Curriculum planning and assessment
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
(docx - 59.11kb) ) identifies the steps involved for developing indicative progress descriptions.
All ‘Indicative 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 with 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 reporting functions added including scaled scores, so teachers can explore students' results from a number of different perspectives.
What languages are being offered?
The Language Assessments are available as listening and reading tests in eight languages:
- Chinese (background and second language learner)
- Modern Greek
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
The Language Assessments resources are hosted by ACER on behalf of the VCAA. ACER has dedicated support resources, including helpdesk support, to assist teachers to both register and use them. To access the Language Assessments, simply go to the ACER website at
Once registered, schools will receive a confirmation email and further instructions from ACER on how to proceed.
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. New sessions will be posted on the F-10
Professional Learning section on the VCAA website and advertised via the Bulletin and the
Curriculum Updates subscriber list.
For more information about Languages Assessments F-10
For more information with the Languages Assessment F-10, please contact ACER at
firstname.lastname@example.org or T. 03 9277 5324
For general enquiries about the Language Assessments and/or the Victorian Curriculum F-10 Languages, please contact VCAA F-10 unit
email@example.com 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 2018.