VELS and MIPS
Victorian Essential Learning Standards (VELS), and Assessment and Reporting; Career Pathways and Planning; Managed Individual Pathways (MIPs).
Resources produced by Careers practitioners for assistance when planning and implementing VELS, work education and MIPs. Includes samples and links to advice on assessment and reporting for years 7-10 in Victorian State Secondary Schools.
Victorian Essential Learning Standards (VELS)
VELS is an initiative of the Department of Education and Early Childhood Development. The standards have been designed to incorporate the modern/current view of education and learning in the compulsory years of schooling.
Knowledge of the world of work has a place in VELS and this provides an opportunity for Careers Teachers to embed Work Education into the curriculum from year 7 – 10.
VELS encourages the consideration of career planning in the delivery of curriculum, in the new reports and in the method of assessment.
The CEAV has composed a series of mapping tables which explore work education through The Real Game, The Be Real Game and MIPs and matches these to the relative Domains, Dimensions and Strands prescribed by the Victorian Essential Learning Standards. Julie Ryan, Naomi Corlett, Ann Wood and Josie Butera devised these tables for the benefit of Victorian Careers Educators. Julie Ryan has also put together a PowerPoint presentation which you might is a valuable tool in negotiating for the inclusion of careers and work education into the curriculum at the lower levels.
As you can see from the tables work education, work experience, career planning and managed individual pathways can all be incorporated into the curriculum quite easily. Generally they slot into the Economics Domain of the Discipline-based Learning Strand with some skills also being taught in the Interpersonal Development and Personal Learning Domains of the Physical, Personal and Social Learning Strand, as well as the Information and Communications Technology Domain of the Interdisciplinary Learning Strand.
Reporting and Assessment
The New Report Card requires a change in the approach to reporting and assessment to recognise the various strands, domains and dimensions being reported upon. Generally speaking the report should address each of the elements that have been assessed. In the case of the sample Economics report for Edward Bronson of Year 9, Edward’s class was involved in The Be Real Game during semester 1. This information needs to be conveyed in the report as does Edward’s involvement and achievements. At the same time it is important to be aware of the level at which Edward is accomplishing this.
In this instance Edward is a middle of the road student, a fairly solid C. To accurately compose a report for Edward, it is necessary to consider the Progression Points particularly Economics level 5 progressing to level 6. The progression point provides the basis for indicating what Edward has achieved. Areas for improvement, what the school will do to support Edward and what the parents can do to assist Edward’s progress all stem from the achievement and the difference between the progression point and the next level.