At Foster Primary School we take great pride in our curriculum. Our Learning and Teaching Programs are designed to encourage and promote a love of life long learning. We believe that everyone can learn to learn by being and doing our best always. The new Victorian Curriculum forms the core of our school’s comprehensive and integrated curriculum programs. Whilst teachers use a wide variety of additional resources, the school’s curriculum structure and focus is based on the new Victorian Curriculum.
The Victorian Curriculum incorporates the Australian Curriculum and reflects Victorian standards and priorities. The Victorian Curriculum gives students the skills they need for work and life: literacy, numeracy, scientific knowledge and skills, resilience, respectful relationships, the use of digital technologies and the capacity for critical and creative thinking and expression.
In Summary, the Victorian Curriculum is based on eight learning areas and four capabilities.
The Victorian Curriculum F–10 includes capabilities, which are a set of discrete knowledge and skills that can and should be taught explicitly in and through the learning areas, but are not fully defined by any of the learning areas or disciplines. A key distinction between the Australian Curriculum F–10 and the Victorian Curriculum F–10 is the provision of content descriptions and achievement standards in the four capabilities.
The Australian Curriculum F–10 also includes three additional general capabilities:
The Victorian Curriculum F–10 design does not include these three general capabilities as separate learning areas or capabilities with discrete knowledge and skills.
Given the inclusion of a Literacy strand in English, and the proficiencies of understanding, fluency, problem solving, and reasoning in Mathematics, it is unnecessary to define Literacy and Numeracy as a distinct curriculum. The learning of the skills and knowledge defined by the ICT general capability are now embedded in student learning across the curriculum.
There is considerable research that identifies the importance of the teaching of literacy and numeracy and ICT in the context of the different curriculum areas. It is both appropriate and necessary that the literacy, numeracy and ICT requirements be embedded in the curriculum areas.
The Victorian Curriculum F–10 is structured as a continuum across levels of learning achievement not years of schooling. This enables the development of targeted learning programs for all students, where the curriculum is used to plan in relation to the actual learning level of each student rather than their assumed level of learning based on age.
Further information on the placement of the achievement standards is available:
The achievement standards reflect the emphasis within the broad stages of schooling, these being:
Foundation stage (Years F–2)
The focus is on the five curriculum areas of English, Mathematics, The Arts, Health and Physical Education, and Personal and Social capability. Breadth stage (Years 3–8)
Students have the opportunity to fully engage with all learning areas and capabilities, with a focus on English, Mathematics, Science.
Learning about the cross-curriculum priorities of Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia, and Sustainability is embedded in the learning areas of the Victorian Curriculum F–10.
The Victorian Curriculum F–10 has been developed to ensure that curriculum content and achievement standards enable continuous learning for ALL students, including:
The Victorian Curriculum F–10 structure enables the curriculum to be used to appropriately target the learning level of each individual student in a class. This includes gifted and talented students who are able to work well above the nominally age expected level of achievement.
Achievement standards: Statements that describe what students are typically able to understand and do, and are the basis for reporting student achievement.
Content descriptions: Specific and discrete information identifying what teachers are expected to teach and students are expected to learn.
Elaborations: Non-mandated, advisory examples that provide guidance on how the curriculum may be transformed into a classroom activity or learning opportunity.
Level/Band descriptions: Statements that provide an overview to the content descriptions and achievement standard within the level or band.
Strands: Key organising elements within each curriculum area.
Foster Primary School seeks to build upon its already strong community relationships and positive student achievements. In partnership with our learning community, we will continue to provide our students with the means and motivation to excel and lead us into an exciting future. We each give Our Best Always.