Curriculum planning should focus on delivering the content of the Victorian curriculum. It should also allow student achievement to be measured against set standards.
The way in which the curriculum is structured and delivered is determined by individual schools or networks of schools. Your teaching program reflects the vision, direction and purpose of your school.
Developing your curriculum
Schools develop and publish a curriculum plan that documents their teaching and learning program across the years of schooling.
These plans should be based on stages of schooling:
- Foundation (prep-year 2)
- Breadth (years 3-8)
- Pathways (years 9-10)
The Victorian Curriculum and Assessment Authority provides guidelines for developing your curriculum. For more information, see
VCAA Curriculum planning website.
Curriculum design frameworks
There are different curriculum frameworks for each age group. These frameworks and the transitions between each framework should be considered in your planning.
For early childhood, the Victorian Early Years Learning and Development Framework (VEYLDF) guides professionals working with children from birth to eight years.
The framework provides a shared language for all early childhood professionals to use when planning learning and development.
Foundation to year 10
The Victorian Curriculum F-10 sets out what every student should learn during their first eleven years of schooling. The curriculum is the common set of knowledge and skills required by students for life-long learning, social development and active and informed citizenship.
The curriculum is structured as a continuum across levels of learning achievement not years of schooling. It includes eight learning areas and four capabilities.
For more information on the curriculum, see
VCAA Victorian Curriculum F-10.
Senior secondary curriculum
The senior secondary curriculum includes pathways to education or training beyond school:
Curriculum planning for transitions
You should always consider transitions when developing your curriculum. A well planned approach to transition allows teachers to:
- maintain continuity of learning and development for students
- maintain and build on academic performance of students
- support and develop the social and emotional wellbeing of students
- minimise differences between settings.
For further information, see: