[Year 12 IPM] ICT Progression Points

Thu Nov 9 09:27:07 EST 2006

For most of the last 30 odd years I have wished I was younger. Why is it whe=
n I read this thread I wish I was older??? (Retirement Age - "Come On Down")

Ugh - as if reports aren't already a stressful enough period of time!

Congrats Robert for taking an initiative to sort through this and try to cre=
ate some meaning!

Regards

Ros Meadows
meadowsro at lauriston.vic.edu.au <mailto:meadowsro at lauriston.vic.edu.au> 
meadows.roslyn.m at edumail.vic.gov.au

Home computers are being called upon to perform many new functions, includin=
g the consumption of homework formerly eaten by the dog. 
Doug Larson

________________________________

From: ipm-bounces at edulists.com.au on behalf of Robert Timmer-Arends
Sent: Wed 11/8/2006 5:56 PM
To: Year 12 Information Technology Processing and Management Teachers'Mailin=
g List
Subject: Re: RE: [Year 12 IPM] ICT Progression Points

It has been said all along that PPs are intended as guides only. They are th=
ere 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 rep=
ort 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=
.

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 r=
eport 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 fo=
r something like ICT, any given subject (except IT) may only have one opport=
unity to conduct a task which contains meaningful ICT, and therefore ICT wou=
ld be reported in the subject as a once off. Also, we don't think all dimens=
ions 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 s=
ubject does not lend itself well to ICT for vis think, if only for the spiri=
t in which this dimension is intended) so a summary report will take the ave=
rage of all teacher input, no matter whether it's one or all ICT dimensions.

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 the=
y are working at (eg level 5 for year 8s). If you don't then the student wil=
l 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 abo=
ut population must include a design (eg storyboard), criteria for evaluation=
, and the PPT (plus perhaps other stuff!) This in turn means that teachers h=
ave to be aware of what VELS ICT is about - it is not simply about using com=
puters.

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 interpretat=
ion(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 so=
ftware that teachers are likely to have students use. The group will also de=
vise PD so that all teachers have a shared understanding of this interpretat=
ion and so will consistently apply it and assess ICT dimensions. We have com=
e 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.

As to who and how many times ICT is assessed in the school, that surely is u=
p to the school. We have taken a survey of all learning areas asking what VE=
LS dimensions they think they can address (preferably in tasks already devis=
ed). 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 the=
y can have a serious input to a dimension should give it a go.

Regards
Robert T-A
Brighton SC

----- Original Message ----- 

	From: Lesley Humphries <mailto:humples at santamaria.vic.edu.au>  
	To: Year 12 Information Technology Processing and Management Teachers' Mail=
ing List <mailto:ipm at edulists.com.au>  
	Sent: Wednesday, November 08, 2006 3:17 PM
	Subject: Re: RE: [Year 12 IPM] ICT Progression Points

	Re progression points:

	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 ver=
y prescriptive. When I rang and spoke to a manager at the VCAA about this, h=
is advice was to focus on the standards; that the progression points are jus=
t examples or illustrations of the types of things students might be doing a=
t each progression point. He said that the progression points aren't prescri=
ptive at all.

	So, my understanding from that is to basically ignore the progression point=
s, concentrate on the standards, and develop your own progression points for=
 the particular work you are doing, and the particular software, based on th=
e ideas given in the progression points. 

	Hope this helps.

	> Hi
	> On the topic of ICT Progression Points it would really help if we were
	> given a list of appropriate software t! ools same as VCE Study.
	> 
	> I am having difficulty working out what a dynamic modelling tool is in
	> relation to Level 5- Progression 5.25 " a use of nominated dynamic
	> modelling tools and manipulation and editing techniques to describe the
	> relationships between ideas"
	> 
	> Kushum Rattan
	> 
	> Information Technology Co-ordinator
	> 
	> Gisborne Secondary College
	> 
	> (03) 54 283 691
	> 
	> PO Box 57 Gisborne, 3437
	> 
	> rattan.kushum.l at edumail.vic.gov.au
	> 
	> 
	> 
	> 
	> -----Original Message-----
	> From: ipm-bounces at edulists.com.au [mailto:ipm-bounces at edulists.com.au]
	> On Behalf Of brn at brentwood.vic.edu.au
	> Sent: Wednesday, 8 November 2006 11:43 AM
	> To: ipm at edulists.com.au
	> Subject: RE: [Year 12 IPM] ICT Progression Points
	> 
	> The 'English teacher' was meant to be an example only. Sorry for any
	>! misunderstanding.
	> 
	> brn at brentwood.vic.edu.au on Wed, 0 8 Nov 2006 11:35:22 +1100 wrote:
	> > Thanks for the answer Paula. But it raises another question: who
	> determines if the student has demonstrated 'the ICT standards in other
	> areas of learning' and at which levels? At our school, there is only
	> one English teacher who could do this effectively.
	> > Alda.
	> >
	> > "Christophersen, Paula P" 
	> on Wed, 8 Nov 2006 09:49:19 +1100 wrote:
	> > > Hi Litsa
	> > >
	> > >
	> > >
	> > > Good questions you ask - here is a short response. If you wish to
	> > > discuss things further, please do not hesitate to give me a ring.
	> > >
	> > >
	> > >
	> > > Let's start at the beginning. Firstly, government schools do not
	> have to
	> > > report on ICT until next year (only English and Maths are required
	> this! 
	> > > year). I'm not certain what stance the CEO has taken on this matter
	> > > regarding the phasing in of the VELS.
	> > >
	> > >
	> > >
	> > > Secondly, it is intended, that regardless of where students acquire
	> > > their ICT skills, they use their ICT knowledge and skills within
	> their
	> > > other areas of learning. So, even if you don't have 'dedicated IT
	> > > classes', students would still be expected to demonstrate the ICT
	> > > standards in other areas of learning. This means that individual
	> > > teachers take responsibility to providing learning programs that
	> cover
	> > > not only their discipline domain but also ICT. As you suggested,
	> this
	> > > means integrating these ICT knowledge and skills into the other
	> learning
	> > > and assessment programs.
	> > >
	&! gt; > >
	> > >
	> > > The progression poin ts assist teachers in making judgments about how
	> > > their students are progressing against the standards. There are only
	> a
	> > > few examples of evidence that you would typically see at each of the
	> > > progression points, so they are illustrative only - your school
	> would
	> > > need to develop their own sets of evidence to match the aspects of
	> the
	> > > standards that are being addressed in your learning program. Of
	> course,
	> > > some of the published progression points may suit your course - if
	> there
	> > > aren't any, they provide a good basis upon which you can develop
	> your
	> > > own.
	> > >
	> > >
	> > >
	> > > Hope this helps.
	> > >
	> > >
	> > >
	> > > Regards
	> > >
	> > > Paula
	> > >
	> > >> > >
	> > > Paula Christophersen
	> > >
	> > > ICT Curriculum Manager
	> > >
	> > > Victorian Curriculum and Assessment
	> > >
	> > > Authority
	> > >
	> > > 41 St Andrews Place
	> > >
	> > > EAST MELBOURNE 3002
	> > >
	> > > Phone: 03 9651 4378
	> > >
	> > > Fax: 03 9651 4324
	> > >
	> > >
	> > >
	> > > -----Original Message-----
	> > > From: ipm-bounces at edulists.com.au
	> [mailto:ipm-bounces at edulists.com.au]
	> > > On Behalf Of Litsa Tzelepis
	> > > Sent: Wednesday, 8 November 2006 9:15 AM
	> > > To: Year 12 Information Technology Processing and Management
	> > > Teachers'Mailing List
	> > > Subject: [Year 12 IPM] ICT Progression Points
	> > >
	> > >
	> >! >
	> > > Good morning Paula,
	> > >
	> > >
	> > >
	> > > If possible, can you please help me with a query?
	> > >
	> > >
	> > >
	> > > If we do not teach IT at Years 7 & 8, how do we report back on the
	> ICT
	> > > Progression Points?
	> > >
	> > >
	> > >
	> > > Do we integrate them into the other Domains that cover certain
	> points?
	> > >
	> > >
	> > >
	> > > Sorry if this has been answered somewhere before.
	> > >
	> > >
	> > >
	> > > Thank-you for your tiem, Litsa Tzelepis.
	> > >
	> > >
	> > >
	> > >
	> > >
	> > > _______________________________________________
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	> > >
	> > >
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	> > ---
	> > Alda Brangsch
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	> 
	> ---
	> Alda Brangsch
	> Year 8 Level Coordinator
	> Brentwood Secondary College
	> Ph. 8545 0364
	> _______________________________________________
	> http://www.edulists.com.au - FAQ, resources, subscribe, ! unsubscribe
	> IPM Mailing List kindly supported by
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	___________________________________________________________
	Ms Lesley Humphries
	Learning Technologies Co-ordinator
	Santa Maria College
	50 Separation Street
	Northcote 3070
	Ph: 9489 7644
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