From Term 1 2017, Victorian government and catholic schools will use the new Victorian Curriculum F-10. This page is currently being reviewed and may be subject to change.
For more information on the curriculum, see:
The Victorian Curriculum F–10 - VCAA
Individual learning goals and targets aim to improve students’ learning and achievement and build students’ capacity to learn. Students who set their own learning goals and targets have more confidence to take on more challenging tasks, regardless of their ability. Their motivation to improve and master a task increases and their self-esteem remains strong, even in the case of failure.
Previous research into the motivation and efficiency of students has indicated that students who set their own learning goals and targets tend to achieve more than when working on goals set for them by the teacher.
Individual learning goals and targets motivate students to:
become more active participants in the learning process
become independent learners• identify what is important to their own learning
achieve their full potential.
In the Foundation stage of schooling (Prep to Year 2), individual learning goals and targets may also relate to the five outcomes of the Victorian Early Years Learning and Development Framework (VEYLDF). See Early Childhood Learning.
For information about helping students better understand their learning goals, see Insight Assess - Helping Students Understand Assessment.
For information about feedback and reporting using individual learning goals and targets, see: VCAA Insight Assess Portal.
Developing, monitoring and reporting on individual learning goals and targets
Schools will decide the best way to manage the development, monitoring and reporting of individual learning goals and targets. This will vary and depend how the school is organised. Developing, monitoring and reporting on learning goals and targets will generally work best when the process is clear and common across the school. The process also involves conversations about learning between the student and the teacher. Planning for such conversations to occur in a productive and purposeful manner is at the core of this process.
When students are assisted to delve into their own thinking and learning processes, they are drawn to think about the effectiveness of the strategies they used to achieve the learning goals they set. Planning what to do, monitoring progress towards achieving it and evaluating the outcome can help students take more control over their thinking and learning processes and equip them with learning to learn skills.
See: Developing, monitoring and reporting on individual learning goals and targets (docx - 46.94kb) Developing, monitoring and reporting on individual learning goals and targets (pdf - 168.94kb)