Victorian Curriculum: F-10 Geography Indicative Progress

Objectives Build confidence at the school level by: Becoming familiar with VCAA Indicative Progress examples Gaining an insight into how they were written and how they can be used for assessment

Indicative Progress examples What are they? Suggestions only Illustrative Stimulus for school level discussions What are they not designed for? Direct use in reporting Translation directly into mark books

IP examples - Broad Features Context Curriculum Examples

The detail: Example One Geography Level 8 Achievement Standard Example of Indicative Progress toward Level 10 Achievement Standard Geography Level 10 Achievement Standard They select and represent data and information in a range of appropriate forms including maps at different scales that conform to cartographic conventions. Students…process and represent the data and information in appropriate geographic formats to illustrate their accompanying description and analysis but are not yet able to adequately interpret and use bathymetric maps. They select, organise and represent data and information in different forms, using appropriate digital and spatial technologies and through special purpose maps that conform to cartographic conventions.

Example Two

IP Examples

How were these written? Backwards design – Example one Geographical Knowledge Geographical Concepts and skills Relevant Achievement Standard extract What will students: Specifically learn? Specifically do? Different types and distribution of environmental changes and the forms it takes in different places (VCGGK144) Environmental, economic and technological factors that influence environmental change and human responses to its management (VCGGK145) Predict changes in the characteristics of places over time and identify the possible implications of change for the future (VCGGC127) Collect and record relevant geographical data and information, using ethical protocols, from reliable and useful primary and secondary sources (VCGGC130) They select, organise and represent data and information in different forms, using appropriate digital and spatial technologies and through special purpose maps that conform to cartographic conventions. Learning includes Bathymetric maps They do: a Fieldwork exercise that examines and evaluates a proposed coastal development site in the local region.

How were these written? Example two Learning includes: They do: Geographical Knowledge Geographical Concepts and skills Relevant Achievement Standard extract What will students: Specifically learn? Specifically do? Representation of Australia as states and territories, and Australia’s major natural and human characteristics (VCGGK079) Similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there (VCGGK084) Identify and explain interconnections within places and between places (VCGGC073) They identify and explain interconnections Learning includes: Characteristics of visited places that are similar and different to home town They do: Research on these characteristics

At Level 2 At Level 4 At level 6 Achievement standards Indicative progress examples Rubric Context: ‘Here and there’ Focus: Levels 3 and 4 Research task Learning Progress: At Level 2 Approaching At Level 4 Approaching At level 6 Level 4 Level 6 Identify how (Indicative Identify and (Indicative describe and people are progress explain progress explain connected to discussion helps to interconnections discussion helps to interconnections different places set expectations) set expectations ) and their effects The expectations above are then linked to the context to create the rubric, for example: Identifies that Identifies and Identifies and Identifies and Identifies and people visit places explains why explains purpose explains purpose explains purpose people visit places of visits and the of visit and visitor of visit and visitor experience of the experience and experience and a visitor simple range of effects of explanations of this one or more effects

Evidence based practice Consider ‘simple explanation’ in the rubric What does this look like in student work produced? Compare work within and across classes

Summing up – step by step Backwards design for units of work Identify how to express the achievement standards in terms of what is taught Identify expected features of work that is progressing towards a standard Develop assessment rubrics or other marking schemes Compare completed student work to establish features of the work that make it at or approaching a standard

Contact details and templates Indicative Progress templates: http://www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/geog/cpa.aspx Contact: Monica Bini Bini.monica.m@edumail.vic.gov.au