From Term 1 2017, Victorian government and Catholic schools will use the new Victorian Curriculum F-10. Curriculum related information is currently being reviewed and may be subject to change.
For more information on the curriculum, see:
The Victorian Curriculum F–10 - VCAA
These training videos support teachers and school leaders in their understanding and use of the Continuum, to differentiate teaching by identifying what students are able to do, and planning for purposeful learning and teaching in reading.
Video 1: Introducing the English Developmental Continuum P-10
Sets the context for the using the continuum, recognising the importance of literacy in the 21st century, as noted in the Melbourne Declaration on Educational Goals for Young Australians. The types of knowledge that students need to develop across the stages of schooling are introduced, focusing on the reading continuum. The indicators of progress on the reading dimension of the continuum describe at six-month intervals, the types of reading behaviors and information students need to develop.
Video 2: Using the indicators of progress for differentiated teaching
Illustrates how the indicators of progress may be used by teachers to identify what students know, and how they differ in how they go about reading. This allows teachers to plan for differentiated teaching, to monitor individual students’ progress and identify future learning actions. The indicators of progress can be used to organise teaching into three phases; getting your knowledge ready to read a text, reading and comprehending a text, and reviewing and consolidating what has been read (Munro, 1995).
Video 3: The three phases of reading activity
Highlights how the indicators of progress in the continuum explicitly identify the actions that support students’ comprehension across these phases.
Video 4: Word reading knowledge and phonological knowledge
Shows how the indicators of progress describe the knowledge that students need to develop about sound patterns and individual sounds, to independently and automatically work out how to read new or unfamiliar words.
Video 5: Getting your knowledge ready, 6: While reading and 7: Consolidating, reviewing and reflecting
Present related teaching strategies that support students’ comprehending actions across these phases of reading activity.