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Curriculum planning

Whole-school curriculum planning plays a key role in enabling schools to deliver the F–10 curriculum for all students and reflects the decisions, resources and priorities of the school. As part of a comprehensive whole-school plan, schools are asked to consider the extent to which they have documented their teaching and learning plan for each curriculum area across the years of schooling to support a progression of learning.

More information and advice is available from the Curriculum Planning Resource website.

Indicative Progress

An important aspect of curriculum planning is being able to articulate what student progress looks like, using the achievement standards in the curriculum continuum.

To support teachers to tie together what is being taught and how progress between achievement standards are described and demonstrated, the VCAA has developed new resources based on the notion of "indicative progress".  By developing indicative progress descriptions during the planning phase, teachers will be better placed to explain the learning expectations to the students and assess and report student achievement.

To assist teachers to do so, the VCAA has developed indicative progress templates for teachers to use, an annotated example showing the key elements that need to be addressed when populating the template, and curriculum-specific indicative progress examples as stimulus material. 

The indicative progress templates and examples are provided as advice to teachers only and are not mandated for curriculum planning and reporting purposes. The progression of student learning across the curriculum varies for numerous reasons, including school-based factors such as a school's particular teaching and learning plan, and each school's reporting aims and requirements. Indicative progress templates and examples are just one of a number of tools teachers can use to help form an on-balance judgment about their student's learning progress against the Victorian Curriculum F-10 achievement standards.

Indicative Progress templates

Indicative Progress templates have been developed for all levels/bands within each curriculum area, and are made available as:

•    primary levels - covering Foundation level through to Level 7 or band 7-8

•    secondary levels - beginning at level 6 or band 5-6.

This structure supports planning with a focus on student progression along the curriculum continuum and encourages primary schools to explore the extension into higher levels and secondary schools to consider the lower levels to scaffold learning.

An annotated example (docx - 56kb) is provided to assist teachers in visualising the steps in the process for developing indicative progress descriptions that link elements of consecutive achievement standards.

Indicative Progress templates

Design and Technologies: Primary (docx - 59.48kb) | Secondary (docx - 55.82kb)

Indicative Progress examples

Indicative progress examples are designed to be used with the indicative progress templates as a stimulus material, to support teachers to develop their own descriptions of indicative progress.

The indicative progress examples start with a context statement, written to resemble an element of a teaching and learning program and include references to the most relevant content descriptions. The examples illustrate a progression of learning, using specific points that link between two consecutive achievement standards (which are highlighted in the same colour).

Examples of indicative progress are provided for each curriculum area between every achievement standard e.g., for curriculum areas where there are achievement standards at five levels, examples are provided between F-2, 3-4, 5-6, 7-8, and 9-10.

The indicative progress examples are intended as stimulus materials only, and do not attempt to provide a comprehensive description of a mid-way point toward an achievement standard.

Design and Technologies: Primary (docx - 104.51kb) | Secondary (docx - 117.49kb)

Curriculum mapping templates

Mapping identifies the extent of curriculum coverage in units of work and clearly links teaching, learning and assessment while working with the curriculum continuum. Mapping templates support teachers to identify where content descriptions and achievement standards are being explicitly addressed within the school’s teaching and learning program.

Design and Technologies: Curriculum mapping templates  

​Assessment and reporting

The Victorian Curriculum F–10: Revised Curriculum Planning and Reporting Guidelines provide advice for Victorian schools to develop whole-school curriculum plans and to report student learning achievement. Specific sectoral requirements related to curriculum provision and reporting are the responsibility of and published by the relevant sectoral authorities.

The Victorian Curriculum F–10: Revised Curriculum Planning and Reporting Guidelines are available from the Curriculum planning, assessment and reporting webpage .

Student work samples

Work samples illustrate satisfactory achievement in relevant aspects of the achievement standard. These are currently being developed and will be published during 2017.