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. Curriculum mapping templates support teachers to identify where content descriptions and achievement standards are being explicitly addressed within the school's teaching and learning program. The curriculum mapping templates are designed to be completed electronically and saved for later use. To maintain the operation of the tick boxes, the file must be saved in Word 2010 (.docx) format.
An annotated example is provided to assist teachers in visualising how the template could be completed. Please refer here:
Curriculum mapping instructions (docx - 409.03kb).
Victorian Aboriginal Languages curriculum mapping templates
Please note that due to the functionality incorporated into the template a short delay may be experienced when opening the file.
Foundation to Level 10
Example Curriculum Mapping Template
A PowerPoint presentation detailing ways which teachers can use the Curriculum Mapping Template for Victorian Aboriginal Languages is provided. This resource includes a sample lesson plan which maps the cross curriculum links between Music and the Victorian Aboriginal Languages curriculum. Please refer here:
Victorian_Aboriginal_Languages-in_the_Victorian_Curriculum (pptx - 2.06mb)
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 - 59.11kb) identifies the steps involved in developing indicative progress descriptions.
Indicative Progress 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 as they become available.