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<body lang=3DEN-AU link=3Dblue vlink=3D"#606420">
<div class=3DSection1>
<p class=3DMsoNormal><font size=3D2 face=3DArial><span style=3D'font-size:10=
.0pt;
font-family:Arial'>Dear colleagues</span></font></p>
<p class=3DMsoNormal><font size=3D2 face=3DArial><span style=3D'font-size:10=
.0pt;
font-family:Arial'> </span></font></p>
<p class=3DMsoNormal><font size=3D2 face=3DArial><span style=3D'font-size:10=
.0pt;
font-family:Arial'>Apologies for crossing into the IT apps territory, but th=
is
has been the venue for some VELS discussion. I’m a little late in join=
ing
in on this discussion, but I would like to clarify some points that have bee=
n
made.</span></font></p>
<p class=3DMsoNormal><font size=3D2 face=3DArial><span style=3D'font-size:10=
.0pt;
font-family:Arial'> </span></font></p>
<p style=3D'margin:0cm;margin-bottom:.0001pt'><font size=3D2 face=3DArial><s=
pan
lang=3DEN-US style=3D'font-size:10.0pt;font-family:Arial'>Progression points
represent markers of student progress at several points towards the standard=
s. VCAA
has published examples that accompany each progression point and the purpose=
of
these examples is to:</span></font></p>
<p style=3D'margin-right:0cm;margin-bottom:0cm;margin-left:18.0pt;margin-bot=
tom:
.0001pt;text-indent:-18.0pt'><font size=3D2 face=3DSymbol><span lang=3DEN-US
style=3D'font-size:10.0pt;font-family:Symbol'>·<font size=3D1
face=3D"Times New Roman"><span style=3D'font:7.0pt "Times New Roman"'> =
</span></font></span></font><font size=3D2 face=3DArial><span lang=3DEN-US
style=3D'font-size:10.0pt;font-family:Arial'>Support teachers to determine i=
f a student
is achieving as expected at a particular time of schooling</span></font></p>
<p style=3D'margin-right:0cm;margin-bottom:0cm;margin-left:18.0pt;margin-bot=
tom:
.0001pt;text-indent:-18.0pt'><font size=3D2 face=3DSymbol><span lang=3DEN-US
style=3D'font-size:10.0pt;font-family:Symbol'>·<font size=3D1
face=3D"Times New Roman"><span style=3D'font:7.0pt "Times New Roman"'> =
</span></font></span></font><font size=3D2 face=3DArial><span lang=3DEN-US
style=3D'font-size:10.0pt;font-family:Arial'>Assist teachers to make on-bala=
nce
judgments about progress towards the standards for the purpose of reporting=
to
parents.</span></font></p>
<p style=3D'margin:0cm;margin-bottom:.0001pt'><font size=3D2 face=3DArial><s=
pan
style=3D'font-size:10.0pt;font-family:Arial'> </span></font></p>
<p style=3D'margin:0cm;margin-bottom:.0001pt'><font size=3D2 face=3DArial><s=
pan
style=3D'font-size:10.0pt;font-family:Arial'>The </span></font><font size=3D=
2
face=3DArial><span style=3D'font-size:10.0pt;font-family:Arial'>examples at=
each progression
point are <i><span style=3D'font-style:italic'>illustrative</span></i> of st=
udent
progress rather than prescriptive, and they have <b><span style=3D'font-weig=
ht:
bold'>not</span></b> been written for every element of a standard. This is
deliberate because it means they cannot be used as a syllabus. The VELS clea=
rly
encourages schools to determine the most appropriate ways of delivering the
standards. The VCAA examples for each progression point should not determine=
how
schools design their curriculum. As from the discussion, some schools run in=
tense
semester-based programs; others run totally integrated programs over a 2-yea=
r
period to coincide with a VELS level; and the options between are plenty.</s=
pan></font></p>
<p style=3D'margin:0cm;margin-bottom:.0001pt'><font size=3D2 face=3DArial><s=
pan
style=3D'font-size:10.0pt;font-family:Arial'> </span></font></p>
<p style=3D'margin:0cm;margin-bottom:.0001pt'><font size=3D2 face=3DArial><s=
pan
style=3D'font-size:10.0pt;font-family:Arial'>Schools are encouraged to devel=
op
their <b><span style=3D'font-weight:bold'>own</span></b> examples of student
progress for each progression point, to match their courses of study. The
standards are the benchmarks, however, schools have the flexibility to
determine how students will progress from one level to another. It is theref=
ore
important that schools determine the specific evidence or characteristics th=
at
must be demonstrated in student work at each progression point and at each
level.</span></font></p>
<p style=3D'margin:0cm;margin-bottom:.0001pt'><font size=3D3 face=3D"Times N=
ew Roman"><span
style=3D'font-size:12.0pt'> </span></font></p>
<p class=3DMsoNormal><font size=3D2 face=3DArial><span style=3D'font-size:10=
.0pt;
font-family:Arial'>I would strongly urge schools to use the VCAA progression
point examples as a starting point for discussion – on what basis is
student progress being measured? Breadth/depth of coverage? Level of precisi=
on?
Level of cognition? Etc It is important that your school identifies the
evidence or characteristics expected to be seen in student work during a
reporting period so that you can make an on-balance judgment as to whether t=
he
student is progressing as expected. Documenting this evidence in examples of
progress is an effective way of establishing the stepping stones between eac=
h
standard.</span></font></p>
<p class=3DMsoNormal><font size=3D2 face=3DArial><span style=3D'font-size:10=
.0pt;
font-family:Arial'> </span></font></p>
<p class=3DMsoNormal><font size=3D2 face=3DArial><span style=3D'font-size:10=
.0pt;
font-family:Arial'>For further reading visit <a
href=3D"http://vels.vcaa.vic.edu.au/whatsnew.html#1">http://vels.vcaa.vic.ed=
u.au/whatsnew.html#1</a>
and download the PowerPoint file.</span></font></p>
<p class=3DMsoNormal><font size=3D2 face=3DArial><span style=3D'font-size:10=
.0pt;
font-family:Arial'> </span></font></p>
<p class=3DMsoNormal><font size=3D2 face=3DArial><span style=3D'font-size:10=
.0pt;
font-family:Arial'>VCAA is not responsible for the reporting side of things,=
so
if you have any queries, I suggest you contact Denise Jacobsson (<a
href=3D"mailto:jacobsson.denise.k@edumail.vic.gov.au">jacobsson.denise.k@edu=
mail.vic.gov.au</a>)
or Maurie Sheehan (<a href=3D"mailto:sheehan.maurice.j@edumail.vic.gov.au">s=
heehan.maurice.j@edumail.vic.gov.au</a>)
for expert answers.</span></font></p>
<p class=3DMsoNormal><font size=3D2 face=3DArial><span style=3D'font-size:10=
.0pt;
font-family:Arial'> </span></font></p>
<p class=3DMsoNormal><font size=3D2 face=3DArial><span style=3D'font-size:10=
.0pt;
font-family:Arial'>Regards</span></font></p>
<p class=3DMsoNormal><font size=3D2 face=3DArial><span style=3D'font-size:10=
.0pt;
font-family:Arial'>Paula</span></font></p>
<p class=3DMsoNormal><font size=3D2 face=3DArial><span style=3D'font-size:10=
.0pt;
font-family:Arial'> </span></font></p>
<p class=3DMsoAutoSig><font size=3D3 face=3D"Times New Roman"><span style=3D=
'font-size:
12.0pt'>Paula Christophersen</span></font></p>
<p class=3DMsoAutoSig><font size=3D3 face=3D"Times New Roman"><span style=3D=
'font-size:
12.0pt'>ICT </span></font>Curriculum Manager</p>
<p class=3DMsoAutoSig><font size=3D3 face=3D"Times New Roman"><span style=3D=
'font-size:
12.0pt'>Victorian </span></font>Curriculum and Assessment</p>
<p class=3DMsoAutoSig><font size=3D3 face=3D"Times New Roman"><span style=3D=
'font-size:
12.0pt'>Authority</span></font></p>
<p class=3DMsoAutoSig><font size=3D3 face=3D"Times New Roman"><span style=3D=
'font-size:
12.0pt'>41 St Andrews Place</span></font></p>
<p class=3DMsoAutoSig><font size=3D3 face=3D"Times New Roman"><span style=3D=
'font-size:
12.0pt'>EAST MELBOURNE</span></font> 3002</p>
<p class=3DMsoAutoSig><font size=3D3 face=3D"Times New Roman"><span style=3D=
'font-size:
12.0pt'>Phone: 03 9651 4378</span></font></p>
<p class=3DMsoAutoSig><font size=3D3 face=3D"Times New Roman"><span style=3D=
'font-size:
12.0pt'>Fax: 03 9651 4324</span></font></p>
<p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span style=3D'=
font-size:
12.0pt'> </span></font></p>
</div>
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nd not necessarily those of the Department of Education.</p></body>
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