critical thinking vic curriculum

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Victorian Curriculum and Assessment Authority

Visual Arts

• Visual Communication Design

Critical and Creative Thinking

• English as an Additional Language (EAL)
• English Version 2.0

Ethical Capability

Health and physical education.

• Civics and Citizenship
• Economics and Business

Intercultural Capability

• Classical Greek
• Modern Greek
• Non-Roman Alphabet Languages
• Roman Alphabet Languages
• Victorian Aboriginal Languages

Mathematics

• Mathematics Version 2.0

Personal and Social Capability

Design and technologies, digital technologies.

• Level A (Towards Foundation)
• Level B (Towards Foundation)
• Level C (Towards Foundation)
• Level D (Towards Foundation)
• Foundation level
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Critical and Creative Thinking Level Description

From Foundation to Level 2, the curriculum focuses on developing the knowledge, skills and understanding to express reasoning and to problem solve and learn more effectively. Students become familiar with key vocabulary and simple strategies to structure and improve thinking. Students develop an understanding that thinking can be made explicit.

Critical and Creative Thinking Content Descriptions

Questions and possibilities.

• Identify, describe and use different kinds of question stems to gather information and ideas (VCCCTQ001)
• Consider personal reactions to situations or problems and how these reactions may influence thinking (VCCCTQ002)
• Make simple modifications to known ideas and routine solutions to generate some different ideas and possibilities (VCCCTQ003)
• Examine words that show reasons and words that show conclusions (VCCCTR004)
• Compare and contrast information and ideas in own and others reasoning (VCCCTR005)
• Consider how reasons and examples are used to support a point of view and illustrate meaning (VCCCTR006)

Meta-Cognition

• Consider ways to express and describe thinking activity, including the expression of feelings about learning, both to others and self (VCCCTM007)
• Explore some learning strategies, including planning, repetition, rewording, memorisation and use of mnemonics (VCCCTM008)
• Investigate ways to problem-solve, using egocentric and experiential language (VCCCTM009)

Critical and Creative Thinking Achievement Standard

By the end of Level 2, students use and give examples of different kinds of questions. Students generate ideas that are new to them and make choices after considering personal preferences.

Students identify words that indicate components of a point of view. They use reasons and examples for different purposes.

Students express and describe thinking activity. They practise some learning strategies. Students demonstrate and articulate some problem-solving approaches.

Dance Level Description

In Levels 1 and 2, students continue their exploration of how dance can communicate ideas about themselves and their world and they make dances to express their ideas. They share their dance with peers and in informal settings, learn about safe dance practice and experience dance as audiences.

As in Foundation, the starting point for Levels 1 and 2 Dance is ‘everyday movements’. Students increase...

As in Foundation, the starting point for Levels 1 and 2 Dance is ‘everyday movements’. Students increase their awareness of the movements their bodies can create and further explore the elements of dance (space, time, dynamics and relationships) as they make and observe dances. They extend their learning about how to make dances and respond to feedback as part of their dance-making process

Students are introduced to dances from a range of cultures, times and locations, beginning with dance from cultures in their local community.

Dance Content Descriptions

Explore and express ideas.

• Use safe dance practice, fundamental locomotor and non-locomotor movements, body parts, bases and zones to explore, improvise and structure movement ideas for dance (VCADAE021)

Dance Practices

• Use choreographic devices to select and organise movement ideas and create and practise dance sequences (VCADAD022)

Present and Perform

• Use simple technical and expressive skills when presenting dance that communicates ideas about themselves and their world to an audience (VCADAP023)

Respond and Interpret

• identify where people can experience dance in the local community, for example, talking with Aboriginal and Torres Strait Islander people about how dance sustains and communicates cultural knowledge (VCADAR024)

Dance Achievement Standard

By the end of Level 2 students use the elements of dance and fundamental movement skills to make and perform safely, dance sequences that express ideas.

Students communicate about dances they make, perform and view, and discuss where and why people dance.

Design and Technologies Level Description

In Foundation to Level 2 students explore and investigate technologies, including their purpose and how they meet personal and social needs within local settings. Students develop an understanding of how society and environmental sustainability factors influence design and technologies decisions. They begin to consider the impact of their decisions and of technologies on others and the environment...

In Foundation to Level 2 students explore and investigate technologies, including their purpose and how they meet personal and social needs within local settings. Students develop an understanding of how society and environmental sustainability factors influence design and technologies decisions. They begin to consider the impact of their decisions and of technologies on others and the environment including in relation to preferred futures.

Students reflect on their participation in a design process. This involves students developing new perspectives, and engaging in different forms of evaluating and critiquing designed solutions based on personal preferences.

Using a range of technologies including a variety of graphical representation techniques to communicate, students draw, model and explain design ideas; label drawings; draw objects as two-dimensional images from different views; draw products and simple environments and verbalise design ideas.

With teacher support, they plan simple steps and follow directions to complete their own or group design ideas or projects, and manage their own role within team projects. Students are aware of others around them and the need to work safely and collaboratively when creating designed solutions.

Students will have the opportunity to create designed solutions at least once in each of the following technologies contexts:

Engineering principles and systems

Food and fibre production, food specialisations.

• Materials and technologies specialisations.

Design and Technologies Content Descriptions

Technologies and society.

• Identify how people create familiar designed solutions and consider sustainability to meet personal and local community needs (VCDSTS013)

Technologies Contexts

• Explore how technologies use forces to create movement in designed solutions (VCDSTC014)
• Explore how plants and animals are grown for food, clothing and shelter (VCDSTC015)
• Explore how food is selected and prepared for healthy eating (VCDSTC016)

Materials and technologies specialisations

• Explore the characteristics and properties of materials and components that are used to create designed solutions (VCDSTC017)

Creating Designed Solutions

Investigating.

• Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (VCDSCD018)
• Visualise, generate, and communicate design ideas through describing, drawing and modelling (VCDSCD019)
• Use materials, components, tools, equipment and techniques to produce designed solutions safely (VCDSCD020)
• Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment (VCDSCD021)

Planning and managing

• Sequence steps for making designed solutions (VCDSCD022)

Design and Technologies Achievement Standard

By the end of Level 2, students describe the purpose of familiar designed solutions and how they meet the needs of users and affect others and environments. They identify the features and uses of some technologies for each of the prescribed technologies contexts.

With guidance, students create designed solutions for each of the prescribed technologies contexts. They describe given needs or opportunities. Students create and evaluate their ideas and designed solutions based on personal preferences. They communicate design ideas for their designed solutions, using modelling and simple drawings. Following sequenced steps, students demonstrate safe use of tools and equipment when producing designed solutions.

Digital Technologies Level Description

In Foundation to Level 2, students are introduced to common digital systems and patterns that exist within data they collect. Students organise, manipulate and present this data, including numerical, categorical, text, image, audio and video data, in creative ways to create meaning.

Students use the concept of abstraction when defining problems, to identify the most important information. They...

Students use the concept of abstraction when defining problems, to identify the most important information. They begin to develop their design thinking skills by conceptualising algorithms as a sequence of steps for carrying out instructions, such as identifying steps in a process or controlling robotic devices. Students describe how information systems meet information, communication and recreation needs.

Through discussion with teachers, students learn to apply safe practices to protect themselves and others as they interact online for learning and communicating.

Across the band, students will have had the opportunity to create a range of digital solutions through guided play and integrated learning, such as using robotic toys to navigate a map or recording science data with software applications.

Digital Technologies Content Descriptions

Digital systems.

• Identify and explore digital systems (hardware and software components) for a purpose (VCDTDS013)

Data and Information

• Recognise and explore patterns in data and represent data as pictures, symbols and diagrams (VCDTDI014)
• Collect, explore and sort data, and use digital systems to present the data creatively (VCDTDI015)
• Independently and with others create and organise ideas and information using information systems, and share these with known people in safe online environments (VCDTDI016)

Creating Digital Solutions

• Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (VCDTCD017)
• Explore how people safely use common information systems to meet information, communication and recreation needs (VCDTCD018)

Digital Technologies Achievement Standard

By the end of Level 2, students identify how common digital systems are used to meet specific purposes.

Students use digital systems to represent simple patterns in data in different ways and collect familiar data and display them to convey meaning.

Students design solutions to simple problems using a sequence of steps and decisions. They create and organise ideas and information using information systems and share these in safe online environments.

Drama Level Description

In Levels 1 and 2, students continue their exploration and learning about how ideas and stories can be imagined and communicated through drama. They improvise and create roles, characters and situations and learn about focus and identifying the main idea of the drama. They share their drama with peers and experience drama as audiences.

Drama in the local community is the focus for learning. Students also draw on drama from other cultures, times and locations. As they make and respond to drama, students explore meaning and interpretation, forms and elements and social and cultural contexts of drama. They make simple evaluations of drama expressing what they enjoy and why.

Students learn about safety in dramatic play and in interaction with other actors.

Drama Content Descriptions

• Explore roles, characters and dramatic action in dramatic play, improvisation and process drama (VCADRE021)

Drama Practices

• Use voice, facial expression, movement and space to imagine and establish role and situation (VCADRD022)
• Present drama that communicates ideas, including stories from their community, to an audience (VCADRP023)
• Respond to drama, expressing what they enjoy and why, and why people in their local area make and perform drama, including drama of Aboriginal and Torres Strait Islander peoples (VCADRR024)

Drama Achievement Standard

By the end of Level 2, students make and present drama using the elements of role, situation and focus in dramatic play and improvisation.

Students describe what happens in drama they make, perform and view. They identify some elements in drama and describe where and why there is drama.

English Level Description

In Level 2, students communicate with peers, teachers, students from other classes, and community members.

Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is to entertain, as well as texts designed to inform and persuade. These encompass traditional oral texts, picture books, various...

Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is to entertain, as well as texts designed to inform and persuade. These encompass traditional oral texts, picture books, various types of print and digital stories, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work.

Literary texts that support and extend Level 2 students as independent readers involve sequences of events that span several pages and present unusual happenings within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied in other areas of the curriculum. These texts include language features such as varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a range of punctuation conventions, as well as illustrations and diagrams that both support and extend the printed text.

Students create a range of imaginative, informative and persuasive texts including imaginative retellings, reports, performances, poetry and expositions.

English Content Descriptions

Reading and viewing, text structure and organisation.

• Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (VCELA212)
• Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams (VCELA213)

Expressing and developing ideas

• Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction (VCELA214)
• Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (VCELA215)
• Understand that nouns represent people, places, things and ideas and include common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives (VCELA216)

Phonics and word knowledge

• Learn some generalisations for adding suffixes to words (VCELA217)
• Recognise most letter–sound matches including silent letters, trigraphs, vowel digraphs and common long vowels, and understand that a sound can be represented by various letter combinations (VCELA218)

Examining literature

• Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (VCELT219)

Texts in context

• Discuss different texts on a similar topic, identifying similarities and differences between the texts (VCELY220)

Interpreting, analysing, evaluating

• Read familiar and some unfamiliar texts with phrasing and fluency by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, predicting, rereading and self-correcting (VCELY221)
• Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (VCELY222)
• Analyse how different texts use nouns to represent people, places, things and ideas in particular ways (VCELY223)
• Understand how texts are made cohesive by the use of resources, including word associations, synonyms, and antonyms (VCELA224)
• Recognise that capital letters signal proper nouns and commas are used to separate items in lists (VCELA225)
• Understand how to use digraphs, long vowels, blends, silent letters and syllabification to spell simple words including compound words (VCELA226)
• Use visual memory to write high-frequency words and words where spelling is not predictable from the sounds (VCELA227)

Creating literature

• Create events and characters using different media that develop key events and characters from literary texts (VCELT228)
• Build on familiar texts by experimenting with character, setting or plot (VCELT229)

Creating texts

• Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (VCELY230)
• Reread and edit text for spelling, sentence-boundary punctuation and text structure (VCELY231)
• Write words and sentences legibly using upper- and lower-case letters that are applied with growing fluency using an appropriate pen/pencil grip and body position (VCELY232)
• Construct texts featuring print, visual and audio elements using software, including word processing programs (VCELY233)

Speaking and Listening

Language variation and change.

• Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (VCELA234)

Language for interaction

• Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context (VCELA235)
• Identify language that can be used for appreciating texts and the qualities of people and things (VCELA236)
• Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (VCELA237)
• Manipulate more complex sounds in spoken words through knowledge of blending and segmenting sounds, phoneme deletion and substitution (VCELA238)
• Identify all Standard Australian English phonemes, including short and long vowels, separate sounds in clusters (VCELA239)

Literature and context

• Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (VCELT240)

Responding to literature

• Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (VCELT241)
• Compare opinions about characters, events and settings in and between texts (VCELT242)
• Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (VCELT243)

Interacting with others

• Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions through initiating topics, making positive statements, and voicing disagreement in an appropriate manner (VCELY244)
• Rehearse and deliver short presentations on familiar and new topics, speaking clearly and varying tone, volume and pace appropriately, and using supportive props (VCELY245)

English Achievement Standard

By the end of Level 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters, settings and events or communicate factual information. They recognise all Standard Australian English phonemes, and most letter–sound matches. They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and images that provide additional information. They monitor meaning and self-correct using context, prior knowledge, punctuation, language and phonic knowledge. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content.

Students create texts that show how images support the meaning of the text. They accurately spell words with regular spelling patterns and can write words with less common long vowels, trigraphs and silent letters. They use some punctuation accurately, and can write words and sentences legibly using unjoined upper- and lower-case letters.

Students listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns. When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text. Students create texts, drawing on their own experiences, their imagination and information they have learned. Students use a variety of strategies to engage in group and class discussions and make presentations.

Ethical Capability Level Description

From Foundation to Level 2, the curriculum focuses on developing the knowledge, skills and understandings to approach ethical problems and evaluate outcomes. Students develop a vocabulary to engage with ethical problems and an understanding that personal feelings can effect decision-making and actions.

Ethical Capability Content Descriptions

Understanding concepts.

• Explore the meaning of right and wrong, good and bad, as concepts concerned with the outcomes of acts (VCECU001)

Decision Making and Actions

• Explore the type of acts often considered right and those often considered wrong and the reasons why they are considered so (VCECD002)
• Explore the effects that personal feelings can have on how people behave in situations where ethical issues are involved (VCECD003)

Ethical Capability Achievement Standard

By the end of Level 2, students identify and describe ethical concepts using illustrative examples from familiar situations and a basic vocabulary about ethical problems and their outcomes.

Students identify and explain acts and situations that have ethical dimensions, using illustrative examples. They explain that personal feelings may influence the way people behave in situations where ethical issues are involved.

Geography Level Description

From Foundation to Level 2, the curriculum develops the concept of place through a study of what places are like over time and how they are defined. The emphasis in F-2 is on the places in which students live, but they also start to investigate other places of similar size that are familiar to them or that they are curious about.

Examining the influence of distance and accessibility on the frequency...

Examining the influence of distance and accessibility on the frequency of visits to places starts students thinking about the concept of space. This is further developed through an introduction to location, including exploring where activities are located and the reasons for this.

The idea of active citizenship is developed as students start to explore their feelings about special places, and the wider importance of places to people and how places can be cared for.

The concept of environment is introduced as students study the daily and seasonal weather patterns and natural features of their place and of other places, including how seasonal change is perceived by different cultures.

Students are introduced to the concept of scale as they learn about the hierarchy of scale by which places are defined - from the personal scale of their home to the national scale of their country. Students’ understanding of the concept of interconnection is developed by investigating the links people have with places locally and globally.

Key questions:

• What are places like?
• How and why are people connected to their place and other places?
• What makes a place special?
• How can we care for places?

Geography Content Descriptions

Geographical concepts and skills, place, space and interconnection.

• Identify and describe the features of places at a local scale and how they change, recognising that people describe the features of places differently (VCGGC057)
• Describe and explain where places and activities are located (VCGGC058)
• Identify how people are connected to different places (VCGGC059)

Data and information

• Collect and record geographical data and information from the field and other sources (VCGGC060)
• Represent data and the location of places and their features by constructing tables, plans and labelled maps (VCGGC061)
• Interpret data and information to draw conclusions and describe the direction and location of places, using terms such as north, south, opposite, near, far (VCGGC062)

Geographical Knowledge

Places and our connections to them.

• Representation of the location of places and their features on maps and models, including a globe, and the location of the major geographical divisions of the world in relation to Australia (VCGGK063)
• Definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales (VCGGK064)
• Connections of people in Australia to other places in Australia and across the world (VCGGK065)
• Aboriginal and Torres Strait Islander Country/Place on which the school is located and why Country/Place is important to Aboriginal and Torres Strait Islander peoples, and the ways in which they maintain special connections to particular Country/Place (VCGGK066)
• Weather and seasons and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander peoples, describe them (VCGGK067)
• Natural, managed and constructed features of places, their location and how they change (VCGGK068)
• Reasons why some places are special and some places are important to people and how they can be looked after (VCGGK069)
• Activities in the local place and reasons for their location, and the influence of purpose, distance and accessibility on the frequency with which people visit places (VCGGK070)

Geography Achievement Standard

By the end of Level 2, students define place and identify and describe features of places and changes in these, at a local scale. They identify how people are connected to different places and explain the value of places to people. They describe different ways that places can be cared for.

They collect and record geographical data and information. They represent data and information in tables, plans and labelled maps and interpret it to draw conclusions.

They describe and explain location and distance using geographical terms, and describe the location of the major geographical divisions of the world.

Health and Physical Education Level Description

The curriculum for Levels 1 and 2 builds on the learning from Foundation Level and supports students to make decisions to enhance their health, safety and participation in physical activity. The content enables students to explore their own sense of self and the factors that contribute to and influence their identities. Students learn about emotions, how to enhance their interactions with others...

The curriculum for Levels 1 and 2 builds on the learning from Foundation Level and supports students to make decisions to enhance their health, safety and participation in physical activity. The content enables students to explore their own sense of self and the factors that contribute to and influence their identities. Students learn about emotions, how to enhance their interactions with others, and the physical and social changes they go through as they grow older.

The content explores health messages and how they relate to health decisions and behaviours, and examines strategies students can use when they need help. The content also provides opportunities for students to learn through movement. It supports them in broadening the range and complexity of fundamental movement skills they are able to perform in a range of settings, including indoor, outdoor and aquatic. They learn how to select, transfer and apply simple movement skills and sequences individually, in groups and in teams.

Students also further develop their knowledge, understanding and skills in relation to movement by exploring simple rule systems and safe use of equipment in a variety of physical activities and games. Through active participation, they investigate the body’s response to different types of physical activities. In addition, students develop personal and social skills such as cooperation, decision making, problem-solving and persistence during movement activities.

The focus areas to be addressed in Levels 1 and 2 include, but are not limited to:

• alcohol and other drugs (focusing on safe use of medicines) (AD)
• food and nutrition (FN)
• health benefits of physical activity (HBPA)
• mental health and wellbeing (MH)
• relationships and sexuality (focusing on relationships) (RS)
• active play and minor games (AP)
• fundamental movement skills (FMS)
• rhythmic and expressive movement activities (RE).

Health and Physical Education Content Descriptions

Personal, social and community health, being healthy, safe and active.

• Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities (VCHPEP071)
• Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these (VCHPEP072)
• Practise strategies they can use when they need help with a task, problem or situation at home and/or at school (VCHPEP073)
• Recognise situations and opportunities to promote their own health, safety and wellbeing (VCHPEP074)

Communicating and interacting for health and wellbeing

• Describe ways to include others to make them feel that they belong (VCHPEP075)
• Identify and practise emotional responses that account for own and others’ feelings (VCHPEP076)
• Examine health messages and how they relate to health decisions and behaviours (VCHPEP077)

Contributing to healthy and active communities

• Explore actions that help make the classroom a healthy, safe and active place (VCHPEP078)
• Identify and explore natural and built environments in the local community where physical activity can take place (VCHPEP079)

Movement and Physical Activity

Moving the body.

• Perform fundamental movement skills in different movement situations in indoor, outdoor and aquatic settings (VCHPEM080)
• Construct and perform imaginative and original movement sequences in response to stimuli (VCHPEM081)
• Create and participate in games (VCHPEM082)

Understanding movement

• Discuss the body’s reactions to participating in physical activities (VCHPEM083)
• Incorporate elements of effort, space, time, objects and people in performing simple movement sequences (VCHPEM084)

Learning through movement

• Use strategies to work in group situations when participating in physical activities (VCHPEM085)
• Propose a range of alternatives and test their effectiveness when solving movement challenges (VCHPEM086)
• Identify rules and fair play when creating and participating in physical activities (VCHPEM087)

Health and Physical Education Achievement Standard

By the end of Level 2, students describe changes that occur as they grow older. They recognise how strengths and achievements contribute to identities. They understand how emotional responses impact on others’ feelings. They examine messages related to health decisions and describe how to help keep themselves and others healthy, safe and physically active. They identify areas where they can be active and how the body reacts to different physical activities.

Students demonstrate positive ways to interact with others. They select strategies at home and/or school to keep themselves healthy and safe and are able to ask for help with tasks or problems. They demonstrate fundamental movement skills in different movement situations and test alternatives to solve movement challenges. They perform movement sequences that incorporate the elements of movement.

History Level Description

Personal and Community Histories

In Foundation to Level 2, students study personal, family and local history. Students learn about their own history and that of their family, including stories from different cultures and other parts of the world. As participants in their own history, students develop their knowledge and understanding of how the past is different from the present. Students also...

In Foundation to Level 2, students study personal, family and local history. Students learn about their own history and that of their family, including stories from different cultures and other parts of the world. As participants in their own history, students develop their knowledge and understanding of how the past is different from the present. Students also learn about continuity and change in family life by comparing the present with the past. They begin to explore the links, and the changes that occur, over time. Students explore, recognise and appreciate the history of their local area by examining remains of the past and considering why they should be preserved.

In this band, students will apply the following historical concepts and skills to the historical knowledge: sequencing chronology, using historical sources as evidence, identifying continuity and change, and determining historical significance.

• What is my personal and family history?

• How has family life changed or remained the same over time?

• What remains of the past are important to the local community? Why?

• How have changes in technology shaped our daily life?

History Content Descriptions

Historical concepts and skills.

• Sequence significant events about personal and family history to create a chronological narrative (VCHHC053)

Historical sources as evidence

• Identify the content features of primary sources when describing the significance of people, places or events (VCHHC054)
• Identify perspectives about changes to daily life from people in the past or present (VCHHC055)

Continuity and change

• Identify examples of continuity and change in family life and in the local area by comparing past and present (VCHHC056)

Historical significance

• Identify the significance of a person and/or place in the local community (VCHHC057)

Historical Knowledge

Personal histories.

• Who the people in their family are, describe where they were born and raised and how they are related to each other and how their stories are communicated and shared (VCHHK058)
• Differences in family structures of families and the role of family groups today, and what they have in common and how these have changed or remained the same over time (VCHHK059)
• How the present, past and future are signified by terms indicating and describing time (VCHHK060)
• Differences and similarities between students' daily lives and perspectives of life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications (VCHHK061)

Community histories

• How they, their family, friends and communities commemorate past events that are important to them (VCHHK062)
• The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (VCHHK063)
• The significance today of an historical site of cultural or spiritual importance (VCHHK064)
• The effect of changing technology on people’s lives and their perspectives on the significance of that change (VCHHK065)

History Achievement Standard

By the end of Level 2, students explain aspects of daily life to identify how some aspects have changed over time, while others have remained the same. They describe personal and family life, a person, a site, or an event of significance in the local community.

Students use sources (physical, visual, oral) including the perspectives of others (parents, grandparents) to describe changes to daily life and the significance of people, places or events. They compare objects from the past and present. Students create a narrative about the past using terms and a range of sources.

Intercultural Capability Level Description

From Foundation to Level 2, the curriculum focus is on developing the knowledge, skills and understandings to enable students to learn about cultures in their immediate world. For students at Foundation to level 2, learning typically focuses on their immediate family, home, school and friends. This includes cultural practices relevant to their lived experiences such as choice of food, clothing or housing, cultural celebrations and language.

The curriculum provides the opportunity for students to begin to explore similarities and difference in cultural practices. They begin to understand the concept of cultural diversity.

Intercultural Capability Content Descriptions

Cultural practices.

• Identify what is familiar and what is different in the ways culturally diverse individuals and families live (VCICCB001)
• Describe their experiences of intercultural encounters in which they have been involved (VCICCB002)

Cultural Diversity

• Identify and discuss cultural diversity in the school and/or community (VCICCD003)
• Imagine and explain what their responses might be if they were placed in a different cultural situation or setting (VCICCD004)

Intercultural Capability Achievement Standard

By the end of Level 2, students begin to distinguish what is familiar and different in the ways culturally diverse individuals and families live. They describe their experiences of intercultural encounters, and identify cultural diversity in their school and/or community.

Students explain how they might respond in different cultural situations.

Mathematics Level Description

In Level 2, students use grouping partitioning and re-arrangement to apply place value and extend the range of numbers they use and apply to thousands.

Students recognise, model and order numbers to at least 1000 and use a variety of strategies to count efficiently, including skip counting forwards and backwards by twos threes, fives and tens, with and without the use of technology. They explore...

Students recognise, model and order numbers to at least 1000 and use a variety of strategies to count efficiently, including skip counting forwards and backwards by twos threes, fives and tens, with and without the use of technology. They explore the relationship between addition and subtraction, and use a variety of strategies to solve problems, including missing number problems. Students use groups and arrays to represent multiplication and division and solve simple problems, including finding halves, quarters and eighths of sets and shapes. They count and order by value, small collections of Australian coins and notes.

Students compare and order sets of shapes and objects based on length, area, volume and capacity using uniform informal units. They compare masses using balance scales, tell the time to the quarter hour, and use months and seasons to describe sequences of events over a longer time frame. Students describe sets of shapes and objects defined in terms of properties, and draw examples of these with and without the use of technology. They use simple maps and identify relative locations, and investigate the effect of simple transformations of slides, flips, half and quarter turns, both by hand and using technology.

Students use questions of interest to gather and display data for a single categorical variable and interpret it. They identify chance in a range of activities and describe related outcomes as ‘likely’ or ‘unlikely’.

Mathematics Content Descriptions

Number and Algebra

Number and place value

• Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences (VCMNA103)
• Recognise, model, represent and order numbers to at least 1000 (VCMNA104)
• Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting (VCMNA105)
• Explore the connection between addition and subtraction (VCMNA106)
• Solve simple addition and subtraction problems using a range of efficient mental and written strategies (VCMNA107)
• Recognise and represent multiplication as repeated addition, groups and arrays (VCMNA108)
• Recognise and represent division as grouping into equal sets and solve simple problems using these representations (VCMNA109)

Fractions and decimals

• Recognise and interpret common uses of halves, quarters and eighths of shapes and collections (VCMNA110)

Money and financial mathematics

• Count and order small collections of Australian coins and notes according to their value (VCMNA111)

Patterns and algebra

• Describe patterns with numbers and identify missing elements (VCMNA112)
• Solve problems by using number sentences for addition or subtraction (VCMNA113)
• Apply repetition in arithmetic operations, including multiplication as repeated addition and division as repeated subtraction (VCMNA114)

Measurement and Geometry

Using units of measurement

• Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units (VCMMG115)
• Compare masses of objects using balance scales (VCMMG116)
• Tell time to the quarter-hour, using the language of 'past' and 'to' (VCMMG117)
• Name and order months and seasons (VCMMG118)
• Use a calendar to identify the date and determine the number of days in each month (VCMMG119)
• Describe and draw two-dimensional shapes, with and without digital technologies (VCMMG120)
• Describe the features of three-dimensional objects (VCMMG121)

Location and transformation

• Interpret simple maps of familiar locations and identify the relative positions of key features (VCMMG122)
• Investigate the effect of one-step slides and flips with and without digital technologies (VCMMG123)
• Identify and describe half and quarter turns (VCMMG124)

Statistics and Probability

• Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’ (VCMSP125)

Data representation and interpretation

• Identify a question of interest based on one categorical variable. Gather data relevant to the question (VCMSP126)
• Collect, check and classify data (VCMSP127)
• Create displays of data using lists, table and picture graphs and interpret them (VCMSP128)

Mathematics Achievement Standard

Students count to and from, and order numbers up to 1000. They perform simple addition and subtraction calculations, using a range of strategies. They find the total value of simple collections of Australian notes and coins. Students represent multiplication and division by grouping into sets and divide collections and shapes into halves, quarters and eighths. They recognise increasing and decreasing number sequences involving 2s, 3s, 5s and 10s, identify the missing element in a number sequence, and use digital technology to produce sequences by constant addition.

Students order shapes and objects, using informal units for a range of measures. They tell time to the quarter hour and use a calendar to identify the date, days, weeks and months included in seasons and other events. Students draw two-dimensional shapes, specify their features and explain the effects of one-step transformations. They recognise the features of three-dimensional objects. They interpret simple maps of familiar locations.

Students collect data from relevant questions to create lists, tables and picture graphs with and without the use of digital technology. They interpret data in context. Students use everyday language to describe outcomes of familiar events.

Media Arts Level Description

In Levels 1 and 2, students explore media arts and experiment with story and elements of media arts. They develop an understanding of a range of media artworks. They make and share their media artworks as artists and audience.

Students become aware of structure, intent, character and settings as they explore ideas, and plan and construct stories. They learn about the elements of media arts and about different audience groups. They experience media arts from a range of cultures, times and locations.

Students learn how to safely use media technologies in media arts practice. They develop their role as an artist in their media artworks, and ways to respond to media artworks as an audience.

Media Arts Content Descriptions

Explore and represent ideas.

• Experiment with ideas and develop characters and settings through stories using images, sounds and text (VCAMAE021)

Media Arts Practices

• Use media technologies to capture and edit images and sounds and text to tell stories (VCAMAM022)
• Create and present media artworks that communicate ideas and stories to an audience (VCAMAP023)
• Respond to media artworks and consider where and why people in their local area make media artworks, including media artworks of Aboriginal and Torres Strait Islander peoples (VCAMAR024)

Media Arts Achievement Standard

By the end of Level 2, students describe the media artworks that they make and view, and describe where and why media artworks are made.

Students use the story principles of structure, character, intent and setting, media technologies and the elements of media arts to make and share media artworks.

Music Level Description

In Levels 1 and 2, students listen to and experiment with a range of sounds. They develop skills in imagining and creating and performing music which explores their ideas about the world. Students share their music with peers. They present music for school events and experience diverse music as members of an audience.

Students select and make choices about their use of the elements of music as...

Students select and make choices about their use of the elements of music as they improvise, compose and perform. They build on their ability to discriminate between different qualities of rhythm, pitch, dynamics and expression, form and structure, timbre and texture as they listen to and make music. They develop the range and expressiveness of their vocal and instrumental technique and continue learning to use their voice and other instruments appropriately and safely.

Students become aware of the different reasons for the use of music in a range of contexts. They develop their understanding of the varying features of music from different cultures, times and locations and how it can be used for different purposes. They talk about why they have preferences for particular music.

Music Content Descriptions

• Use imagination and experimentation to explore musical ideas using voice, movement, instruments and body percussion (VCAMUE021)

Music Practices

• Sing and play instruments to improvise, compose and practise a repertoire of chants, songs and rhymes, including those used by cultural groups in the local community (VCAMUM022)
• Rehearse and perform songs and instrumental music they have learnt and composed to communicate ideas to an audience (VCAMUP023)
• Respond to music, communicating their preferences and discussing where and why people in their local area make and perform music, including the music of Aboriginal and Torres Strait Islander peoples (VCAMUR024)

Music Achievement Standard

By the end of Level 2 students use imagination, their voices and instruments to improvise, compose, arrange and perform music. They explore and make decisions about ways of organising sounds to communicate ideas. They achieve intended effects and demonstrate accuracy when performing and composing.

They describe ways contrasts and effects can be created in music they listen to, compose and perform and their understanding of the purposes of music in different social and cultural contexts.

Personal and Social Capability Level Description

In Levels 1 and 2, the curriculum focuses on enabling students to learn about making and keeping friends and understanding the effects that their actions have on others. Students extend their vocabulary to describe the emotions they experience when interacting with others. Students develop an understanding that others can have different opinions and they learn to identify appropriate ways to respond to these differences. The curriculum provides opportunities for students to use skills required for participation in group tasks. Students practise the skills to solve simple problems and suggest actions that could be taken to resolve conflict.

Personal and Social Capability Content Descriptions

Self-awareness and management, recognition and expression of emotions.

• Extend their vocabulary through which to recognise and describe emotions and when, how and with whom it is appropriate to share emotions (VCPSCSE008)

Development of resilience

• Identify personal strengths and describe how these strengths are useful in school or family life (VCPSCSE009)
• Explain how being prepared to try new things can help identify strategies when faced with unfamiliar or challenging situations (VCPSCSE010)

Social Awareness and Management

Relationships and diversity.

• Identify how families can have a range of relationships (VCPSCSO011)
• Listen to others’ ideas, and recognise that others may see things differently (VCPSCSO012)
• Describe ways of making and keeping friends, including how actions and words can help or hurt others, and the effects of modifying their behaviour (VCPSCSO013)

Collaboration

• Use basic skills required for participation in group tasks and respond to simple questions about their contribution to group tasks (VCPSCSO014)
• Recognise that conflict occurs and distinguish between appropriate and inappropriate ways to deal with conflict (VCPSCSO015)

Personal and Social Capability Achievement Standard

By the end of Level 2, students show an awareness of the feelings and needs of others. They identify and describe personal interests, skills and achievements and reflect on how these might contribute to school or family life. They recognise the importance of persisting when faced with new and challenging tasks.

Students recognise the diversity of families and communities. They describe similarities and differences in points of view between themselves and others. They demonstrate ways to interact with and care for others. They describe their contribution to group tasks. They practise solving simple problems, recognising there are many ways to resolve conflict.

Science Level Description

In Foundation to Level 2, the curriculum focus is on awareness of self and the local world. Students observe changes that can be large or small and happen quickly or slowly. They explore the properties of familiar objects and phenomena, identifying similarities and differences. Students observe patterns of growth and change in the world around them, including weather and living things. They...

In Foundation to Level 2, the curriculum focus is on awareness of self and the local world. Students observe changes that can be large or small and happen quickly or slowly. They explore the properties of familiar objects and phenomena, identifying similarities and differences. Students observe patterns of growth and change in the world around them, including weather and living things. They explore the use of resources from Earth and are introduced to the idea of the flow of matter when considering how water is used. Students describe the components of simple systems, such as stationary objects subjected to pushes or pulls, or combinations of materials, and show how objects and materials interact through direct manipulation. They learn that seeking answers to questions and making observations is a core part of science and use their senses to gather different types of information. They infer simple cause and effect relationships from their observations and experiences, and link events and phenomena with observable effects. Students use counting and informal measurements to make and compare observations and begin to recognise that organising these observations, including in pictograms and in tables, makes it easier to show and describe patterns. They use patterns to make predictions about phenomena.

Science Content Descriptions

Science understanding, science as a human endeavour.

• People use science in their daily lives (VCSSU041)

Biological sciences

• Living things have a variety of external features and live in different places where their basic needs, including food, water and shelter, are met (VCSSU042)
• Living things grow, change and have offspring similar to themselves (VCSSU043)

Chemical sciences

• Objects are made of materials that have observable properties (VCSSU044)
• Everyday materials can be physically changed or combined with other materials in a variety of ways for particular purposes (VCSSU045)

Earth and space sciences

• Observable changes occur in the sky and landscape; daily and seasonal changes affect everyday life (VCSSU046)
• Earth’s resources are used in a variety of ways (VCSSU047)

Physical sciences

• The way objects move depends on a variety of factors including their size and shape: a push or a pull affects how an object moves or changes shape (VCSSU048)
• Light and sound are produced by a range of sources and can be sensed (VCSSU049)

Science Inquiry Skills

Questioning and predicting.

• Respond to and pose questions, and make predictions about familiar objects and events (VCSIS050)

Planning and conducting

• Participate in guided investigations, including making observations using the senses, to explore and answer questions (VCSIS051)

Recording and processing

• Use informal measurements in the collection and recording of observations (VCSIS052)
• Use a range of methods, including drawings and provided tables, to sort information (VCSIS053)

Analysing and evaluating

• Compare observations and predictions with those of others (VCSIS054)

Communicating

• Represent and communicate observations and ideas about changes in objects and events in a variety of ways (VCSIS055)

Science Achievement Standard

By the end of Level 2, students describe examples of how people use science in their daily lives. They identify and describe examples of the external features and basic needs of living things. They describe how different places meet the needs of living things. They describe the properties, behaviour, uses and the effects of interacting with familiar materials and objects. They discuss how light and sound can be produced and sensed. They identify and describe the changes to objects, materials, resources, living things and things in their local environment. They suggest how the environment affects them and other living things.

Students pose and respond to questions about familiar objects and events and predict outcomes of investigations. They use their senses to explore the world around them and record informal measurements to make and compare observations. They record, sort and represent their observations and communicate their ideas to others.

Visual Arts Level Description

In Levels 1 and 2, students develop their awareness of how and why artists, craftspeople and designers express their ideas through different art forms. They enhance their perception skills as they examine and express familiar and new objects and events in their lives. They explore how and why artworks are created. They develop and apply safe and sustainable practices when experimenting with different materials, techniques and technologies

As they make and respond to visual artworks, students explore meaning, forms and styles in different social, cultural and historical contexts. They experience the role of artist and audience in their visual arts making.

Visual Arts Content Descriptions

• Explore ideas, experiences, observations and imagination and express them through subject matter in visual artworks they create (VCAVAE021)

Visual Arts Practices

• Experiment with different materials, techniques and processes to make artworks in a range of art forms (VCAVAV022)
• Create and display artworks to express ideas to an audience (VCAVAP023)
• Respond to visual artworks, including artworks by local Aboriginal and Torres Strait Islander peoples, by describing subject matter and ideas (VCAVAR024)

Visual Arts Achievement Standard

By the end of Level 2, students make artworks using different materials, techniques and processes to express their ideas, observations and imagination.

Students describe artworks they make and view, including where and why artworks are made and viewed.

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Curriculum Programs Foundation to 10

Policy last updated.

13 November 2023

On this page:

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.

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

• 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 Education External 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) .

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

• the Guidelines to the Minimum Standards and Requirements for School Registration External Link (Minimum Standards for School Registration) issued by the Victorian Registration and Qualifications Authority (VRQA)
• the F–10 Revised Curriculum Planning and Reporting Guidelines (PDF) External Link issued by the Victorian Curriculum and Assessment Authority (VCAA)
• departmental policies.

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

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 resource External 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.

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.

Related policies

• Assessment of Student Achievement and Progress for Foundation to 10
• Career Education Funding – Accountability and Reporting Requirements
• Holocaust Education – Delivery Requirements
• Languages Education
• Physical and Sport Education – Delivery Requirements
• Reporting Student Achievement and Progress for Foundation to 10
• Sexuality and Consent Education
• Special Religious Instruction
• Teaching and Learning Resources – Selecting Appropriate Materials

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:

• Victorian Certificate of Education (VCE) External Link including the VCE Vocational Major
• Victorian Pathways Certificate (VPC) External Link
• Vocational Education and Training (VET) External Link

VCAA F-10 curriculum planning guidelines

The VCAA provides the F-10 Revised Curriculum Planning and Reporting Guidelines External 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

Foundation stage (prep-year 2).

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)
• 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.

Breadth Stage (Years 3-8)

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
• 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.

Pathways Stage (Years 9-10)

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 resource External 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.

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 resources External 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:

• 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.

The Victorian Registration and Qualifications Authority Guidelines to the Minimum Standards and Requirements for School Registration External 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

• The Victorian Curriculum and Assessment Authority (VCAA) provides curriculum planning guidelines for schools to support them in the design and delivery of high-quality school-based curriculum programs: VCAA Victorian Curriculum F-10 Revised curriculum planning and reporting guidelines External Link .
• The VCAA also provides a comprehensive online Curriculum Planning Resource External Link , which includes a self-assessment tool for schools and sample school-based curriculum plans.

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 sequences External 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 website External 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:

• a current Working with Children Clearance
• experience speaking with school-aged students
• familiarity with the department’s policies, including the Special Religious Instruction policy and Visitors in Schools policy .

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:

• phone: 03 9328 2067
• email: [email protected]
• key contact: Adel Salman, president.

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

Programs Related To:

Critical & creative thinking.

Yarra Ranges Tech School is part of the Victorian Government's commitment to make Victoria the 'Education State'. We draw on the Lilydale Lakeside Campus, facilities and our stakeholders to introduce students to the applications of human-centred design thinking and innovative leading-edge technologies as a means of problem solving real-world challenges. We also introduce teachers to new pedagogies and ways to bring technology into the classroom. Our programs emphasise critical Enterprise skills in addition to Science, Technology, Engineering, Arts and Mathematics (STEAM) skills required for the 21st century.

Over 2 days, students are challenged to think about the ambulances and how technology can improve their use and ergonomics.

Over 2 days, students are introduced to biomimicry, exploring how insects have developed specific abilities & biological features to overcome challenges.

The VCAA has developed resources to support the delivery of curriculum learning areas. Planning resources can be found under 'Planning resources' and teaching resources, including units of work, can be found under 'Teaching resources'.

STEM (Science, Technologies, Engineering and Mathematics) education comprises the specific knowledge, understandings and skills in each of these learning areas as well as the interrelationship between each of them. STEM education acknowledges that there are opportunities for learning to be delivered in an integrated manner that facilitates greater engagement in each of these learning areas. This approach enables skills such as critical and creative thinking, collaboration and communication to be deployed in a rich and authentic way.

STEM education in the Victorian Curriculum includes the following learning areas: Science, Design and Technologies (including Engineering principles and systems), Digital Technologies and Mathematics.

Erin Wilson Curriculum Manager - STEM tel: + 61 3 9059 5157 email:  [email protected]

Teachers associations

STEM X Academy

Run in partnership with the Australian Science Teachers Association and Questacon, STEM X Academy is teacher professional learning experience designed to tie the national STEM curriculum to high-end research underway in Australia's research sector, and place inquiry-based learning at the heart of both teacher development and classroom practice.

For additional links to teacher professional associations, please explore each of the individual learning areas.

Science and Mathematics Specialists Centres

Victoria's six specialist science and mathematics centres offer a unique insight into new technologies and research through onsite and outreach education programs for students of all ages and professional development activities for teachers.

The centres are:

• Gene Technology Access Centre
• Quantum Victoria
• Victorian Space Science Education Centre 

DET Tech Schools

Victoria's ten Tech Schools are centres of science, technology, engineering and mathematics (STEM) excellence.

Language, Literacy and Critical Thinking Workshop and Toolkit

This program enhances educators’ skills in fostering curiosity, critical thinking, language and literacy in children through play-based learning.

On this page

Program details, program description, detailed cost, implementation considerations, veyldf alignment.

• Priority area: Communication (language development)
• Primary audience: Educators
• Delivery mode: Group training, online, resources (books, kits, manuals)
• Strength of evidence: Level 5 – Foundational research evidence
• Language and cognitive development – basic literacy
• Language and cognitive development – interest literacy/numeracy and memory
• Communication skills and general knowledge – communication and general knowledge
• Item cost: Moderate ($200–$2,000 per person/item)

Language, Literacy and Critical Thinking is a professional learning workshop that aims to upskill early childhood educators and staff in strategies for developing curiosity and critical thinking opportunities for children, which then build language and literacy skills. The workshop aims to increase educators’ understanding of ways to scaffold learning by introducing play-based learning opportunities and continuous provision, which helps build children’s curiosity, analytical thinking, language and literacy.

It includes discussion to support educators to plan practical activities that support and extend children’s learning experiences. The workshop also provides opportunities for educators to share their own knowledge, ideas and strategies to strengthen relationships with families and build links with the home environment to ensure continued learning.

The workshop is supported by an ‘Educators Toolkit’, which contains classroom resources, such as picture books and planning/reflection guides. These resources provide educators with assets and ideas to develop into their programming after the workshop.

Workshop: $400 per participant (including GST and freight and handling for resource kit) for 2-2.5 hour live online interactive workshop.

• An Educators Resource Kit and certificate of attendance will be provided.
• Each participant will also receive follow-up documentation such as a copy of PowerPoint slides and lists of resources and no additional cost.
• A flat fee for services may be available upon request for over 20 participants.
• Payment is required before attending.
• Target population: early childhood educators and staff.
• Program/practice descriptions and details: the 2.5 hour workshop includes a variety of learning methods, such as presentations, group discussions, individual reflection, videos and discussion of practical strategies. The Educator Toolkit will be mailed to the service prior to the training. Each participant will receive follow-up online documentation (such as copies of PowerPoint slides, lists of resources, links to videos and a certificate of attendance).
• Program adaptability: sessions can be offered over different days of the week with a range of times, depending on needs of the service. Trainers are available each term and additional workshops can be offered to meet demand.
• Staffing: services should consider the cost of backfill when determining the cost of accessing this resource.
• Factors to consider: a minimum of 10 participants must be booked into the online workshop session for it to go ahead (can be from one or multiple centres). Services with 20 or more staff interested in attending can negotiate a mutually convenient time for a dedicated workshop. Bookings and registrations are taken online via the provider website and close one week prior to the session start date.
• Tools and systems: participants will need access to a device with Zoom and a strong internet connection.
• Item uses these practice principles
• High expectations of every child
• Integrated teaching and learning approaches

Item responds to these sub-outcomes

• Children interact verbally and non-verbally with others for a range of purposes
• Children engage with a range of texts and get meaning from these texts
• Children express ideas and make meaning using a range of media
• Children begin to understand how symbols and pattern systems work.

Updated 1 March 2024