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Hi Stephen,<br>
My Browser stated that "Netscape thinks this message is junk mail"!<br>
So I was surprised to open it and find your considered thoughts. I
wonder if your comments just reflect the discomfort all of us feel when
something new comes along. I agree that VCAA's change management
strategies are pretty awful but we really should blame the DoE for not
providing enough funds to PD teachers.<br>
<br>
My college has just completed the reporting process and my observation
is that:<br>
a. all our teachers now know what VELS is (they've been putting it off)<br>
b. all our teachers now recognise that we must teach process,
especially thinking and communicating<br>
c. all our teachers now recognise that we must teach interpersonal
skills ie emotional intelligence, and personal learning<br>
We probably have not assessed the VELS well, as we are still learning
about it but I bet that by the end of the year our next reports will
more accurately reflect students' levels as we will incorporate more of
the VELS into our teaching for semester two.<br>
<br>
On the progression points, some of my colleagues and I found them to be
unhelpful in particular subjects so we ignored them and used the
Standards. We will develop our own progression points that suit our
curriculum so I am pleased Paula recommended that. It's always nice to
know that VCAA agress with us.<br>
<br>
Hope you're all having as much fun with VELS as we are,<br>
<br>
Charmaine Taylor<br>
Sunbury Downs College<br>
<br>
<br>
<br>
<br>
Stephen Digby wrote:<br>
<blockquote type="cite"
cite="mid004a01c7b218$9e2eb990$1ad1800a@cheltenhamsc.edu.vic.gov.au">
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<div dir="ltr" align="left"><span class="763150401-19062007"><font
face="Arial" color="#0000ff" size="2">The Situation</font></span></div>
<div dir="ltr" align="left"> </div>
<div dir="ltr" align="left"><span class="763150401-19062007"><font
face="Arial" color="#0000ff" size="2">- Curriculum standards MUST
determine the curriculum content if they are to have any meaning. VELs
DOES this but with complex multilayered repetition (level summaries,
level descriptions in detail, unit descriptions, progression points
with enormous repetition) - very reminiscent of the same unhelpful
structure in the VCE curriculum documentation.</font></span></div>
<div dir="ltr" align="left"> </div>
<div dir="ltr" align="left"><span class="763150401-19062007"><font
face="Arial" color="#0000ff" size="2">- Curriculum standards do not
have to have any bearing on timing (what aged child gets what
content). VELs DOES chose to determine timing by indicating that
levels are "expected" to be reached by a certain school year (access to
which is controlled by parents who nearly rarely interested in
educational readiness, but rather age specific relationships)</font></span></div>
<div dir="ltr" align="left"> </div>
<div dir="ltr" align="left"><span class="763150401-19062007"><font
face="Arial" color="#0000ff" size="2">- Curriculum standards do not
have to have any bearing on content sequence (what comes first) or
grouping (what content will we put in a course). Indeed VELs has been
deliberately structured as a multi-DIMENSIONAL matrix which provides no
guidance on these issues. </font></span></div>
<div dir="ltr" align="left"><span class="763150401-19062007"><font
face="Arial" color="#0000ff" size="2">The consequence of this is
likely to be that it is ignored when it comes to curriculum design (as
were the various versions of "Frameworks"). </font></span></div>
<div dir="ltr" align="left"><span class="763150401-19062007"><font
face="Arial" color="#0000ff" size="2">It will then only be relevant at
reporting time when teachers will construct various artificial
mechanisms to attribute performance in the real curriculum with
performance against the VELs standards (e.g. AIM Online is an excellent
tool to do this in a limited range of areas and levels. Teachers have
a growing number of "VELs" tests. Commercial publishers will soon be
producing in this area).</font></span></div>
<div dir="ltr" align="left"><span class="763150401-19062007"><font
face="Arial" color="#0000ff" size="2">In many schools (some very
prominent), a second set of "real" (or "old") assessment is remaining,
or being redeveloped alongside the new assessment - further reducing
the influence of VELs.</font></span></div>
<div dir="ltr" align="left"><span class="763150401-19062007"><font
face="Arial" color="#0000ff" size="2">The sad thing will be that
something that set out to influence curriculum will end up merely
influencing tokenistic assessment. </font></span></div>
<div dir="ltr" align="left"> </div>
<div dir="ltr" align="left"><span class="763150401-19062007"><font
face="Arial" color="#0000ff" size="2">The crux of the problem is the
failed strategy, exemplified in the excerpt from Paula's email
below......</font></span></div>
<div> </div>
<div><span class="763150401-19062007"><font face="Arial"
color="#0000ff" size="2">"<span
style="font-size: 10pt; font-family: Arial;"><font color="#000000">Schools
are encouraged to develop their <b><span style="font-weight: bold;">own</span></b>
examples of student progress for each progression point, to match their
courses of study. The standards are the benchmarks, however, schools
have the flexibility to determine how students will progress from one
level to another. It is therefore important that schools determine the
specific evidence or characteristics that must be demonstrated in
student work at each progression point and at each level."</font></span></font></span></div>
<div> </div>
<div><font face="Arial" color="#0000ff" size="2"><span
class="763150401-19062007"><font face="Arial" color="#0000ff" size="2">How
many times do we have to repeat the mistake of expecting that all
teachers are capable of high quality curriculum development - even IF
they had the time or the energy ! "School based curriculum
development" was an unmitigated disaster in the 70's that we are just
recovering from !</font></span></font></div>
<div> </div>
<div><span class="763150401-19062007"><font face="Arial"
color="#0000ff" size="2">To date, all that has been offered is a few
snippets or "exemplars" and the expectation that teachers will fill in
the enormous blanks themselves. ANYONE can create isolated
one-dimensional views of paradise. Try actually creating something
that fits together over 7-10 as a coherent program - in say one
subject, or 2 dimensions, or the lot ! It is a totally different ball
game !!!</font></span></div>
<div> </div>
<div><span class="763150401-19062007"><font face="Arial"
color="#0000ff" size="2">I have always agreed with Charles Lovitt who
maintains that a completely incoherent collection of excellent learning
activities will deliver better learning outcomes than the current focus
on ticking all the boxes.</font></span></div>
<div> </div>
<div><span class="763150401-19062007"><span class="763150401-19062007"><font
face="Arial" color="#0000ff" size="2">To actually make a difference,
someone (why not DET & VCAA in partnership with a credible
commercial publisher ?) has to develop at least one fully documented
complete course of study with accompanying curriculum and assessment
materials that EMBODIES THE NEW IDEA. </font></span></span></div>
<div> </div>
<div><span class="763150401-19062007"><span class="763150401-19062007"><font
face="Arial" color="#0000ff" size="2">Just printing our reports
now.......</font></span></span></div>
<div> </div>
<div><span class="763150401-19062007"><span class="763150401-19062007"><font
face="tahoma" size="2">====================================================<br>
Stephen Digby, Learning Technology Manager<br>
mailto: <a href="mailto:admin@cheltsec.vic.edu.au">admin@cheltsec.vic.edu.au</a>
<br>
Cheltenham Secondary College <a href="http://www.cheltsec.vic.edu.au/">www.cheltsec.vic.edu.au</a><br>
Ph: 613 955 55 955 Fx: 9555 8617 Mb: 0431-701-028<br>
====================================================<br>
Farnsdick's Corollary: After things have gone from bad to worse, the
cycle will repeat itself. <br>
</font></span></span></div>
<div><br>
</div>
<div class="OutlookMessageHeader" lang="en-us" dir="ltr" align="left">
<hr tabindex="-1"><font face="Tahoma" size="2"><b>From:</b>
<a class="moz-txt-link-abbreviated" href="mailto:itapps-bounces@edulists.com.au">itapps-bounces@edulists.com.au</a> [<a class="moz-txt-link-freetext" href="mailto:itapps-bounces@edulists.com.au">mailto:itapps-bounces@edulists.com.au</a>] <b>On
Behalf Of </b>Christophersen, Paula P<br>
<b>Sent:</b> Monday, 18 June 2007 6:16 PM<br>
<b>To:</b> Year 12 IT Applications Teachers' Mailing List<br>
<b>Subject:</b> RE: [Year 12 IT Apps] VELS and progression points<br>
</font><br>
</div>
<div id="idOWAReplyText86726" dir="ltr">
<div dir="ltr"><font face="Arial" size="2">Hi Robert</font></div>
<div dir="ltr"> </div>
<div dir="ltr"><font face="Arial" size="2">VCAA has not been a silent
bystander in this debate. We are in regular discussion with the DoE
over the relationship between curriculum, assessment and reporting. I
will, however, convey the opinions raised in this current discussion to
the relevant VCAA personnel, who in turn can air these views in their
meetings with DoE.</font></div>
<div dir="ltr"> </div>
<div dir="ltr"><font face="Arial" size="2">Regards</font></div>
<div dir="ltr"><font face="Arial" size="2">Paula</font></div>
</div>
<div dir="ltr"><br>
<hr tabindex="-1">
<font face="Tahoma" size="2"><b>From:</b>
<a class="moz-txt-link-abbreviated" href="mailto:itapps-bounces@edulists.com.au">itapps-bounces@edulists.com.au</a> on behalf of Timmer-Arends<br>
<b>Sent:</b> Mon 18/06/2007 6:03 PM<br>
<b>To:</b> Year 12 IT Applications Teachers' Mailing List<br>
<b>Subject:</b> Re: [Year 12 IT Apps] VELS and progression points<br>
</font><br>
</div>
<div>
<div><font face="Arial" size="2">Hello Paula</font></div>
<div> </div>
<div><font face="Arial" size="2">As you say 'The VELS clearly
encourages schools to determine the most appropriate ways of delivering
the standards', however its intent is being distorted, at least at
secondary (esp I suspect upper secondary) by the reporting process. I
know VCAA doesn't have anthing to do with this but judging by the tone
of the docs from the people that do, they don't seem to want to know
(in fact they appear to argue that it is our programs that are
distorting the reports!). It seems to me that if VCAA wants to see
certain educational principles upheld then it ought to get involved in
the debate.</font></div>
<div> </div>
<div><font face="Arial" size="2">Regards</font></div>
<div><font face="Arial" size="2">Robert T-A</font></div>
<blockquote
style="border-left: 2px solid rgb(0, 0, 0); padding-right: 0px; padding-left: 5px; margin-left: 5px; margin-right: 0px;">
<div
style="font-family: arial; font-style: normal; font-variant: normal; font-weight: normal; font-size: 10pt; line-height: normal; font-stretch: normal; font-size-adjust: none;">-----
Original Message ----- </div>
<div
style="background: rgb(228, 228, 228) none repeat scroll 0%; -moz-background-clip: initial; -moz-background-inline-policy: initial; -moz-background-origin: initial; font-family: arial; font-style: normal; font-variant: normal; font-weight: normal; font-size: 10pt; line-height: normal; font-stretch: normal; font-size-adjust: none;"><b>From:</b>
<a title="christophersen.paula.p@edumail.vic.gov.au"
href="mailto:christophersen.paula.p@edumail.vic.gov.au">Christophersen,
Paula P</a> </div>
<div
style="font-family: arial; font-style: normal; font-variant: normal; font-weight: normal; font-size: 10pt; line-height: normal; font-stretch: normal; font-size-adjust: none;"><b>To:</b>
<a title="itapps@edulists.com.au"
href="mailto:itapps@edulists.com.au">Year 12 IT Applications Teachers'
Mailing List</a> ; <a title="yr7-10it@edulists.com.au"
href="mailto:yr7-10it@edulists.com.au">Year 7 - 10 Information
Technology Teachers' Mailing List</a> </div>
<div
style="font-family: arial; font-style: normal; font-variant: normal; font-weight: normal; font-size: 10pt; line-height: normal; font-stretch: normal; font-size-adjust: none;"><b>Sent:</b>
Monday, June 18, 2007 3:51 PM</div>
<div
style="font-family: arial; font-style: normal; font-variant: normal; font-weight: normal; font-size: 10pt; line-height: normal; font-stretch: normal; font-size-adjust: none;"><b>Subject:</b>
[Year 12 IT Apps] VELS and progression points</div>
<div><br>
</div>
<div class="Section1">
<p class="MsoNormal"><font face="Arial" size="2"><span
style="font-size: 10pt; font-family: Arial;">Dear colleagues</span></font></p>
<p class="MsoNormal"> </p>
<p class="MsoNormal"><font face="Arial" size="2"><span
style="font-size: 10pt; font-family: Arial;">Apologies for crossing
into the IT apps territory, but this has been the venue for some VELS
discussion. I’m a little late in joining in on this discussion, but I
would like to clarify some points that have been made.</span></font></p>
<p class="MsoNormal"> </p>
<p style="margin: 0cm 0cm 0pt;"><font face="Arial" size="2"><span
lang="EN-US" style="font-size: 10pt; font-family: Arial;">Progression
points represent markers of student progress at several points towards
the standards. VCAA has published examples that accompany each
progression point and the purpose of these examples is to:</span></font></p>
<p
style="margin-bottom: 0pt; margin-left: 18pt; text-indent: -18pt; margin-right: 0cm;"><font
face="Symbol" size="2"><span lang="EN-US"
style="font-size: 10pt; font-family: Symbol;">·<font
face="Times New Roman" size="1"><span
style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-stretch: normal; font-size-adjust: none;">
</span></font></span></font><font face="Arial" size="2"><span
lang="EN-US" style="font-size: 10pt; font-family: Arial;">Support
teachers to determine if a student is achieving as expected at a
particular time of schooling</span></font></p>
<p
style="margin-bottom: 0pt; margin-left: 18pt; text-indent: -18pt; margin-right: 0cm;"><font
face="Symbol" size="2"><span lang="EN-US"
style="font-size: 10pt; font-family: Symbol;">·<font
face="Times New Roman" size="1"><span
style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-stretch: normal; font-size-adjust: none;">
</span></font></span></font><font face="Arial" size="2"><span
lang="EN-US" style="font-size: 10pt; font-family: Arial;">Assist
teachers to make on-balance judgments about progress towards the
standards for the purpose of reporting to parents.</span></font></p>
<p style="margin: 0cm 0cm 0pt;"> </p>
<p style="margin: 0cm 0cm 0pt;"><font face="Arial" size="2"><span
style="font-size: 10pt; font-family: Arial;">The </span></font><font
face="Arial" size="2"><span
style="font-size: 10pt; font-family: Arial;">examples at each
progression point are <i><span style="font-style: italic;">illustrative</span></i>
of student progress rather than prescriptive, and they have <b><span
style="font-weight: bold;">not</span></b> been written for every
element of a standard. This is deliberate because it means they cannot
be used as a syllabus. The VELS clearly encourages schools to determine
the most appropriate ways of delivering the standards. The VCAA
examples for each progression point should not determine how schools
design their curriculum. As from the discussion, some schools run
intense semester-based programs; others run totally integrated programs
over a 2-year period to coincide with a VELS level; and the options
between are plenty.</span></font></p>
<p style="margin: 0cm 0cm 0pt;"> </p>
<p style="margin: 0cm 0cm 0pt;"><font face="Arial" size="2"><span
style="font-size: 10pt; font-family: Arial;">Schools are encouraged to
develop their <b><span style="font-weight: bold;">own</span></b>
examples of student progress for each progression point, to match their
courses of study. The standards are the benchmarks, however, schools
have the flexibility to determine how students will progress from one
level to another. It is therefore important that schools determine the
specific evidence or characteristics that must be demonstrated in
student work at each progression point and at each level.</span></font></p>
<p style="margin: 0cm 0cm 0pt;"> </p>
<p class="MsoNormal"><font face="Arial" size="2"><span
style="font-size: 10pt; font-family: Arial;">I would strongly urge
schools to use the VCAA progression point examples as a starting point
for discussion – on what basis is student progress being measured?
Breadth/depth of coverage? Level of precision? Level of cognition? Etc
It is important that your school identifies the evidence or
characteristics expected to be seen in student work during a reporting
period so that you can make an on-balance judgment as to whether the
student is progressing as expected. Documenting this evidence in
examples of progress is an effective way of establishing the stepping
stones between each standard.</span></font></p>
<p class="MsoNormal"> </p>
<p class="MsoNormal"><font face="Arial" size="2"><span
style="font-size: 10pt; font-family: Arial;">For further reading visit
<a href="http://vels.vcaa.vic.edu.au/whatsnew.html#1">http://vels.vcaa.vic.edu.au/whatsnew.html#1</a>
and download the PowerPoint file.</span></font></p>
<p class="MsoNormal"> </p>
<p class="MsoNormal"><font face="Arial" size="2"><span
style="font-size: 10pt; font-family: Arial;">VCAA is not responsible
for the reporting side of things, so if you have any queries, I suggest
you contact Denise Jacobsson (<a
href="mailto:jacobsson.denise.k@edumail.vic.gov.au">jacobsson.denise.k@edumail.vic.gov.au</a>)
or Maurie Sheehan (<a href="mailto:sheehan.maurice.j@edumail.vic.gov.au">sheehan.maurice.j@edumail.vic.gov.au</a>)
for expert answers.</span></font></p>
<p class="MsoNormal"> </p>
<p class="MsoNormal"><font face="Arial" size="2"><span
style="font-size: 10pt; font-family: Arial;">Regards</span></font></p>
<p class="MsoNormal"><font face="Arial" size="2"><span
style="font-size: 10pt; font-family: Arial;">Paula</span></font></p>
<p class="MsoNormal"> </p>
<p class="MsoAutoSig"><font face="Times New Roman" size="3"><span
style="font-size: 12pt;">Paula Christophersen</span></font></p>
<p class="MsoAutoSig"><font face="Times New Roman" size="3"><span
style="font-size: 12pt;">ICT </span></font>Curriculum Manager</p>
<p class="MsoAutoSig"><font face="Times New Roman" size="3"><span
style="font-size: 12pt;">Victorian </span></font>Curriculum and
Assessment</p>
<p class="MsoAutoSig"><font face="Times New Roman" size="3"><span
style="font-size: 12pt;">Authority</span></font></p>
<p class="MsoAutoSig"><font face="Times New Roman" size="3"><span
style="font-size: 12pt;">41 St Andrews Place</span></font></p>
<p class="MsoAutoSig"><font face="Times New Roman" size="3"><span
style="font-size: 12pt;">EAST MELBOURNE</span></font> 3002</p>
<p class="MsoAutoSig"><font face="Times New Roman" size="3"><span
style="font-size: 12pt;">Phone: 03 9651 4378</span></font></p>
<p class="MsoAutoSig"><font face="Times New Roman" size="3"><span
style="font-size: 12pt;">Fax: 03 9651 4324</span></font></p>
<p class="MsoNormal"> </p>
</div>
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