Getting Started With a New Program

From Term 1 2017, Victorian government and Catholic schools will use the new Victorian Curriculum F-10. Curriculum related information is currently being reviewed and may be subject to change.

For more information on the curriculum, see:
The Victorian Curriculum F–10 - VCAA

Establishing a high quality, sustainable languages program which aims for students to develop proficiency in a language is not a short term project.

Schools need to involve their communities in key decisions such as what language will be taught, and  build an understanding of the cognitive, learning and practical benefits students will gain from learning a language.

Schools should establish timelines that allow for the following, before the introduction of a program:

  • investigation
  • consultation with the community
  • building demand and support for the languages program
  • decision-making around language choice and program structure
  • resourcing and staffing allocation
  • policy development.

These timelines will vary based on the local school context and factors such as:

  • location
  • availability of trained teachers
  • the type of program to be taught
  • the delivery mode (face-to-face, blended learning, video conferencing)
  • the program structure (whole school or year level, number of lessons per week and how lessons are sequenced across the week).

Schools should consider establishing a languages committee, possibly as a sub-committee of the school council, to guide the process. The languages committee should include representation from the school council, the school administration, teachers, parents and students where appropriate.

For more information, see: 

  • Investigating the options – the first step in preparing for a new languages program is gathering information about languages, pathways, partnerships programs and available resources.
  • Consulting the community – provides options for consulting effectively with the school community.
  • Staffing – information about staffing a languages program, options for identifying teachers, the required qualifications and teacher retention.
  • Funding and resourcing – information about government school funding for languages programs within the SRP, and other resources and support available.
  • School planning and policy – advice for developing a school languages policy and including languages education in planning documents.