New and returning teachers Workshop

Skill tracking

To ensure consistency across schools, VATS created the F-10 skill tracker.

In a checklist mode, it contains and allow you to tick off what students are meant to have demonstrated as achievement to be deemed at level 2, 4, 6, 8 and 10 which are the band of the Victorian Curriculum based on skills.

You can download the spreadsheet and save a copy for yourself.

Referential topics based on the F-10 curriculum for sequence 1

Also, for an appropriate reference of topics and their corresponding Content descriptions (in line with the Achievement standard for each band), we have:

• the Essential Learnings - continuum 

• the yearly and term-based overviews/ essential learning for F-6 (including suggested topics to be covered across terms at each level); 

• the 7-10 topic-based proposal for either sequence 1 and sequence 2

• 3-10 Text book based referential I can statement

with the referential essential learning you can track student learning progression and determine pre and post-test growth for data, monitoring/tracking of student learning and, for assessment purposes  

•  examples of an F-6 yearly overview program including alignment between suggested topics, content descriptions and assessment tasks.

Alignment between curriculum, instruction and assessment

• Curriculum sequence
  F-2 band 1
  Scope and sequence for year 3-to-10 for odd and even years

• Examples of a whole unit of work (product based learning with a focus on endangered animals) with weekly specifications 

• Level up booklets and resources for both Primary and secondary

Ready to start Professional learning

• Planning, instruction and assessment

• Teaching and learning protocols (lesson planners and communication)

The points above are covered through the following components:

New staff induction to curriculum alignment 

HITS 3 Learning intention and success criteria

Collaborative professional learning 

• Unpacking achievement standards (templates). 

      Tasks: Extract themes for each band (F-10 AS with CDs)

Set up a bank of potential summative assessment task (End of unit assessment)

• Learning sequences for Unit planners - Outcome-based planning

• Understanding backward design

     Tasks: Set up assessment tasks (Unit level outcomes) and link Content Descriptions.

Apply backward design and hierarchically organise CDs to establish learning sequences

• Differentiation and formative assessment (weekly tasks)

• Understanding Vocabulary introduction, practice, language use and extension learning activities

     Tasks: 

     Extract a point from a learning progression and agree on an assessment task (end of a lesson)

     Determine Learning intentions and success criteria

     Apply backward design to build up learning activities (vocabulary>language use>skill>outcome)

• Tracking, accelerating and monitoring student learning progress

      Tasks: Revisit a learning progression and use critical points to create a skill-checklist

Attend our Professional learning sessions: From teachers for teachers

See also our EVENT CALENDAR and join us on ARC @ https://arc.educationapps.vic.gov.au/eventhub/providers/VATS