Victorian Essential Learning Standards ICTEV May 2005 Paula Christophersen

1. Victorian Essential Learning Standards ICTEV May 2005 Paula Christophersen To be referred to as ‘the Standards’

2. Purposes of curriculum reformStudents 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.

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

4. Interdisciplinary learning Discipline-based learning The Humanities Physical, personal and social 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. In order to make the BIG decisions you need to know about these components: Current school program www.sofweb.vic.edu.au/blueprint/fs1/news.asp (newsletter 9) New curriculum document http://vels.vcaa.vic.edu.au School needs and ambitions A curriculum planning model is provided by the Office of Learning and Teaching

7. Phase 1 • audit current curriculum against the Standards • develop a school profile: - student needs - school needs and values - community’s needs and values

8. Learning strategies Assessment strategies • Phase 2 • Explore relationships between compulsory and post-compulsory offerings • Consider resource levels and allocations • Consider ability of school’s structure to support implementation

9. In order to make the BIG decisions you need to know about the components: Only you know about this, but I know a bit about the next item! Current school program New curriculum document School needs and ambitions

10. STRANDS DOMAINS DIMENSIONS Discipline-based Learning Thinking How many dimensions? Communicating Interdisciplinary Learning ICT Physical, Personal and Social Learning ? D, C & T

11. ICT dimensions

12. ICT for visualising thinking • assist thinking processes • reflect on the thinking strategies used to develop understanding. BananasCarrots PotatoesCheese Cream Celery Milk Cherries Apples

13. SLAV publication: Making a difference ICT for visualising thinking • 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 • 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 to help structure their thinking processes and assist in constructing knowledge.

14. Why visualising thinking? Integrates current and past knowledge  ‘value-adding’’ Focuses on essential information  clarity of information Explicity engages students to create tools for understanding content Understandings are more easily recalled when presented in a non-linguistic way

15. ICT for creating • Process data to create solutions to problems and information products that demonstrate understandings related to all areas of learning. • Manage their ‘knowledge bank’ of files • Manage time and resources (human and physical).

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

18. www.un.org/Pubs/CyberSchoolBus

19. Standards But, we’ve always had standards! What’s new? • Specify what a student should know and be able to do • Set at a challenging level • Set at levels and for domains where it is developmentally appropriate to expect specific student performances. These performances are deemed to be critical to future learning.

20. Know, be able to do, and how well Know and be able to do Set at challenging level Set at a minimum level Standards at every level, but not in every domain At all levels, in all strands in each KLA

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

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. Learning focus statements For each level the learning focus: • identifies learning experiences • identifies relevant content. Learning focus statements are a point of reference for teachers. They provide the contextual setting for the standards

24. Level 5 Learning focus ‘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.’ ‘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.’

25. Learning focus statement 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. 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.

26. Standards and Learning focus Only those knowledge and skills that are integral to the developmental progress of a student are included. While some aspects of learning contribute to progress, in themselves they are not considered critical to a student’s future learning. Sometimes there are NOT standards for everything identified in the learning focus. Why?

27. How will ICT be integrated into the curriculum? Standalone Integrated Integrated Integrated P 10

28. Locus of learning  option 1 Other domains are the context for learning ICT standalone offering is the centre of learning: taught by an ICT ‘expert’ Outcome: students acquire ICT knowledge and skills using ‘real’ data for a ‘real’ purpose

29. Locus of learning  option 2 Other domains are the centre for learning ICT and domain-specific knowledge and skills ICT knowledge and skills acquired and applied in other domains Outcome: students acquire and apply ICT knowledge and skills in domain-specific areas

30. Role of CSF II • Curriculum resource document • Can be a useful reference point • Only 8 KLAs: 16 domains in the Standards • From 2006 schools will not be able to simultaneously report against both the CSF and the Standards (just the Standards)

31. A validation year - Schools • 2005 will be a validation year. • Standards will trialled 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.

32. 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).

33. Victorian Essential Learning Standards christophersen.paula.p@edumail.vic.gov.au 9651 4378