Mapping Advance to the Victorian Essential Learning Standards (VELS)
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Mapping Advance to the Victorian Essential Learning Standards (VELS) Advance is a school based program that There is no expectation that the contents be provides practical opportunities for young people applied in the Advance program, it is simply a to participate in their local community. Available guide for teachers who may wish to use the to Victorian Government secondary schools, Advance learning outcomes as the basis for Advance encourages young people’s assessing student achievement against the participation and volunteering in community life. VELS. For teachers interested in understanding the For further information on Advance, please links between Advance and the school syllabus, contact the Office for Youth on (03) 9935 3029. the curriculum content of Advance has been mapped to the Victorian Essential Learning Standards (VELS). Each learning outcome has For further information on mapping curriculum to been aligned with an element of the standards at VELS, please contact the Victorian Curriculum Level 5 (Year 7-8) and Level 6 (Year 9-10). and Assessment Authority on (03) 9651 4410. Advance VELS Mapping
Please find following an overview of the
curriculum content of Advance followed by the
learning outcomes of each of the three Advance
learning modules of Community, Communication
and Project Management and how these align
with VELS.
OVERVIEW OF CURRICULUM CONTENT
LEARNING MODULES
MODULE 1 - COMMUNITY MODULE 2 - COMMUNICATION MODULE 3 - PROJECT
MANAGEMENT
Developing young people’s self Strengthening young people’s
knowledge and understanding of communication skills and Building project management
their community and volunteering teamwork skills
CURRICULUM CONTENT CURRICULUM CONTENT CURRICULUM CONTENT
1. Self 4. Teamwork 8. Research
2. Community 5. Negotiating 9. Planning
3. Volunteering 6. Problem Solving 10. Doing
7. Reporting 11. Evaluating
12. Reporting and Celebrating
Advance VELS MappingLEARNING MODULE 1: COMMUNITY
FOCUS: Developing young people’s self knowledge and understanding of their community and volunteering
ADVANCE VICTORIAN ESSENTIAL LEARNING STANDARDS
Curriculum content Learning outcome Strand / Domain /Dimension Level 5 Element of standard Level 6 Element of standard
1. SELF • Knowledge of own Physical, Personal and Social At Level 5, students: At Level 6, students:
strengths and Learning • monitor and describe their • identify their interests, strengths
weaknesses • Personal Learning progress as learners, identifying and weaknesses and use these
• Identify their passions ○ The individual learner their strengths and weaknesses to determine future learning
and interests and taking action to address their needs, especially in relation to
weakness. the post-compulsory pathways.
• Establish goals Physical, Personal and Social At Level 5, students: At Level 6, students:
Learning • set realistic short-term and long- • determine, monitor and modify
• Personal Learning term learning goals within a learning improvement goals,
○ The individual learner variety of tasks and describe taking into account current and
their progress towards achieving future learning needs.
these.
2. COMMUNITY • An understanding of Physical, Personal and Social At Level 5, students: At Level 6, students:
what is community Learning • use democratic processes when • develop an action plan which
• Identify people and • Civics and Citizenship working in groups on class and demonstrates their knowledge of
places (including ○ Community engagement community projects. a social or environmental issue
natural resources) in • participate in school and and suggest strategies to raise
their community community events and community awareness of it. They
• Identify current and participate in activities to participate in a range of
potential connections contribute to environmental citizenship activities including
between young sustainability or action on other those with a national or global
people and the community issues. perspective, at school and in the
community local community.
• An awareness of the
community agencies
that service the local
community
• An understanding of
how young people
can access these
services
Advance VELS Mapping Page 33. VOLUNTEERING • An understanding of Physical, Personal and Social At Level 5, students: At Level 6, students:
what is volunteering Learning • participate in school and • develop an action plan which
• Knowledge of what • Civics and Citizenship community events and demonstrates their knowledge of
volunteers do ○ Community engagement participate in activities to a social or environmental issue
• An understanding of contribute to environmental and suggest strategies to raise
the rights and sustainability or action on other community awareness of it. They
responsibilities of community issues. participate in a range of
volunteers citizenship activities including
those with a national or global
• Identify what perspective, at school and in the
activities they already local community.
do as volunteers
• Identify volunteer
activities within the
school and the local
communities
Advance VELS Mapping Page 4LEARNING MODULE 2: COMMUNICATION
FOCUS: Strengthening young people’s communication skills and teamwork
ADVANCE VICTORIAN ESSENTIAL LEARNING STANDARDS
Curriculum content Learning outcome Strand / Domain /Dimension Level 5 Element of standard Level 6 Element of standard
4. Teamwork • Recognise the Physical, Personal and Social At Level 5, students: At Level 6, working with the strengths
important aspects of Learning • accept responsibility as a team member of a team students:
good teamwork • Interpersonal Development and support other members to share • achieve agreed goals within set
o Working in teams information, explore the ideas of others, timeframes.
and work cooperatively to achieve a
shared purpose within a realistic
timeframe.
• An awareness of Physical, Personal and Social At Level 5, students: At Level 6, students:
individual Learning • reflect on individual and team outcomes • describe how they respect and
contribution and • Interpersonal Development and act to improve their own and the build on the ideas and opinions of
roles of others in a team’s performance. team members.
team o Working in teams
• clearly articulate or record their
• An understanding of reflections on the effectiveness of
the benefits of learning in a team.
teamwork compared
to working alone • develop and implement strategies
for improving their contribution to
achieving the team goals.
• An understanding of Physical, Personal and Social At Level 5, students: At Level 6, students:
the types of Learning • seek and respond to feedback from • seek and respond to feedback
feedback Personal Learning peers, teachers and other adults and from peers, teachers and other
o The individual learner explain how their ideas have changed to adults to develop and refine their
develop and refine their content content knowledge and
knowledge and understanding. understanding, identifying areas
for further investigation.
• Ability to give and Interdisciplinary Learning At Level 5, students: At Level 6, students:
receive feedback • Communication • provide and use constructive feedback • provide constructive feedback to
o Presenting and reflection to develop effective others and use feedback and
communication skills. reflection in order to inform their
future presentations.
Advance VELS Mapping Page 55. Negotiating • Identify the desired Physical, Personal and Social At Level 5, students: At Level 6, students:
outcome they want Learning
and the means to • work cooperatively to achieve a shared • working with the strengths of a
• Interpersonal Development purpose. team they achieve agreed goals
achieve it
o Working in teams within set timeframes.
• Identify areas of Physical, Personal and Social At Level 5, students: At Level 6, students:
agreement Learning • accept responsibility as a team member • work collaboratively, negotiate
• Interpersonal Development and support other members to share roles and delegate tasks to
information and explore the ideas of complete complex tasks in teams.
o Working in teams others.
• An understanding of Physical, Personal and Social At Level 5, students: At Level 6, students:
the negotiation Learning • select and use appropriate strategies to • identify potential conflict and
process • Interpersonal Development effectively manage individual conflict and employ strategies to avoid and/or
o Building social assist others in resolution process. resolve it.
relationships
6. Problem solving • Define the problem Interdisciplinary Learning At Level 5, students: At Level 6, students:
• Thinking Processes • use a range of question types, and locate • discriminate in the way they use a
o Reasoning, processing and select information from varied variety of sources. They generate
and inquiry sources when undertaking investigations. questions that explore
perspectives. They process and
synthesise complex information.
• Brainstorm solutions Interdisciplinary Learning At Level 5, students: At Level 6, students:
• Thinking Processes • complete activities focusing on problem • focusing on problem solving and
o Reasoning, processing solving and decision making which decision making which involve a
and inquiry involve an increasing number of wide range and complexity of
variables and solutions. variables and solutions.
• Trial the Solutions Interdisciplinary Learning At Level 5, students: At Level 6, students:
• Thinking Processes • students apply creative thinking • experiment with innovative
o Creativity strategies to explore possibilities and possibilities within the parameters
generate multiple options, problem of a task. They take calculated
definitions and solutions. risks when defining tasks and
generating solutions.
• Review the Interdisciplinary Learning At Level 5, students: At Level 6, students:
outcomes and • Thinking Processes • use specific language to describe their • explain conscious changes that
discuss the result thinking and reflect on their thinking may occur in their own and others’
o Reflection, evaluation
and metacognition processes during their investigations. thinking and analyse alternative
perspectives and perceptions.
Advance VELS Mapping Page 67. Reporting • Identify the audience Interdisciplinary Learning At Level 5, students: At Level 6, students:
and purpose for a • Communication • use the communication conventions, • demonstrate their understanding of
report forms and language appropriate to the the relationship between form,
o Presenting
• Identify appropriate subject to convey a clear message content and mode, and select
information to across a range of presentation forms to suitable resources and
include in the report meet the needs of the context, purpose technologies to effectively
and audience. communicate.
• use subject-specific language and
conventions in accordance with
the purpose of their presentation to
communicate complex information.
• Identify appropriate Interdisciplinary Learning At Level 5, students: At Level 6, students:
style of report • Communication • use the communication conventions, • demonstrate their understanding of
o Presenting forms and language appropriate to the the relationship between form,
subject to convey a clear message content and mode, and select
across a range of presentation forms to suitable resources and
meet the needs of the context, purpose technologies to effectively
and audience. communicate.
• Understand how to Discipline-based Learning At Level 5, students: At Level 6, students:
plan and produce a • English • write …reports incorporating challenging • compose a range of other texts,
report themes and issues... such as … workplace texts.
o Writing
Advance VELS Mapping Page 7LEARNING MODULE 3: PROJECT MANAGEMENT
This Module relates specifically to the Advance program component that young people deliver a community project(s) or a series of volunteering activities in
partnership with one or more community organisations.
FOCUS: Building project management skills
ADVANCE VICTORIAN ESSENTIAL LEARNING STANDARDS
Curriculum content Learning outcome Strand / Domain /Dimension Level 5 Element of standard Level 6 Element of standard
8. Research • Research possible Physical, Personal and Social Learning focus At Level 5, students: At Level 6, students:
community Learning • .interact with a variety of groups • develop an action plan which
project(s) or • Civics and Citizenship and organization in civic and demonstrates their knowledge of a
volunteering community events. social or environmental issue and
activities o Community engagement
• With assistance, they seek suggest strategies to raise
• Identify resources opportunities to actively engage in community awareness of it.
available to school, local and community
possible community events.
project(s) or a
series of
volunteering
activities
• Select community Physical, Personal and Social At Level 5, students: At Level 6, students::
project(s) or Learning • participate in school and • participate in a range of citizenship
volunteering • Civics and Citizenship community events and participate activities including those with a
activities (and in activities to contribute to national or global perspective, at
project teams if o Community engagement
environmental sustainability or school and in the local community
appropriate) action on other community issues.
• Decide on the Physical, Personal and Social At Level 5, students: At Level 6, students:
intended outcome Learning • monitor and evaluate the
and evaluation • develop and use criteria to
• Personal Learning evaluate their work and use these effectiveness of their task and
criteria resource management skills,
o Managing personal learning criteria to make appropriate
refinements reflecting on their progress and
suggesting and implementing
appropriate management
strategies for improvement.
Advance VELS Mapping Page 89. Planning • Develop a project Physical, Personal and Social At Level 5, students: At Level 6, students:
plan including; Learning • set realistic short-term and long- • allocate appropriate time and
• Tasks that need to • Personal Learning term learning goals within a variety identify and utilise appropriate
be completed o Managing personal learning of tasks and describe their resources to manage competing
• Who will complete progress towards achieving these priorities and complete tasks,
each task including learner-directed projects,
within set timeframes.
• - When will the task
begin and end
10. Doing • Implement the Physical, Personal and Social At Level 5, students: At Level 6, students:
project plan Learning • initiate and undertake some tasks • initiate and negotiate a range of
• Personal Learning independently, within negotiated independent activities with their
o Managing personal learning timeframes. teachers, providing progress and
summative reports for teachers
and stakeholders.
• Monitor the project Physical, Personal and Social At Level 5, students: At Level 6, students:
plan Learning • review the effectiveness of the • monitor and evaluate the
• Personal Learning management of tasks, identifying effectiveness of their task and
o Managing personal learning successes and suggesting resource management skills,
strategies that would improve reflecting on their progress and
outcomes. suggesting and implementing
appropriate management
strategies for improvement.
11. Evaluating • Conduct the Physical, Personal and Social At Level 5, students: At Level 6, students:
evaluation of your Learning • develop and use criteria to • review and modify the criteria they
community • Personal Learning evaluate their work, and use these use to check that their work is
project(s) or criteria to make appropriate relevant, accurate and meets task
volunteering o Managing personal learning
refinements. objectives and make appropriate
activities changes to completed tasks using
these criteria.
• Reflect on learning Physical, Personal and Social At Level 5, students: At Level 6, students:
gained from the Learning • identify a variety of learning habits • monitor and reflect on and discuss
community • Personal Learning and adopt those which assist their their progress as autonomous
project(s) or learning. They identify, select and learners, identifying areas for
volunteering o The individual learner
use an expanded repertoire of improvement in their learning and
activities learning strategies appropriate to implementing actions to address
particular tasks. them.
Advance VELS Mapping Page 912. Reporting and • Report to Interdisciplinary Learning At Level 5, students: At Level 6, students:
celebrating organisations and • Communication • Use the communication • use subject-specific language and
present a report to conventions, forms and language conventions in accordance with
the identified o Presenting
appropriate to the subject to the purpose of their presentation to
audience convey a clear message across a communicate complex information.
range of presentation forms to
meet the needs of the context,
purpose and audience.
• Celebrate the
completion of the
community
project(s) or
volunteering
activities
Advance VELS Mapping Page 10You can also read
