1. Victorian Curriculum F–10 Familiarisation
Sharon Foster
Victorian Curriculum F–10, Manager

2. Curriculum
is the statement of the purpose of schooling defines what it is that all students have the opportunity to learn
outlines the public commitment to the learning valued by the community
is represented as a continuum or set of progressions defining increasingly complex knowledge, skills and concepts

3. Curriculum matters
A guaranteed and viable curriculum is the school level factor that has the most impact on student achievement (Marzano, 2003)
Enabling and monitoring every student’s progress along the continua is the fundamental role of teachers and schools and the purpose and endpoint of all reform efforts

4. Victorian Curriculum – Design and Structure
Design and structure reaffirms:
the importance of discipline-based learning approach, where the disciplines are regarded as both enduring and dynamic
capabilities are a set of discrete knowledge and skills, not a statement of pedagogies and students benefit from explicit instruction
that knowledge and skills are transferrable across the curriculum and therefore are not duplicated.

5. Victorian Curriculum F–10 by 2017
Learning Areas
Capabilities
The Arts
Dance
Drama
Media Arts
Music
Visual Communication Design (7-10)
Visual Arts
English
Humanities
Civics and Citizenship
Economics and Business
Geography
History
Languages
Health and Physical Education
Mathematics
Science
Technologies
Design and Technologies
Digital Technologies
Critical and creative thinking
Intercultural
Ethical
Personal and social

7. Content matters
There is important content that every young Victorian should learn:
Australia’s system of government, history and cultures, including Aboriginal and Torres Strait Islander histories and cultures
values of democracy, equity and justice, including reconciliation between Indigenous and non-Indigenous Australians
high levels of enabling skills in English literacy and numeracy
broad knowledge of and appreciation of the importance of the STEM (Science, Technology, Engineering and Mathematics), Humanities and Arts
knowledge and skills necessary for participation in a digital world
how wellbeing and safety can be protected and nurtured
attributes central to participation in the contemporary economy and for civic participation such as creativity and innovation, critical thinking, problem-solving, and learning to learn.

8. Key features
Structured as a learning continuum that enable teachers to identify the current levels of achievement and then plan for progression
Includes 11 levels for English and Mathematics and bands (5 or 6) for all other Learning Areas and Capabilities
Levels A-D supporting students with disabilities
Cross-curriculum priorities including Aboriginal and Torres Strait Islander histories and culture, Asia and Australia’s engagement with Asia, and Sustainability are embedded in the Learning Areas and Capabilities, not represented as additional or separate curriculum
4 rather than 7 capabilities included in the curriculum.
Additional 3 general capabilities in the Australian Curriculum are Literacy, Numeracy and ICT. Teachers will develop students’ learning of literacy, numeracy and ICT across the curriculum. These capabilities are incorporated in the learning areas and do not require separate treatment.

9. Strengthened and new content
References to phonics and phonemic awareness strengthened in the English curriculum.
The Digital Technologies F–10 curriculum includes new learning including computational thinking, developing and evaluating digital solutions and data collection, representation and interpretation.
Learning about coding is included in both the Digital Technologies and Mathematics curriculum.
References to respectful relationships and safety in the home have been strengthened and made more explicit.
For the first time includes Learning about World Views and Religions. AusVELS and Australian Curriculum make numerous references to religion (e.g. Australia as a secular and multi-faith society, the role religion played in colonial expansion, the role of religion in global conflicts), but what students should learn about world views and religions has not been specified. Such content has now been developed, in consultation with key religious and secular stakeholders.

10. Components Introduction Curriculum Rationale and aims
Level / band description
Structure
- strands / sub-strands
- placement of standards
Content descriptions
(+ elaborations – suggestions only)
Learning in ..
Achievement standards
Scope and sequence
Glossary

11. Terminology AusVELS - VELS component Victorian Curriculum Domains
Curriculum areas
Dimensions
Strands and sub-strands
Content descriptions
Learning focus
Standards
Achievement standards
Pathways - Languages only
1: F – 10
2: 7 – 10
Sequence: Languages only
Pathways: 3 pathways for Chinese language

12. Placement of standards

13. A distinction Curriculum is “the what”
described as content descriptions and achievement standards
uncluttered by making clear what is most important for all
students to learn
without the “what” students should learn, pedagogy is a
process without purpose
Teaching and learning program is “the how”
school based plan for delivering the curriculum
reflects local resources, expertise and contexts, and allows for specialisation and innovation
The curriculum is not the whole-school
teaching and learning program

14. Locating information
Curriculum
Resources and Support

15. Presentation - website
Website that provides easy navigation
Different views
Levels
Filtering

16. Presentation A3 charts
Support effective curriculum planning

17. Curriculum planning
Is not the responsibility of the
individual teacher – it is a team effort
Recognises that we are educating the whole child across many years of schooling - curriculum is designed as a continuum of learning
Without the “what” students should learn, pedagogy is a process without purpose
Deep familiarity with the curriculum is essential

18. Curriculum Development
AusVELS: the current F–10 curriculum based on the Australian Curriculum (English, Mathematics, Science, History) and the Victorian Essential Learning Standards (VELS).
Released in 2011 for implementation in This curriculum will be archived in Dec 2016
Victorian Curriculum F–10: incorporates the Australian Curriculum and reflects Victorian priorities and standards. The English, Mathematics, Science, and History curriculums from AusVELS have been revised.
Released in 2015 for implementation by Can be implemented in 2016 – a school decision.

19. Contact details VCAA websites Contact details Victorian Curriculum
AusVELS Curriculum
AusVELS resources and implementation support:
Curriculum Planning Resources:
Contact details
Phone: Sharon Foster (03)