Connecting Learning at Home

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

​Involving families in their child’s learning activities at home, including homework as well as other learning activities that include the families’ culture, history and language.

Based on research and examples of best practice from schools across Victoria and Australia, the strategies below will assist schools to build on their existing practices and to consider new ways of engaging with families with the aim of improving children and young people’s learning outcomes.

Schools are not required to implement every strategy. Rather, Principals, teachers and school staff are encouraged to select strategies appropriate to their school environment and use the case studies and tools to build on and strengthen their family partnerships. 


1. Developing families’ understanding of academic standards

What success looks likeCase studyTools
  • Student work is displayed throughout the school in a way that shows how it meets academic standards. This is updated through the year.
  • Teachers send home easy-to-understand outlines of work to be undertaken for the term with a clear explanation of what students are expected to learn and how families can help.
  • Schools provide families with easy-to-understand information on NAPLAN and VELS and how individual student work, including the ongoing focus on literacy and numeracy, relates to these standards.

2. Ensuring families understand the benefits of homework

What success looks likeCase studyTools
  • Schools develop and communicate a homework policy that clearly outlines the roles and responsibilities of teachers, students and families
  • Teachers provide families with a variety of ways to assist them to engage in their child’s learning.  Families are involved in developing good study habits.
  • Families check student’s homework and provide feedback to teachers on the student’s ability to undertake the tasks.



3. Supporting families to participate in their child’s learning at home

What success looks likeCase studyTools
  • Schools provide families with tools and strategies to further enhance learning at home.
  • Teachers call, write, email and meet with families regularly to share progress and provide specific advice and hear feedback from families on how they can help their children learn. These meetings are available across a range of times and locations.
  • Schools, in conjunction with community organisations, provide families with targeted programs to support student’s learning at home.
St Thomas Aquinas Primary School, Norlane − Establishing a school community of learners (students, parents, staff and the wider community)

4. Informing families of additional out-of-school learning programs

What success looks like

  • Schools inform families of out-of-school programs that can benefit student learning.
  • Schools encourage, support and facilitate participation in out-of-school programs for students and their families.
  • Schools partner with community organisations and businesses to provide out-of-school programs for students and their families.

5. Career planning

What success looks likeTools
  • Schools and families encourage young people to identify their abilities, interests and values.
  • Schools offer, and discuss with families, a variety of opportunities, through research and workplace experiences, for young people to explore different careers.
  • Schools engage with families to support young people and equip them with competencies to make informed choices about their future pathways.
  • Families and schools work together to make connections with local businesses and community organisations to expand opportunities for career exploration and preparation.