The Australian Curriculum in Victoria

The Victorian is the Foundation to Year 10 curriculum that provides a single, coherent and comprehensive set of prescribed content and common achievement standards, which schools use to plan student learning programs, assess student progress and report to parents.

For further information on the curriculum you can click this link:

https://victoriancurriculum.vcaa.vic.edu.au/

Differentiated Curriculum

Victorian Curriculum provides prescribed content and achievement standards which school are required to use to plan student learning programs and assess student progress.

An inclusive and differentiated curriculum will ensure that all students have the opportunity to progress to their full potential. Differentiated learning is a basis for effective teaching that involves providing students with different ways to learn at a level that challenges each student individually. Differentiated instruction looks at what the student needs to learn at a level they are ready for. This is achieved through ongoing assessment. Assessment of student learning can be measured by what a student can ‘Do, Say, Make or Write’.

Students vary in gender, culture, language, socioeconomic status, ability, personal interests and more. Teachers plan their curriculum to cater for these diversities in their classrooms through assessment, different learning and teaching strategies, ideas and teaching materials so that all students can learn effectively, regardless of differences in ability.

Differentiation in the classroom can be recognised in a variety of ways:

• carefully monitoring student progress to inform teaching,
•  using appropriate assessment
• setting clear goals, specific learning intentions and achievement criteria
• providing appropriate focused learning and teaching time selecting appropriate learning and teaching strategies
• providing various opportunities for students to demonstrate their learning with what they can ‘Do, Say, Make or Write’
• providing students with opportunities to monitor and track their learning with self-assessment
• organising student groups with like needs
• developing individual learning plans (if required).

Multi-age philosophy is based on the belief that multi-aging is the most effective classroom organisational structure for teachers to meet the individual needs of children. Multi-age classrooms differ from composite or combination classes where students in each grade level study a separate curriculum. The use of developmentally appropriate practices is essential to the success of multi-age classroom. Developmentally appropriate practice ensures that every child is learning at his or her own rate. It involves focusing on children as individuals who are growing and developing on a continuum of learning.

DEVELOPMENTALLY APPROPRIATE PRACTICE

The developmental approach acknowledges that children learn at different rates and have preferred learning styles, which is to say they learn in different ways. A developmental program provides children with learning experiences that are active (hands-on) and meaningful. It reflects individual perspectives as it enables children to approach learning with a greater amount of flexibility. A developmental environment allows children to inquire and explore, interact with others and participate in shared problem solving and group decision making. Learning centres, integrated curriculum and varied instructional strategies are important features of the multi-aged classroom.

At BPS, ICT is used as a tool to enhance learning and to engage students in their learning. All classrooms have networked laptops/work stations connected to the school intranet. In addition, all classrooms are equipped with “ICT Capable Classroom” hardware, which includes an interactive tablet, data projector, screen, webcam, digital and video camera and digital microscope.

The class teachers incorporate ICT into their lesson plans on a daily basis. Literacy and Numeracy lessons incorporate digital learning objects and use the interactive equipment to complement explicit teaching.

The Learning Enhancement Team at BPS is:

 

• Angela Langford, particularly focusing on our EAL (English as an Additional Language) students. Mrs Langford’s expertise helps to assist new arrivals to Balwyn Primary School who do not speak English as their first language to settle into the school, and offers support to EAL learners in developing their English knowledge and skills. She also supports our teaching staff with strategies and resources to work with the EAL students who are in classrooms across our cohort of students. 

• Karen Devlin, focusing on supporting students with the development of their English and Maths skills, working with individual and small groups of students, partly funded through the Department’s Tutor Learning Initiative.
• Karen Glasscock, who is leading the Learning Enhancement Team, in addition to her role as 3-6 Curriculum Leader, and will be working with small groups of students across the school to both support and extend student learning.

 

If you have any questions about Learning Enhancement, and the work of this team, please feel free to email Karen Glasscock at karen.glasscock@education.vic.gov.au.