1. Victorian Curriculum: F-10 Geography
Indicative Progress

2. 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

3. 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

4. IP examples - Broad Features
Context
Curriculum
Examples

5. 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.

6. Example Two

7. IP Examples

8. 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.

9. 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

10. 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

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

12. 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

13. Contact details and templates
Indicative Progress templates: Contact: Monica Bini