This article has been provided courtesy of Jacaranda.
In September 2015, the Victorian Government announced the new Victorian Curriculum as a key pillar of its plan to become the ‘Education State’.
As many teachers will know, change in curriculum is not new in Victoria, and the state has long been at the forefront of innovation in curriculum development. A quick snapshot of the past two decades alone reveals a commitment to ongoing reform and to improving learning outcomes for students.
Here’s a summary of the major innovations:
1995: The Curriculum and Standards Framework (CSF) was first implemented in Victorian schools. 2000: The CFS was republished as the CSF II. The CSF described explicitly what Victorian students should know from years prep through to Year 10 in eight key learning areas. 2006: The CSF II was replaced by the Victorian Essential Learning Standards (VELS) which was built on the strong foundations of the CSF but also emphasised the interdisciplinary skills students needed to succeed in the world; skills such as how to relate to each other, how to understand the world and how to communicate ideas. 2013: The Australian Curriculum in Victoria (AusVELS) was implemented. 2015: The Victorian Government introduced the new Victorian Curriculum, which can be implemented from 2016 and must be implemented by 2017. The curriculum ‘is the common set of knowledge and skills required by students for life-long learning, social development and active and informed citizenship.’1
As with any curriculum change, there are differences will need to be factored in. While teachers in Victorian schools have proven themselves highly adept at incorporating practical and aspirational elements of each curriculum reform phase, managing the transition can be an overwhelming task. In particular, the 2017 Victorian Curriculum not only introduces several changes that apply across all learning areas, but a number of subject-specific changes as well.
The overall impact, therefore, will inevitably vary by subject. To find out what the 2017 Victorian Curriculum means for you, download Jacaranda’s fact sheet. There’s one for each learning area: Mathematics, Science, Humanities, English and Health and Physical Education. This definitive guide will provide:
Summary of the key changes that all teachers must implementDescription of the General CapabilitiesOutline of structural and content changes for each learning areaInsights from our publishing team
We hope the fact sheet is a useful resource to help teachers gain confidence going into 2017. If you have any additional questions about what the curriculum changes mean for you, don’t hesitate to email us.
Renault has begun sales of its fully imported 12-seater Master Bus to schools in Australia, with the School for Student Leadership’s Snowy River Campus in Gippsland, Victoria, taking delivery of two identical specification vehicles.
The buses will be used at the outdoor adventure school where Year 9 students spend up to 10 weeks at a time exploring pursuits such as surfing, hiking, kayaking and mountain biking, while learning self-reliance and leadership skills.
The school uses the buses to transport students to and from adventure locations within a 1-hour drive of the beachside location near Marlo, at the mouth of the Snowy River.
Principal Mark Reeves says the Renault Master Bus met all the School’s requirements from functional, economical and operational perspectives.
“We were in the market to replace some older vehicles. The Renault Master Bus seemed to be exactly the right size. It is very spacious inside and it can be driven on a regular car license by all of my staff,” he says.
“Pricing was critical for us and the Master Bus comes fully equipped for our needs, at about $60,000. Annual servicing, teamed with service intervals of up to 30,000km are key benefits for us, as we only cover around 12,000km per year, so we should only need one annual visit to the dealership. Some other buses need a service every 10,000km or six months.
“Fuel economy looks to be good and the (six-speed) automated transmission suits the engine really well. The Master Bus is simple to drive, and as we have about 20 staff at each campus, and any of them could be called on to drive it, this is important. The staff like the fact that all the control buttons for the ventilation and sliding door are grouped logically on the dash, and they are easy to learn.
“The Master Bus does well on tarmac or dirt. We do a fair bit on dirt and the Bus is very stable. It has good road holding and steering. It feels safe and secure, and has excellent ABS. It leaves the old bus for dead.
“Prior to making a purchase decision we reviewed the market and I discussed the purchase with my staff. We saw the Renault as a quality European vehicle that would give us the flexibility we needed,” he says.
“There are some very handy features. Our bus came with an electric sliding side door and the students really love the USB chargers for their iPods and iPhones. Because we have patchy coverage for free-to-air radio, the kids bring their own music along.
“One of the biggest surprises was the aircraft-style cabin heater which runs down the length of the cabin. It’s a real winner,” Mark says.
“The students surf all year round, and so can get back into the bus quite cold. The heater warms them up quickly. The air conditioning is very effective, too,” he says.
The Master Bus has a twin air conditioning system, fitted within the cabin to prevent the damage that can afflict external roof-mounted systems. The AC is very effective and designed for Australian summer conditions.
“The seats are really comfy, there’s plenty of room inside, and with the front-wheel drive and low flat floor in the luggage area, and we can store all of the students’ 100-litre adventure packs. We also tow a trailer for the kayaks,” Mark says.
“The flat floor is also easy to sweep or mop out, given the students bring in mud and sand on their feet.
“When the students aren’t complaining about something it is a sign they are content, and so far the Master has passed muster with them,” Mark says.
“The experience the School for Student Leadership Snowy River campus is having with their new Master Buses is exactly what we planned for,” says Renault LCV Model Line Manager, Lyndon Healey, who led the programme to bring this high specification people-moving version of the Master range to Australia.
“We spent about 2 years consulting with a wide range of bus users, and determined that the combination of 12 seats, a large luggage area and strong heating and air conditioning systems would appeal to the market, and in particular with school users.
“The Master Bus is an exceptional value proposition as it comes very well specified as standard, and with a large selection of options, which may be individually specified or taken as an option pack.
“With our price, powerful and economical drivetrain, long service interval, Capped Price Servicing for the first 3 scheduled services of just $349, and our 3-year/200,000km factory warranty, the Master Bus provides an exceptional package for school bus buyers and plenty of peace-of-mind.
“Renault LCV has been the biggest selling light commercial brand in Europe for the past 18 years in a row, which underlines the faith buyers on the Continent have in our practicality, durability and aftersales service. And with a growing national network, currently comprising more than 50 dealers in Australia, we are closer to more Australians than ever before,” Lyndon says.
“If your educational facility is considering trading up to a newer, safer, more comfortable and better appointed vehicle, contact your nearest Renault dealer to find out more about the Master Bus.”
The School for Student Leadership is a Victorian Department of Education and Training (DET) initiative offering a unique residential education experience for Year 9 students. The curriculum focuses on personal development and team learning projects sourced from students’ home regions. There are three campuses in iconic locations across Victoria. The Alpine School Campus is located at Dinner Plain in the Victorian Alps. Snowy River Campus is near the mouth of the Snowy River at Marlo in east Gippsland. The third site is adjacent to Mount Noorat near Camperdown in Victoria’s Western District, and is called Gnurad-Gundidj.
Boosting public education delivers greater benefits to Australian living standards than company tax cuts, according to progressive think tank The Australia Institute (TAI).
A report released by the group last week reviewing OECD data found no relationship between company tax rates and general living standards.
On the other hand, there is a positive correlation between public education spending and living standards, it finds.
In his briefing notes on the report, Senior Research Fellow for TAI, David Richardson concludes that: “The data presented here clearly suggest that if there were a choice between funding company tax cuts or more education spending, governments would be well-advised to concentrate on the latter”.
The information arrived at a critical time during the final weeks of the Federal Election campaign, with the Turnbull Coalition focusing on promising tax cuts over Labor’s ongoing support for fully funding the Gonski education reforms.
SBS News reports Opposition Leader Bill Shorten said the TAI report ‘blew Prime Minister Malcolm Turnbull’s economic plan to pieces’.
“Wages are flat-lining and living standards are falling, and Mr Turnbull’s only solution is to give more taxpayer money to big business and the banks.
“Labor wants to invest in people, and the Liberals want to blow up the budget with a $50 billion giveaway to big business.”
In contrast, a spokesman for Treasurer Scott Morrison told News.com.au the study had only “observed the obvious point that when countries have higher GDP they can spend more on education because their economy is growing”.
“This report does nothing to counter the overwhelming body of evidence, including the previous support of the Australian Labor Party, for the economic benefits of lower tax rates on business that enable them to invest and grow.
“If we have uncompetitive tax rates compared to our regional trading partners then investment will flow to those countries and not Australia. That will result in fewer jobs and lower standard of living.”
Melbourne Girls College students taking part in this year’s YMCA Youth Parliament have argued for improving Victorian students’ education in mental health.
The team of six Melbourne College students believe mental health deserves much greater prominence in the Victorian school curriculum and is a major issue for young people not currently being addressed.
Ms Dakotah Taylor debating in Parliament. Photo: Lexie Huculak.The YMCA Youth Parliament takes place every year and invites young people to voice issues they are most passionate about.
More than 20 bills first tabled at Youth Parliament have gone on to influence state legislation.
The Western Australian Primary Principals’ Association (WAPPA) has called on the Government to introduce legislation that would see mandatory jail sentences for anyone who assaults a school principal or deputy.
The association’s President, Stephen Breen, cited data in an interview with ABC News, which shows that primary school principals and deputies were eight times more likely to be assaulted than a member of the public.
According to Breen, assaults are “happening in schools every day”.
“If you look at the state stats, it basically says that we have eight assaults in schools every day.
“A lot of them involve children attacking staff and we deal with that, but a lot of them involve members of the community coming into the school.”
ABC reports that as many as 30 per cent of school principals and deputies were assaulted in 2014 alone.
In the hope of creating a strong deterrence, Breen has called for members of WAPPA to be added to a list of public officers covered under section 297 and 318 of the state Criminal Code – a code that stipulates jail terms in the case of assault – which is usually reserved for police , ambulance and custodial officers.
“The data is shocking, absolutely shocking,” Breen said. “We had something like, in our system in 2015, 1,606 assaults on staff.”