|VICTORIAN CURRICULUM||April 172018|
Table of Contents
Victorian Curriculum 2
Part 1: Victorian Curriculum 2
1.1: Introduction of the Victorian Curriculum 2
1.2 Summary of rationale and aims 3
Scope and Sequence 4
Part 2: Australian Professional Standards for Teachers 4
2.1 Introduction of the Australian professional standards for teachers 4
1st Video 5
2nd Video 5
2.2 Significance of these standards 6
Part 3: Cultural and Ethnic diversity 6
Part 4: Formative and summative assessment 7
Victorian Curriculum F-10
The Victorian Curriculum F-10 does portray a set of complete logical content description along with achievement standards. The core purpose behind this curriculum is to enable the teachers with the ability to plan, supervise, evaluate and then finally report over the academic progress of every student. As far as the fundamental outline is concerned, there is a major similarity among the “Australian Curriculum F-10” and the “Victorian Curriculum F-10”; however the Vic Curriculum does differ in certain respects. The most important element is, “the curriculum has been represented as the range of structural and learning design”, which is planned for ensuring continuous growth with effective monitoring of the learners.
Part 1: Victorian Curriculum
1.1: Introduction of the Victorian Curriculum
To prepare the Australian future generations with solid foundation, the Victorian government came up with the idea to introduce a new Curriculum, during late 2015 (September). This isn’t the first time the state is being responsive to the educational requirements of the future generation. The state officials have always been enthusiastic towards making innovation to the state curriculum. The summary underneath makes a clear projection of the commitment that the state showed towards continuous reformation to enhance the learning experience for the learners/students (Ambrosetti, 2014).
The video link for the Vicorian Curriculum is: https://www.youtube.com/watch?v=5ZARZjPsilI
There are eight different learning areas of Victorian curriculum that are mentioned underneath:
|Arts||Dance, Drama, Media Arts, Music, Visual Arts, Visual Communication Design|
|Health and Physical Education|
|The Humanities||Civics and Citizenship, Economics and Business, Geography History|
|Technologies||Design and TechnologiesDigital Technologies|
1.2 Summary of rationale and aims
Science does have a unique way for providing solution to every possible query that learners can come up with regarding technological, physical and biological world. Humans have been trying to explore numerous facts, mysteries and predictions for a long time; science provides the necessary ways to sort every possible problem that one can come across. The world has witnessed and is still witnessing some major scientific inventions that helped the mankind to refine its knowledge. Students being at the doorstep to explore the unexplored or gain knowledge about various aspects of interest or facets of knowledge can utilize science to design definitions with new perspective. Students will be introduced to the different levels and achievement standards in order to help the teachers understand the degree of effort students must give. For example: “Foundation to Level 2”- The emphasis would entirely be upon self awareness along with the local world. Students would be introduced to different changes irrespective of the size; they would explore different properties of such changes and be familiar with it. While on the other hand, there is achievement standard for each level; by the end of this level- every student should be able to define or present examples about science can be useful in daily lives.
The aim of the curriculum is to equip students with:
Knowledge to explore every corner of their curiosity about things they aren’t familiar with. They would be able to ask questions and provide answer as well. Once familiar with the scientific knowledge and understanding, students would be able to build their own perspective about things they haven’t come across so far. They would as well be able to discover facts and information about different facets of nature, the entire globe, its position and many more. The scientific knowledge basically would enable the students to develop their knowledge base and be effective with their ability to be more effective.
Scope and Sequence
The scope and sequence is a form of chart that has been designed to assist the teachers with their professional obligation of being aware about student progress. Teachers are expected to follow the scope and sequence in order to design and develop the teaching and learning programs, which would ultimately help in meeting the diverse requirements of students.
Strands include- rationale and aims, structure, learning in sciene, scope and sequence, resources and glossary. While going through the curriculum, the strand would help the students to familiarize with the content they can view simultaneously. Students can select a subject and the level, when selected the strand will appear on the left side of the page, where the learner can view the above mentioned menus.
Part 2: Australian Professional Standards for Teachers
2.1 Introduction of the Australian professional standards for teachers
The Australian professional standards for teachers as defined by the “AITSL” involve seven fundamental standards, which outline the professional obligation for the teachers along with their fundamental duty. All of these seven standards are interdependent, overlapping and interconnected with one another (Mockler, 2012). The professional standards have been sorted into three different domains of coaching including- “Professional knowledge”, “Professional practice” and “Professional engagement”.
As far as the videos are concerned, the below section would incorporate a discussion over two different videos. However, it is important to understand the fundamental reason behind teacher behaving in that particular manner; students in that classroom are either physically or psychologically disable. Some of the students in the classroom are experiencing different forms of “Autism”, speech impairment or academically poor. Using the visuals, engaging with each student with special need is the best way possible to ensure better learning of the children. The teachers and their teaching style would be discussed of these videos:
The teacher Annalise McCoy, is very profound in terms of connecting with each one of the student in her classroom. I liked the manner she prefers selecting the visual language for communicating with the students. This helps her in maintaining the classroom along with communicating with students even if there is a disability factor among some of the students (Oakley et.al, 2014). She emphasizes over using pictorial signs in order to convey or communicate with her students. She also believes in using the ICT (information and communication technology), in order to expand learning opportunities for the students. She also uses “Interactive Black Board” that is often helpful for engaging with students that are interested in using such technologies. Some of the students that do not find the “interactive black board” to be interesting enough or hard to understand, they learn through the use of models or stories. Miss Annalise has also been effective in terms of paying individual attention to every student; a girl child does struggle academically, therefore Annalise understands the need to pay extra attention to this girl child. The most preferable way for teaching such children is to learn their abilities to catch content being thrown away at them and then planning about teaching strategies (Schleicher, 2012). It is important to establish a connection with the learners/students/children in order to have their confidence to engage them with learning process. The teacher also emphasizes over allowing substantial space to the children in order to get rid of their emotional state as that might act as a barrier to the learning process. The major emphasis is over combining physical activities along with learning in order to create the ideal environment for the students to learn effectively (Simoncini et.al, 2014).
Miss McCoy prefers using visuals instead verbal language, because there are students that find English tough to understand. Visuals or pictorial presentations are helpful to communicate in a better manner.
The teacher here is “Rebecca Cramp” that is accountable for teaching junior. I like the manner she emphasizes over paying individual attention to every student with learning problem/disability. Rebecca also mentioned that it is necessary for the children to be allowed with substantial time to understand the content/question they have been asked with. The teaching process in this scenario has also been over visuals; students are being given with English alphabets that are big enough to read clearly. Students can easily view the letter and even write over it, which is the way they can practice their writing skills. The use of interactive board has also been emphasized in this video, which is a better way for connecting and helping students learn (Van Driel & Berry, 2012). The students are also given with the iPads that they can learn about technology and their curriculum studies.
Similar to the teaching technique as Miss McCoy, Miss Cramp has also been emphasizing over using visuals than being verbal for communicating anything. Then there are students that have short memory conditions; Rebecca involves with these students frequently helping them remember things for a longer period.
2.2 Significance of these standards
The “Australian professional standards for teachers” have been approved and acknowledged by the “New South Wales” Ministry of Education during mid 2012. The application or implementation of these standards began under “Ministerial Council for Education, Early Childhood Development and Youth Affairs” during 2009. The standards clearly portray the significance of being connected with the learners and students in order to ensure they learn in the best possible manner. One of the major professional obligations of teachers is to be familiar with the manner students tend to capture whatever is being taught (Santoro et.al, 2012). It also is the quality of a great teacher to be aware about every student; as it isn’t possible for every student to be brilliant. Teachers must also be aware about the content they are to teach their students; they must plan for a teaching style that is appropriate while the teacher is interacting with the students. Teachers must as well maintain safer environment for their students to learn effectively; being supportive is a blessing to the students.
Feedback is of paramount importance; students and their parents have to be aware about the child’s growth, providing feedback is the best solution for this (Schleicher, 2012). Similarly, being professional with colleagues, parents and community would certainly be as much effective for the teacher to extract best possible result.
Part 3: Cultural and Ethnic diversity
In the week 5 video 3 video that includes “Jamie Humphrey” the foundation teacher that is accountable for teaching students that belong to culturally diverse backgrounds. Jamie tries to connect with every student in her class with visuals in order to keep any probable confusion. She has also been respectful to the diverse cultural backgrounds; every Wednesday Jamie conducts story telling from different cultural background. Recently the class was told about a story from Afghani cultural story. Every student is being introduced and taught about different language and cultural background. They have also been effective in terms of portraying stories about indigenous stories in the class; the basic idea is to make the children aware of different cultural backgrounds and making them tolerant about the need of different students from different cultural backgrounds. Jamie also emphasize over teaching with verbal and non-verbal way to communicate with the children. For example: there is a “get-ready song” and a “pack-up song”, which allows students to prepare their mindset with the manner they are supposed to respond.
Jamie has been enthusiastic towards helping children learn about the cultural diversity. For example: every Wednesday Jamie engages with the children with a story belonging to different cultural background. One of the latest stories that Jamie mentioned was about Afghani culture and religion. This helps students to be aware about the diversity; Jamie has also been engaged with the parents to help their child learn their cultural language and customs.
Part 4: Formative and summative assessment
Teachers often engage in the process of assessing the growth of their students, which might either be summative or formative. Both of these terms have different meaning,
Formative assessment: Formative Assessment can be defined as a tool that can be used for continuous assessment of the students. Teachers engage in formative assessment in order to evaluate “how effective the students have been throughout an entire year. Assessing students at the end of the curriculum or course can draw extra effort; teachers might have to pay extra attention at the end period (Van Driel & Berry, 2012). Formative assessment looks after the learning needs of the students during the learning process. This evaluates the academic progress, learning and comprehensive needs of the student in the middle of a lesson. Assessing students during their learning period would help the teacher to gather the information about students and particular points at the lesson that need immediate consideration. Teachers are expected to engage with the students on a more personal level in order to assess if they are being effective with learning process. The teacher would have to come up with the appropriate solution in case there are students with additional need. The process of “formative assessment” is the best possible way to elevate the student’s knowledge and skills (Tomlinson, 2014).
Example: Miss McCoy has been engaged with Jordan, a child that is partially disabled and experiencing autism (less concentration, isolation, less social). She has been engaged with Jordan continuously to help him remember things and objects that he just learnt about. Miss McCoy comes along with Jordan multiple times and ask him questions about the lesson. This clearly is the formative assessment technique, where Jordan clearly showed improvement.
Summative assessment: Unlike the formative assessment, this term deals with student assessment at the end of the curriculum to check on the preparation. The students are checked on their learning, the skills they have acquired during the course, their academic achievements by the semester or the school year end. This is comparatively low on success meter as the teachers have to face a lot of trouble about student preparation if the summative assessment shows an undesired result about student growth (Vivian et.al, 2014). Summative assessment as mentioned earlier would help teachers to assess the learning needs of their students; however this method deals with the students at the end of their semester, course or year. It isn’t possible for every student to be brilliant; summative assessment for this type of students isn’t a better idea (Lederman et.al, 2014).
Example: The video titled “Diverse Abilities, Foundation Primary School” clearly makes a projection of how Miss Jamie has been involved with her students in order to help them learn. Miss Jamie prefers teaching completely and then assessing the students if they have been effective in learning.
The Victorian government has always been enthusiastic towards making continuous innovation to the curriculum, in order to enhance the quality of education for the learners. The study above has been focused over the Victorian Curriculum that has been introduced during late 2015. The core purpose behind the introduction of the curriculum was to enable the teachers to ensure students and learners are kept under continuous monitoring in order to ensure their effective learning.
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