THE BIG PICTURE AUSVELS

What we teach What we report to

AUSVELS & PLPS CURRICULUM

DOCUMENTS

the breakdown of skills, concepts,
strategies & knowledge required at
each stage of learning for the different
disciplines

STUDENT DATA
Summative VELS, Naplan, BM, PAT and
Formative Information and evidence, collected
& collated by staff and students to make the VELS
judgements.
Triangulate your data for consistency.

Where are the students now?

1. Analyse summative data to form initial broad groupings of the students.
2. As a group the students are placed along the continuum.
3. Use checklists to then look at what components have been used to make the judgements.
and make further groupings where applicable.

Where do we need to take them next?

1. What skills, concepts and/or strategies does each of the students have?
2. Identify what the individuals and/or the group need to learn next?
3. What does that look like what will we want to hear and see from the students to know they
have achieved this? (assessment tasks)

Develop units of work - HOW are we going to get to where we want to go next?
1. What time frame is going to be considered?
2. What skills, concepts and/or strategies can be taught, practised and applied in this time

frame?
3. Bring and/or gather resources to assist with the conversations and planning of the tasks.
4. Know and understand the purpose for each component of the unit that is: the explicit
teaching time, teacher assisted & practise time, exploration & reflection time and application
time. (LI and SC to share with students)
5. What tasks will we use to assess the learning when and how will they be used.
6. Have ideas ready for intervention and/or extension.
Resources
What documents do you draw upon for inspiration for the tasks?
What types of texts can be used for the variety of purposes and tasks we want the students to be
[Type text]
exposed
to and learn from. Reconsider Where do we need to take them next?

Updated November, 2015