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You are viewing the Victorian Curriculum F–10 Version 2.0.

Overview

Key design principles

The Victorian Curriculum F–10 is a developmentally sequenced continuum of learning made up of 15 curriculum levels, beginning at Foundation Level A and moving through to Level 10. ‘Developmentally sequenced’ means that the curriculum is structured to reflect how learning typically develops over time, with each level building on prior knowledge, skills and understandings. This supports teachers to identify a student’s current point of learning and to design teaching that extends their learning in purposeful and achievable next steps. The curriculum levels are not school year levels: the curriculum can be used with all students, in any school, considering the actual learning needs of students, not an assumed age-based level of learning.

The Victorian Curriculum F–10 is made up of 8 learning areas (and their disciplines) and 4 capabilities, known collectively as the curriculum areas. 

  • The 8 learning areas (and their disciplines) are both enduring and dynamic. They are seen as the fundamental basis for learning, even as the content within each learning area changes over time through rigorous academic research and advancement. 
  • The 4 capabilities enrich and broaden learning in the 8 learning areas, supporting students to develop and apply critical thinking and decision-making skills and to learn about themselves and others. In the Victorian Curriculum F–10, unlike the Australian Curriculum, the capabilities have explicit achievement standards and content descriptions that must be taught and assessed. 
Curriculum design
Victorian Curriculum F–10
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Knowledge and skills are transferable across the learning areas and capabilities. For example, knowledge and skills that are defined in Critical and Creative Thinking (such as asking questions, evaluating evidence and drawing conclusions) are expected to be developed, practised, used and demonstrated by students in and through all 8 learning areas.

The curriculum areas are not school subjects and do not need to be delivered separately. Teaching and learning units can draw on content from multiple curriculum areas. 

Planning for teaching and assessing the Victorian Curriculum F–10 should incorporate the 6 curriculum components, including planning for learning about the 3 cross-curriculum priorities and development of the 3 foundational skills. 

► See Planning, Reporting and Policies and guidelines for more information about implementing the Victorian Curriculum F–10 in schools.