Victorian Curriculum: Years 9-10

What are some of the considerations you need to keep in mind when designing lessons for students in Years 9 – 10?  You should comment on general capabilities, cross-curriculum priorities and diversity of learners.

The Victorian Curriculum F–10 incorporates and reflects much of the Australian Curriculum F–10, but differs in some important respects, most notably the representation of the curriculum as a continuum of learning and the structural design.

Victorian government and Catholic schools are required to use the Victorian Curriculum F–10. Independent schools may use the Victorian Curriculum F–10 as a model and resource for the effective implementation of the Australian Curriculum.

The learning areas of the Arts, Humanities and Technologies include distinct disciplines. The capabilities represent sets of knowledge and skills that are developed and applied across the curriculum.

So when planning lessons and units of work, it is crucial that structure and content take into consideration not only the content descriptors for the the specific subject area, but reflect:

  1. The four capabilities in the Victorian Curriculum F–10:
  • Critical and Creative Thinking
  • Ethical
  • Intercultural
  • Personal and Social

2.  The three additional general capabilities:

  • Literacy
  • Numeracy
  • Information and Communication Technologies (ICT).

The Literacy, Numeracy and ICT general capabilities from the Australian Curriculum F–10 are represented in the Victorian Curriculum F–10 as embedded in each curriculum area and are not discrete areas against which teachers should report student progress.

3. And the cross-curriculum priorities:

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.

4. Differentiation, including disability, EAL learners and giftedness.

Learning descriptions for disabled students range from Beginning to Explore (without much independence) through to Intentional Independence where students are less dependent on co-active support and respond more consistently to prompts and simple clear directions from the teacher to support them in their learning.

EAL learners … require additional time and support, along with informed teaching that explicitly addresses their language needs, and assessments that take into account their developing language proficiency.




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