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SEMINAR DAY 1 Lecture 1

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Monica Green

on 18 February 2016

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Transcript of SEMINAR DAY 1 Lecture 1

EDF2303: Movement Environment (MEC)
‘Environment’ is an ambiguous term because of the many environments that exist and the different ways in which they are perceived and socially constructed over time and through space…
environments can be
personal, social, historical, built, natural, tame or wild
(Wattchow et al, 2008. p. 18)
What is movement?
A community enables the valuing, production and expression of a local or community-based culture, which will have unique characteristics associated with that community, which will enable people to become active producers of that culture rather than passive consumers, and which will thus encourage both diversity among communities and broad-based participation (Ife and Tesoriero, 2006, p.98).
What is community?
Assignment 1: Digital report
Assignment 2: Research Assignment

The focus of ASS 1 is the development of
teaching & learning in an outdoor
site of your choice.

people relations
community gardens
group work
social justice
Indigenous community
natural world
climate change
physical exercise
There is renewed interest in the concepts of movement and movement experiences as the relate to pedagogies of the body… we now hear
terms such as ‘meaning in movement’,
'physical literacy’ and ‘movement literacy’
(Brown & Payne, 2008, p.6)
Go back to where you came from....
Who are you?
Name of your mother and father?
Place of birth - when did you last visit there?
Any siblings?
What has influenced you to become a teacher?
What are your hopes for fourth year?

Name three things about yourself... 2 true and 1 not true!!
What is
MEC: What are we working with?
If people VALUE things, then that often leads to tangible and visible action. To be mindful and aware of value on a number of levels.
Why do we want to explore what is valuable?
In order to act people need to acquire an emotional investment in something; we need to care about it
local government
Sustainability is.... framed by
conservation, globalization, Eco literacy, climate change, human rights, population growth, health, biodiversity, social and environmental justice, conflict resolution, women’s rights, local currency, public policy trade and organic farming
(Edwards, 2006, p.8).
At the core of contemporary sustainability...

lies the human connection to nature,
the need for the intellectual understanding of ecology and
emotional bonds with nature in order to educate about the relationship between human beings and the world
(Capra, 2005).
Major themes: Learning outdoors and sustainability
There is no simple definition of ‘sustainability’.

It can be an idea, a property of living systems, a manufacturing method or way of life.
There may be as many definitions of sustainability as there are people trying to find it.
The environment can be conceptualised at various spatial levels:
the home and schoolroom; the local neighbourhood and community; districts and regions; nations and international groupings; and the globe
Tilbury (2004, p. 103) claims, ‘it is now understood that sustainability is a process of adaptive management and systems thinking requiring creativity, flexibility and critical reflection’. The key characteristics of a whole system approach acknowledges new skills are required in thinking that are inquiry and systems based to work with the complexity of sustainability (Tilbury, 2005). Education is currently attempting to address unavoidable critical, social, cultural and economic changes impacting communities globally and in turn locally. This practice is referred to as education for sustainability or EfS.
Classroom assessment

“ .. the fundamental purpose of assessment is to establish where learners are in their learning at the time of assessment.”
(Masters, 2013)

Implications for curriculum planning

Research by Nuthall shows half (and perhaps more) of all material taught in any class is already known by the students…

Nuthall, (2005), The cultural myths and realities of classroom teaching and learning: a personal journey? in Teachers College Record, 107 (5), 902-903.

Effective curriculum planning and documentation has a significant impact on schools improvement… A guaranteed and viable curriculum is the school level factor that has the most impact on student achievement. It is not enough for a curriculum to be implicit, it must be explicit and it must be coherent
(Marzano 2003)
The implementation of AusVELS offers an opportunity to review planning approaches and identify additional resources and support that are needed


Implementation and
curriculum planning

Navigating AusVELS 2013

Scope and sequence

Patterns, order and organisation
Form and function
Stability and change
Scale and measurement
Matter and energy

Science - Overarching Ideas

Audit against content - activity

Understanding the structure - Mathematics

Mapping AusVELS to VELS

Reporting modes:
Reading and viewing
Speaking and listening


Understanding the structure - English

Understanding English

Understanding the
Australian Curriculum domains

In AusVELS, teachers use the 11 levels for all domains, with 0.5 increments
The content and achievement standards for the VELS domains that have been converted to AusVELS have not changed - only the level numbering has changed, so progress can be shown on the reports
The content and achievement standards in the first four Australian Curriculum subjects in AusVELS (English, Maths, History and Science) have changed from VELS, thus the student report will not be able to continue to show progress from last year

Student reporting implications

In 2013 AusVELS curriculum comprises of:
four Australian Curriculum subjects
the remaining 12 VELS domains
three embedded cross curriculum priorities

What is AusVELS in 2013?

a single curriculum for levels F-10 that incorporates the Australian Curriculum as it is progressively developed
a framework that reflects particular Victorian priorities and approaches to teaching and learning as demonstrated in VELS
designed to ensure that schools and teachers are not required to manage two different curriculum and reporting frameworks during the development of the Australian Curriculum.

AusVELS = Australian Curriculum + VELS

AusVELS is the Foundation (F) -10 curriculum that all Victorian government and Catholic schools need to use to plan, assess and report to parents from 2013.
Provides a continuum of learning represented as 11 levels.

What is AusVELS?


Guided by and address the relevant learning domain
Methods selected for their ability to provide useful information about where students are in their learning within the domain
Responses to, or performances on, assessment tasks should be recorded using one or more task ‘rubrics’
Available assessment evidence should be used to draw a conclusion about where learners are in their progress within the learning domain
Feedback and reports of assessments should show where learners are in their learning at the time of assessment and, ideally, what progress they have made over time

What is the first word that comes into your head when you think of curriculum planning?

Curriculum Planning

Chronology, terms and concepts
Historical questions and research
Analysis and use of sources
Perspectives and interpretations
Explanation and communication

Historical skills

The content provides opportunities to develop historical understanding through key concepts including sources, continuity and change, cause and effect, perspectives, empathy and significance.

These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.

Historical Knowledge and Understanding

2 Strands (dimensions):
Historical Knowledge and Understanding
Historical Skills

Achievement standards for each level

Begins at level 3

Understanding the structure - History

Scope and sequence

Science- Content Structure

Understanding the structure of Mathematics

Scope and sequence - by mode

AusVELS in the future

Conversion of VELS to AusVELS


How AusVELS is organised: 11 levels

What do you already know?


AusVELS = Australian Curriculum + VELS

VCAA websites
Curriculum website: http://ausvels.vcaa.vic.edu.au/
Resources and implementation support website:

AusVELS Unit
Email: vcaa.ausvels@edumail.vic.gov.au

Where to get advice

Are you looking for evolution or revolution ?

Curriculum Planning

Curriculum is …

It is within this broad ranging set of aspirations that the curriculum attempts to clarify what will be taught and what and how well students will learn.
In doing so it claims to provide for ‘rigorous, in-depth study, preferring depth to breadth wherever a choice needs to be made…’
(ACARA 2012:10)

History – Achievement standards

3 Strands
Science Understanding
Science as a Human Endeavour
Science Inquiry Skills

Achievement standards
2 year bands

Begins at Level 3

Understanding the structure - Science

Mapping AC to VELS

Scope and Sequence

Content organised by modes

Understanding the structure - English

Language: knowing about the English language
Literature: understanding, appreciating, responding to, analysing and creating literature
Literacy: expanding the repertoire of English usage.


- Rationale and aims
- Structure
Level descriptions
Content descriptions
- Strands
- Elaborations
Achievement standards
Work samples

Understanding the Australian Curriculum domains in AusVELS

Essential curriculum

Which website do I go to get curriculum support and resources?

a. The VCAA website
b. Scootle/FUSE websites
c. The ACARA website
d. All of the above

What do you already know?

Which website do I go to get the F-10 curriculum?

a. The ACARA website
b. The Australian Curriculum website
c. The AusVELS website
d. The VCAA website

What do you already know?

Basis of national curriculum

Promoting world-class curriculum and assessment:
a solid foundation in skills and knowledge on which further learning and adult life can be built
deep knowledge and skills that will enable advanced learning and an ability to create new ideas and translate them into practical applications
general capabilities that underpin flexible and critical thinking, a capacity to work with others and an ability to move across subject disciplines to develop new expertise.

Three priorities:
i/ Aboriginal and Torres Strait Islander histories
and cultures
ii/ Asia and Australia’s engagement with Asia
iii/ Sustainability
About the cross curriculum priorities:
embedded in domains, but with varying presence
not treated as separate areas of learning
no curriculum content located under them, rather they illustrate how learning can be integrated across the domains

Cross curriculum priorities

AusVELS = Australian Curriculum + VELS


AusVELS stands for:
a. Australian VELS
b. The Australian Curriculum/Victorian Essential Learning Standards
c.   Always Under Sized Victorian Eel Skins
d. None of the above

What do you already know?

Getting started

Curriculum is ….

The curriculum is the defined and mandated set of knowledge and skills that schools are required to teach and assess.
A democratic entitlement rather than individual determination of what is required for effective, participatory citizenship.

I have read the domain overviews
I have read the content descriptors
3. I have read the achievement standards
4. I have audited my existing units against the new curriculum

What do you already know?


Progression point examples
Mapping against VELS
Scope and Sequence
Audit/Planning templates
Additional links / PD

Understanding the Australian Curriculum domains in AusVELS

Resources and support

Which curriculum is the current F-10 curriculum for Victorian schools?

a. The Australian curriculum
b. AusVELS
d. All of the above

What do you already know?

What does this look like?

How are we planning?

Who are we planning for?

Places the learner at the centre of curriculum planning – reflects shared values, beliefs and understandings and supports progression

Reflects the ‘big ideas’ that we want our students to engage in deeply

Is documented and clearly links curriculum content (standards), pedagogy, assessment and reporting processes

Curriculum Planning

Physical, Personal
& Social Learning

AusVELS 2015
A double helix model

VELS 2006
A triple helix model

Cross-curriculum priorities

General Capabilities




AusVELS in the future


AusVELS = Australian Curriculum + VELS

Aboriginal and Torres Strait Islander histories
and cultures
Asia and Australia’s engagement with Asia


embedded in domains, but with varying presence
not treated as separate areas of learning
no curriculum content located under them, rather they illustrate how learning can be integrated across the domains



How AusVELS is organised: 11 levels

a. The Australian curriculum
b. AusVELS
d. All of the above

What do you already know?

Which curriculum is the current F-10 curriculum
for Victorian schools?

Beames et al article (zones 1-4)
Integrated subjects

What's on the Moodle

Basically everything!
Assessment stuff
Resources (Pinterest)
Some readings
Assignment submission
The role & rationale of FIELD TRIPS in MEC
Field trip 1:
Heart Morass Wetlands, Sale
Wednesday March 23 (9am - 4pm)

Field trip 2:
Fed Uni grounds (Churchill)
Wednesday May 18 (9am - 4pm)

Ass 1: Learning outside classroom
Four zones

1.School grounds
2.Local neighbourhood
3.Day excursions
4.Overnight stays

You are required to develop a MEC focused unit of work that can be used with primary students
A bunch of random activities that you want to teach....
Sequential lessons with an environmental/sustainaiblity focus, one of which will be the lesson you taught on the teaching day.

Victorian Curriculum and Assessment Authority

Contact us
Site map

Victorian Curriculum: Foundation - 10
Victorian Curriculum and Assessment Authority

Home Overview Curriculum
Show / hide links
The Arts
Critical and Creative Thinking
Ethical Capability
Health and Physical Education
Show / hide links
The Humanities
Intercultural Capability
Show / hide links
Personal and Social Capability
Show / hide links
Level A (students with disabilities)
Level B (students with disabilities)
Level C (students with disabilities)
Level D (students with disabilities)
Foundation level
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
Level 7
Level 8
Level 9
Level 10
Level 10A

The Victorian Curriculum F–10
Full transcript