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<DIV dir=3Dltr align=3Dleft><SPAN class=3D763150401-19062007><FONT face=3DAr=
ial
color=3D#0000ff size=3D2>The Situation</FONT></SPAN></DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D763150401-19062007><FONT face=3DAr=
ial
color=3D#0000ff size=3D2></FONT></SPAN> </DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D763150401-19062007><FONT face=3DAr=
ial
color=3D#0000ff size=3D2>- Curriculum standards MUST determine the curriculu=
m
content if they are to have any meaning. VELs DOES this but with compl=
ex
multilayered repetition (level summaries, level descriptions in detail, unit=
descriptions, progression points with enormous repetition) - very reminiscen=
t of
the same unhelpful structure in the VCE curriculum
documentation.</FONT></SPAN></DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D763150401-19062007><FONT face=3DAr=
ial
color=3D#0000ff size=3D2></FONT></SPAN> </DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D763150401-19062007><FONT face=3DAr=
ial
color=3D#0000ff size=3D2>- Curriculum standards do not have to have any bear=
ing on
timing (what aged child gets what content). VELs DOES chose to determi=
ne
timing by indicating that levels are "expected" to be reached by a certain
school year (access to which is controlled by parents who nearly rarely=
interested in educational readiness, but rather age specific
relationships)</FONT></SPAN></DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D763150401-19062007><FONT face=3DAr=
ial
color=3D#0000ff size=3D2></FONT></SPAN> </DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D763150401-19062007><FONT face=3DAr=
ial
color=3D#0000ff size=3D2>- Curriculum standards do not have to have any bear=
ing on
content sequence (what comes first) or grouping (what content will we put in=
a
course). Indeed VELs has been deliberately structured as a
multi-DIMENSIONAL matrix which provides no guidance on these issues.
</FONT></SPAN></DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D763150401-19062007><FONT face=3DAr=
ial
color=3D#0000ff size=3D2>The consequence of this is likely to be that it is=
ignored
when it comes to curriculum design (as were the various versions of
"Frameworks"). </FONT></SPAN></DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D763150401-19062007><FONT face=3DAr=
ial
color=3D#0000ff size=3D2>It will then only be relevant at reporting time whe=
n
teachers will construct various artificial mechanisms to attribute performan=
ce
in the real curriculum with performance against the VELs standards (e.g. AIM=
Online is an excellent tool to do this in a limited range of areas and
levels. Teachers have a growing number of "VELs" tests.
Commercial publishers will soon be producing in this area).</FONT></SPAN></D=
IV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D763150401-19062007><FONT face=3DAr=
ial
color=3D#0000ff size=3D2>In many schools (some very prominent), a second set=
of
"real" (or "old") assessment is remaining, or being redeveloped alongside th=
e
new assessment - further reducing the influence of VELs.</FONT></SPAN></DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D763150401-19062007><FONT face=3DAr=
ial
color=3D#0000ff size=3D2>The sad thing will be that something that set out t=
o
influence curriculum will end up merely influencing tokenistic
assessment. </FONT></SPAN></DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D763150401-19062007><FONT face=3DAr=
ial
color=3D#0000ff size=3D2></FONT></SPAN> </DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D763150401-19062007><FONT face=3DAr=
ial
color=3D#0000ff size=3D2>The crux of the problem is the failed
strategy, exemplified in the excerpt from Paula's email
below......</FONT></SPAN></DIV>
<DIV><FONT face=3DArial color=3D#0000ff size=3D2></FONT><FONT face=3DArial c=
olor=3D#0000ff
size=3D2></FONT> </DIV>
<DIV><SPAN class=3D763150401-19062007><FONT face=3DArial color=3D#0000ff siz=
e=3D2>"<SPAN
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: Arial"><FONT color=3D#000000>Schools=
are
encouraged to develop their <B><SPAN style=3D"FONT-WEIGHT: bold">own</SPAN><=
/B>
examples of student progress for each progression point, to match their cour=
ses
of study. The standards are the benchmarks, however, schools have the
flexibility to determine how students will progress from one level to anothe=
r.
It is therefore important that schools determine the specific evidence or
characteristics that must be demonstrated in student work at each progressio=
n
point and at each level."</FONT></SPAN></FONT></SPAN></DIV>
<DIV><FONT face=3DArial color=3D#0000ff size=3D2><SPAN class=3D763150401-190=
62007><FONT
face=3DArial color=3D#0000ff size=3D2></FONT></SPAN></FONT> </DIV>
<DIV><FONT face=3DArial color=3D#0000ff size=3D2><SPAN class=3D763150401-190=
62007><FONT
face=3DArial color=3D#0000ff size=3D2>How many times do we have to repeat th=
e mistake
of expecting that all teachers are capable of high quality curriculum
development - even IF they had the time or the energy ! "Sc=
hool
based curriculum development" was an unmitigated disaster in the 70's that w=
e
are just recovering from !</FONT></SPAN></FONT></DIV>
<DIV><SPAN class=3D763150401-19062007><FONT face=3DArial color=3D#0000ff
size=3D2></FONT></SPAN> </DIV>
<DIV><SPAN class=3D763150401-19062007><FONT face=3DArial color=3D#0000ff siz=
e=3D2>To
date, all that has been offered is a few snippets or "exemplars" and the
expectation that teachers will fill in the enormous blanks themselves. =
ANYONE can create isolated one-dimensional views of paradise. Try actu=
ally
creating something that fits together over 7-10 as a coherent program - in s=
ay
one subject, or 2 dimensions, or the lot ! It is a totally different b=
all
game !!!</FONT></SPAN></DIV>
<DIV><SPAN class=3D763150401-19062007><FONT face=3DArial color=3D#0000ff
size=3D2></FONT></SPAN> </DIV>
<DIV><SPAN class=3D763150401-19062007><FONT face=3DArial color=3D#0000ff siz=
e=3D2>I have
always agreed with Charles Lovitt who maintains that a completely incoherent=
collection of excellent learning activities will deliver better learning
outcomes than the current focus on ticking all the boxes.</FONT></SPAN></DIV=
>
<DIV><SPAN class=3D763150401-19062007><FONT face=3DArial color=3D#0000ff
size=3D2></FONT></SPAN> </DIV>
<DIV><SPAN class=3D763150401-19062007><SPAN class=3D763150401-19062007><FONT=
face=3DArial color=3D#0000ff size=3D2>To actually make a difference, someone=
(why not
DET & VCAA in partnership with a credible commercial publisher ?) h=
as
to develop at least one fully documented complete course of study with
accompanying curriculum and assessment materials that EMBODIES THE NEW
IDEA. </FONT></SPAN></SPAN></DIV>
<DIV><SPAN class=3D763150401-19062007><SPAN class=3D763150401-19062007><FONT=
face=3DArial color=3D#0000ff size=3D2></FONT></SPAN></SPAN> </DIV>
<DIV><SPAN class=3D763150401-19062007><SPAN class=3D763150401-19062007><FONT=
face=3DArial color=3D#0000ff size=3D2>Just printing our reports
now.......</FONT></SPAN></SPAN></DIV>
<DIV><SPAN class=3D763150401-19062007><SPAN class=3D763150401-19062007><FONT=
face=3DArial color=3D#0000ff size=3D2></FONT></SPAN></SPAN> </DIV>
<DIV><SPAN class=3D763150401-19062007><SPAN class=3D763150401-19062007><FONT=
face=3Dtahoma
size=3D2>=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D<BR>Stephen Digby,
Learning Technology Manager<BR>mailto: <A
href=3D"mailto:admin@cheltsec.vic.edu.au">admin@cheltsec.vic.edu.au</A>
<BR>Cheltenham Secondary College <A
href=3D"http://www.cheltsec.vic.edu.au/">www.cheltsec.vic.edu.au</A><BR>Ph:=
613
955 55 955 Fx: 9555 8617 Mb:
0431-701-028<BR>=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D<BR>Farnsdick's
Corollary: After things have gone from bad to worse, the cycle will repeat
itself. <BR></FONT></SPAN></SPAN></DIV>
<DIV><BR></DIV>
<DIV class=3DOutlookMessageHeader lang=3Den-us dir=3Dltr align=3Dleft>
<HR tabIndex=3D-1>
<FONT face=3DTahoma size=3D2><B>From:</B> itapps-bounces@edulists.com.au
[mailto:itapps-bounces@edulists.com.au] <B>On Behalf Of </B>Christophersen,=
Paula P<BR><B>Sent:</B> Monday, 18 June 2007 6:16 PM<BR><B>To:</B> Year 12 I=
T
Applications Teachers' Mailing List<BR><B>Subject:</B> RE: [Year 12 IT Apps]=
VELS and progression points<BR></FONT><BR></DIV>
<DIV></DIV>
<DIV id=3DidOWAReplyText86726 dir=3Dltr>
<DIV dir=3Dltr><FONT face=3DArial size=3D2>Hi Robert</FONT></DIV>
<DIV dir=3Dltr><FONT face=3DArial size=3D2></FONT> </DIV>
<DIV dir=3Dltr><FONT face=3DArial size=3D2>VCAA has not been a silent bystan=
der in
this debate. We are in regular discussion with the DoE over the relationship=
between curriculum, assessment and reporting. I will, however, convey the
opinions raised in this current discussion to the relevant VCAA personnel, w=
ho
in turn can air these views in their meetings with DoE.</FONT></DIV>
<DIV dir=3Dltr><FONT face=3DArial size=3D2></FONT> </DIV>
<DIV dir=3Dltr><FONT face=3DArial size=3D2>Regards</FONT></DIV>
<DIV dir=3Dltr><FONT face=3DArial size=3D2>Paula</FONT></DIV></DIV>
<DIV dir=3Dltr><BR>
<HR tabIndex=3D-1>
<FONT face=3DTahoma size=3D2><B>From:</B> itapps-bounces@edulists.com.au on=
behalf
of Timmer-Arends<BR><B>Sent:</B> Mon 18/06/2007 6:03 PM<BR><B>To:</B> Year 1=
2 IT
Applications Teachers' Mailing List<BR><B>Subject:</B> Re: [Year 12 IT Apps]=
VELS and progression points<BR></FONT><BR></DIV>
<DIV>
<DIV><FONT face=3DArial size=3D2>Hello Paula</FONT></DIV>
<DIV><FONT face=3DArial size=3D2></FONT> </DIV>
<DIV><FONT face=3DArial size=3D2>As you say 'The VELS clearly encourages sch=
ools to
determine the most appropriate ways of delivering the standards', however it=
s
intent is being distorted, at least at secondary (esp I suspect upper second=
ary)
by the reporting process. I know VCAA doesn't have anthing to do with this b=
ut
judging by the tone of the docs from the people that do, they don't seem to=
want
to know (in fact they appear to argue that it is our programs that are
distorting the reports!). It seems to me that if VCAA wants to see certain
educational principles upheld then it ought to get involved in the
debate.</FONT></DIV>
<DIV><FONT face=3DArial size=3D2></FONT> </DIV>
<DIV><FONT face=3DArial size=3D2>Regards</FONT></DIV>
<DIV><FONT face=3DArial size=3D2>Robert T-A</FONT></DIV>
<BLOCKQUOTE
style=3D"PADDING-RIGHT: 0px; PADDING-LEFT: 5px; MARGIN-LEFT: 5px; BORDER-LEF=
T: #000000 2px solid; MARGIN-RIGHT: 0px">
<DIV style=3D"FONT: 10pt arial">----- Original Message ----- </DIV>
<DIV style=3D"BACKGROUND: #e4e4e4; FONT: 10pt arial"><B>From:</B> <A
title=3Dchristophersen.paula.p@edumail.vic.gov.au
href=3D"mailto:christophersen.paula.p@edumail.vic.gov.au">Christophersen,=
Paula
P</A> </DIV>
<DIV style=3D"FONT: 10pt arial"><B>To:</B> <A title=3Ditapps@edulists.com.=
au
href=3D"mailto:itapps@edulists.com.au">Year 12 IT Applications Teachers' M=
ailing
List</A> ; <A title=3Dyr7-10it@edulists.com.au
href=3D"mailto:yr7-10it@edulists.com.au">Year 7 - 10 Information Technolog=
y
Teachers' Mailing List</A> </DIV>
<DIV style=3D"FONT: 10pt arial"><B>Sent:</B> Monday, June 18, 2007 3:51 PM=
</DIV>
<DIV style=3D"FONT: 10pt arial"><B>Subject:</B> [Year 12 IT Apps] VELS and=
progression points</DIV>
<DIV><BR></DIV>
<DIV class=3DSection1>
<P class=3DMsoNormal><FONT face=3DArial size=3D2><SPAN
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: Arial">Dear colleagues</SPAN></FONT=
></P>
<P class=3DMsoNormal><FONT face=3DArial size=3D2><SPAN
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: Arial"></SPAN></FONT> </P>
<P class=3DMsoNormal><FONT face=3DArial size=3D2><SPAN
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: Arial">Apologies for crossing into=
the IT
apps territory, but this has been the venue for some VELS discussion. I=
217;m a
little late in joining in on this discussion, but I would like to clarify=
some
points that have been made.</SPAN></FONT></P>
<P class=3DMsoNormal><FONT face=3DArial size=3D2><SPAN
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: Arial"></SPAN></FONT> </P>
<P style=3D"MARGIN: 0cm 0cm 0pt"><FONT face=3DArial size=3D2><SPAN lang=3D=
EN-US
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: Arial">Progression points represent=
markers of student progress at several points towards the standards. VCAA=
has
published examples that accompany each progression point and the purpose o=
f
these examples is to:</SPAN></FONT></P>
<P
style=3D"MARGIN-BOTTOM: 0pt; MARGIN-LEFT: 18pt; TEXT-INDENT: -18pt; MARGIN=
-RIGHT: 0cm"><FONT
face=3DSymbol size=3D2><SPAN lang=3DEN-US
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: Symbol">·<FONT face=3D"Times=
New Roman"
size=3D1><SPAN
style=3D"FONT: 7pt 'Times New Roman'"> =
</SPAN></FONT></SPAN></FONT><FONT face=3DArial size=3D2><SPAN lang=3DEN-US=
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: Arial">Support teachers to determin=
e if a
student is achieving as expected at a particular time of
schooling</SPAN></FONT></P>
<P
style=3D"MARGIN-BOTTOM: 0pt; MARGIN-LEFT: 18pt; TEXT-INDENT: -18pt; MARGIN=
-RIGHT: 0cm"><FONT
face=3DSymbol size=3D2><SPAN lang=3DEN-US
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: Symbol">·<FONT face=3D"Times=
New Roman"
size=3D1><SPAN
style=3D"FONT: 7pt 'Times New Roman'"> =
</SPAN></FONT></SPAN></FONT><FONT face=3DArial size=3D2><SPAN lang=3DEN-US=
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: Arial">Assist teachers to make on-b=
alance
judgments about progress towards the standards for the purpose of reportin=
g to
parents.</SPAN></FONT></P>
<P style=3D"MARGIN: 0cm 0cm 0pt"><FONT face=3DArial size=3D2><SPAN
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: Arial"></SPAN></FONT> </P>
<P style=3D"MARGIN: 0cm 0cm 0pt"><FONT face=3DArial size=3D2><SPAN
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: Arial">The </SPAN></FONT><FONT face=
=3DArial
size=3D2><SPAN style=3D"FONT-SIZE: 10pt; FONT-FAMILY: Arial">examples at e=
ach
progression point are <I><SPAN
style=3D"FONT-STYLE: italic">illustrative</SPAN></I> of student progress r=
ather
than prescriptive, and they have <B><SPAN
style=3D"FONT-WEIGHT: 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 clearly 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 intense semester-based programs; oth=
ers
run totally integrated programs over a 2-year period to coincide with a VE=
LS
level; and the options between are plenty.</SPAN></FONT></P>
<P style=3D"MARGIN: 0cm 0cm 0pt"><FONT face=3DArial size=3D2><SPAN
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: Arial"></SPAN></FONT> </P>
<P style=3D"MARGIN: 0cm 0cm 0pt"><FONT face=3DArial size=3D2><SPAN
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: Arial">Schools are encouraged to de=
velop
their <B><SPAN style=3D"FONT-WEIGHT: bold">own</SPAN></B> examples of stud=
ent
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
therefore important that schools determine the specific evidence or
characteristics that must be demonstrated in student work at each progress=
ion
point and at each level.</SPAN></FONT></P>
<P style=3D"MARGIN: 0cm 0cm 0pt"><FONT face=3D"Times New Roman" size=3D3><=
SPAN
style=3D"FONT-SIZE: 12pt"></SPAN></FONT> </P>
<P class=3DMsoNormal><FONT face=3DArial size=3D2><SPAN
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: Arial">I would strongly urge school=
s to
use the VCAA progression point examples as a starting point for discussion=
–
on what basis is student progress being measured? Breadth/depth of coverag=
e?
Level of precision? Level of cognition? Etc It is important that your scho=
ol
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 t=
o
whether the student is progressing as expected. Documenting this evidence=
in
examples of progress is an effective way of establishing the stepping ston=
es
between each standard.</SPAN></FONT></P>
<P class=3DMsoNormal><FONT face=3DArial size=3D2><SPAN
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: Arial"></SPAN></FONT> </P>
<P class=3DMsoNormal><FONT face=3DArial size=3D2><SPAN
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: Arial">For further reading visit <A=
href=3D"http://vels.vcaa.vic.edu.au/whatsnew.html#1">http://vels.vcaa.vic.=
edu.au/whatsnew.html#1</A>
and download the PowerPoint file.</SPAN></FONT></P>
<P class=3DMsoNormal><FONT face=3DArial size=3D2><SPAN
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: Arial"></SPAN></FONT> </P>
<P class=3DMsoNormal><FONT face=3DArial size=3D2><SPAN
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: Arial">VCAA is not responsible for=
the
reporting side of things, so if you have any queries, I suggest you contac=
t
Denise Jacobsson (<A
href=3D"mailto:jacobsson.denise.k@edumail.vic.gov.au">jacobsson.denise.k@e=
dumail.vic.gov.au</A>)
or Maurie Sheehan (<A
href=3D"mailto:sheehan.maurice.j@edumail.vic.gov.au">sheehan.maurice.j@edu=
mail.vic.gov.au</A>)
for expert answers.</SPAN></FONT></P>
<P class=3DMsoNormal><FONT face=3DArial size=3D2><SPAN
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: Arial"></SPAN></FONT> </P>
<P class=3DMsoNormal><FONT face=3DArial size=3D2><SPAN
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: Arial">Regards</SPAN></FONT></P>
<P class=3DMsoNormal><FONT face=3DArial size=3D2><SPAN
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: Arial">Paula</SPAN></FONT></P>
<P class=3DMsoNormal><FONT face=3DArial size=3D2><SPAN
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: Arial"></SPAN></FONT> </P>
<P class=3DMsoAutoSig><FONT face=3D"Times New Roman" size=3D3><SPAN
style=3D"FONT-SIZE: 12pt">Paula Christophersen</SPAN></FONT></P>
<P class=3DMsoAutoSig><FONT face=3D"Times New Roman" size=3D3><SPAN
style=3D"FONT-SIZE: 12pt">ICT </SPAN></FONT>Curriculum Manager</P>
<P class=3DMsoAutoSig><FONT face=3D"Times New Roman" size=3D3><SPAN
style=3D"FONT-SIZE: 12pt">Victorian </SPAN></FONT>Curriculum and Assessmen=
t</P>
<P class=3DMsoAutoSig><FONT face=3D"Times New Roman" size=3D3><SPAN
style=3D"FONT-SIZE: 12pt">Authority</SPAN></FONT></P>
<P class=3DMsoAutoSig><FONT face=3D"Times New Roman" size=3D3><SPAN
style=3D"FONT-SIZE: 12pt">41 St Andrews Place</SPAN></FONT></P>
<P class=3DMsoAutoSig><FONT face=3D"Times New Roman" size=3D3><SPAN
style=3D"FONT-SIZE: 12pt">EAST MELBOURNE</SPAN></FONT> 3002</P>
<P class=3DMsoAutoSig><FONT face=3D"Times New Roman" size=3D3><SPAN
style=3D"FONT-SIZE: 12pt">Phone: 03 9651 4378</SPAN></FONT></P>
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