Annual Implementation Plan (AIP)

4. Developing the next Annual Implementation Plan

Developing the next Annual Implementation Plan (AIP) includes:

1. selecting goals from the SSP for inclusion in the AIP
2. reviewing the 4-year targets for each goal to inform selection of KIS
3. reviewing the system priorities section
4. selecting the key improvement strategies (KIS)
5. developing the actions for each KIS
6. defining the evidence of change for each action
7. identifying tasks for each action.

More detail on each of these elements is provided below.

4.1 Selecting goals from the SSP for inclusion in the AIP

Schools use insights from their end-of-year assessment to select which SSP goals and related KIS will be prioritised for the next AIP.

Schools are required to include both a learning goal and a wellbeing goal in their AIP, reflecting the FISO 2.0 focus on these two student outcomes.

4.2 Reviewing the 4-year targets for each goal to inform selection of KIS

In line with changes made to the AIP process in 2026, schools no longer develop 12-month sub targets in the AIP.

However, for each goal it is expected that schools review their progress towards the 4-year SSP targets to support decisions around which KIS will be selected for implementation through the next AIP.

When reviewing overall progress towards achievement of the SSP targets, schools may consider whether they are starting to implement a new SSP in 2027 or are in the middle or end of implementing a current SSP. Understanding progress toward targets and the status of previously implemented KIS helps schools decide which strategies to continue, adjust, or introduce in the new AIP.

4.3 Reviewing the system priorities section

The ‘system priorities’ section is where schools to capture improvements in the department’s priority areas.

When developing the 2027 AIP, it is recommended schools consider their reflection of progress towards the current ‘Needs additional support (NAS)’ priority target, as documented in their 2026 AIP end-of-year assessment.

This may include which strategies were implemented and if they had the desired impact. Schools can also review the number of students who achieved the ‘needs additional support’ NAPLAN proficiency level in 2025 and how they might best support these students to move out of this proficiency level by 2027.

Schools without NAS students or that do not participate in NAPLAN testing do not need to review or consider the NAPLAN priority target.

To find numbers of students achieving the NAPLAN ‘needs additional support’ proficiency level, schools can access their 2025 and 2026 NAPLAN results on Panorama(opens in a new window).

4.4 Selecting the key improvement strategies

Schools select which SSP key improvement strategies (KIS) to focus on over the next 12 months and provide a rationale as to why these have been selected.

This may include commentary on their:

• self-evaluation against the FISO 2.0 continua of practice
• current progress towards the SSP goals and targets
• system and/or school data or other supporting evidence
• responses regarding implementation of the VTLM 2.0 and the Victorian reading approach questions from the previous end-of-year assessment.

When selecting KIS for implementation, schools must consider:

• the logical sequencing of KIS, and whether certain KIS need to be implemented before others
• the likely impact of each KIS on student learning and wellbeing outcomes
• the school’s readiness for change, including barriers and enablers
• the strategic resourcing demands of each KIS
• whether there are any new KIS not originally identified in the SSP, such as those related to new programs or department initiatives.

Note that schools can add KIS to their SSP and subsequent AIPs by editing the SSP in SPOT. It is recommended schools consult with their SEIL prior to updating their SSP.

4.5 Developing actions for each key improvement strategy

Actions are the high-level areas of focus across the year that support implementation of a school’s chosen KIS. Schools develop 1 or 2 actions per KIS to implement across the year for focus in their AIP.

When developing actions, schools must consider:

• the steps or processes required to implement a KIS, and how these can be sequenced or prioritised
• the actions that have the greatest potential impact on outcomes and practices
• the evidence of change in knowledge, skills and behaviours that should be seen in relation to students, teachers and leaders, and in student outcomes
• any organisational or structural changes that might be required
• their local context and resources that may be required to support the actions.

4.6 Identifying tasks for each action

Schools identify up to 6 specific tasks per KIS necessary to complete the action and record who is responsible for implementation of each task

To determine how many actions and corresponding tasks to develop for each KIS, schools must consider:

• their capacity for change over the year including staff capacity and capability and physical resources
• current stage of implementation: explore, prepare, deliver or sustain
• the number of KIS selected for focus across the entire AIP.

4.7 Identifying tasks for each action

For each KIS, schools identify up to 5 key changes expected to occur across the year if the actions are successfully implemented.

Evidence of change should capture expected changes in:

• school practices, per the FISO 2.0 core elements
• the skills, behaviours and knowledge of staff, students or leaders
• artefacts such as lesson plans or observation notes
• student learning and wellbeing outcomes data.