What does it mean to have a Guaranteed and Viable Curriculum?
A Guaranteed and Viable Curriculum (GVC) ensures that all students have an equal opportunity to learn. Each student will have access to a highly effective teacher, and access to the same content, knowledge and skills in each class.
What is a Guaranteed Curriculum? Every student is provided the opportunity to learn a core curriculum which provides them with the probability of success in school.
What is a Viable Curriculum? Schools make sure that the necessary time is available and protected so students will be able to learn the guaranteed curriculum.
Creating a horizontal sequence of what needs to be learned across individual grade levels or courses as well as a vertical sequence from grade level to grade level or from course to course. Teachers align the curriculum with the Victorian Standards
Preparing a Guaranteed Curriculum requires that teachers have adequate time to prepare, instruct and assess, and that students have adequate time to receive, process, and retain new information. Viable Curriculum means that the Essential Learning Statements, pacing guide and daily instruction are all manageable and can be realistically taught to mastery levels in the year.
Year One Essential Learning Statements
English
Reading and Viewing
Understand concepts about print and screen including how different text types are organised.
Use knowledge of the relationships between sounds and letters and HFW when reading a text.
Recognise literal meaning within texts.
Recognise implied meaning of texts.
Use monitoring strategies to make meaning from texts.
Identify that texts serve different purposes and that this affects how they are organised
Writing
Use capital letters and full stops appropriately.
Appropriately spell words with regular spelling patterns and use my knowledge of blending and segmenting, and many simple and high frequency words to write predictable words.
Provides details about ideas or events and details about the participants in those events.
Understands how each letter is constructed including where to start and the direction to follow.
Speaking and Listening
Interact in pair group and class discussions taking turns when responding.
Listen to others when taking part in conversation using appropriate interaction skills.
Makes short presentations to share ideas about a personal experience or a familiar context with a given audience
Creates new words by manipulating phonemes. Reproduce letter patterns and clusters.
Understand how characters and texts are developed and give reasons for personal preferences.
Describe characters, setting
Create texts drawing on own experiences, imagination they have learned.
Mathematics
Number and Algebra
Locate numbers on a number line and partition numbers using place value.
Count to and from 100 and describe number sequences resulting from skip counting by 2’s, 5’s and 10’s.
Carry out simple addition problems using counting strategies.
Carry out simple subtraction problems using a range of strategies.
Represent practical situations that model sharing.
Identify representations of one half.
Recognise Australian coins according to their value.
Measurement and Geometry
Use informal units of measurement to order objects based on length, mass and capacity.
Tell the time to the half-hour and describe time duration.
Describe two-dimensional shapes and three-dimensional objects.
Use the language of distance and direction to move from place to place.
Statistics and Probability
Describe data displays, and ask questions to collect data and draw simple data displays. Students classify outcomes of simple familiar events.
