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 Three Essential Learning Statements
Identify features of online texts that enhance navigation
Use knowledge of letter sound relationships and blending and segmenting to read new words.
Identify literal meaning and connecting ideas in different parts of the text.
Use comprehension strategies to build inferred meaning.
Analyse and critique language features images and vocab choices.
They apply appropriate text processing strategies when decoding and monitoring meaning in texts.
Understand how context can be organised using different text structures depending on the purpose of the text
Demonstrate an understanding of punctuation appropriate to the purpose and context of their writing. (students reread and edit their writing improving punctuation).
Use letter sound relationships and high frequency words to spell words accurately and can write words with complex consonant and vowel clusters.
Choose vocabulary appropriate to the purpose and context to their writing. (reread and edit their writing checking for appropriate vocabulary and meaning).
Creates imaginative, informative and persuasive texts using knowledge of text structure for a given audience. Ideas with supporting details are logically sequenced and separated into paragraphs.
Demonstrate an understanding of grammar (they reread and edit their writing to improve grammar choices)
legibly writes using consistently sized letters with some joined letters in Vic modern cursive.
Works through the stages (plan, draft, edit, revise, publish) to enhance content and structure.
Speaking and Listening
Listen to others views and respond appropriately using interaction skills
Actively contributes to class discussions and asks questions for clarification to gain new information and provide useful feedback.
Can plan and deliver short sequenced presentations including some key details and engages in class discussions using topic specific vocabulary for a given purpose and audience.
Understands how language features are used to link and sequence ideas and understands how language can be used to express feelings about a topic
Creates a range of texts for familiar and unfamiliar audiences
Number and Algebra
Count and order numbers to and from 10,000
Continue number patterns involving addition and subtraction.
Have automatic recall of addition and subtraction facts for single digits.
Recognise the link between addition and subtraction
Explore simple numbers sequences based on multiples
Model and represent unit fractions for halves, thirds, quarters, fifths and eighths and multiples of these up to 1
Make money values in different ways and count change to the nearest 5c
Measurement and Geometry
Select and use appropriate metric units to measure, order and compare length, area, mass and capacity
Tell time to the minute and understand the relationship between the units of time
They use angle size as a measurement turn in real situations and make models of 3-dimensional objects
Identify symmetry, slides and turns in the environment.
Students match positions on maps with given information and create simple maps
Statistics and Probability
Conduct chance experiments, list possible outcomes and recognise variations in results.
Carry out simple data investigations for categorical variables and interpret and compare data displays.