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

Overview

Diversity of learners

The Victorian Curriculum F–10 has been developed to ensure that curriculum content and achievement standards enable continuous learning for all students, including:

  • students with disabilities and additional learning needs
  • students who are learning English as an additional language
  • gifted and talented students.

Students with disabilities and additional learning needs

The Victorian Curriculum F–10 offers flexibility for teachers to tailor their teaching in ways that provide rigorous, relevant and engaging learning and assessment opportunities for students with disabilities.

Most students with disabilities and additional learning needs can engage with the curriculum, provided the necessary adjustments are made to the complexity of the curriculum content, the instructional processes, the assessment strategies and/or the means through which students demonstrate their knowledge, skills and understanding.

For some learners, adjustments like these enable them to achieve educational standards commensurate with their peers.

For other students, teachers will need to focus instruction on content different from that taught to others in their class. Adjustments to how student progress is monitored, assessed and reported is also required.

A small percentage of students will access Foundation Levels A to D as part of their learning program. Many of these students have an intellectual or cognitive disability or learning delay. In selected curriculum areas, Foundation Levels A to D provide a scaffolded, developmentally-sequenced continuum of learning that builds foundational knowledge and skills and provides rich learning opportunities for students. Foundation Levels A to D for Mathematics and English have already been published, with the next phase – The Arts, Health and Physical Education, Critical and Creative Thinking, and Personal and Social Capability – to be published in January 2026. 

The VCAA is currently completing the review of Foundation Levels A to D. Schools should continue to use the current Levels A to D (Towards Foundation), available on the Victorian Curriculum F–10 website, until advised by your sector. Please see the familiarisation and implementation timeline for further information.

For more advice on curriculum provision and students with disabilities, please see the Students with Disabilities Guidelines.Additional advice and resources are available from the DE website – Abilities Based Learning and Education Support (ABLES).

Students who are learning English as an additional language

Australia is a linguistically and culturally diverse country. Many students of varying ages enter school with a dominant home language that is not English. While some of these students may be bilingual or multilingual, the majority still need to learn peer-equivalent functional Standard Australian English (SAE) to participate in all aspects of Australian life, including schooling. The development of foundational and functional language and literacy skills forms the core of the English as an Additional Language (EAL) curriculum. 

The EAL curriculum is unique to Victoria and has been designed to support English language learners as they develop their English language knowledge and skills and build their capacity to communicate confidently and effectively in a range of contexts. Advice regarding students learning English as an additional language can be found in the English as an Additional Language (EAL) introduction.

The Victorian Curriculum F–10 Version 2.0 EAL curriculum was published in August 2025. Victorian government schools will commence implementation of the Version 2.0 curriculum in 2027. Schools will continue to deliver the current EAL curriculum (Version 1.0) in 2025 and 2026; this curriculum can be viewed on the Victorian Curriculum F–10 Version 1.0 website. 

Gifted and talented students

The Victorian Curriculum F–10 structure enables teachers to appropriately target the learning level of each individual student in a class. This includes high-ability students who are working well above the nominally age-expected level of achievement.