Vision for learning

The new Policy and Advisory Library (PAL) is now available. This page will be redirected to PAL from the start of Term 3. Make sure to update your bookmarks to the new PAL site.

Why a vision for learning and practice principles?

This resource introduces an ambitious vision for learning, and sets out clear and evidence-based practice principles for excellence in teaching and learning. A vision for learning helps teachers and school leaders to create a unified set of values and beliefs which drive the development of a high performance learning culture. It is framed by these fundamental questions:

  • Why are we here?
  • What do we stand for?
  • How do we achieve our goals?

When teachers can identify the values and beliefs at the centre of their practice, they have a frame of reference that helps them to evaluate their current practice. Mindsets change when teachers actively adjust their practice to ensure it is aligned with their core values and beliefs.

The vision for learning and the practice principles will help teachers and school leaders to consider:

  • what school communities and teachers value
  • the beliefs about learning which underpin practice
  • how current practice helps to achieve what is valued
  • how new practices will help to achieve what we value.

As indicated in the Victorian Teaching and Learning Model diagram (pdf - 130.81kb), teachers can anchor their practice in an articulated moral purpose and establish a holistic approach to teaching and learning drawing from:

  • the vision for learning which creates the foundation for success and a narrative for change
  • the practice principles for Excellence in Teaching and Learning, which unpack this Vision for Learning into a coherent delineation of practice excellence
  • a pedagogical model which provides a holistic view of classroom practice and a reference point for the cohesive implementation of the Practice Principles
  • teaching strategies such as those outlined in the Literacy and Numeracy Strategy and the high impact teaching strategies (HITS).

Teachers working in the early years of primary school will also refer to the Victorian Early Years Learning and Development Framework (VEYLDF) practice principles, bringing coherence to our education system and ensuring continuity of learning across education settings and developmental stages.

What is our vision for learning?

‘All students are empowered to learn and achieve, to experience high quality teaching practice and the best conditions for learning which equip them with the knowledge, skills and dispositions for lifelong learning and to shape the world around them.’

In Victoria, our vision for learning articulates our aspirations and beliefs about teaching and learning. With students at its centre, the Vision outlines our aspiration for all students to achieve and grow as learners, and to generate their own course for lifelong learning. Students will be empowered to take ownership of their learning, to make purposeful contributions to their learning environments, and to tackle issues arising in the world around them.

Vision for learning also recognises the central role of teachers as they use expert knowledge, skills and dispositions as designers. They develop engaging and challenging learning programs and create the optimal conditions for student learning, including supporting parents as first educators and partners in education. Teachers model lifelong learning as they build reflection and deep levels of thinking into their practice and challenge themselves and their students to co-construct and apply new knowledge.

Victoria's vision for learning creates the narrative for change, and draws our focus to the values and beliefs at the heart of teaching and learning. For teachers and school leaders in Victorian schools it provides a starting point for a close analysis of school culture and professional practice