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
Resources for schools
This section supports schools with whole-school approaches to literacy and numeracy improvement that are embedded within the school’s strategic improvement and accountability plan. It supports leadership-driven planning and improvement through explicitly and actively connecting whole-school improvement through evidenced-based approaches including:
- using data to inform whole school and classroom planning, teaching and assessment
- supporting a collaborative approach to teacher capacity building including structured classroom observations and feedback
- engaging parents and the community in understanding the importance of literacy and numeracy to successful student learning outcomes.
Leader - These resources and professional learning programs are aimed at school leaders and provide a whole school approach to improving student literacy and numeracy outcomes.
Teacher - These professional learning programs and resources help develop teachers' deep knowledge of literacy and mathematics theory and pedagogy for students from Prep to Year 10. The programs and resources support teachers to develop informed and targeted literacy and numeracy support through explicit and differentiated teaching.
Student - These resources support student learning of literacy and mathematics by providing links to the curriculum with evidenced based resources to assist with informed and targeted teaching. The resources support an explicit and differentiated approach to the teaching of literacy and mathematics across the curriculum.
- The Commonwealth, states and territories entered into the National Partnership on Improving Literacy and Numeracy
(ILNNP) in 2012 to 2013. The Victorian Government’s Towards Victoria as a Learning Community
(TVLC) position paper identifies the central importance of high-quality whole school curriculum planning in driving higher levels of achievement in Victoria’s education system. Top-tier performance will be achieved through a renewed focus on teacher practice, whole-school curriculum planning, assessment and leadership and will be supported by explicit, evidence-based models to guide professional practice.
Victoria’s approach to the ILNNP supported this commitment by providing schools with a suite of quality-assured literacy and numeracy approaches which exemplify these themes. The approaches were supported by an evidence base of leading research and lessons learnt from a number of state-based large-scale pilots and initiatives implemented through the Smarter Schools National Partnerships funding period and their independent evaluation.
Seminar for School Leaders-Improving Student Learning: May 2014 Presentations
At the May 2014 Seminar, school leadership teams from participating Improving Literacy and Numeracy National Partnership schools had the opportunity to hear from leading international researchers: Dr Jane Pollock, Director, Learning Horizon, Inc. USA and Professor Judy Parr, Professor of Education and Head of the School of Curriculum and Pedagogy in the Faculty of Education, The University of Auckland, NZ, as well as school principals from Victorian schools. The Seminar offered participants the opportunity to develop strategies for improving students’ writing across the curriculum; to build on the key focus areas of learning frameworks, differentiation, feedback and visible learning; and to network and build collaborative partnerships around improving student learning in literacy and numeracy.
The following presentations and support documents are provided from the seminar:
The National Assessment Program - Literacy and Numeracy (NAPLAN) provides important data for teachers and school learder to use, for whole-school planning and for reporting student progress in literacy and numeracy to parents and families, in a summative report.
Information has been developed to support school increase in NAPLAN participation including:
Principals can choose to use the information in their professional discussions with school leaders and teachers and Year 9 students.
The information can also support consistent communication to families of students in Year 3, who are new to the national testing.
Catch-up tests provided in the week of NAPLAN are opportunities to ensure all students participate in the tests, and ensure the continued reliability and validity of NAPLAN.
The VCAA provides comprehensive advice to schools on NAPLAN implementation. Information regarding the implementation, schedule of testing and times allocated can be found on the VCAA website.