Programs - Victorian Curriculum - Learning Areas & Capabilities

As a Victorian Government School, we are required to deliver the content of the Victorian Curriculum F–10, which includes both knowledge and skills. These define by learning areas and capabilities. This curriculum design assumes that knowledge and skills are transferrable across the curriculum and therefore not duplicated. For example, where skills and knowledge such as asking questions, evaluating evidence and drawing conclusions define in Critical and Creative Thinking, these are not duplicated in other learning areas such as History or Health and Physical Education. Expectations are that the skills and knowledge defined in the capabilities develop and can be practised, deployed and demonstrated by students in and through their learning across the curriculum.

The design of the Victorian Curriculum F–10 is set out below:

Learning areas

          Capabilities

The Arts

Critical and Creative Thinking

o    Dance

o    Drama

Ethical

o    Media Arts

o    Music

Intercultural

o    Visual Arts

o    Visual Communication Design

Personal and Social

English

Health and Physical Education

 

The Humanities

o    Civics and Citizenship

o    Economics and Business

o    Geography

o    History

Languages

Mathematics

Science

Technologies

o    Design and Technologies

o    Digital Technologies

LEARNING AREAS

The Victorian Curriculum F–10 learning areas are a clear and deliberate reaffirmation of the importance of a discipline-based approach to learning, where learning areas regard as both enduring and dynamic.

Their enduring nature rests in their different ways of understanding, and the associated skills they provide for students. Each of the learning areas provides and defines by a unique way of seeing, understanding and engaging with the world. For the Arts, the Humanities and the Technologies, students engage in and through disciplines, which provide discrete content descriptions and achievement standards.

CAPABILITIES

The Victorian Curriculum F–10 includes capabilities, which are a set of discrete knowledge and skills that and taught explicitly in and through the learning areas, but are not fully defined by any of the learning areas or disciplines.

The four capabilities in the Victorian Curriculum F–10 are:

Critical and Creative Thinking

·       Ethical

·       Intercultural

·       Personal and Social

The Australian Curriculum F–10 includes three additional general capabilities:

·       Literacy

·       Numeracy

·       Information and Communication Technologies (ICT).

There is considerable research that identifies the importance of the teaching Literacy, 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 embed in the curriculum areas.

Literacy

While much of the explicit teaching of literacy occurs in the English learning area, it is strengthened, made specific and extended in other learning areas as students engage in a range of learning activities with significant literacy demands.

Numeracy

In the Victorian Curriculum F–10, the knowledge and skills that underpin numeracy, are explicitly taught in the Mathematics strands Number and Algebra, Measurement and Geometry, Statistics/Probability and reinforced and further exemplified in and across other curriculum areas. Through this process, students recognise mathematics; as widely used both in and outside school; and learn to apply mathematical knowledge and skills in a wide range of familiar and unfamiliar situations.

Information and Communications Technologies

In the Victorian Curriculum F–10, the ICT general capability skills are either specifically embedded in the content descriptions of Mathematics, Media Arts, Geography, English and Digital Technologies or schools have the flexibility to determine how these skills will be used in their teaching and learning programs for other curriculum areas.

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

 

DEVELOPMENT OF A READING CULTURE

Throughout the curriculum, it is extremely important to develop a strong reading culture. Having your child exposed to diverse vocabulary through language experience and reading from an early age does have a significant effect on learning outcomes during their lifetime. 

At Alvie Consolidated School, we clearly recognise the critical importance of developing a strong reading culture where children develop the skills and have access to recourses to enable them to develop a true love of reading.

There is compelling data on the benefits of encouraging your child to read:

Starting in kindergarten, if a student reads 20 minutes a day at home, they will hear 1.8 million words per year.  They will have read for 851 hours by 6th grade and on standardized tests, they will likely score higher than 90% of their peers.

·       Helps in language development - From the time your child is born, reading-out-loud is a positive influence. As your child grows, daily reading will help the brain make connections between the written and spoken word, widening vocabulary in the process.

·       Adding to that benefit, vocabulary knowledge equates to masterful spelling. In fact, reading, spelling and vocabulary are critically important to a child's lifelong achievement.

·       Promotes brain development - Educators have long said reading makes people smarter, and there is research backing them up. A recent study conducted by the American Academy of Paediatrics found reading to children of any age wakens a number of regions in the left part of the brain. The areas in the brain that become active involve understanding the meaning of words and concepts tied to memory.

·    Aids in understanding of a world outside our own - Reading is more than just translating written words into verbal form; it is about understanding those words were once ideas in the minds of great thinkers. It is about realizing those ideas can be connected to personal experiences.

·       Daily reading exposes children to a world outside their reality. It expands their expertise, opens their minds and creates the potential for a continuation of ideas and an endless number of possibilities.

 

During learning time at Alvie Consolidated School, children are learning how to read and comprehend texts.  Learning experiences designed at their instructional level or point of need, where they learn specific skills, assist student outcomes.  Children require the guidance and assistance of an experienced teacher during their learning. 

There is very little time for children to practise reading during school hours.  This is when routines at home become very important for your child’s development as a reader.  At Alvie Consolidated School, the only homework children are required to do is to practise reading for at least 20 minutes every day.

One of the most important things you can do for your child is to set up a routine where they can read for at least 20 minutes every day.