Annual Implementation Plan (AIP)

1. What’s new in the Annual Implementation Plan

VTLM 2.0 and F–2 reading approach self-assessment

As part of the end-of-year assessment for the 2024 AIP, schools will assess their practice against the expectations set out in the Victorian Teaching and Learning Model (VTLM 2.0) and Victoria’s approach to teaching reading F–2 (PDF).

Schools who respond ‘no’ or ‘partially’ are expected to include actions towards implementing the VTLM 2.0 and F–2 reading approach in their 2025 AIP.

For further information, refer to End-of-year assessment of the Annual Implementation Plan.

‘Needs additional support’ AIP target

Schools are required to set a 12-month target to decrease the number of students achieving in the ‘needs additional support’ (NAS) level in reading and numeracy in NAPLAN by the time those students next complete NAPLAN. This target should be set against an existing School Strategic Plan (SSP) learning goal in their 2025 AIP.

Primary schools must use the following target:

• By 2026, reduce the number of NAS students in each of reading and numeracy in Year 3 and 5 compared to the number of NAS students in 2024.

Secondary schools must use the following target:

• By 2026, reduce the number of NAS students in each of reading and numeracy in Year 7 and 9 compared to the number of NAS students in 2024.

Schools without NAS students or that do not participate in NAPLAN testing are exempt.

Schools are strongly encouraged to set targets to increase the number of students assessed as ‘strong’ and ‘exceeding’ in Years 3, 5, 7 and 9 over time.

For further information, refer to Developing the next Annual Implementation Plan.

Priorities goal

The automated priorities goal and its associated KIS have been removed from the 2025 AIP.

Schools will still be required to ensure that their 2025 AIP includes both a learning and wellbeing goal and key improvement strategy from their SSP.

School council president endorsement in SPOT

To reduce administrative burden, school council presidents are no longer required to endorse the AIP in the SPOT platform.

The AIP will still be presented to and endorsed by school council, and the principal as the executive officer of school council will indicate on SPOT that this has been completed.

Refinements to the continua of practice self-assessment

The self-assessment against the FISO 2.0 continua of practice has been updated to separate the student learning and wellbeing outcomes from the 5 core elements.

Schools will now assess their current school practice against the 2 outcomes as well as the 5 core elements using the 4-point scale.

For further information, refer to End-of-year assessment of the Annual Implementation Plan.

Refresh of specific targets due to data changes (optional)

In light of recent changes in the data collection for NAPLAN and perception surveys (staff login required), schools can choose to review and refresh relevant targets within their SSP before developing their 2025 AIP.

Following the introduction of the Mathematics Curriculum 2.0 (staff login required), schools with targets related to teacher judgements against the Victorian Mathematics Curriculum may have challenges in assessing progress towards these targets. Therefore, for 2025 schools can choose to set a general 12-month target for improvement, such as to ‘improve the proportion of students achieving above the expected level in the Victorian Curriculum Mathematics 2.0’ or alternatively, they may write ‘N/A’ in the relevant target text box on SPOT.

In the coming years, schools will need to progressively update any other SSP targets related to the Victorian Curriculum to reflect the Victorian Curriculum 2.0. This should be done when a baseline for the new curriculum has been established. In the interim, schools may choose to set general targets for improvement without a baseline or target figure.