Overview of the Languages curriculum
Over 50 languages are taught in Victorian schools. The Victorian Curriculum F–10 Languages supports these schools by providing language-specific curricula focusing on the distinctive nature of languages and the communities who use them. In addition to the specific languages offered, the VCAA has developed generic curricula for Roman and Non-Roman Alphabet languages, which will allow any world language to be offered by a Victorian school.
All language-specific and the two generic languages curricula are published on the
Victorian Curriculum F–10 website.
A PowerPoint presentation outlining the key components of the Languages curriculum is available:
For F–10 curriculum area advice to support remote learning in Term 2, see Curriculum advice for remote and flexible learning for this curriculum area.
The Victorian Curriculum F–10 Languages includes some new terminology, particularly the use of 'sequences' and 'pathways'.
A sequence in the Victorian Curriculum F–10 Languages refers to the two possible learning sequences for language learning across F–10. Each sequence has different entry points. The two sequences are:
- F–10 sequence, which is for students who begin to learn the language in primary school and continue to Year 10, or;
- 7–10 sequence, which is for students who begin to learn the language in Year 7.
A pathway in the Victorian Curriculum Languages refers to whether the student is a 'first', 'second' or 'background' language learner.
Academic vocabulary can be broadly defined as the specific language requirements students need to know and understand in order to learn. This includes the specific language content for each learning area and capability that students need to master in order to be successful learners within that field of study.
For information on academic vocabulary visit
Department of Education and Training - Vocabulary andVCAA Academic Vocabulary.
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 under each language-specific 'Curriculum area advice', and from the VCAA's
Curriculum Planning Resource website.
Frequently asked questions
What is the role of English in the language learning environment?
Students are encouraged to use the language being studied as much as possible for classroom routines, social interactions, structured learning tasks, and language experimentation and practice. Students will have opportunities to engage with members of the community who speak the language being studied, which in some cases will be facilitated via digital technologies. English is used for some explanations and reflection, enabling students to develop a language for sharing ideas about language and culture.
What is the relationship between the Australian Curriculum languages and the Victorian Curriculum F–10 Languages?
The Victorian Curriculum F–10 Languages incorporates all the language-specific curricula published under the
Australian Curriculum, as well as additional language curricula, to best support curriculum language provision which reflects Victorian priorities and standards.
Dr Catherine Bryant, Acting Languages Unit Manager
Phone (03) 9032 1688 or
email the Acting Languages Unit Manager
The Modern Language Teachers' Association of Victoria (MLTAV)
The MLTAV is a professional association for languages teachers and is also the umbrella organisation for Single Language Associations (SLAs) in Victoria.