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
Over 90 per cent of Victorian schools committed to this high-impact initiative in the FISO Improvement Model
Building practice excellence through individual and collaborative learning is a key focus under our Framework for Improving Student Outcomes (FISO) in 2018.
Over 90 percent of Victorian schools committed to the high impact initiative in the FISO Improvement Model in their 2017 Annual Implementation Plans.
'This commitment is specifically about how schools support teachers to continually advance on their learning journey,' said Gene Reardon, Executive Director of the Professional Practice and Leadership Division.
'Next year, this journey will be supported by new resources and a common language collaboratively developed with teachers and principals.
'The new resources are designed with teachers in mind and will further unpack the FISO Improvement Model.
'They will drill down to what effective teacher practice looks like in the classroom and assist schools to bring FISO practice to life,' Gene said.
These new resources will be part of a suite of tools for teachers that already includes
Excellence in Teaching and Learning: A school leaders'
guide to improving literacy and numeracy outcomes, and
High Impact Teaching Strategies to support literacy and numeracy teaching and learning.
Within FISO, building practice excellence is activated through a deliberate focus on linking professional learning to the development and implementation of new skills and practices in the classroom.
This is primarily manifested in collaborative professional practice development, where teachers work together to diagnose and find solutions to issues that impact student outcomes.
'To do this, we examine data in professional learning communities and use the FISO improvement cycle to prioritise and set goals,' Gene said.
'While FISO clearly defines the factors that enable improvement, we're seeing amazing success with schools tailoring their approach to meet the needs of their own teachers and students,' she said.
How to use this Approach in your school
Rising to the reading challenge: Mitcham Primary School
With about 40 per cent of students coming from a non-English speaking background, Mitcham Primary school staff have worked together to plan a curriculum that's targeted, inclusive and accessible to all students – regardless of ability level.
Staff work together, providing each other with valuable feedback and recording observations that guide persistent curiosity in how to improve their practice school-wide.
Learning team 'triads': Wodonga Senior Secondary College
Wodonga Senior Secondary College staff decided to implement a 'triad' model involving support groups of three teachers and sharing powerful practice taking place across the school.
Professional learning, readings and peer observation helps to guide self-directed learning and further exploration of individual and group interests and needs.
Assistant principal Cassandra Walters said this collaborative learning model worked really well for them. 'It builds up the professional skill of staff through trust rather than monitoring'.
To learn more about how we are building practice excellence to achieve Education State targets see:
FISO improvement model.
For information about how schools self-evaluate, review and diagnose areas that require attention, see:
FISO Improvement Cycle.
For instructional practices to help improve student learning, see:
High Impact Teaching Strategies
For examples of how other schools are adapting FISO to their own needs see:
FISO case studies.
To assist with NAPLAN requirements and planning, see:
Supporting literacy and numeracy