Presentations text content in VICTORIAN CURRICULUM
The Education State school targets reflect our focus on excellence and equity, and our goal to equip all students with the personal and practical skills to live the lives they want to live, and get the jobs they need.
EDUCATION STATE TARGETSSlide3
FRAMEWORK FOR IMPROVING STUDENT OUTCOMES
Excellence in teaching and learning Curriculum planning and assessmentBuilding practice excellenceSlide4
Whole school curriculum planning and reportingSchools should develop and publish a whole-school curriculum plan that documents their teaching and learning program. Defined curriculum content is the basis for student learning. Curriculum planning will be based on two-year bands of schooling rather than each year level. Schools must report student learning against the achievement standards in the curriculum. Schools will be able to report student learning to students and parents in formats that best suit local school communities rather than through a single centrally prescribed format.
Vital processes that provide information about what students know and can do, allowing teachers to make recommendations for their future learning.Assessmentis the ongoing process of gathering, analysing and interpreting, using and reflecting on evidence to make informed and consistent judgements to improve future student learning.Reportingis the process of communicating comprehensive information about student achievement and learning at a point in timewill be in different formswill be tailored to meet the needs of a range of audiences will be used for a variety of purposesto students, parents, teachers and the system helps decision making for future student learning.
ASSESSMENT AND REPORTINGSlide6
Student Reportsinclude information about student progress and achievement against the Victorian Curriculum F-10 achievement standardsshow where a student is on a learning continuum at the end of a specified period of schoolingshow where students are placed in relation to individual learning goals and targets and/or the learning of their peers.
REPORTING TO PARENTSSlide7
Schoolsrequired to report student achievement to parents:at least two written reports per yearuse a five point scale or equivalent.required to report to DET:numerical scores for student’s level of achievement.
Teachersmake informed, evidence based, defensible judgements about student progress and achievement against the Victorian Curriculum F-10 achievement standardsenter numerical scores based on the judgement of each student’s level of achievement against the achievement standards of the curriculum area taught during the reporting periodusing evidence gained from the range of formal and informal assessment tasks and activities undertaken over a period of timeenter ratings that accurately reflect student’s level of achievement for:effort and/orbehaviour and/orlearning goals and targetsinvolve students in the reporting process through the giving and receiving of feedback.
Content descriptions are organised in strands.not used for reporting purposes.Achievement standards have no additional organising structure. Schools must use achievement standards for reporting student achievementachievement standards are not to be deconstructed for reporting purposes.
CURRICULUM STRUCTURE AND REPORTING IMPLICATIONSSlide10
The Victorian Curriculum F-10 achievement standards 11 levels (F-10) as well as Towards Foundation Level (A to D)English and Mathematics: 11 levels with an achievement standard per levelother learning areas and capabilities: five or six bands with an achievement level per band
Placement of Standards
Curriculum Scores scoring range for reporting to CASES21A to 11.0 no 0.0teachers will enter the score that accurately reflects the students level of achievement against the Achievement Standards teachers are able to place a student anywhere on the continuum 0.5 increments – equate to 6 monthly progress within an achievement standardscores are NOT progression pointsused for reporting student levels of achievement to parents and DET via CASES21
Years Foundation to 2report student achievement against the achievement standards in five focus areas: EnglishMathematicsHealth and Physical EducationThe ArtsPersonal and Social Capability.if other curriculum areas are taught these should be reported against also.Years 3 to 10report student achievement against the achievement standards in all learning areas and capabilities:Years 3 to 8 focus on:EnglishMathematicsScience.
Schools report student progress against age-related expected level of achievement in:English – reported every semester at mode levelMathematics – reported every semester at strand levelException for English and Mathematics – in specific instances of individual students where it has been determined by schools in partnership with parents to be unnecessaryScience – reported at least once a year (from Year 3). Reporting against Science achievement standards prior to Year 3 is optional.The age-related expected levels relate to the end of the corresponding year.
Health and Physical EducationSchools need to be able to report Health and Physical Education separatelydo not scale in the same way.Physical Education must be reported twice yearly. Health is reported on wherever it is taught within the two year planning cycle.
English as an Additional Language (EAL)Reports for students identified as EAL in a format consistent with the other reports. No change to EAL standards for 2017.Organised into three broad stages:A Stages for Years Prep to 2B Stages for Years 3 to 6S Stages for Years 7 to 10.In all EAL stages students assessed in the modes of:Speaking and Listening Reading and ViewingWriting.
For English and Mathematics the data chain will continue progress will be able to be shown as the achievement standards have had minimal change. For all other curriculum areas the data chain will be broken progress will not be able to be shown as the achievement standards have changed.Exception: EAL and AusVELS Languages
BREAKING THE DATA CHAINSlide18
STUDENT PROGRESS - what does it look like?
their own Indicative Progress descriptions assist teachers to:support planning with a focus on student progression along the curriculum continuumexplain the learning expectations to the studentsassess and report student achievement.
An important aspect of curriculum planning is being able to articulate what student progress looks like, using the achievement standards in the curriculum continuum.
Teachersassess learner achievement at points in time to make judgments about where they are at along the continuumlearners progress at different rates learners’ progress can be anywhere on the continuum at any time during the reporting periodenter numerical scores that accurately reflect the student’s level of achievement against the achievement standards for all curriculum areas taught during the reporting periodscores are entered into CASES21 via the school’s student reporting software package or via direct entry method (for use by smaller schools)enter a ‘did not participate’ or ‘DNP’ for students who are not being assessed in any curriculum area/strand/mode due to special circumstancesenter a ‘not taught’ or ‘NT’ for any curriculum area/strand/mode that is not being taught as part of the teaching and learning program for the relevant semester.
ASSIGNING SCORES AND RATINGSSlide20
FIVE POINT SCALE
schools to provide a greater level of detail to parents about
their child’s achievement and progress.
be used to show:
where the student is on the learning continuum
achievement and progress
against the achievement standards
well the student has mastered a particular aspect of their learning
the student’s attitudes to learning/ work habits.
be in a form appropriate to the needs of the school and be in a written or a graphic representation
used to explain the five point scale need to reflect the curriculum being a developmental
progression of learning
Differences to AusVELS algorithm‘A’ range - a student will be learning, assessed and reported at least 1.5 levels about age-related expected level.‘B’ range – ‘high B’ and ‘low B’ have been included to enable the consistent application of unit increments across the scale.Similarities to AusVELS algorithmScores in equivalent increments retained - for use by teachers to make judgements against the standards. begin at A and end at 11.00.5 increments
VC LOOKUP MATRIX 2017
Revised technical specification for software
DET Student Reporting www.education.vic.gov.au/school/teachers/support/Pages/studentreports.aspxVCAA Curriculum planning and reporting guidelineshttp://www.vcaa.vic.edu.au/Documents/viccurric/RevisedF-10CurriculumPlanningReportingGuidelines.pdfStudents with disabilities reportinghttp://victoriancurriculum.vcaa.vic.edu.au/overview/diversity-of-learnersEnglish as an additional language reporting www.vcaa.vic.edu.au/Documents/viccurric/eal/EAL_companion_to_AusVELS.pdf
STUDENT REPORTING ADVICE
reporting are welcome
the Student Reports mailbox at
DET School Policy and Advisory Guide: Student Assessment and Reportingwww.education.vic.gov.au/school/principals/spag/curriculum/pages/assessment.aspxEducation State www.education.vic.gov.au/about/educationstate/Pages/default.aspxFramework for Improving Student Outcomes (FISO)https://edugate.eduweb.vic.gov.au/edrms/project/fiso/SitePages/Home.aspxVCAA Insight Assess Portalwww.insight.vic.edu.au/