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| e-DesignEd an electronic resource for teachers in many areas of Design Education throughout Australia and New Zealand |
| WEBSITE FOR VISUAL COMMUNICATION COMMUNITY MEMBERS |
| managed and created by E D U C A T I O N G R A P H I C S |
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| c Some teachers regard VELS as nothing new. For these teachers, VELS makes explicit and legitimises their good practice. For others, however, VELS is a wake-up call. It is a wake-up call to look at the way they teach. c Instilling content is not the sole goal. Issues such as the most appropriate way to teach content so that all students can grasp it need to be considered. This is because VELS emphasises non-disciplinary skills along with subject-based content. There are three equally important strands in VELS. One of these is directly related to content - the discipline-based learning strand. The other two are not. They are physical, personal and social learning, and interdisciplinary learning. Included in these two strands are the dimensions of building social relationships, working in teams, managing personal learning, community engagement, reasoning, reflection and metacognition. c The Flora Hill Cluster has a great web page that provides an overview of VELS with links to all the relevant documentation from the Victorian Curriculum and Assessment Authority (VCAA) click here CONTINUE TO VELS - CONTENTS NEW PAGES INDEX |
| VELS VICTORIAN ESSENTIAL LEARNING STANDARDS |
| LINKS The Official VCAA VELS website click here |