General Information

Learning and Teaching at Gilson College

The curriculum and assessment framework used at Gilson College from Foundation to Year 10 is the Victorian Curriculum and Assessment Authority’s (VCAA) Victorian Essential Learning Standards (VELS) curriculum framework. Teachers uses this framework to develop programs and plan for and deliver learning and teaching – Foundation (Prep) to Year 10 in each of the eight Domain/Learning Areas.

For the Senior curriculum – Years 11 and 12 the College follows the Victorian Certificate of Education (VCE) study designs and assessment program. For further details see the VCE Subjects page on this website.

Teaching and Learning at Gilson College occurs in the following VELS Domains and AC Learning Areas:

Foundation – Year 6

Years 7-10

Key:
(IS) Integrated Inquiry,
(DI) Developmental Investigation

Biblical Studies

Biblical Studies

Adventist Encounter Curriculum

Adventist Encounter Curriculum

Discipline-based Learning

Discipline-based Learning

English

English

Mathematics

Mathematics

LOTE – French

LOTE – French (Yrs 7-9, 10)

Science (Integrated Studies) (IS) (DI)

Science

Humanities: Geography, History, (IS) (DI) Economics (IS)

Humanities: Geography, History, Economics

The Arts - Visual Art & Music

The Arts - Visual Art

Physical, Personal, & Social Learning

Physical, Personal, & Social Learning

Health (IS) and Physical Education

Health and Physical Education

Interpersonal Development

Interpersonal Development

Personal learning

Personal learning

Civics and Citizenship (IS)

Civics and Citizenship

Interdisciplinary learning

Interdisciplinary learning

Communication

Communication

Design, Creativity & Technology (IS) (DI)

Design, Creativity and Technology

Information & Communication Technology

Information & Communication Technology

Thinking Processes

Thinking Processes

Interventions Programs

 

Reading Recovery (Year 1)

Extending Mathematics Understanding (Year 1)

Bridges Literacy and Numeracy

(Foundation – Year 6)

Assessment and Reporting

Assessment:

Assessment is the ongoing process of gathering, analysing and reflecting on evidence in order to make informed and consistent judgments about student achievement, and to improve future teaching and student learning.

The types of Assessment used at Gilson College are:

  • Formative Assessment

  • Summative Assessment

These methods of assessment are focused on improving student learning and deep understanding and require a range of assessment practices to be used with three overarching purposes:

Formative Assessment:

  • Assessment FOR learning - occurs when teachers use inferences about student progress to inform their teaching

  • Assessment AS learning - occurs when students reflect on and monitor their progress to inform their future learning goals

Summative Assessment:

  • Assessment OF learning - occurs when teachers use evidence of student learning to make judgments on student achievement against goals and standards.

Assessment to Standards: Foundation – Year 10

Teachers assess student achievement against the VELS and Australian Curriculum Standards

Gilson College uses the 5-phase reporting scale set out below:

A    Working significantly above the expected standard for this time of the year (= 12+ above expected level)

B    Working above the expected standard for this time of the year (= 6-12 months above expected level)

C    Working at the expected standard for this time of the year

D    Working below the expected standard for this time of the year (= 6-12 months below expected level)

E    Working significantly below the expected standard for this time of the year (= 12+ below expected level)

  • Students assessed as significantly below expected class standard may be recommended for an Individual Learning Plan. Such a recommendation is discussed with parents and with older students before implementation.

Reporting to Parents: Foundation To Year 10

  • Each year Gilson College provides two major reports to parents. These are available at the end of Terms 2 and 4.

  • During Term 1 an interim report is issued in both Primary and Secondary and at the end of Term 3 in Secondary.

  • Two Parent/teacher interviews are conducted. The first in Term 1 with the Interim report, and the second in late Term 2 or early Term 3. Opportunities are available for the discussion of both learning progress and achievement as well as the social development of the student.