Processes
Sequential process
Schools have found a sequential process to be useful when developing each of the three curriculum programs (discipline/subject-based, extended and integrated) within the structure of VELS.
They moved from the macro or ‘big picture’ view to the micro view, which looks at specific detail. For example:
- schools audit their current programs by examining existing units of work and identifying the elements of VELS that already are embedded in teaching and learning programs. They next identify aspects of the VELS that are not evident. Auditing provides an opportunity for teachers to become familiar with the domains of Interpersonal Development, Personal Learning, ICT and Thinking Processes
- schools, when analysing the effectiveness of existing curriculum delivery, might use current student achievement data and results from student surveys. Government schools could use data from the Attitudes to School Survey. The Principles of Learning and Teaching (PoLT) P –12 contains data collection tools which includes student surveys.
Reflection is an important part of the process and teachers should be given opportunities to have collegial discussions and professional development that focuses on best practice in the field of curriculum design and development. There should be a focus in schools on improving student outcomes through the implementation of the VELS, PoLT and exemplary assessment procedures.
Curriculum evaluation strategies
The following table lists key questions and templates that schools can use to assist in the evaluation of a school’s curriculum program/s. The Department of Education and Early Childhood Department’s Curriculum Planning Guidelines provides a curriculum planning model that supports whole school approach to curriculum planning and is a useful resource that can be referenced throughout the evaluation and development of the school curriculum program/s.
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Key questions |
Considerations |
Action |
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1 |
What are we doing now that fits/is omitted/overlaps across the school and within individual teacher’s planning? |
How does our curriculum fit in with VELS? |
Student data could be used to stimulate discussion. Audit individual teacher planning. |
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2 |
What do the results mean? |
Who analyses the results? |
Analysis of the results could be a shared exercise at a staff meeting or undertaken by the leadership team. |
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3 |
How do we communicate the results? |
Who is the audience? |
The results could be shared at a staff/faculty/level meeting. |
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4 |
What do the results mean for the existing curriculum programs? |
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5 |
What is it (the big idea/driver) we want students to learn? |
What is the school’s shared understanding? |
DEECD Curriculum Planning Module 1
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6 |
What other options for curriculum implementation are there? |
How do we find out? |
School visits Access Knowledge Bank (www.education.vic.gov.au/ Engage an educational consultant
DEECD Curriculum Planning Module 1
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7 |
What planning is required by teachers? |
How do we incorporate the newer domains? |
Familiarisation of the newer domains
DEECD Curriculum Planning Module 2
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8 |
What professional learning is required? |
How will the school find out about the professional learning needs of the staff? How will the professional learning needs match the school’s needs identified in the Strategic and Annual Implementation Plan? How does the school manage the time for professional learning? |
DEECD Principles of Learning and Teaching
DEECD Curriculum Planning Modules
DEECD Assessment Modules
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9 |
Evaluation |
What processes will be used for evaluation in a cyclical and ongoing manner? |
DEECD Student Learning Whole School Self-assessment Tool
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