Curriculum+Academic+Rationale

We have developed the Curriculum Policy Documents for Aim High school as a co-operative group, but in approaching this task we decided to work on elements of the curriculum policies as individual students. We decided to assign each of the 5 key documents in the curriculum policy area to an individual group member to develop in detail, grounded in the underlying philosophy of Aim High school. Our collective understanding of curriculum as a conceptual framework lead us to believe that each group member should have the freedom to decide how they would visually represent the policy they had developed on this wiki. The philosophy of Aim High school supports individual learning and recognises diversity in learning styles and aptitudes: we agreed that this same philosophy was a valid approach in collating and presenting the curriculum documents we have developed for this project.

The implementation of the compulsory Victorian Essential Learning Standards (VELS) from years 7–10 will provide students with a continuous transition and sequential curriculum framework from primary school education leading into secondary school education, as students prepare for post-compulsory education in years 11–12 and beyond. Using VELS curriculum frameworks will also provide a measure of learning achievement that afford students, teachers and parents the opportunity to assess student performance against standardised learning outcomes (VCAA, 2009a).

The implementation of the post-compulsory year 11-12 Victorian Certificate of Education (VCE), Victorian Certificate of Applied Learning (VCAL) and Vocational Education and Training (VET) lead on from VELS education (VCAA, 2009b). The VCE allows students to gain access to academic subjects that can provide pathways into higher education opportunities, such as university studies (VCAA, 2009b). The VET program combines general VCE studies with vocational training and experience in the workplace, with access opportunities for apprenticeships and traineeships (VCAA, 2009b). The VCAL allows students to gain access to practical ‘hands on’ subjects that can provide practical work-related experience, as well as literacy, numeracy, life and work skills. Pathways may lead into trades and direct employment (VCAA, 2009b).

Using VELS as our years 7-10 curiculum framework is compulsory in all government schools. Providing the three options for post-compulsory schooling allows for a broad choice for all students, as it is recognised that all students have skills and interests in different areas and directions in life. We believe in helping every student to have choices offered to them so they can choose the pathways that they wish to pursue. Support is offered by way of [|individual learning plans] (DEECD, 2009b).