Reporting Student Achievement and Progress Foundation to 10

Guidance for reporting at each learning stage

The VCAA F–10 Reporting Guidelines provides guidance to meet the minimum requirements for student reporting. Below is a summary from the Guidelines of the minimum requirements of reporting against the achievement standards at each learning stage.

Foundation Stage: Prep to Year 2

The Victorian Curriculum and Assessment Authority’s Curriculum Planning and Reporting Guidelines (VCAA Guidelines) for the Foundation Stage (Prep to Year 2), requires schools to report against the achievement standard in:

• English or EAL (Reading and Viewing, Writing, and Speaking and Listening) twice a year indicating the level of achievement reached by each student and the age-related expected level of achievement for each student
• Mathematics twice a year, noting that:
  • schools teaching Mathematics Version 1.0 in 2024 will continue to report against the 3 strands of the achievement standards (Number and Algebra, Measurement and Geometry, and Statistics and Probability) indicating the level of achievement reached by each student and the age-related expected level of achievement for each student
  • schools teaching Mathematics Version 2.0 in 2024 will report against the achievement standards as a whole indicating the level of achievement reached by each student and the age-related expected level of achievement for each student.
    Note: As of Semester 1 2025, all schools must implement reporting against Mathematics Version 2.0
• Physical Education twice a year. This is reported on separately to Health Education
• Health Education, the Arts, and the Personal and Social Capability. These are reported on as they are taught over this stage of schooling in line with each individual school's learning program(s).

In addition, the VCAA Guidelines for the Foundation Stage require schools to also draw on the following curriculum areas when developing a teaching and learning program:

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

These are reported on as they are taught over the Foundation Stage.

The department's Languages Education policy for the Foundation Stage 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. Therefore, schools are required to report on Languages at least once a year.

In the Foundation Stage, schools may choose to structure teaching and learning programs around the five outcomes of the Victorian Early Years Learning and Development Framework (VEYLDF).

Breadth Stage: Years 3 to 8

The VCAA Guidelines for the Breadth Stage (Years 3 to 8), requires schools to report against the achievement standard in:

• English or EAL (Reading and Viewing, Writing, and Speaking and Listening) twice a year indicating the level of achievement reached by each student and the age-related expected level of achievement for each student
• Mathematics twice a year, noting that:
  • schools teaching Mathematics Version 1.0 in 2024 will continue to report against the 3 strands of the achievement standards (Number and Algebra, Measurement and Geometry, and Statistics and Probability)
  • schools teaching Mathematics Version 2.0 in 2024 will report against the achievement standards as a whole indicating the level of achievement reached by each student and the age-related expected level of achievement for each student.
    Note: As of Semester 1 2025, all schools must implement reporting against Mathematics Version 2.0
• Science at least once a year indicating the level of achievement reached by each student and the age-related expected level of achievement for each student
• Physical Education twice a year. This is reported on separately to Health Education
• all other learning areas and capabilities are reported on as they are taught over the 2-year band of school in line with each individual school's learning program(s). These include:
  • Health Education
  • the Humanities (History, Geography and Civics and Citizenship and, from Year 5, Economics and Business)
  • the Arts (all five Arts disciplines in Years 3 to 4, at least 2 Arts disciplines, one from Performing Arts and one from Visual Arts, in Years 5 to 6)
  • the Technologies (both Design and Technologies, and Digital Technologies at Years 7-8)
  • the 4 capabilities (Personal and Social Capability, Ethical Capability, Intercultural Capability, and Critical and Creative Thinking).

The department’s Languages Education policy for the Breadth Stage, 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. Therefore, schools are required to report on Languages at least once a year.

Pathways Stage: Years 9 to 10

The VCAA Guidelines for the Pathways Stage (Years 9 to 10), requires schools to report against the achievement standards in:

• English or EAL (Reading and Viewing, Writing, and Speaking and Listening) twice a year indicating the level of achievement reached by each student and the age-related expected level of achievement for each student
• Mathematics twice a year, noting that:
  • schools teaching Mathematics Version 1.0 in 2024 will continue to report against the 3 strands of the achievement standards (Number and Algebra, Measurement and Geometry, and Statistics and Probability)
  • schools teaching Mathematics Version 2.0 in 2024 will report against the achievement standards as a whole indicating the level of achievement reached by each student and the age-related expected level of achievement for each student.
    Note: As of Semester 1 2025, all schools must implement reporting against Mathematics Version 2.0
• Science at least once a year indicating the level of achievement reached by each student and the age-related expected level of achievement for each student
• Physical Education and Health Education. These are to be reported on separately – Physical Education twice a year and Health Education over the 2-year band of school in line with the school’s teaching and learning program(s)
• other curriculum areas in line with the school's teaching and learning programs over the two-year band. Students should have the opportunities to engage with the full structure of the Victorian Curriculum F–10, including:
  • the Humanities (including a band of History, Geography, Civics and Citizenship, and Economics and Business)
  • the Arts (at least one art discipline)
  • Technologies (both Design and Technologies, and Digital Technologies)
  • the 4 capabilities (personal and social, ethical, intercultural, and critical and creative thinking).

The department’s Languages Education policy for the Pathways Stage, 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. Therefore, schools are required to report on Languages at least once a year.

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

Schools are required to report the learning achievement levels of students undertaking the Victorian Certificate of Applied Learning (VCAL) program against the Victorian Curriculum F–10 achievement standards for English or EAL and mathematics.

For more information on reporting against the achievement standards at the different stages please refer to the VCAA F–10 Revised curriculum planning and reporting guidelines.