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Home Curriculum


Victorian Essential Learning Standards



The Victorian Essential Learning Standards identify three core and interrelated strands for the Prep to Year 10 curriculum. Each strand has a number of domains which describe the essential knowledge, skills and behaviours students need to prepare for further education, work and life. The domains include the standards, organised by dimension, by which student achievement and progress is measured (see table below). An English as a Second Language (ESL) Companion and Students with Disabilities Guidelines are available to assist schools in providing programs for these students. 

Standards by Domain

Strand Domain Dimension

Physical, Personal and Social Learning

Health and Physical Education

Movement and physical activity
Health knowledge and promotion

Physical, Personal and Social Learning

Interpersonal Development

Building social relationships
Working in teams

Physical, Personal and Social Learning

Personal Learning

The individual learner
Managing personal learning

Physical, Personal and Social Learning

Civics and Citizenship

Civics knowledge and understanding
Community engagement

Discipline-based Learning

The Arts

Creating and making
Exploring and responding

Discipline-based Learning


Speaking and listening

Discipline-based Learning

The Humanities


Discipline-based Learning

The Humanities – Economics

Economics knowledge and understanding
Economics reasoning and interpretation

Discipline-based Learning

The Humanities – Geography

Geographical knowledge and understanding
Geospatial skills

Discipline-based Learning

The Humanities – History

Historical knowledge and understanding
Historical reasoning and interpretation

Discipline-based Learning

Languages Other Than English (LOTE)

Communicating in a language other than English
Intercultural knowledge and language awareness

Discipline-based Learning


Measurement, chance and data
Working mathematically

Discipline-based Learning


Science knowledge and understanding
Science at work

Interdisciplinary Learning


Listening, viewing and responding

Interdisciplinary Learning

Design, Creativity and Technology

Investigating and designing
Analysing and evaluating

Interdisciplinary Learning

Information and Communications Technology (ICT)

ICT for visualising thinking
ICT for creating
ICT for communicating

Interdisciplinary Learning

Thinking Processes

Reasoning, processing and inquiry
Reflection, evaluation and metacognition

About the Standards

Standards define what students should know and be able to do at different stages of learning. They provide valuable information about student progress which can form the basis of further teaching and intervention.

The Victorian Essential Learning Standards recognise the differing learning needs of students at three stages of learning. Curriculum expectations for student achievement are set at six levels over the 11 years of compulsory schooling. The six levels are broadly associated with Years Prep to 10 and are consistent with the levels for student achievement introduced in the Curriculum and Standards Framework (CSF) in 1995. General expectations of when students will achieve the various standards are:

  • Level 1 – Preparatory Year
  • Level 2 – Years 1 and 2
  • Level 3 – Years 3 and 4
  • Level 4 – Years 5 and 6
  • Level 5 – Years 7 and 8
  • Level 6 – Years 9 and 10.

By clearly specifying the standards appropriate at each of the six levels, the Standards provide a clear picture of the sequence of development a student should progress through at school in terms of the essential physical, personal and social, discipline-based and interdisciplinary knowledge and skills. The Standards enable teachers, parents and students not only to determine the knowledge and skills a student currently demonstrates, but also what that student needs to know and be able to do to progress to the next level through to the end of Year 10.

Since standards describe what students know and can do, they focus on the knowledge and skills components of the three strands. This is not to suggest that the behavioural components of the strands are unimportant, but rather to acknowledge they are less amenable to the development of clear standards, and do not necessarily develop in broadly sequential ways. Behaviours included in the Standards will however be the focus of teacher observation which in turn will be referenced in student reports.

Standards in the Victorian Essential Learning Standards are set at a challenging level, not minimum competence, in age and developmentally appropriate ways. This helps to ensure that students are stretched to learn, rather than doing work they find easy which potentially leaves them bored.

Each standard describes what students are expected to know and be able to do at that level, and how well they should know and be able to do it. Standards in the English and Mathematics domains are aligned to agreed national benchmarks.

Standards are not set for all domains of the Victorian Essential Learning Standards at all levels. The Standards contain learning focus statements for all domains to assist schools to develop programs appropriate to their own local circumstances. However, formal standards against which student achievement is assessed and reported on, apply where research suggests it is developmentally appropriate, and central to future learning and success in the relevant domain.

Levels 1 and 2 (Years Prep to Year 2) focus largely on foundational literacy and numeracy skills and development of physical, personal and social capacities. At Level 1, standards are written for English, Mathematics, Health and Physical Education, The Arts and Interpersonal Development. At Level 2, standards are introduced for ICT. At Level 3 (Years 3–4) students are expected to also achieve standards in Science, the Humanities, Thinking Processes, Design, Creativity and Technology, Personal Learning and Civics and Citizenship.

At Level 4 (Years 5–6) standards are introduced in the remaining domains of Languages Other than English (LOTE), History, Geography, Economics and Communication. From this level, it is developmentally appropriate for students to be supported in and expected to achieve the full range of knowledge and skills in each of the three strands.

At Level 6 (Years 9–10) the Standards enable schools to construct programs which include: each of the disciplines; a strong focus on developing the full range of interdisciplinary and physical, personal and social knowledge, skills and behaviours; and the capacity for students to pursue pathway-related studies which meet their needs and connect with programs the school provides in Years 11–12.

Examples of the kinds of work students might do to demonstrate their capacity to meet that standard will be developed progressively for each domain to complement the standards. These examples will illustrate the nature and complexity of activities appropriate for students at the relevant level. Each sample of work will be accompanied by annotations which outline how it meets the relevant descriptor/s of the standard and/or ways in which it does not meet the expected standard.

The standards for student achievement do not prescribe any particular curriculum. Nor do they constitute the totality of the program that students will receive. Rather, they indicate what is essential for students to know and be able to do at different levels. It is then up to schools and teachers to choose the curriculum that best helps students to meet these standards, while addressing broader student interests and needs.


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Upcoming Events



Tuesday, 25th June - Last day for Woolworths Earn & Learn stickers to be handed in

Wednesday, 26th June - Year 5/6 Division Soccer Carnival – selected students only

Wednesday, 26th June - last day for Pizza Orders

Friday, 28th June - LAST DAY FOR TERM 2 – Early dismissal of 2:15pm

Friday, 28th June - PIZZA DAY - no normal food menu items available, iced treats will be available and now able to be ordered on the Qkr app

Monday, 15th July First day for Term 3

WEDNESDAY, 24TH JULY - PARENT/TEACHER INTERVIEW DAY - no students required at school until their interview time with their parents

Friday, 26th July Trivia Night- Adults ONLY – tickets on sale NOW at the Office

Thursday, 1st August - Father's Day Raffle Tickets will be sent home

Friday, 17th August - Year 5/6 Selected students PE day at Crusoe College (rescheduled from Friday, 14th June)



Term 3 - Friday, 23rd August

Thursday, 29th August Father's Day Stall and Raffle Tickets due back at Office



P&F Movie Night 

Friday 23rd of March

Starting at 5:00pm