1. Victorian Essential Learning Standards SLAV, 17 March 2005 Paula Christophersen To be referred to as ‘the Standards’

2. VCAA asked to develop:  a broad framework of essential learning for all Victorian students  assessment processes to measure student achievement against the defined performance standards. Blueprint - Student learning Work is complemented by other strategies from Flagship Strategy 1

3. Three interwoven purposes 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.

4. Three core, interrelated strands Physical, Personal and Social Learning Discipline-based Learning Interdisciplinary Learning

5. 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.

6. Physical, Personal and Social Learning  Health and Physical Education  Interpersonal Development  Personal Learning  Civics and Citizenship Knowledge, skills and behaviours in:

7. Physical, personal and social learning Interpersonal development … There is a particular focus on developing the capacity to work cooperatively as part of a team as this is widely acknowledged as being a core requirement for success in the workplace and in the community. Personal learning … This domain provides students with the knowledge, skills and behaviours to be successful learners both at school and throughout their lives.

8. Economics Geography History Discipline-based Learning  The Arts  English  LOTE  The Humanities  Mathematics  Science Knowledge, skills and behaviours in:

9. Interdisciplinary Learning  Communication  Design, Creativity and Technology  Information and Communications Technology  Thinking Knowledge, skills and behaviours in:

10. The Humanities Physical, personal & social

11. Interdisciplinary learning STRANDS DOMAINS Thinking Communicating ICT ? DIMENSIONS D, C & T

12. ICT dimensions ICT for visualising thinking ICT for creating ICT for communicating

13. ICT for visualising thinking  assist thinking processes  reflect on the thinking strategies used to develop understanding. BananasCarrots PotatoesCheese CreamCelery MilkCherries Apples

14. ICT for visualising thinking Source: Making a difference: research guide, SLAV ICT 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 and 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 and ICT-controlled models to help structure their thinking processes and assist in constructing knowledge.graphic organisersICT-controlled models

15. ICT for creating  Process data to create solutions to problems and information products that demonstrate understandings related to all areas of learning.  File management.  Project management.

16. Source: Making a difference: research guide, SLAV

17. ICT for communicating  Present ideas and understandings to audiences.  Communicate with known and unknown participants.  Support knowledge-building among teams.

18. 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.’blogs ‘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.’Boolean AND, NOT, OR

19. For each level 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.

20. For each level  Written for each dimension.  2-3 dimensions in most domains.  One standard in each dimension.  Describe essential knowledge, skills and behaviours. Standards

21. what is known what can be done and, how well 1 5 2 3 4 6 Limited domains have standard s ICT standard s begin Standard s for all domains exist

22. Standards Domain: ICT Dimension: ICT for creating At 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.

23. For each level Glossary Interaction outliner is a graphics organiser that is used to show the nature of an interaction between persons or groups. Intellectual property law: any use of others’ works (for example, images, text) must be in accordance with the law and must be acknowledged.

24. A validation year - Schools  2005 will be a validation year.  Standards will trialed 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.

25. 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).

26. Timeline End Term 1 2005Distribute CD-ROM – Stage 2 Terms 1–2 2005Implementation support program September 2005Distribute second CD-ROM – Stage 3

27. Victorian Essential Learning Standards christophersen.paula.p@edu mail.vic.gov.au 9651 4378