Mapping Advance to the Victorian Essential Learning Standards (VELS)

 
Mapping Advance to the Victorian Essential Learning Standards (VELS)
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 Mapping
LEARNING 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

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3. 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

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LEARNING 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.

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5. 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.

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7. 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

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LEARNING 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.

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9. 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.

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12. 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

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