General Curriculum

 

Handbooks

 

Victorian Essential Learning Standards (VELS)

The Victorian Essential Learning Standards (VELS) are a whole school curriculum framework which has three interwoven purposes:

To equip students with capacities to:

  • manage themselves and their relations with others
  • understand the world and act effectively in that world
  • prepare themselves for success in education, work and life.

These purposes are achieved through the three illustrated core, interrelated strands.

The Physical, Personal and Social Learning, Discipline-based Learning and Interdisciplinary Learning strands are entwined with each other and detail the knowledge, skills and behaviours required by students if they are to achieve the three purposes.

The strands are to be applied across the three stages of learning: Years Prep – 4 (Laying the foundations), Years 5 - 8 (Building breadth and depth) and Years 9 and 10 (Developing pathways).

Each school has the responsibility of designing a curriculum, using the three strands, to enable all students to achieve the essential state-wide learning standards.

The Victorian Essential Learning Standards provide an approach to curriculum from Prep to Year 10 for all Victorian Schools. The Standards outline what is important for students to learn and develop during their time at school. They are designed to encourage deep understanding of essential knowledge, skills and behaviours. The Standards are also used to plan student learning, assess student progress and report to parents.

Students continue to develop knowledge and understanding in the traditional subject areas, such as English, Science, Mathematics, Humanities, Languages and The Arts. These traditional areas are closely linked to other key learning areas of physical, personal and social skills development and the ability to apply knowledge to the real world such as building social relationships, developing thinking skills and communication.

The Standards aim to meet the challenges of preparing young people for a world in which knowledge is highly valued and constantly changing, a world in which work, society, community and personal relationships are subject to increasingly complex pressures. Young people need a broad range of knowledge and social, personal and thinking skills to be successful.

Assessment and Reports to Parents

Teachers use:

  • Pre and post tests such as; ‘What do you know? What do you want to know? What did you learn?’ Teachers use this information about the students’ knowledge, skills and behaviours to shape learning programs
  • A variety of tools and tests are used by teachers for observing, recording and analysing a student’s abilities in order to plans the next steps. These include NAPLAN and other standardised and diagnostic tests, as well as observational surveys
  • Individual Learning Plans (ILP’s) which have a specific focus and are a record of what is being done to assist students requiring additional
  • Parent meetings are requested when necessary and are offered alongside written reports at mid-year and end of year

Parents are also informed by:

  • work samples and tests that are completed each term
  • student learning goals - each child records their personal aims for the year
  • student self assessment

Individual learning needs

All Lakeview Senior College teachers have been trained in programs which identify and support the wide spectrum of student talent and abilities.

Those students who require additional support are assisted within the classroom and through other support programs, with advice and guidance being sought from a wide range of professionals including a psychologist and speech therapist. Parents may be referred to a developmental optometrist.

Year 10 to 12

Lakeview Senior College offers educational program for Year 10 to 12 students that prepare students for their preferred future. Staff ensure all students have an opportunity to explore and understand possible career paths.

To access a preferred career path, it is important that students continue to develop their interpersonal skills as well as acquire a sound understanding of their options. Staff create individual pathways into further study or employment.

Lakeview Senior College offers students modern, spacious learning environments. The College shares facilities in a joint partnership with the Melton Shire Council.

Staff at Lakeview understand that students learn in different ways and implement programs which cater to students’ needs with the opportunity to succeed in an environment of shared learning responsibility.

Work experience programs are offered to Year 10 students whereby students are employed in the community for a short period of time in a career of their choice.

Programs available to students at Lakeview include VCE (Victorian Certificate of Education), VCAL (Victorian Certificate of Applied Learning) and ASBA’s (Australian School Based Apprenticeships). VCE programs provide students with the opportunity of completing a senior school certificate by selecting from a range of studies including VET (Vocational Education and Training).

Participation in a VCAL program provides students the opportunity of completing a senior secondary qualification. The program is designed for students with a clear career focus in a particular industry and includes VCE studies and a VET course.

Lakeview provides tailored pathways for each student, including:

  • VCE (Victorian Certificate of Education),
  • VCAL (Victorian Certificate of Applied Learning),
  • VET (Vocational Education & Training)
  • Wide range of VCE subjects
  • Work experience placements
  • ICT rich environment
  • + Program for able Year 12 students
  • Select entry sports programs
  • Student voice
  • Student wellbeing support
  • Tertiary and vocational partnerships

Facilities include:

  • Auditorium with theatre seating
  • Sports and Recreation Centre
  • Civic Centre Community Library

How learning occurs in classrooms

  • Teachers understand that students are at different stages in their learning and plan lessons to meet the variety of learning needs within the class
  • Students co-operate with class activities, sharing their learning and assisting each other
  • Students with similar learning needs are grouped for special attention by the teachers
  • Students as well as teachers assess their progress and set goals for future learning
  • Teachers often have other teachers and support staff working in the same class
  • Learning activities link into students’ interests and use modern technologies
  • Different areas of learning are often linked, for instance, students learn aspects of English in every subject
  • Each classroom is a learning community where students develop leadership skills, teamwork and independent thinking
  • Students are taught how to think deeply and to organise information to demonstrate their knowledge and understandings