The VCAA website provides some general advice on approaches to whole-school planning, and planning at the faculty, year and classroom levels. Currently samples of whole-school planning are provided for AusVELS, but the principle can be readily transferred to Victorian Curriculum circumstances. As the Victorian Curriculum is fully implemented, further whole-school planning samples will be provided.
Victorian Curriculum learning area templates are available to help school either audit their current AusVELS offerings against the Victorian Curriculum, or to support schools document their teaching and learning programs for the Victorian Curriculum: Curriculum planning, assessment and reporting
Whole-school curriculum planning matters. According the Robert Marzano (2003) in his research of school effectiveness , a guaranteed and viable curriculum (school program) has the most impact on student achievement. There is empirical evidence that shows that a characteristic of underperforming schools is a lack of curriculum documentation. Empirical evidence also shows that what is not taught is not learnt, and according to Nuthall (2005) at least half of all material taught in any class is already known by the students.
Key questions that schools should consider when making whole-school planning decisions include:
The answers to these questions might result in schools further considering factors such as:
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