Introducing AusVELS Sharon Foster Craig Smith Peter Fisher

1. Introducing AusVELS Sharon FosterCraig SmithPeter Fisher

2. Getting started • What is your most • “burning” question?

3. 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

4. What do you already know? Which curriculum is the current F-10 curriculum for Victorian schools? a. The Australian curriculum b. AusVELS c. VELS d. All of the above

5. AusVELS = Australian Curriculum + VELS http://ausvels.vcaa.vic.edu.au/

6. 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.

7. 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.

8. 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

9. AusVELS = Australian Curriculum + VELS • Domains

10. 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

11. Basis of national curriculum • Promoting world-class curriculum and assessment: • a solid foundation in skills and knowledge on which further learning and adult life can be built • deep knowledge and skills that will enable advanced learning and an ability to create new ideas and translate them into practical applications • 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/melbourne_declaration,25979.html

12. 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

13. How AusVELS is organised: 11 levels http://ausvels.vcaa.vic.edu.au/

14. Conversion of VELS to AusVELS

15. 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

16. 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

17. 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

18. Essential curriculum • Understanding the Australian Curriculum domains in AusVELS • Overview • - Rationale and aims • - Structure • Level descriptions • Content descriptions • - Strands • - Elaborations • Achievement standards • Work samples • Glossary http://ausvels.vcaa.vic.edu.au/

19. 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

20. AusVELS in the future AusVELS 2015 A double helix model VELS 2006 A triple helix model Physical, Personal & Social Learning Domains/subjects Discipline-based Learning General Capabilities Cross-curriculum priorities Interdisciplinary Learning

21. AusVELS in the future

22. Understanding the Australian Curriculum domains

23. What do you already know? • I have read the domain overviews • I have read the content descriptors • 3. I have read the achievement standards • 4. I have audited my existing units against the new curriculum

24. Understanding English

25. 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.

26. Understanding the structure - English • Reporting modes: • Reading and viewing • Writing • Speaking and listening • .

27. Content organised by modes

28. Scope and sequence - by mode

29. Mapping AusVELS to VELS

30. Understanding the structure of Mathematics

31. Understanding the structure - Mathematics

32. Scope and Sequence

33. Mapping AC to VELS

34. Audit against content - activity

35. 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

36. Science - Overarching Ideas • Patterns, order and organisation • Form and function • Stability and change • Scale and measurement • Matter and energy • Systems

37. Science- Content Structure

39. Scope and sequence

40. Understanding the structure - History • 2 Strands (dimensions): • Historical Knowledge and Understanding • Historical Skills • Achievement standards for each level • Reporting • Begins at level 3

41. 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.

43. Historical skills • Chronology, terms and concepts • Historical questions and research • Analysis and use of sources • Perspectives and interpretations • Explanation and communication

45. History – Achievement standards

46. Scope and sequence

47. Navigating AusVELS 2013

48. Implementation and curriculum planning

49. Curriculum Planning • What is the first word that comes into your head when you think of curriculum planning?

50. 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, in-depth study, preferring depth to breadth wherever a choice needs to be made…’ • (ACARA 2012:10)