[Year 12 IPM] OT VELs auditing of courses

[Cameron]

And don't even get her started on the VIT eh?  ;)


On Thursday 17 August 2006 16:47, Mark Kelly wrote:
> 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