Digital Technologies Curriculum
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Designing the learning

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 planning

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:
  • How and when will knowledge and skills be intentionally taught for all domains in the Victorian Curriculum?
  • How and when will we capture evidence of students’ developing knowledge and skills?

The answers to these questions might result in schools further considering factors such as:
  • The nature and quantity of human resources, including teachers, students, the community and sector requirements
  • The physical resources such as the strength of the existing infrastructure and equipment needed to support the implementation of learning programs associated with particular domains
  • The time available within the school program to accommodate priorities and requirements, and the flexibility of the timetable to support implementation ideals
  • School policy regarding matters such as methods of curriculum documentation and modes and frequency of assessment.


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