Curriculum planning and assessment
Using the Victorian Curriculum F-10 or AusVELS in 2017
The VCAA aims to give schools one year before the implementation of a new curriculum for familiarisation. Some of the language curricula have not been available for the full year, and so the VCAA is making the previous AusVELS Curriculum available for those languages.
Whole-School 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.
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.
Please utilise the following links to access the curriculum mapping templates relevant to your school:
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 is described and demonstrated, the notion of "indicative progress" emerged.
Developing Indicative Progress descriptions during the planning phase will assist teachers to explain the learning expectations to the students, and assess and report student achievement.
Indicative Progress templates (below) 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 is to support planning with a focus on student progression along the curriculum continuum and encourage primary schools to explore the extension into higher levels and secondary schools to consider the lower levels to scaffold learning.
Teachers can use the Indicative Progress templates to support the development of their
own descriptions of student progress based on their teaching and learning
plans. This annotated example (docx - 56kb) ) identifies the steps
involved for developing indicative progress descriptions.
Progress examples’, including those provided for each Language, are designed to
act as stimulus material only. These examples will be progressively released,
starting with Modern Greek and Non-Roman Alphabet, with other language-specific
examples to follow.
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.
To support teachers implementing the Victorian Curriculum F-10 Languages curriculum, the VCAA is offering access to a new suite of online language assessments. Developed and hosted by the Australian Council for Educational Research (ACER), the language assessments consist of a series of multiple-choice listening and reading tests. The assessments provide a snapshot of students' reading and listening skills, which can then be used to better target an individual students' learning needs.
All language assessments are available 'on demand' with teachers deciding when and how often they wish to use them.
Initially, the assessments will offer teachers raw test scores only. This means that teachers will see which questions that students got correct, which were incorrect and which questions were not attempted. In 2018 there will be some additional functions added so you can explore the students results from different perspectives.
What languages will be offered?
The Language Assessments offers separate tests in listening and reading in eight languages:
- Chinese* (background and second language learner)
- Modern Greek*
*Additional assessments in Chinese, Modern Greek and Spanish will be added by February 2018.
How can teachers use the language assessments?
The language assessments are available for teachers to use at any time. It is important that teachers preview the tests to determine the suitability for use with their students.
The VCAA will provide an indication of where the language assessments align with the curriculum, but teachers have the flexibility to decide which test they wish to use to assess their students' listening and/or reading skills.
Language assessments and reporting
The language assessments are a resource schools may choose to use to support the teaching of Languages. They provide assessments of the receptive skills of listening and reading. They are not intended to be the sole means of assessing student progress against the Victorian Curriculum Languages achievement standards.
Who can use the language assessments and what will they cost?
The language assessments are available at no cost to all Victorian schools, including community language schools.
How to access the Language Assessments?
To access the language assessments, Victorian schools need to register through the ACER's
Online Assessment and Registration System.
Once registered, schools will receive a confirmation email and further instructions from ACER on how to proceed. Please note: at peak times, this process may take up to five working days from registration to accessing the assessments.
All registration support is provided by ACER. E:
T: 03 9277 5324
Professional Learning support
The VCAA and ACER are conducting a series number of online professional learning sessions to support teachers using the new language assessments. For session details please see the F-10 Professional Learning section on the VCAA website
For more information about Languages Assessment F-10
For more information about the Languages Assessment F-10, please contact
email@example.com or T. 03 9277 5324
VCAA F-10 unit
firstname.lastname@example.org or T. 9032 1788.
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.