Learning standards Levels PDF Print E-mail

Victorian Essential Learning Standards


using the published units as a model


Sample units can be found at the following location:


Further information regarding assessment is also available:

Assessment principles: http://vels.vcaa.vic.edu.au/assessment/assessprinciples.html

Assessment advice: http://www.sofeb.vic.edu.au/blueprint/fs1/assess.asp




The following process is suitable for teacher teams who wish to develop a cross- domain unit at a particular level and who have a theme or topic in mind.

Process steps


1. Identify the level and topic or theme

· suitable topics or themes from existing courses can be the source of ideas

· shared themes and topics can be developed from discussion with teachers from other teaching areas

2. Discuss and record which domain standards you think are able to be demonstrated by students through the work in this unit

· the sample units all include assessment opportunities in at least one domain from each strand

· domains can be linked directly through aspects of the content of a unit and allow assessment in more than one domain at this level

· there are other ways to link domains. This may affect the way that you structure the content of the unit and will have implications for assessment.

For example

v following tangents generated by a common topic or theme

v using data collected through one area of study in another domain

v emphasizing shared experiences and/or variable contexts for applying learned skills, knowledge and behaviours.

3. Check the specific domains from the learning focus for the level in these domains

· the learning focus statements are good way to get an overview and quick check to establish that the domains you thought could be assessed at this level are appropriate. This is an important step, particularly for the domains with no equivalent in the CSF2, because the standards may be different to your intuitive ideas.

· domains can be linked in other ways, such as recycling learning from a domain in new contexts. Care needs to be taken when identifying the level of the work being done in each domain. For example – recycled learning may reflect standards from a previous level, and therefore not be appropriate for assessment of standards at this level in that domain.

4. Identify and record the specific dimensions and key elements of the standards for assessment

· identify the specific details from the standards for each domain that relates to assessment within the unit

v What will be included in the unit that will allow students to demonstrate their achievement of the standard?

v Which specific dimension does it relate to?

v Which key element of the dimension is being addressed through the learning in the unit?

5. Develop assessment criteria and suitable evidence students will be able to present to establish achievement of the standards

· using specific key elements from the standards for the appropriate dimension from the domains, develop criteria that allow students to demonstrate their achievement of the standards. These are general abilities that form the link between the standards and the specific requirements of the unit.

For example – assessment criteria

v domain: Interpersonal Development

v dimension: working in teams

v standards: ability to identify and use the strengths of a team, ability to set goals and meet timelines

· The evidence students produce to demonstrate their achievement of the standards relates to these abilities and the specific context for demonstrating them in the unit.

For example – evidence

v project plan, completion of activity