Victorian Essential Learning Standards

English (Reading)
At Level 5, students read and view imaginative, informative and persuasive texts that explore ideas and information related to challenging topics, themes and issues. They identify the ideas, themes and issues explored in these texts, and provide supporting evidence to justify their interpretations. They produce personal responses, for example, interpretive pieces and character profiles.

English (Writing)
At Level 5, students produce, in print and electronic forms, texts for a variety of purposes. They write extended narratives or scripts with attention to characterisation, consistency of viewpoint and development of a resolution. Students improve the accuracy and readability of their writing, developing confidence in the identification and use of grammatical conventions and features of language and in their use of figurative language. They edit their writing for clarity, coherence and consistency of style, and proofread and correct spelling, punctuation and grammatical errors.

English (Speaking and Listening)
At Level 5, students use a variety of multimodal texts to support individual presentations in which they inform or persuade an audience.
They show an awareness of the influence of audience on the construction and presentation of spoken texts.

Personal Learning (The Personal Learner)
At Level 5, students identify, select and use an expanded repertoire of learning strategies appropriate to particular tasks. They seek and respond to feedback from peers, teachers and other adults and explain how their ideas have changed to develop and refine their content knowledge and understanding.
Students consider both their own and others’ needs when making decisions about suitable learning processes and the creation of positive learning environments within and outside the classroom.

Personal Learning (Managing Personal Learning)
At Level 5, students set realistic short-term and long-term learning goals within a variety of tasks and describe their progress towards achieving these. They complete competing short, extended and group tasks within set timeframes, prioritising their available time, utilising appropriate resources and demonstrating motivation. They demonstrate a positive and structured approach to learning, identifying and using effective strategies that assist with study, both at school and at home.

Communication (Listening, Responding and Viewing)
At Level 5, students modify their verbal and non-verbal responses to suit particular audiences.

Communication (Presenting)
At Level 5, students use the communication conventions, forms and language appropriate to the subject to convey a clear message across a range of presentation forms to meet the needs of the context, purpose and audience. They provide and use constructive feedback and reflection to develop effective communication skills.

Thinking Processes (Creativity)
At Level 5, students demonstrate creativity, in the ways they engage with and explore ideas in a range of contexts.

ICT (ICT for Visual Thinking)
At Level 5, students select and apply ICT tools and editing functions that support the filtering, classifying, representing, describing and organising of concepts, issues and ideas.

ICT (ICT for Communication)
At Level 5, students share their ideas through their blog, website or other public forums, which are correctly formatted, comply with ICT conventions and demonstrate an awareness of the characteristics that contribute to products meeting their purpose.

© State of Victoria 2008  
Jaclyn Curnow attended an Intel Teach Essentials Online Course and provided the idea for this portfolio.
Copyright is owned by the Crown in right of the State of Victoria.  It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgment of the source and no commercial usage or sale.  Reproduction for the purposes other than those indicated above requires the written permission of the Department of Education and Early Childhood Development. Requests and enquiries concerning reproduction and copyright should be addressed to the Liability Management Manager, Department of Education and Early Childhood Development, 2 Treasury Place, Melbourne, VIC, 3002
The State of Victoria accepts no responsibility for the accuracy of any part of this material and bears no responsibility for any modifications made.

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