Personal Learning Level 5 (Years 7 and 8)
Learning focus
As students work towards the achievement of Level 5 standards in Personal Learning, they explore a range of preferred and non-preferred learning strategies and reflect on how various strategies contribute to their learning, recognising that particular learning tasks may require different strategies. They take greater responsibility for their own learning, making choices and decisions about their learning and considering their strengths and weaknesses.
With support, students identify difficulties in their understanding of new material and develop a range of strategies to aid comprehension and understanding. They use feedback from teachers and other adults beyond the school context to expand their content knowledge, making use of learning opportunities within the school such as specialist music or technology facilities and guest speakers, and outside the school such as experiential workshops and specialist laboratories. Students monitor their learning and study habits and use this information to work with the teacher to set learning goals. They identify the attributes of effective learners, such as risk-taking, persistence and flexibility, and use these criteria to evaluate their growth as learners.
Students understand, appreciate and monitor the impact of differing emotions on their learning. They manage impulsive behaviour by considering alternative courses of action in response to an idea or problem and possible consequences. They develop their understanding of the value of persistence, by exploring the relationship between effort and performance, using both their own experiences and those of others including their peers and people who have made significant contributions to society. They identify and employ strategies for maintaining a positive attitude.
Students reflect on the ethical aspects of dealing with others such as being honest and encouraging freedom of choice, and the advantages of acting responsibly in social and learning situations. They develop their skills in learning with and from their peers. They begin to take responsibility for the development and maintenance of a positive learning environment within and outside the classroom, recognising that individuals have different needs, opinions and goals and that compromises must be reached in determining acceptable group behaviours.
Students practise setting short-term and long-term goals, prioritising their available time and developing strategies for monitoring their progress towards goal achievement. They undertake a range of tasks and monitor, evaluate and refine their management strategies. They reflect on their study and revision strategies and develop and use criteria to evaluate their work.
Standards
The individual learner
At Level 5, students monitor and describe their progress as learners, identifying their strengths and weaknesses and taking actions to address their weaknesses. They identify a variety of learning habits and adopt those which assist their learning. They identify, select and use an expanded repertoire of learning strategies appropriate to particular tasks. They seek and respond to feedback from peers, teachers and other adults and explain how their ideas have changed to develop and refine their content knowledge and understanding.
Students demonstrate an awareness of different cultural and societal beliefs, values and practices, identifying and discussing the effect of ethical issues on learning and working with others. With support, students determine learning improvement goals, justifying their decisions and making appropriate modifications as necessary. They consider both their own and others’ needs when making decisions about suitable learning processes and the creation of positive learning environments within and outside the classroom.
Managing personal learning
At Level 5, students set realistic short-term and long-term learning goals within a variety of tasks and describe their progress towards achieving these. They complete competing short, extended and group tasks within set timeframes, prioritising their available time, utilising appropriate resources and demonstrating motivation. They initiate and undertake some tasks independently, within negotiated timeframes. They review the effectiveness of the management of tasks, identifying successes and suggesting strategies that would improve outcomes. They develop and use criteria to evaluate their work, and use these criteria to make appropriate refinements. They demonstrate a positive and structured approach to learning, identifying and using effective strategies that assist with study, both at school and at home.
Downloads
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Personal Learning booklet (
PDF - 227KB) - Personal Learning standards table (Doc - 40KB)
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Victorian Essential Learning Standards Level 5 ( PDF - 755KB)
