Measuring Success

The Global Village Curriculum has been approved by the Victorian Curriculum and Assessment Authority (VCAA)

We set ourselves the following goals in order to measure the success of our vision…

High Attainment: all students attain their Year 10 Certificate

A key focus of the Gonski (2018) Report, attainment is key to the success of Global Village School. The economic and health benefits of school completion are well documented and understood. Global Village School will use Year 10 attainment rates as a KPI to demonstrate that our model of schooling ensures:

  • That all students receive the time and support they need to complete Year 10 despite their level when they arrive at our school
  • That despite our concentrated disadvantage, our cohort of students will exceed the current rate of attainment of 86.6% (State Government of Victoria, 2018).


Competency-based progression: All students complete Year 10 only when they have genuinely reached a Year 10 standard.

26% of Victorian students have not attained the designated benchmark for their learning at Year 7 (Mitchell Institute, 2015) and this continues throughout their schooling. What results is an ever increasing gap between student’s year level and their actual level.

Our continuous assessment model will mean that:

  • Student’s progress at a steady rate and learning growth (Gonski, 2018) will be our focus.
  • Each student at our school will have an Individual Learning Plan
  • Each student will graduate each year level the moment they demonstrate required skills across in each learning area and can be taking subjects across multiple year levels at any given time depending on their ability. Progression is therefore not linked to age.
  • Targeted literacy and numeracy interventions such as ‘Reading Without Limits’ (Whitter, 2013). Use of nationally recognised assessments and data (NAPLAN, PAT) will be used to track growth in literacy and numeracy.

High Student Attendance: despite a greater level of disadvantage we will achieve comparable attendance

Students who regularly attend school and finish with a qualification have better health outcomes, better employment outcomes and higher incomes across their lives (State Government of Victoria, 2018)

  • We will achieve a growth in student attendance across the first three years of operation
  • Overall attendance will be equal to or above the Victorian public school mean of 92% (ACARA, 2017).

High Student Wellbeing: measured improvements in student wellbeing data

The Village School will adopt high quality evidence-based wellbeing approaches that include:

  • To develop and explicitly teach and assess against a social and emotional curriculum.
  • Use internal school wellbeing data to set wellbeing goals
  • Achieve above average results in student school satisfaction measures in the areas of safety, teacher-student relationships and student self-expectations

Meaningful Transitions: middle school to further study or work

Successful transitions are “one of best ways to help tackle disadvantage and break the cycle of poverty” (CEDA, 2015). In our first three years of operation we will work collaboratively with government and partner institutions to develop a transitions model as well as the capacity of the Global Village School to offer post-compulsory pathways in-house. We are developing partnerships with Big Picture, Melbourne Montessori and Deakin University that will assist in establishing these pathways.

  • All students will have pathways out of Global Village School into further study or work.
  • Those opportunities will include highly academic (including VCE, VCAL and IB) and work-based (apprenticeships, TAFE) learning options