Curriculum advice for remote and flexible learning

Implementing the Victorian Curriculum F–10

The following information outlines curriculum area advice to schools to support remote learning and continuity for students in F–10 English. This advice should be read in conjunction with broader advice provided to schools regarding the Victorian Curriculum F–10 on the VCAA and Victorian Curriculum F–10 websites.

Delivering F–10 English remotely and flexibly

Keep in mind

Schools may want to review and adapt their teaching and learning program for English to meet the challenges and realities of their new context.
Teachers are best placed to make teaching and learning decisions and assessment modifications that are appropriate to their own circumstances. Teachers need to take into account their access to remote learning tools (such as online learning platforms) and the strengths and limitations of their student cohort.
Current circumstances may make it challenging to deliver teaching and learning programs as planned. Teachers can develop a revised program, selecting the two or three areas that best offer their students connections and engagement and are best suited for delivery remotely.

Ideas and connections

Schools and teachers can select teaching and learning activities that integrate English with another learning area and/or capability to enhance efficiency of curriculum delivery and to invite new ways of thinking and engaging with learning.
Remote learning can provide opportunities to develop student agency and build self-reliance. Teaching and learning may become broader, with students engaging with and reflecting on their experiences of change at this time, such as writing or recording how they have overcome barriers and challenges and/or how they have experienced unexpected joys and successes.
Schools may provide activities (through an online platform or as hard copy through the mail) to consolidate students' literacy, from functional through to critical literacy. This could offer the opportunity for students to work at a comfortable level and gain confidence in their abilities.
It is reasonable at this time to confirm and extend prior learning in students rather than attempt to introduce new content or skills; however, depending on their circumstances, teachers may consider it appropriate to introduce new content and/or skills.
Teacher-directed activities can be short, and students can be encouraged to complete them in a short period of time. Providing feedback on these short activities can maintain student engagement and build confidence.
Schools may consider co-creating learning and assessment programs with their students. Students can be encouraged to design their own tasks and set their own goals as ways of demonstrating their understanding, knowledge and skills.
Co-created or student-directed activities can be more sustained activities, with longer tasks and longer time frames. Teachers could engage students through content or skills that they are already interested in or confident with.
If possible, visual literacy and oracy should be part of the teaching and learning program. Where possible, teachers and students can take advantage of recording and photography, using mobile phones and other devices.
For more teaching and learning activity ideas for English F–10, see Ideas for remote and flexible learning.

Useful resources

In addition to VCAA resources, teachers may consider other resources, checking the following to ensure alignment to the Victorian Curriculum F–10:

The Department of Education and Training has information and resources for remote learning.
The State Library of Victoria has information and resources under a number of useful tabs on its website, including 'Stories' and 'Learn'. People can join the library for free, and members have access to more than 200,000 ebooks.
The Victorian Association for the Teaching of English (VATE) is the subject association for English teachers. Teachers must be a member to access most of the resources.
Creative Spirits offers, among other educational resources, Aboriginal poetry and art resources for students of all levels.
ABC Education has subject- and level-specific ideas, lessons and units of work, as well as short videos, activities and guides. ABC Education also incorporates content from other reputable sites, such as the British Library website.
Voiceworks is a journal produced by and for young people. It is a useful resource that offers authentic teen and young adult voices, and it may suit teachers looking to motivate students via possible publication.
Signal is a creative studio for young people in the Melbourne CBD. It offers online resources and courses on its website, such as a free online creative journalling course in May.

Assessment and achievement standards

Schools should develop ways to assess student learning against the relevant aspects of the achievement standards in the Victorian Curriculum F–10. Students could be involved in this process, for example by maintaining hard copy or digital folios of their work.
Schools should select and use a variety of assessment types and also develop different ways to deliver feedback to students. For example, students could record short responses demonstrating their understanding using audio-recording software, alternated with writing or visual representations.
On the resumption of face-to-face learning, schools will need to undertake a variety of assessments to determine students' actual progression of learning, considering the original teaching and learning program and making necessary adjustments to this program as required.

For more information

Annelise Balsamo, English Curriculum Manager

Phone (03) 9032 1691 or email the English Curriculum Manager