All Victorian government schools work to a set of guidelines, the AusVELS Standards. AusVELS incorporates the Australian Curriculum F-10 for English, Mathematics, History and Science within the curriculum framework first developed for the Victorian Essential Learning Standards (VELS). Schools use the Standards to plan their teaching and learning programmes, including assessment and reporting of student progress.
The Standards outline what is important for students to learn during their time at school.
AusVELS sets out three strands of learning which aim to assist children in succeeding beyond the compulsory years of schooling. It develops the following capacities in students:
- Management of themselves as individuals in relation to others;
- Understanding of the world in which they live;
- Acting effectively in that world.
AusVELS is based on three interconnected areas of learning called strands and each strand is made up of a number of components calleddomains. The domains outline the knowledge, skills and behaviours that are considered essential to students, they include the standards through which student achievement, and progress is measured.
The three AusVELS strands and their associated domains are:
Physical, personal and social learning
- Health and Physical Education
- Interpersonal Development
- Personal Learning
- Civics and Citizenship
- The Arts
- English and Languages Other Than English
- The Humanities (Economics, Geography and History)
- Design, Creativity and Technology
- Information and Communications Technology
- Thinking Processes
The Standards also work on five educational principles that underpin schooling for all students.
- Learning for all: the belief that all students can learn given sufficient time and support, and that good schools and good teaching make a positive difference.
- Pursuit of excellence: seeking to accomplish something noteworthy and admirable individually and collectively, and perform at their best.
- Engagement and effort: acknowledging that student ability is only one factor in achievement, and if students work hard and make an effort they improve.
- Respect for evidence: seeking understanding and truth through structured inquiry and the application of evidence to test and question beliefs.
- Openness of mind: being willing to consider a range of different views and consider different ways in which evidence is perceived and solutions can be reached.
The curriculum offered at Montmorency South Primary School follows the AusVELS Standards at seven levels with extension to Level 7 for some students. The relationship between the levels and the years of schooling is:
- Foundation – Prep Year
- Level 1 – Year 1
- Level 2 – Year 2
- Level 3 – Year 3
- Level 4 – Year 4
- Level 5 – Year 5
- Level 6 – Year 6
Years Prep – 4: Laying the Foundation
In these years the curriculum focuses on developing the fundamental knowledge, skills and behaviours in literacy and numeracy and other areas including physical and social capacities which underpin all future learning.
Years 5 and 6: Building Breadth and Depth
In these years, students progress beyond the foundations and their literacy and numeracy becomes more developed. An expanded curriculum program provides the basis for in depth learning within all domains in the strands.
Curriculum at Montmorency South Primary School is planned and delivered with the use of the AusVELS Standards.
At Montmorency South there are seven teaching teams who work together to plan and deliver the curriculum. These teams are in line with the AusVELS levels and consist of: Foundation (Prep), 1, 2, 3, 4, 5 and 6.
Each team meets once a term to plan the overall focus and direction of the curriculum for their particular level. Additionally teams meet on a weekly basis to monitor students’ progress and further plan work for their area.
There is a continual emphasis on individual learning needs and how best to cater for all student abilities.
Annually the whole teaching staff will review the curriculum areas designated in the school’s Strategic Plan. Data is analysed and program strengths and areas needing improvement are identified. Action plans for the following year are then developed. These plans form the basis for our teaching and learning programs for the following year.