tasks 1-2
They recognise familiar people and demonstrate ways to interact with others. B
They cooperate with others when working or playing in groups, showing an
understanding of the impact of their behaviour on others.
D
They attend to and implement some basic social rules. D
They react to the attention of others and focus on significant people and watch and
respond to others showing cooperation
A
They practise solving simple problems, recognising there are many ways to resolve
conflict
1-2
Building deep familiarity• Intent
- why are we learning this
• Terminology
- the importance of a common language
• Curriculum mapping activities to audit
current and/or build new units
- connecting content descriptions and
achievement standards
- working with the curriculum and the continuum
Unit Planning
Planning for “Sammy on Monday”
Differentiation
Goal banks
Differentiation• What is this difference we talk about?- same age,
same learning context, but - different abilities,
different achievement levels
• What does the research tell us:
o 5-6 year gap in all classes
o quality teaching includes differentiation and caters for
the majority of students i.e. 80%
o Response To Intervention (multiple tiers of support), is
the framework that supports classroom differentiation
to support 100% of the class
• Catering for all- responding to individual difference/s
– planning is key!
How to differentiate according to
age/interest and abilityUsing the Victorian Curriculum to meet the learning needs of all students
• Teachers refer to the Victorian Curriculum content that aligns with their
students’ chronological age (nominal level) as the starting point in planning
teaching and learning programs.
• Teachers take account of the range of their students’ current achievement,
abilities, interests, and personalised learning goals (where necessary),
through adjustments to the teaching and learning program, according to
individual learning need, by:
‒ drawing from learning area content at different levels along the A to 10
sequence based on student achievement
‒ aligning personalised learning goals with age-equivalent learning area
content
‒ assessing students’ progress through the Victorian Curriculum in
relation to Achievement Standards A to 10
Activity
• How will I ensure differentiation is evident in my
school, level, group, class?
• Is there anything I need to learn/understand to do
this?
• What does Response to Intervention look like
when it is working well?
Goal Banks• PASS, DET and curriculum experts in specialist schools have
collectively developed the Goal Banks
• They provide finely-grained goals for teaching and learning
planning and Personalised Learning Plans working towards
the Achievement Standards of the Victorian Curriculum
• While English, Mathematics and Science are complete the
remaining learning areas will follow
• They support all teachers to attend to the mandated
curriculum and assure students receive the curriculum on the
same basis as….
• They are available on the PASS website
Elements of curriculum planning
In the students’ shoes
Curriculum area sequence
A unit of work
Whole school
Whole school
• Set the themes
• Set the time allocations
Curriculum area
• Sequence the learning
Unit of work
• Reflects the themes and time allocations
Whole school
• Set the themes
• Set the time allocations
Curriculum area
• Sequence the learning
Unit of work
• Reflects the themes and time allocations
Top down
Bottom up
Importance of curriculum planning
http://curriculumplanning.vcaa.vic.edu.au/sat/self-assessment-tool
Does your current unit
template include all
the essential
elements?
Where do you start?• Schools are not expected to be starting from a
blank page
• Documentation at the curriculum area layer and the
unit/lesson layer is often the most comprehensive,
although there may be gaps
• Schools are advised to use this ‘stock-taking’
opportunity to bring already existing materials
together in a coordinated manner, ensuring the
essential elements are included, and that there is
consistency within and between the layers.
Whole-school curriculum planning
• Is not the responsibility of the
individual teacher – it is a team effort
• Recognises that we are educating
the whole child across many years of
schooling - curriculum is designed as
a continuum of learning
• Without the “what” students should
learn, pedagogy is a process without
purpose
• Deep familiarity with the curriculum
is essentialhttp://curriculumplanning.vcaa.vic.edu.au/home
Curriculum mappingWhy?
• Mapping identifies the extent of curriculum
coverage in units of work and clearly links
teaching, learning and assessment while
working with the curriculum continuum.
How?
• Mapping templates support teachers to identify
where content descriptions and achievement
standards are being explicitly addressed within
the school’s teaching and learning program.
Step 2 – Analysing the findingsPrompts for the analysis process:
• Are all content descriptions equal? Do you think they all take the
same amount of time to teach?
• Is anything being over taught?
• Is anything being missed completely or given insufficient
attention?
• Is there sufficient “time on task”? Are you allowing enough time
to develop knowledge ,understanding and skills that are included
in the curriculum and thus enable students to progress along the
continuum?
• Does the unit/sequence of lessons cater for a range of students
abilities? Does the unit/sequence of lessons provide access and
challenge for all students in the cohort?
• Is it easier to teach in depth or more broadly?
• Is there a logical sequence?
Unit PlanningTake a look at this school’s example and see
how they have utilised the Victorian
Curriculum to support a school-based program
• Discuss your observations
• What elements would you adopt in your own
planning and why?
Remember: There is no ‘one way’ to do this!
Curriculum planning questions
• Curriculum planning can be based on two-year
bands of schooling rather than each year level.
What are the implications for your school?
• Do you have an agreed approach to
documentation?
• What would be a realistic timeframe to prepare and
review the relevant documentation?
• The curriculum is not the whole-school teaching
and learning program. What are your priorities?
Progressing learning
with assessment
Supporting learning• The most important single factor influencing learning
is what the learner already knows. Ascertain this and
teach him accordingly (Ausubel 1968)
• Vygotsky (1978) referred to the ‘zone of proximal
development’ the region of ‘just manageable
difficulties’ where students can succeed but often only
with the support of others for example through
scaffolding activities.
• … learning is enhanced when teachers pay attention
to the knowledge and beliefs that learners bring to the
learning task and use this knowledge as a starting
point for new instruction (Bransford et al 2000)
Classroom assessment
“ .. the fundamental purpose of
assessment is to establish where
learners are in their learning at the
time of assessment.”
Reforming Educational Assessment: Imperatives, principles and challenges
Masters, G. ACER 2013
5 Assessment Principles (Masters)1. Assessments should be guided by and address an
empirically based understanding of the relevant curriculum
2. Assessment methods should be selected for their ability to
provide useful information about where students are in their
learning in the domain
3. Responses to, or performances on, assessment tasks should
be recorded using one or more task ‘rubrics’
4. Available assessment evidence should be used to draw a
conclusion about where learners are in their progress within
the learning domain
5. Feedback and reports of assessment should show where
learners are in their learning at the time of assessment and,
ideally, what progress they have made over time
Activity:
Gathering evidence of learning
What methods (tasks / types of
activities) could you use to gather
information about how well a
student has understood the content
(knowledge and skills) described in
the XX curriculum area?
Shared clarity about learning
Setting learning intentions
• why are we learning this
• know, understand, and be able to do
• developed together (teacher and student)
and can incorporate personal goals
• clear and accessible
• success criteria
• is not the task or learning medium
Activity - Sharing expectations
… I can statements
Curriculum planning
and assessment
• How deeply familiar are teachers with the terrain
through which learners are progressing (the
curriculum continuum)?
• What assessment method provides valid, reliable,
objective, inclusive information and are feasible?
• Is it explicit what is being looked for and valued as
evidence of successful learning?
• Is feedback provided to students and parents in
forms that make clear that progress is being made?
Whole school
Curriculum planning
Whole School Planning
Four interrelated layers:
• School: high-level summary of the coverage of all the
curriculum reflecting the school’s policy, goals, vision and
any areas of specialisation or innovation
• Curriculum area: sequencing key knowledge and skills
across the years of schooling, developing big ideas to
support a progression of learning
• Year level: a coherent program from a student perspective
enabling effective connections across the curriculum
• Unit/lessons: specifying content and achievement
standards, assessments and activities and resources to
ensure students of all achievement levels progress
Whole school plan • Why do you need
this?
• How do you go
about developing
this?
• How detailed
should this be?
• How is time
represented?
• What questions
could you ask?
Exploring your
school plan ..
and others
Whole school planning templates available from:
http://www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/curriculumplanning.aspx
Analysing whole school planning
• How do you build consistency for the students?
• What are the implications for sequencing the
concepts?
• Is there any evidence of “over teaching”?
• Will areas “over reach” and not explicitly teach the
content?
• How are capabilities being implemented?
Reporting
Question and answer session