Introducing AusVELS

Sharon FosterCraig Smith

Peter Fisher

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Getting started

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What do you already know?

AusVELS stands for:a. Australian VELSb. The Australian

Curriculum/Victorian Essential Learning Standards

c.   Always Under Sized Victorian Eel Skins

d. None of the above 

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What do you already know?

Which curriculum is the current F-10 curriculum for Victorian schools?

a. The Australian curriculum b. AusVELSc. VELSd. All of the above

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AusVELS = Australian Curriculum + VELS

http://ausvels.vcaa.vic.edu.au/

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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.

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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.

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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

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Domains

AusVELS = Australian Curriculum + VELS

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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

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Promoting world-class curriculum and assessment:oa solid foundation in skills and knowledge on which further learning and adult life can be builtodeep knowledge and skills that will enable advanced learning and an ability to create new ideas and translate them into practical applicationsogeneral 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

Basis of national curriculum

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What do you already know?

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How AusVELS is organised: 11 levels

http://ausvels.vcaa.vic.edu.au/

Nominal school level    VELS Level    AusVELS Level

   Prep/Foundation  1 Foundation

        1 2

  1

        2   2

        3 3

  3

        4   4

        5 4

  5

        6   6

        7 5

  7

        8   8

        9 6

  9

       10  10

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VELS levels and progression points

AusVELS levels and progression points

AusVELS levels when nominally 2 years of learning

0.5 1 0.5 Foundation Working towards Foundation

1.25 1.5 1.75 2

F.5 1Working towards Level 2

1.5 2

2.25 2.52.75 3

2.5 3Working towards Level 4

3.5 4

3.25 3.5 3.75 4

4.5 5Working towards Level 6

5.5 6

4.25 4.54.75 5

6.5 7Working towards Level 8

7.5 8

5.25 5.55.75 6

8.5 9Working towards Level 10

9.5 10

Conversion of VELS to AusVELS

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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

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What do you already know? Which website do I go to get the F-10 curriculum?

a. The ACARA websiteb. The Australian Curriculum websitec. The AusVELS websited. The VCAA website

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What do you already know? Which website do I go to get curriculum support and resources?

a. The VCAA websiteb. Scootle/FUSE websitesc. The ACARA websited. All of the above

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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/

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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

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AusVELS in the future

Discipline-based Learning

Interdisciplinary Learning

Domains/subjects

General Capabilities

Cross-curriculum priorities

VELS 2006 A triple helix model

AusVELS 2015 A double helix model

Physical, Personal & Social Learning

AusVELS in the futureSubjects General capabilities

• The Arts• English• Humanities – Economics and

Business• Humanities – Geography• Humanities – History• Humanities – Civics and

Citizenship• Languages• Health and Physical Education• Mathematics• Science• Technology – Design and

Technologies• Technology – Digital Technologies

• Critical and creative thinking

• Intercultural understanding

• Ethical understanding• Personal and social

capability

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Understanding the Australian Curriculum domains

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What do you already know?

1. I have read the domain overviews

2. I have read the content descriptors

3. I have read the achievement standards

4. I have audited my existing units against the new curriculum

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Understanding English

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• Language: knowing about the English language • Literature: understanding, appreciating, responding

to, analysing and creating literature • Literacy: expanding the repertoire of English usage.Language Literature Literacy

Language variation and change Literature and context Texts in context

Language for interaction Responding to literature Interacting with others

Text structure and organisation Examining literatureInterpreting, analysing and evaluating

Expressing and developing ideas Creating literature Creating texts

Sound and letter knowledge

Understanding the structure - English

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Understanding the structure - English

Reporting modes:•Reading and viewing

•Writing

•Speaking and listening

.

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Content organised by modes

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Scope and sequence - by mode

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Mapping AusVELS to VELS

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Understanding the structure of Mathematics

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Understanding the structure - Mathematics

Number and Algebra

Measurement and Geometry

Statistics and Probability

Number and place value (F-8) Using units of measurement (F-10)

Chance (1-10)

Fractions and decimals (1-6) Shape (F-7)Data representation and interpretation (F-10)

Real numbers (7-10) Geometric reasoning (3-10)  

Money and financial mathematics (1-10)

Location and transformation(F-7)

 

Patterns and algebra (F-10)Pythagoras and trigonometry (9-10)

 

Linear and non-linear relationships (8-10)

   

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Scope and Sequence

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Mapping AC to VELS

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Audit against content - activity

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TEMPLATE 2: SUBJECT YEAR LEVEL OVERVIEW SUBJECT: Mathematics YEAR: L2 STRAND: Measurement and Geometry

UNITS

Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units

Compare masses of objects using balance scales

Tell time to the quarter-hour, using the language of 'past' and 'to'

Name and order months and seasons

Use a calendar to identify the date and determine the number of days in each month

Describe and draw two dimensional shapes, with and without digital technologies

Describe the features of three dimensional objects

Interpret simple maps of familiar locations and identify the relative positions of key features

Investigate the effect of one step slides and flips with and without digital technologies

TERM 1

TERM 2

TERM 3

TERM 4

ACHIEVEMENT STANDARDS

LEVEL 1 LEVEL 2 LEVEL 3 Students describe number sequences resulting from skip counting by 2s, 5s and 10s. (1) They identify representations of one half. (2) They recognise Australian coins according to their value. Students explain time durations. (3) They describe two-dimensional shapes and three-dimensional objects. Students describe data displays. (4) Students count to and from 100 and locate numbers on a number line. (5) They carry out simple additions and subtractions using counting strategies. (6) They partition numbers using place value. (7) They continue simple patterns involving numbers and objects. (8) Students order objects based on lengths and capacities using informal units. (9) They tell time to the half hour. (10) They use the language of direction to move from place to place. (11) Students classify outcomes of simple familiar events. (12) They collect data by asking questions and draw simple data displays. (13)

Students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. (1) They represent multiplication and division by grouping into sets. (2) They associate collections of Australian coins with their value. (3) Students identify the missing element in a number sequence. (4) Students recognise the features of three-dimensional objects. (5) They interpret simple maps of familiar locations. (6) They explain the effects of onestep transformations. (7) Students make sense of collected information. (8) Students count to and from 1000. (9) They perform simple addition and subtraction calculations using a range of strategies. (10) They divide collections and shapes into halves, quarters and eighths. (11) Students order shapes and objects using informal units. (12) They tell time to the quarter hour and use a calendar to identify the date and the months included in seasons. (13) They draw two-dimensional shapes. (14) They describe outcomes for everyday events. (15) Students collect data from relevant questions to create lists, tables and picture graphs. (16)

Students recognise the connection between addition and subtraction and solve problems using efficient strategies for multiplication. (1) They model and represent unit fractions. (2) They represent money values in various ways. (3) Students identify symmetry in the environment. (4) They match positions on maps with given information. (5) Students recognise angles in real situations. (6) They interpret and compare data displays. (7) Students count to and from 10 000. (8) They classify numbers as either odd or even. (9) They recall addition and multiplication facts for single digit numbers. Students correctly count out change from financial transactions. (10) They continue number patterns involving addition and subtraction. (11) Students use metric units for length, mass and capacity. (12) They tell time to the nearest minute. (13) Students make models of three-dimensional objects. (14) Students conduct chance experiments and list possible outcomes. (15) They carry out simple data investigations for categorical variables. (16)

COMMON ASSESSMENT TASKS

UNITS TASKS ACHIEVEMENT

STANDARDS

EACH TERM

TERM 1

TERM 2

TERM 3

TERM 4

INSTRUCTIONS Use this template to map a unit against the content descriptions and achievement standards for a strand within a domain. This process needs to be repeated if the unit covers more than one strand or domain. Mapping identifies the extent of coverage of a unit and clearly links teaching, learning and assessment. Take a unit of work and map its relationship to the content descriptions for a strand. Shade or the relevant cells. Indicate within each marked cell, connections to the achievement standards, using a numbering scheme. Each

number refers to a numbered sentence in the achievement standards, for example, (1).

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Understanding the structure - Science3 Strands• Science Understanding

• Science as a Human Endeavour

• Science Inquiry Skills

Achievement standards

• 2 year bands

Reporting

• Begins at Level 3

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Science - Overarching Ideas

1. Patterns, order and organisation2. Form and function3. Stability and change4. Scale and measurement5. Matter and energy6. Systems

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Science- Content Structure

Science Understanding

Science as a Human Endeavour

Science Inquiry Skills

• Biological sciences

• Chemical sciences

• Earth and space sciences

• Physical sciences

• Nature and development of science

• Use and influence of science

• Questioning and predicting

• Planning and conducting

• Processing and analysing data and information

• Evaluating• Communicating

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Scope and sequence

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Understanding the structure - History

2 Strands (dimensions):•Historical Knowledge and Understanding

•Historical Skills

Achievement standards for each

level

Reporting

•Begins at level 3

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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.

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Levels Historical Knowledge and Understanding

F Personal and family histories

Level 1 Present and past family life

Level 2 The past in the present

Level 3 Community and remembrance

Level 4 First contacts

Level 5 The Australian Colonies

Level 6 Australia as a nation

Level 7 Earliest human communities – ancient periodInvestigating the ancient past, The Mediterranean world, The Asian world

Level 8 The ancient period – modern periodThe Western and Islamic world, The Asian Pacific world, Expanding contacts

Level 9 The making of the modern world (1750 – 1918)Making a better world, Australia and Asia, World War I

Level 10 The modern world and AustraliaWorld War II, Rights and Freedoms, the globalising world

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Historical skills

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

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History – Achievement standards

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Scope and sequence

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Navigating AusVELS 2013

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Implementation and curriculum planning

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Curriculum Planning

What is the first word that comes into your head when you think of curriculum planning?

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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)

Curriculum is …

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The curriculum is the defined and mandated set of knowledge and skills that schools are required to teach and assess.oA democratic entitlement rather than individual determination of what is required for effective, participatory citizenship.

Curriculum is ….

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BackgroundEffective curriculum planning and documentation has a significant impact on schools improvement… A guaranteed and viable curriculum is the school level factor that has the most impact on student achievement. It is not enough for a curriculum to be implicit, it must be explicit and it must be coherent

(Marzano 2003)The implementation of AusVELS offers an opportunity to review planning approaches and identify additional resources and support that are needed

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Research by Nuthall shows half (and perhaps more) of all material taught in any class is already known by the students…

Nuthall, (2005), The cultural myths and realities of classroom teaching and learning: a personal journey? in Teachers College Record, 107 (5), 902-903.

Implications for curriculum planning

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Curriculum PlanningPlaces the learner at the centre of curriculum planning – reflects

shared values, beliefs and understandings and supports progression

Reflects the ‘big ideas’ that we want our students to engage in deeply

Is documented and clearly links curriculum content (standards), pedagogy, assessment and reporting processes

Who are we planning for?

How are we planning?

What does this look like?

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“ .. the fundamental purpose of assessment is to establish where learners are in their learning at the time of assessment.”

(Masters, 2013)

Classroom assessment

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• Guided by and address the relevant learning domain• Methods selected for their ability to provide useful information

about where students are in their learning within the domain • Responses to, or performances on, assessment tasks should be

recorded using one or more task ‘rubrics’• Available assessment evidence should be used to draw a

conclusion about where learners are in their progress within the learning domain

• Feedback and reports of assessments should show where learners are in their learning at the time of assessment and, ideally, what progress they have made over time

Assessment

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Curriculum Planning

Are you looking for evolution or revolution ?

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Where to get adviceVCAA websitesCurriculum website: http://ausvels.vcaa.vic.edu.au/Resources and implementation support website:http://www.vcaa.vic.edu.au/Pages/foundation10/curriculum/index.aspx

AusVELS Unit Email: vcaa.ausvels@edumail.vic.gov.au