[Year 12 IPM] OT VELs auditing of courses

[Mark Kelly]

A friend of mine is firmly of the belief that we should do as little as 
possible (while remaining officially compliant) re. VELS, including 
reporting, in the belief that it is a transient political imperative 
that will evaporate within one funding cycle and normal educational 
services will be resumed thereafter.

e.g. VELS is a Victorian reaction to Commonwealth educational funding 
pressures.  If Victoria does not comply, it loses funding.  So the state 
government has to comply, so we state schools do too.

Of course this friend is not always mentally stable, but nevertheless 
tends to survive quite nicely over extended politico-pedagogic regimes.

"Consider Ministerial Paper 6, Schools of the Future, CSF, CSF2, Charter 
Priorities et cetera," he/she said.  "You just have to learn and use the 
new jargon of each regime and continue with business as usual.  Easy peasy."

Of course there have been reasonable and inspiring developments in 
educational theory in the past 2 decades, he/she adds, such as the 
concepts of mixed ability classrooms and multiple intelligences... and 
such things are to be valued if we professionals can see that they make 
sense and are actually valuable in educating students.

But he/she resists the demands to inhale, digest and suffocate beneath 
the weight of the latest educational theorist who needs to get 
published, or politician who needs a scrotal grab for the next election.

My friend believes that we professionals know best how to teach and 
report and that all other things - including educational bling - will 
pass. But (he/she says) we all need to talk the talk, and toe the line 
to get our special project funding, our annual increments and our 
promotions.

This person is, of course, politically incorrect and terribly 
insensitive to the needs of parents, students and the wider school 
community.

I have often chided this person for perceived cynicism and reluctance to 
embrace holistic innovative pedagogies, but he/she usually replies in 
words of one syllable and 4 letters.

I don't always agree with my friend's approach.  I can see how new 
educational theory has led us away from corporal punishment and rote 
learning.

Perhaps VELS really is a better approach to education than CSF.  But 
there will still be people asking why kids can't spell or add up.

I say that there were *always* kids who couldn't spell or add up, but 
there are actually far fewer of them now than there were 100 years ago. 
  100 years ago, the failures left school and milked cows.  Only 3.6% [a 
random and impressive statistic] reached year 12 and went on to university.

I tell my friend: Nowadays, kids need a lot more than spelling and 
adding up.  They need new skills and VELS tries to address this need.

My friend and I have many long arguments.  We never agree - fortunately.

And in response to your original question, no.  Sorry.  Neither I nor my 
friend has any audited course or template.

Ed wrote:
> We at DSC need to audit our 7-9  courses against VELs, mind numbing task 
> but considered necessary. Has anyone out there a course that is linked 
> to VELs or do we all teach off the top of our heads like I often do. Any 
> audited course or templates would be appreciated.
> 
> ED
> 


-- 
Mark Kelly and Friend.
McKinnon Secondary College
IPM Mailing List Moderator
IPM notes:   http://vceit.com