Learning areas and capabilities
The Victorian Curriculum F–10 includes knowledge and skills that are organised by learning areas and capabilities.
Learning areas
The 8 learning areas reflect a discipline-based approach to learning, where learning areas are regarded as both enduring and dynamic. The learning areas of the Arts, English, Humanities and Technologies include distinct disciplines.
Figure 1: Learning areas of the Victorian Curriculum F–10
Capabilities
The 4 capabilities are sets of discrete knowledge and skills that are explicitly developed and applied in and through the 8 learning areas. This development and application is not limited to any single learning area or discipline. A key distinction between the Australian Curriculum and the Victorian Curriculum F–10 is the provision of achievement standards and content descriptions in the 4 capabilities.
Figure 2: Capabilities of the Victorian Curriculum F–10
Curriculum levels
The Victorian Curriculum F–10 is structured as a developmentally-sequenced continuum of learning across levels of learning achievement. The levels do not represent discrete years of schooling. The levelled continuum enables teachers to develop targeted learning programs that address the actual learning needs of students, rather than an assumed age-based level of learning.
Achievement standards and content descriptions
Achievement standards for each learning area, discipline and capability describe what students can typically understand, make, communicate or do by the end of each level. They are used to assess and report student achievement.
The content descriptions outline the specific content that is expected to be taught and that students are expected to learn. They are used to plan learning and teaching programs that address the learning needs of all students, to enable them to meet the achievement standards.
The achievement standards and content descriptions are organised in levels for English and Mathematics and in bands of 2 or 3 levels for all other learning areas and the capabilities.
Transferability of content
The Victorian Curriculum F–10 is designed to ensure that knowledge and skills are transferable across the learning areas and capabilities. For example, skills and knowledge 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.
Curriculum terminology
| Term | Explanation |
|---|---|
achievement standard | Statements that describe what students are typically able to understand and do at the completion of a level or band. Achievement standards are the basis for assessing and reporting student achievement. |
content descriptions | Specific and discrete information that identifies the content teachers are expected to teach and students are expected to learn. |
curriculum areas | The 8 learning areas (and their disciplines) and the 4 capabilities. |
elaborations | Non-mandated, advisory examples that demonstrate how the curriculum may be transformed into a learning activity or opportunity. |
level/band description | Statements that provide an overview of the achievement standard and content descriptions within a level or band. |
strands | Key organising elements within each curriculum area. |
sub-strands | Supplementary organising elements within some curriculum areas. |