Victorian Curriculum English Levels A-D Students with Additional Needs Jacquiline Getreu Specialist Teacher Literacy in the Early Years Agenda DET responsibilities toward Special Needs students Reasonable Adjustment to the Victorian Curriculum to accommodate the diversity of learners Victorian Curriculum: Levels A-D ABLES
Professional Learning Modules assessment of students working toward Foundation Level Diversity of Learners 1. The objectives of the Victorian Curriculum are the same for all students. The curriculum offers flexibility for teachers to tailor their teaching in ways that provide rigorous, relevant and engaging learning and assessment opportunities for students with disabilities. 2.
Most students with disabilities can engage with the curriculum provided the necessary adjustments are made to the complexity of the curriculum content and to the means through which students demonstrate their knowledge, skills and understanding. 3. For some learners, making adjustments to instructional processes and to assessment strategies enables students to achieve educational standards commensurate with their peers. 4. For other students, teachers will need to make appropriate adjustments
to the complexity of the curriculum content, focusing instruction on content different to that taught to others in their age group. It follows that adjustments will also need to be made to how the students progress is monitored, assessed and reported. Reasonable Adjustment Education providers have three main types of obligations. They must: consult make reasonable adjustments eliminate harassment and victimisation. Consultation
Education providers must consult in order to understand the impact of a student's disability and to determine whether any adjustments or changes are needed to assist the student. Reasonable adjustments The Standards set out a process whereby education providers can meet the obligation to make reasonable adjustments where necessary. An adjustment is a measure or action taken to assist a student with disability to participate in education and training on the same basis as
other students. Reasonable Adjustments 1. Quality differentiated teaching practice minor adjustments to teaching 2. 3. Supplementary adjustments modified/tailored programs Substantial adjustments - regular direct support or close supervision in highly structured situations
4. Extensive adjustments - personalised modifications to all courses and programs, school activities and assessment procedures http://www.education.vic.gov.au/school/teachers/health/Pages/dataresources.aspx#link68 Teaching Reasonable Adjustment English / Level 2 / Literature / Creating literature Content Description: Create events and characters using different media that develop key events and characters from literary texts
What supports do you have in place for your diversity of learners? Example of a Supplementary Reasonable Adjustment Level 1: Writing/Literacy/Creating texts. Content Description: Construct texts that incorporate supporting images using software including word processing programs(VCELY197) Use a visual reminder of the tasks to achieve Rubric has less criteria complexity
A Rubric with visuals next to the criteria &/or only 3 levels Photostory 3 for Windows reduce the number of slides required to make a 3 - 4 sequence sequel beginning on 1 slide, middle (1-2 slides) and end (1 slide)/use less elements for each photo Levels A - D The Victorian Curriculum is a continuum and supports every student to learn. To this end, the Victorian Curriculum F10 includes students working towards Foundation. http://victoriancurriculum.vcaa.vic.edu.au/overview/diversity-of-learners
Levels A- D For a small percentage of students with disabilities, their learning will be well below the Victorian Curriculum Foundation standards. Towards Foundation Level Victorian Curriculum provides this cohort of students with access to curriculum content and standards that enables students to move toward the learning described at Foundation level. The Towards Foundation Level Victorian Curriculum is integrated directly into the curriculum and is referred to as Levels A to D. Levels A to D focus on progressing students from a pre-intentional to intentional engagement in learning. They support students to develop their independence as they explore, participate and engage in the world around them. As students progress through these levels, the amount of support decreases as they proceed towards becoming independent learners. Levels A to D are not associated with any set age or year level that links chronological age to cognitive progress
Level A and Level B Level A: Beginning to Explore Level B: Active Exploration Learning activities to assist students to attend to and explore the world around them with as much independence as possible. Activities to move students a pre-intentional level of
responding to a response indicating beginning intention. Requires 1:1 with teacher/Education Support Students demonstrate some awareness and recognition. Students become more reliant on verbal prompts and gestures to facilitate their learning. They begin to explore their world independently and engage in simple cause-and-effect play activities. Students can focus on structured learning activities for short periods of time. They respond to familiar people and events and begin to use yes/no responses. Level C and Level D Level C: Intentional
Participation Level D: Building Independence Students respond more consistently to prompts and simple clear directions They begin to show independence They notice their peers. They participate in structured learning activities with others. They begin to use pictures, photos and objects to communicate personal interests and experiences. They start to use and link some familiar words and images to construct a meaningful communication.
Teacher support and curriculum scaffolding enables students to participate cooperatively in group learning activities. They express their feelings, needs and choices in increasingly appropriate ways. The combine and sequence key words and images to communicate personal interests and to recount significant experiences. They indicate beginning understanding of social rules and expectations and are beginning to reflect on their own behaviour. Planning: for the needs of the AD student 1. Students will learn that narratives have a recognisable basic structure. 2. Students will learn the concept of point of view in narrative, how point of view shapes the way stories are told and how
illustrations can shape point of view. 3. Students will learn that point of view can change according to which character is relating events in the narrative. 4. Students will create an imaginative reconstruction of a well-known story using digital technology. Who tells the story? unit of work: TLF-IDR11585: Content Descriptions Reading & Viewing: Text structure and organisation
Level C: Recognise that texts and communication can take various forms including multimodal and picture books (VCELA071) Level D: Investigate different forms of texts and the relationship between symbols, images and objects (VCELA106) Level 2 - Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (VCELA212) Writing: Creating Texts Level C: Use software or application by selecting images and typing to label images (VCELY093) Level D: Use software or application by selecting images and suggesting simple
sentences to accompany the image(VCELY128) Level 2 - Construct texts featuring print, visual and audio elements using software, including word processing programs (VCELY233) Assessment of students in Levels AD In order to assess students knowledge and understanding of storytelling traditions, ask them to complete a piece of work that reflects something that they read, saw or learned during the unit. They might create a drawing, write a short report, a poem or story, or prepare a PowerPoint slide. Storytelling traditions - unit of work: TLF-IDR11570 Year F - 2
Achievement Standards Level C: They can select pictures that are important to create a picture storybook. Level D: They select and sequence pictures and key words to describe a personally significant event or experience. Foundation: students use familiar words and phrases and images to convey ideas. Year 1: students provide details about ideas or events, and details about the participants in those events. Year 2: Students create texts that show how images support the meaning of the text. Reporting
All Victorian government schools are required to report on student achievement against the Victorian Curriculum F-10 achievement standards for every student at least twice a year. Schools have the flexibility to determine the timing, frequency and format of reports in partnership with students, parents and the local community. VRQA requirement: A school must ensure that there is ongoing assessment, monitoring and recording of each students performance and provide each student and parent with access to accurate information about the students performance. Access to information
must include at least two written reports to parents per year. Given the range of variables, schools should have the capacity to report against both what has been taught and, where appropriate, against individual learning targets rather than against the same nominal norm-referenced standard across all learning areas Abilities Based Learning and Education Support is a set of resources to support teaching and learning for students working towards Foundation. ABLES Professional
Learning The professional learning modules introduce you to the fundamental principles of ABLES and step you through how to use the ABLES suite of resources. The ABLES assessment tools for students with disabilities and additional learning needs are completed online. The assessments provide a comprehensive profile of a students strengths and abilities in
foundational learning skills. Sample questions: What are the ABLES assessments? The Insight Platform hosts a range of assessments across learning areas. Relevant to this PowerPoint are the ABLES assessment tools: English, Speaking and Listening the development of functional communication skills leading towards recognition and use of the social conventions of communication English, Reading and Writing (current name on website) the development of the
use and interpretation of symbolic forms of representation leading towards early reading and writing Other ABLES Assessment tools include the Personal and Social Capability mathematics, movement (specific to physical disability), digital literacy & critical & creative thinking are currently in the research phase. Integrating ABLES Provides strategies for teaching and learning for students with disabilities.
Contains sample reports. The teacher can apply the ABLES assessment tool to identify their students readiness to learn. What are the Reports? Teachers are provided with explicit guidance material and resources, including assessment tools and reporting systems that assist them to
effectively plan and teach for the individual needs of students. The ABLES Assessment Tool identifies a students readiness to learn along a particular developmental learning pathway. http://victoriancurriculum.vcaa.vic.edu.au/overview/curriculum-design/standards-and-levels Learning progress (6 months) Where on the pathway are my students working? How much progress have they made? Did some make more progress than others? Why? Questions & Feedback
Any questions? My questions: 1. Did this session prepare you to use the DET & VCAA resources in curriculum for students with additional needs? 2. What further resources or professional learning will develop your confidence in teaching and learning programs for students with additional needs? 3. How can this be achieved? Resources Victorian Curriculum site - Diversity of Learners tab including pre-intentional to intentional definitions http://victoriancurriculum.vcaa.vic.edu.au/overview/diversity-of-learners
Key ABLES resources http://www.education.vic.gov.au/school/teachers/teachingresources /diversity/Pages/ablesresources.aspx Username = school # Password = Vic_ABLES22 Resources How to do Personalised Learning & Support Plans: http:// www.education.vic.gov.au/school/teachers/support/Pages/lspmod32curric2.a spx Online training for Students with Disabilities http://www.oltaustralia.net/courses_victoria.asp?stateid=9&schooltype=1
Location / Contact details VCAA websites Victorian Curriculum F-10 http://victoriancurriculum.vcaa.vic.edu.au Victorian Curriculum F-10 Resources and Support http://www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/viccurr-resources.aspx Curriculum Planning Resources: http://curriculumplanning.vcaa.vic.edu.au/home DET websites Learning Diversity resources http://www.education.vic.gov.au/school/teachers/teachingresources/diversity/Pages/default .aspx
English Final Exam. Parts of Speech & Conventions. Thursday, May 31, 2012*Identify and use adjectives appropriately**Review for Final Exam* Class Starter. Take out your Adjectives packet and pass it forward. Class Period Goals - Adjectives Quiz.
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