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<DIV><FONT face=Arial size=2>It has been said all along that PPs are
intended as guides only. They are there to help us judge where a student is
'between standards' so to speak. We can ignore the PPs and make up our own
'intermediate standards' if we want. The point is that at the end of each
semester we have to enter into the report writing software a 4, 4.25,
4.5, 4.75 or whatever point we consider the student to be at in the range 1
to 6.75. Somewhere in the school, by 2008, every dimension has to be entered at
least once against each student's name.</FONT></DIV>
<DIV><FONT face=Arial size=2></FONT> </DIV>
<DIV><FONT face=Arial size=2>In the reports to parents (the so-called New Report
Card) the school has the choice of reprting domains per subject or on a summary
page. We intend to report all interdisciplinary domains on the summary page
because we feel that this will give a fairer view of where the student is at -
fairer because for something like ICT, any given subject (except IT) may only
have one opportunity to conduct a task which contains meaningful ICT, and
therefore ICT would be reported in the subject as a once off. Also, we don't
think all dimensions can necessarily be assessed in one subject (eg ICT for vis
think lends itself well to maths, but not to ICT for creation. Interestingly, IT
as a subject does not lend itself well to ICT for vis think, if only for the
spirit in which this dimension is intended) so a summary report will take the
average of all teacher input, no matter whether it's one or all ICT
dimensions.</FONT></DIV>
<DIV><FONT face=Arial size=2></FONT> </DIV>
<DIV><FONT face=Arial size=2>One key point that I have had to make at various
forums within our school is that the ICT tasks must allow students to achieve at
least to the level they are working at (eg level 5 for year 8s). If you don't
then the student will show up as a D or E on the reports. This means that
teachers must specify in the task description the kind of response that is
required; eg a PPT about population must include a design (eg storyboard),
criteria for evaluation, and the PPT (plus perhaps other stuff!) This in turn
means that teachers have to be aware of what VELS ICT is about - it is not
simply about using computers.</FONT></DIV>
<DIV><FONT face=Arial size=2></FONT> </DIV>
<DIV><FONT face=Arial size=2>To address this we intend to form a VELS ICT
implementation group whose task it will be to develop a set of guidelines that
provide a simple interpretation(possibly as checklists) of each VELS level for
use by teachers when they are constructing tasks. I see this as being set up for
the main types of software that teachers are likely to have students use. The
group will also devise PD so that all teachers have a shared understanding of
this interpretation and so will consistently apply it and assess ICT dimensions.
We have come to the conclusion that consistency within the College is what is
important and as along as we come somewhere near to what VELS wants we will be
happy.</FONT></DIV>
<DIV><FONT face=Arial size=2></FONT> </DIV>
<DIV><FONT face=Arial size=2>As to who and how many times ICT is assessed in the
school, that surely is up to the school. We have taken a survey of all learning
areas asking what VELS dimensions they think they can address (preferably in
tasks already devised). We intend to use this to see where the 'holes' are and
to take it from there. But at this stage we are taking the line that anybody who
thinks they can have a serious input to a dimension should give it a
go.</FONT></DIV>
<DIV><FONT face=Arial size=2></FONT> </DIV>
<DIV><FONT face=Arial size=2>Regards</FONT></DIV>
<DIV><FONT face=Arial size=2>Robert T-A</FONT></DIV>
<DIV><FONT face=Arial size=2>Brighton SC</FONT></DIV>
<DIV> </DIV>
<DIV>----- Original Message ----- </DIV>
<BLOCKQUOTE
style="PADDING-RIGHT: 0px; PADDING-LEFT: 5px; MARGIN-LEFT: 5px; BORDER-LEFT: #000000 2px solid; MARGIN-RIGHT: 0px">
<DIV
style="BACKGROUND: #e4e4e4; FONT: 10pt arial; font-color: black"><B>From:</B>
<A title=humples@santamaria.vic.edu.au
href="mailto:humples@santamaria.vic.edu.au">Lesley Humphries</A> </DIV>
<DIV style="FONT: 10pt arial"><B>To:</B> <A title=ipm@edulists.com.au
href="mailto:ipm@edulists.com.au">Year 12 Information Technology Processing
and Management Teachers' Mailing List</A> </DIV>
<DIV style="FONT: 10pt arial"><B>Sent:</B> Wednesday, November 08, 2006 3:17
PM</DIV>
<DIV style="FONT: 10pt arial"><B>Subject:</B> Re: RE: [Year 12 IPM] ICT
Progression Points</DIV>
<DIV><BR></DIV>Re progression points:<BR><BR>When the progression points for
ICT came out, I was quite distressed about how different they were to the
standards. The points seemed to me to be very prescriptive. When I rang and
spoke to a manager at the VCAA about this, his advice was to <STRONG>focus on
the standards</STRONG>; that the progression points are just
<STRONG>examples</STRONG> or illustrations of the types of things students
might be doing at each progression point. He said that the progression points
<STRONG>aren't prescriptive</STRONG> at all.<BR><BR>So, my understanding from
that is to basically ignore the progression points, concentrate on the
standards, and develop your own progression points for the particular work you
are doing, and the particular software, based on the ideas given in the
progression points. <BR><BR>Hope this helps.<BR><BR>> Hi<BR>> On the
topic of ICT Progression Points it would really help if we were<BR>> given
a list of appropriate software t! ools same as VCE Study.<BR>> <BR>> I
am having difficulty working out what a dynamic modelling tool is in<BR>>
relation to Level 5- Progression 5.25 " a use of nominated dynamic<BR>>
modelling tools and manipulation and editing techniques to describe
the<BR>> relationships between ideas"<BR>> <BR>> Kushum
Rattan<BR>> <BR>> Information Technology Co-ordinator<BR>> <BR>>
Gisborne Secondary College<BR>> <BR>> (03) 54 283 691<BR>> <BR>>
PO Box 57 Gisborne, 3437<BR>> <BR>>
rattan.kushum.l@edumail.vic.gov.au<BR>> <BR>> <BR>> <BR>> <BR>>
-----Original Message-----<BR>> From: ipm-bounces@edulists.com.au
[mailto:ipm-bounces@edulists.com.au]<BR>> On Behalf Of
brn@brentwood.vic.edu.au<BR>> Sent: Wednesday, 8 November 2006 11:43
AM<BR>> To: ipm@edulists.com.au<BR>> Subject: RE: [Year 12 IPM] ICT
Progression Points<BR>> <BR>> The 'English teacher' was meant to be an
example only. Sorry for any<BR>>! misunderstanding.<BR>> <BR>>
brn@brentwood.vic.edu.au on Wed, 0 8 Nov 2006 11:35:22 +1100 wrote:<BR>>
> Thanks for the answer Paula. But it raises another question: who<BR>>
determines if the student has demonstrated 'the ICT standards in other<BR>>
areas of learning' and at which levels? At our school, there is only<BR>>
one English teacher who could do this effectively.<BR>> > Alda.<BR>>
><BR>> > "Christophersen, Paula P"
<CHRISTOPHERSEN.PAULA.P@EDUMAIL.VIC.GOV.AU><BR>> on Wed, 8 Nov 2006
09:49:19 +1100 wrote:<BR>> > > Hi Litsa<BR>> > ><BR>>
> ><BR>> > ><BR>> > > Good questions you ask - here is
a short response. If you wish to<BR>> > > discuss things further,
please do not hesitate to give me a ring.<BR>> > ><BR>> >
><BR>> > ><BR>> > > Let's start at the beginning.
Firstly, government schools do not<BR>> have to<BR>> > > report on
ICT until next year (only English and Maths are required<BR>> this!
<BR>> > > year). I'm not certain what stance the CEO has taken on
this matter<BR>> > > regarding the phasing in of the VELS.<BR>>
> ><BR>> > ><BR>> > ><BR>> > > Secondly, it
is intended, that regardless of where students acquire<BR>> > > their
ICT skills, they use their ICT knowledge and skills within<BR>>
their<BR>> > > other areas of learning. So, even if you don't have
'dedicated IT<BR>> > > classes', students would still be expected to
demonstrate the ICT<BR>> > > standards in other areas of learning.
This means that individual<BR>> > > teachers take responsibility to
providing learning programs that<BR>> cover<BR>> > > not only
their discipline domain but also ICT. As you suggested,<BR>> this<BR>>
> > means integrating these ICT knowledge and skills into the
other<BR>> learning<BR>> > > and assessment programs.<BR>> >
><BR>&! gt; > ><BR>> > ><BR>> > > The
progression poin ts assist teachers in making judgments about how<BR>> >
> their students are progressing against the standards. There are
only<BR>> a<BR>> > > few examples of evidence that you would
typically see at each of the<BR>> > > progression points, so they are
illustrative only - your school<BR>> would<BR>> > > need to
develop their own sets of evidence to match the aspects of<BR>> the<BR>>
> > standards that are being addressed in your learning program.
Of<BR>> course,<BR>> > > some of the published progression points
may suit your course - if<BR>> there<BR>> > > aren't any, they
provide a good basis upon which you can develop<BR>> your<BR>> > >
own.<BR>> > ><BR>> > ><BR>> > ><BR>> > >
Hope this helps.<BR>> > ><BR>> > ><BR>> > ><BR>>
> > Regards<BR>> > ><BR>> > > Paula<BR>> >
><BR>> > ><!
BR>> > ><BR>> > > Paula Christophersen<BR>> >
><BR>> > > ICT Curriculum Manager<BR>> > ><BR>> >
> Victorian Curriculum and Assessment<BR>> > ><BR>> > >
Authority<BR>> > ><BR>> > > 41 St Andrews Place<BR>> >
><BR>> > > EAST MELBOURNE 3002<BR>> > ><BR>> > >
Phone: 03 9651 4378<BR>> > ><BR>> > > Fax: 03 9651
4324<BR>> > ><BR>> > ><BR>> > ><BR>> > >
-----Original Message-----<BR>> > > From:
ipm-bounces@edulists.com.au<BR>>
[mailto:ipm-bounces@edulists.com.au]<BR>> > > On Behalf Of Litsa
Tzelepis<BR>> > > Sent: Wednesday, 8 November 2006 9:15 AM<BR>>
> > To: Year 12 Information Technology Processing and Management<BR>>
> > Teachers'Mailing List<BR>> > > Subject: [Year 12 IPM] ICT
Progression Points<BR>> > ><BR>> > ><BR>> >!
><BR>> > > Good morning Paula,<BR>> > ><BR>> >
><BR>> > ><BR>> > > If possible, can you please help me
with a query?<BR>> > ><BR>> > ><BR>> > ><BR>>
> > If we do not teach IT at Years 7 & 8, how do we report back on
the<BR>> ICT<BR>> > > Progression Points?<BR>> >
><BR>> > ><BR>> > ><BR>> > > Do we integrate
them into the other Domains that cover certain<BR>> points?<BR>> >
><BR>> > ><BR>> > ><BR>> > > Sorry if this has
been answered somewhere before.<BR>> > ><BR>> > ><BR>>
> ><BR>> > > Thank-you for your tiem, Litsa Tzelepis.<BR>>
> ><BR>> > ><BR>> > ><BR>> > ><BR>> >
><BR>> > > _______________________________________________<BR>>
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http://www.vitta.org.au - VITTA Victorian Information Technology<BR>> >
> Teachers Association Inc<BR>> > ><BR>> > ><BR>> >
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