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Planning

Introduction

The Vocational Pathways Certificate: Literacy Curriculum Design (1 January 2023 – 31 December 2027) Support materials provide teaching and learning advice for Units 1 to 4 and sample approaches to assessment for Units 3 and 4.

The program developed and delivered to students must be in accordance with the Vocational Pathways Certificate: Literacy Curriculum Design (1 January 2023 – 31 December 2027).

Teaching and learning sample activities

Teaching and learning activities

The following teaching and learning activities represent a range of sample activities teachers can choose to use as learning tasks, formative assessment or summative assessment for learning goals in each module. It should be noted that teachers are encouraged to develop teaching and learning activities specifically suited to the needs of their students and context.

Teaching and learning activities should be designed with the learning goal in mind, and allow students to practice, apply and/or demonstrate their learning. If an activity is used for formative or summative assessment, teachers should develop a related assessment guide or rubric.

Unit 1

Unit 2

Unit 3

Unit 4

Sample approaches to developing assessment

Assessment

Assessment must be a part of the regular teaching and learning program and should be completed mainly in the classroom within a predetermined timeframe. Assessment is to be undertaken as an ongoing process which integrates knowledge and skills with practical applications over a period of time. It will require a combination of evidence collected through teacher observations along with the collection of records of student work.

When developing assessment tasks, teachers should refer to the VCAA policies and school assessment procedures as specified in the VPC Administrative Handbook.

The studies in a VPC program must be assessed in accordance with the requirements and guidelines outlined in the curriculum designs for the studies delivered in the learning program.

The assessment should be:

Valid and reliable

  • Assessment tasks/activities should be designed to reflect the nature of the outcomes/elements of the study.
  • Students should be assessed across a range of different tasks/activities and contexts.
  • Assessment should be conducted on a number of occasions.

Fair

  • Assessment tasks/activities should be grounded in a relevant context and be sensitive to gender, culture, linguistic background, disability, socioeconomic status and geographic location.
  • Instructions for assessment tasks should be clear and explicit.

Flexible

  • Assessment should be open ended and flexible to meet the specific needs of students.
  • Students should have the opportunity to demonstrate achievement at their own level and pace.

Efficient

  • Assessment instruments that provide evidence of achievement across a range of outcomes/studies should be used.