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 Five Essential Learning Statements
Reading and Viewing
Investigate how the organisation of online texts can be used to predict content and assist navigation
Use understanding of morphology to read new words.
Analyse and explain literal and implied information from a variety of texts.
Analyse and evaluate information in texts and justify why authors use language and images to express ideas.
Monitor accuracy and understanding of what is being read.
Explain how text structures assist in understanding the text.
Understand how to use accurate punctuation.
Use accurate spelling to spell words of increasing complexity.
Uses specific vocabulary to enhance writing.
Independently creates a range of imaginative, informative and persuasive extended texts utilising the relevant text structures and features effectively. Using paragraphs to show progression of ideas.
Demonstrates an understanding of sentences.
Demonstrates legible and automatic continuous cursive writing without the need for dotted thirds.
Plans own and revised own and others writing to support cohesive structure, meaning and language features.
Speaking and Listening
Contribute to class discussions, taking into account other perspectives
Can listen and ask questions to clarify content
Make presentations for defined purposes using multimodal elements.
Develop and explain a point of view about a text selecting information, ideas and images from a range of sources.
Create a variety of sequenced texts for different purposes and audiences
Number and Algebra
Solve simple problems involving the four operations, find unknown quantities and continue number patterns
Solves a range of addition and subtraction problems using efficient mental and written strategies
Use effective strategies to solve problems involving the operations (including digital)
Compare, order and represent decimal and fractions.
Add and subtract fractions with the same denominator.
Plan and make a simple budget
Measurement and Geometry
Use appropriate units of measurement when calculating perimeter, area, volume and capacity.
Convert between 12 and 24-hour time
Connect three-dimensional objects with their nets and other two-dimensional representations
Estimate, measure, construct and compare angles using degrees.
Use a grid reference system to locate landmarks.
describe transformations of two-dimensional shapes and identify line and rotational symmetry.
Statistics and Probability
List outcomes of chance experiments with equally likely outcomes and assign probabilities as a number from 0 to 1.
Pose questions to gather data and construct various displays appropriate for the data with and without the use of digital technology. Compare and interpret different data sets.