Stages of Learning
Introduction | Background research | Show all
Introduction
The standards take into account research on the developmental stages of learning. This research recognises that while student learning is a continuum from Years Prep to 10, and different students develop at different rates, students broadly progress through three stages of learning:
Laying the foundations
The curriculum focuses on developing the fundamental knowledge, skills and behaviours in literacy and numeracy and other areas including physical and social capacities which underpin all future learning.
Building breadth and depth
Students build on the foundations of literacy and numeracy. An expanded curriculum program provides the basis for in depth learning within and across all domains.
Developing pathways
The curriculum allows students to develop their understanding of and connection to their community and the world around them. Students begin to focus on areas of particular interest related to both their future schooling and intended pathways beyond school.
Background Research on Student Development
The emphasis on stages of learning was a deliberate design element of the Victorian Essential Learning Standards (VELS) and has a strong research base.
Students progress from being novice to more expert learners as they move through school. Research suggests that development involves: noticing features and meaningful patterns of information; acquiring relevant content knowledge that is organised in ways which reflect a deep understanding of the subject matter; applying the knowledge in ways appropriate to context, rather than merely exercising one’s memory; retrieving important aspects of knowledge with a degree of automaticity; and approaching new situations in flexible ways.
As part of the preliminary work for the development of the VELS, two discussion papers were prepared focusing on characteristics of learners at different stages of cognitive and social development. The papers provided theoretical background and informed the development of the statements for each of the three stages of learning, the level statements and the setting of standards across the domains at age and developmentally appropriate levels.
This discussion paper covered research about brain development and the implications for learning, the link between emotions and cognition, emotional intelligence and the focus on careers in later years of education.
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This discussion paper covered research about the development of the thinking child, how children view themselves as learners and how student engagement and ICT affect learning.
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