education.vic.gov.au

Policy last updated

13 November 2023

Scope

  • Schools

Date:
January 2020

Policy

Schools can start implementing the Victorian Curriculum Mathematics 2.0 curriculum from 2024 and must fully implement it from the start of 2025.

Advice for schools regarding other revised learning areas and capabilities will be published on this policy and via a School Update once the Victorian Curriculum and Assessment Authority (VCAA) publishes these curricula.

Policy

This policy outlines the requirements for school-based curriculum programs in Victorian government schools across Foundation to Year 10.

Summary

  • Schools must provide all students with a planned and structured school-based curriculum program. There must be evidence of:
    • a school-based curriculum plan showing how the learning areas of the Victorian Curriculum F-10 will be substantially addressed, and how the school-based curriculum program will be organised and implemented
    • an explanation of how and when the curriculum and teaching practice will be reviewed
    • an outline of how the school will deliver its curriculum.
  • School-based curriculum programs must meet the minimum standards for school registration and comply with associated departmental policies, including Physical and Sport Education – Delivery Requirements, Languages Education and Holocaust EducationExternal Link .
  • Schools are encouraged to design and deliver their school-based curriculum programs flexibly, responding to the strengths, needs and aspirations of students and the school and wider community.
  • Schools are expected to align the design and delivery of school-based curriculum programs to advice provided by Victorian Curriculum and Assessment Authority and to the Framework for Improving Student Outcomes (FISO).

Details

Requirements for curriculum programs in Victorian government schools are defined with reference to:

Minimum standards for school registration

Schools must provide all students with a planned and structured school-based curriculum program to equip them with the knowledge, skills and attributes needed to complete their schooling and to make a successful transition from school to work, training or further education.

Under the minimum standards for school registration, there must be evidence of:

  • a school-based curriculum plan showing how the learning areas of the Victorian Curriculum F–10 will be substantially addressed, and how the school-based curriculum program will be organised and implemented, noting that some schools in unique circumstances can be exempted by the VRQA from addressing one or more of the learning areas of the Victorian Curriculum F–10
  • an explanation of how and when the curriculum and teaching practice will be reviewed
  • an outline of how the school will deliver its curriculum.

Schools are encouraged to design and deliver their school-based curriculum programs flexibly, responding to the strengths, needs and aspirations of students and the school and wider community.

In the Foundation stage of schooling (Prep to Year 2), schools may choose to structure their school-based curriculum program around the Victorian Early Years Learning and Development Framework (VEYLDF) outcomes (Identify, Connection, Wellbeing, Confidence and Communication). However, please note that schools are still required to report against the Victorian Curriculum F–10 achievement standards.

F–10 curriculum planning guidelines

In the F–10 Revised Curriculum Planning and Reporting Guidelines (PDF)External Link , the VCAA provides curriculum planning guidelines for schools to support them in the design and delivery of high-quality school-based curriculum programs.

The guidelines acknowledge the need to approach key stages of school differently, given that early years learners, older children and adolescents have unique learning and development needs. Key stages of schooling in the guidelines are:

  • Foundation Stage (Prep to Year 2)
  • Breadth Stage (Years 3 to 8)
  • Pathways Stage (Years 9 to 10)

The VCAA also provides a comprehensive online Curriculum planning resourceExternal Link , which includes a self-assessment tool for schools and sample school-based curriculum plans.

Schools are expected to align the design and delivery of school-based curriculum programs to advice provided by VCAA.

Victorian Government priorities and departmental policies

Framework for Improving Student Outcomes

The department provides additional support to schools to strengthen curriculum planning as part of the Framework for Improving Student Outcomes (FISO 2.0).

Schools are expected to align the design and delivery of school-based curriculum programs to FISO 2.0. Online supports for the Teaching and Learning and Assessment elements of FISO 2.0 are available on the Guidance and Resources tabs of the Framework for Improving Student Outcomes (FISO 2.0) policy.

Physical and sport education

A minimum time allocation is mandated for physical and sport education in Victorian government schools. Refer to Physical and Sport Education – Delivery Requirements.

Other time allocations

Time allocations are not mandated in any other learning area, but schools should note:

  • as above, schools are required to substantially address all learning areas of the Victorian Curriculum F–10
  • time allocations are not a measure of the quality of the teaching and learning program
  • how much time students are given to engage with a curriculum area will influence the knowledge and skills that can be addressed.

Languages

All Victorian government schools are required to provide a languages program for students from Foundation to Year 10. Refer to Languages Education.

Holocaust education

All Victorian government school students in the Years 9 to 10 band of schooling must be taught about the Holocaust as part of the school’s curriculum program. Refer to Holocaust Education – Delivery Requirements.

Sexuality and consent education

All Victorian government school students must receive a comprehensive and age-appropriate sexual health education aligned to the Victorian Curriculum, including the teaching of consent. Refer to Sexuality and Consent Education.

Career education

All students in Years 7 to 12 must participate in planned career education activities. Refer to Career Education Funding – Accountability and Reporting Requirements.

Teaching and learning resources – selecting appropriate materials

All Victorian government schools must ensure that teaching and learning resources provide challenging and engaging learning programs for students but do not offend students or the wider school community due to their obscene, offensive or controversial nature. Refer to Teaching and Learning Resources – Selecting Appropriate Materials.

Student wellbeing

School-based curriculum programs must:

  • incorporate opportunities for all students to enhance their own and others' wellbeing
  • support students to develop knowledge, understanding and skills that enable them to engage critically with a range of health and wellbeing areas and issues.

General religious education

A secular education includes education about world faiths

Learning about religions is part of the Victorian Curriculum. It provides information to students about world faiths and secular belief structures, which enables them to understand the world around them, respect differences and embrace people from all cultural and religious backgrounds to build strong and respectful relationships within a multicultural society.

All education providers must ensure that their programs and teachings are delivered in a manner that supports and promotes the principles and practice of democracy, including a commitment to freedom of religion, speech and association. Government school teachers must not provide teaching in religion other than general religious education.

Religious celebrations and festivals

General religious education may include teaching about, and acknowledgement of, religious celebrations or festivals. This may include recognition of, and educational activities relating to, key religious celebrations such as Christmas, Eid al-Adha, Dwali or Hanukkah. For more information about the role of special religious instruction instructors at general religious education events refer to School celebrations and cultural events in Special Religious Instruction.

Guest speakers

General religious education classes or events may include guest speakers who are representatives of a particular faith to explain the workings and belief structures of their religion. However, the guest speakers must not provide instruction in their religion or promote the religion. They must comply with the department’s policy on Visitors in Schools. For information about organisations that can provide guest speakers representing particular religions, refer to Guest speakers for Teaching about world religions in the Resources tab of this topic.


Guidance

Guidance on developing and implementing curriculum programs Foundation to 10

The following guidance is provided to support schools to develop and implement quality school-based curriculum programs across Foundation to Level 10.

Note: This guidance is for curriculum programs for Foundation to Level 10. For information on senior secondary curriculum, please see the Victorian Curriculum and Assessment Authority (VCAA) webpages:

VCAA F-10 curriculum planning guidelines

The VCAA provides the F-10 Revised Curriculum Planning and Reporting GuidelinesExternal Link to support schools in the design and delivery of curriculum programs. These Guidelines acknowledge the need to approach key stages of school differently, given the diverse learning needs from early childhood to secondary school. The minimum requirements at each learning stage are summarised:

Learning stages

  • The Victorian Curriculum and Assessment Authority’s Curriculum Planning and Reporting Guidelines (VCAA Guidelines) for the Foundation Stage (Prep–Year 2), require schools to focus on 5 curriculum areas:

    • a structured teaching and learning program in English at each year level
    • a structured teaching and learning program in Mathematics at each year level
    • substantial attention to Health and Physical Education
    • substantial attention to The Arts
    • substantial attention to Personal and Social Capability

    In addition, the VCAA Guidelines for the Foundation Stage require schools to have a learning program that also draws on the curriculum areas of:

    • Humanities (History and Geography)
    • Science
    • Technologies (Design and Digital Technologies)
    • Capabilities (Critical and Creative Thinking, Ethical Capability and Intercultural Capability)

    The Department of Education's Languages Education policy for the Foundation Stage also requires that schools must include provision of languages education across all year levels, delivered by a VIT registered teacher or staff with permission to teach.

  • The VCAA Guidelines for the Breadth Stage (Years 3-8), requires schools to broaden their focus and ensure that in each 2-year band of schooling student learning includes each of these curriculum areas:

    • a structured program in English, Mathematics and Science at each year level
    • substantial attention to Health and Physical Education
    • a Humanities program that includes in each two-year band of schooling History, Geography and Civics and Citizenship and, from Year 5, Economics and Business
    • an Arts program that in Years 3–4 includes all 5 Arts disciplines and at Years 5–6 and 7–8 consists of at least 2 Arts disciplines, 1 from the Performing Arts and 1 from the Visual Arts
    • technologies program that includes in each 2-year band of schooling both Design and Technologies and Digital Technologies
    • a learning program that includes in each 2-year band of schooling each of the capabilities: Critical and Creative Thinking, Ethical, Intercultural, and Personal and Social Capability

    The department’s Languages Education policy for the Breadth Stage also requires that schools must include provision of languages education across all year levels, delivered by a VIT registered teacher or staff with permission to teach.

  • The VCAA Guidelines for the Pathways Stage (Years 9–10), require schools to ensure students a) receive a broad education and b) begin to plan their senior secondary and/or foundation secondary program of study, which they can commence in Year 10. Schools must provide:

    • a structured teaching and learning program in English, Mathematics and Science at each year level
    • a Health and Physical Education program
    • a Humanities program that includes in this band of schooling: History, Geography, Civics and Citizenship and Economics and Business
    • an Arts program that includes in this band of schooling learning in at least 1 Arts discipline
    • a Technologies program that includes in this band of schooling both Design and Technologies and Digital Technologies
    • a learning program that includes in this band of schooling each of the capabilities: Critical and Creative Thinking, Ethical, Intercultural, and Personal and Social Capability

    The department’s Languages Education policy for the Pathways Stage also requires that schools must include provision of languages education across all year levels, delivered by a VIT registered teacher or staff with permission to teach.

    The school curriculum program must recognise that in these years of schooling some students begin to focus on areas of specialisation related to their future schooling and intended pathways beyond schooling.

The VCAA also provides an online Curriculum planning resourceExternal Link , which includes a self-assessment tool for schools and sample school-based curriculum plans. These resources support schools to develop curriculum programs that cater for all students and reflect the decisions, resources and priorities of the school. They involve 4 layers for schools to consider: school, curriculum area, year level and unit/lessons.

Schools are expected to align the design and delivery of school-based curriculum programs to advice provided by VCAA.

Resources

Framework for Improving Student Outcomes 2.0

Online supports for the Teaching and Learning and Assessment elements of FISO 2.0 are available on the Guidance and Resources tabs of the Framework for Improving Student Outcomes (FISO 2.0) policy

Whole-school guide to curriculum planning

The department has produced a Whole-School Guide to Curriculum Planning (PDF)External Link to support teachers, instructional leaders and school leaders to plan and implement the curriculum at every layer of the school.

Using the FISO 2.0 improvement cycle, the guide presents a series of guiding questions and key actions to support planning for the whole school, for a curriculum area or year level, and for units and lessons.

The guide also provides links to an extensive range of resources, case studies and templates that schools can use when planning curriculum to improve student outcomes.

Other departmental guidance on curriculum development and implementation

Additional guidance is available to schools to support them to comply with departmental policies on curriculum program design and delivery.

Languages Education guidance includes the following topics:

  • What makes a quality language program
  • Start a new language program
  • Staffing a language program
  • Language assistants’ program
  • Language program funding, resources and support
  • Approaches to teaching languages
  • Complementary language providers
  • Promote learning a language
  • Languages data and research.

Holocaust Education guidance includes the following topics:

  • Why study the Holocaust
  • Characteristics of a quality Holocaust Education program
  • Overcoming barriers to quality provision.

Career Education resourcesExternal Link are available on the VCAA website and include the following topics:

  • What do students need to learn?
  • What can schools do?
  • Why does it matter?
  • Department of Education and Training support for career education.

Selecting Teaching and Learning Resources Guidelines include the following topics:

  • Overview
  • Questions to ask when selecting teaching and learning resources
  • Selecting films and computer games
  • Staging public events or school performances
  • Controversial topics
  • Resolving issues concerning objections to teaching and learning resources.

Resources

Resources

Minimum standards for school registration

The Victorian Registration and Qualifications Authority Guidelines to the Minimum Standards and Requirements for School RegistrationExternal Link outlines that schools are required to provide all students with a planned and structured curriculum to equip them with the knowledge, skills and attributes needed to complete their schooling and to make a successful transition from school to work, training or further education.

F-10 curriculum planning guidelines

Victorian Government priorities and departmental policies

The department provides information on the Victorian Teaching and Learning Model (VTLM)External Link and its elements to support schools’ to enact their curriculum programs.

Resources are available to schools to support them to comply with departmental policies.

Learning sequencesExternal Link in English and mathematics for Levels 5 to 8 include links to:

  • Victorian Curriculum-aligned learning and teaching resources
  • differentiated and cross-curriculum-enriched content
  • advice for planning, delivery, and assessment.

Physical and Sport Education resources include links to useful websites.

Languages Education resources include links to:

  • information resources for schools, regions and reviewers (login required)
  • the Victorian Curriculum: Languages
  • department learning and teaching resources
  • help for parents/carers to find a languages program in a Victorian government school.

Holocaust Education resources include links to:

  • teacher professional learning
  • background reading/viewing for teachers
  • learning and teaching resources.

Sexuality and Consent Education resources include links to:

  • professional learning
  • useful websites
  • department resources
  • external resources
  • information on working with parents and or carers
  • external support services.

Career education resources include a dedicated Career Education resources websiteExternal Link produced by the VCAA. Resources are available for all learning areas and capabilities of the Victorian Curriculum.

Teaching and Learning Resources – Selecting Appropriate Materials resources includes a template Parent Consent Form for viewing M/MA films or computer games.

Teaching about world religions

Teaching about Islam

Schools can book a Muslim guest speaker who is able to speak with students about the key tenets of Islam and their lived experience as adherents of the Islamic faith. This can contribute to a school’s program of teaching about major religions and world views (PDF)External Link as part of the Victorian Curriculum F–10.

The Islamic Council of Victoria can provide Muslim guest speakers who have:

The normal time for a presentation is about 45 minutes. On most occasions this will include the opportunity for questions and answers. Schools can discuss with the council any particular issues or focus points they would like the speaker to address. The council will help to match appropriate speakers with schools, giving consideration to factors such as geographic location.

While not required, schools are requested to make a payment of $300 to the Islamic Council of Victoria when a speaker is booked. This is to cover administrative costs, travel costs and other sundry expenses. Additional expenses may be involved if a speaker is travelling a long distance or where overnight accommodation is required.

Bookings can be made by contacting the Islamic Council of Victoria:

For information on the key considerations for schools in teaching about Islam, refer to: A discussion with Adel Salman – President of Islamic Council of VictoriaExternal Link on Arc.

Teaching about other world religions, for example, Christianity and Judaism

Please refer to contacts listed within the Special Religious Instruction policy that can assist schools in identifying appropriate guest speakers for other religions.


Reviewed 19 March 2020