Important aspects of the Victorian Curriculum F-10

Victorian Curriculum for most students (F-10 continuum) and students with disabilities (A-D continuum)

Schools are required to use a 5-point scale for most students when reporting to parents against clearly defined learning standards. Synergetic uses an A to E scale. The objectives of the Victorian Curriculum are the same for all students. The curriculum offers flexibility for teachers to tailor their teaching in ways that provide rigorous, relevant and engaging learning and assessment opportunities for students with disabilities.

The Victorian Curriculum and AusVELS are structured as follows:

• most students (F-10 continuum):
  • 11 levels (F-10) with 12 six-monthly increments, representing progression points on the continuum (0.5 -11) against which there is a written standard
  • corresponding numerical values 4.0 - 15.5 for averaging and rollup (used behind-the-scenes)
  • converted to a 5-point age-expected result (A - E).
• students with disabilities (A-D continuum):
  • Towards Foundation Level of the Victorian Curriculum (Levels A to D), provides additional content descriptions and achievement standards to teachers of students with disabilities whose learning progress precedes Foundation level of the curriculum and well outside the expected level of their peers
  • 4 levels, A to D values
  • no six-monthly increment points on the continuum
  • corresponding numerical values 0.5 - 3.5 for averaging and rollup (used behind-the-scenes)
  • not converted to a 5-point age-expected result.

The following table shows how Victorian Curriculum F-10 continuum score is converted to 5-point age-expected result (A-E) for most students.

Expected level of performance

Expected level of performance:

• Age-expected level of performance is required for English, Mathematics and Science only.
• Individual expected level of performance should be represented.

See Creating new expected result subject assessment areas.

Work habits assessment

A work habits assessment to indicate ‘Effort’ and ‘Class behaviour’. This could be a comment or a 5-point scale, accompanied by a legend box.

English as an Additional Language (EAL)

Many students in Australian schools are learners of English as an additional language (EAL). Learners of EAL are students whose first language is a language other than Standard Australian English and who require additional support to assist them to develop English language proficiency.

EAL standards (using AusVELS in 2017) are used instead of the English standards to show how EAL students are progressing. The EAL standards are organised into three broad bands:

• A Stages for Years Prep to 2
• B Stages for Years 3 to 6
• S Stages for Years 7 to 10.

In all of the EAL stages, students are assessed in the modes of:

• Speaking and Listening
• Reading and Viewing
• Writing.

Standard English levels, using progression points, are not used in assessing EAL. Instead, the scores that can be assigned to EAL students vary with, and reflect, the EAL stage.

The scores that can be used are:

• A Stages – There are two stages, A1 and A2, each with three achievement points:
  • A1.1, A1.2, A1.3
  • A2.1, A2.2, A2.3.
• B Stages – There are four B stages, BL – B3, each with three achievement points:
  • BL.1, BL.2, BL.3.
  • B1.1, B1.2, B1.3
  • B2.1, B2.2, B2.3
  • B3.1, B3.2, B3.3
• S Stages – There are five S stages, SL – S4, each with three achievement points:
  • SL.1, SL.2, SL.3.
  • S1.1, S1.2, S1.3
  • S2.1, S2.2, S2.3
  • S3.1, S3.2, S3.3
  • S4.1, S4.2, S4.3

Schools can produce results summarised in all subjects except for English and Maths.

Progress

A dotted line that links the ‘hollow’ dot with the current achievement dot or other alternative representation of the school’s choice can be used to represent progress.

Expected Level

A graphical representation of the school’s choice should be used to indicate the age-expected achievement level for English, Mathematics and Science. The graphical representation will relate to the current year and semester being reported.

Personalised expected level

A graphical representation of the school’s choice could be used to indicate personalised expected levels of achievement. This should be derived from a curriculum area numerical score entered to establish the expected level of individual student achievement.

Last modified: 20/07/2017 1:35:37 PM

© 2017 Synergetic Management Systems. Published 20 July 2017.