Accountability

For PLC Leaders 

To better inform our differentiated planning, in our bilingual context, we commence our NCT time with a 10-15 minute whole team conversation using the 2026 data conversation template.  

PLC leaders will lead the conversation using the following questions based on the FISO cycle questions (DET's recommended PLC process).

• A reflection on the previous week - What have we noticed?
• How is it informing the following week? - What evidence do we have for that?
• For next week's planning - What are we putting in place to respond to your observations / data? What is the differentiation going to look like?

• Bilingual approach to reduce the cognitive load 

  (curriculum/pedagogical focus covered as required)

  • How can we align our teaching to provide
    •  similar teaching approach - discuss the strategies you use to teach this; is it the same in each classroom? different? why? what does it look like?
    • similar content 
      • language and literacy: e.g. introduce  a skill first in the English classroom eg sentence structure; text type
      • The English team being familiar with the strengths/challenges in Maths - what is being covered in Maths and how are the students progressing?
        • do our students lack vocabulary in maths? Can the English team introduce these terms?
        • are our students challenged by articulating their thinking when resolving problems? Do they need revision in English?

As per last briefing notes, each team will be supported by a Learning Leader or a PCO to better track our consistent approach with our AIP priorities. 

By the end of week 3, it is important that you indicate your weekly focus in the 2026 data conversation template which will guide your weekly conversations. Time will be allocated on our Monday meeting in week 3 to discuss this further.

Curriculum and Reporting - FYI

This article lists Victorian Curriculum F–10 Version 2.0 areas that government schools need to implement in 2026.

Mandatory implementation in 2026

• the Arts
• English F–10 (required from 2025)
• Health and Physical Education
• Humanities
• these languages: Chinese, French, German, Indonesian, Italian, Japanese, Korean, Modern Greek, Spanish
• Mathematics F–10 (required from 2025)
• Mathematics Foundation Levels A to D
• Science
• Technologies
• Capabilities.

Optional implementation in 2026 (mandated from 2027)

• English Foundation Levels A to D
• these languages: Arabic, Classical Greek, Framework for Classical Languages, Hindi, Latin, Non-Roman Alphabet Languages, Roman Alphabet Languages, Turkish, Vietnamese.

Familiarisation in 2026 (mandated implementation from 2027)

• English as an Additional Language (EAL).

Other implementation updates

Please note:

• the Victorian Curriculum 1.0 Mathematics Foundations Levels A to D can no longer be used. They will not be available as a reporting code
• the EAL Version 2.0 (for familiarisation in 2026) includes a change to the achievement standards. We have added an AL level in Pathway A. We will update CASES21 and reporting software so schools can report against Pathway A – Level AL from 2027
• we will update you about the timeline for remaining curriculum areas: Phase 4 Languages and Foundation Levels A to D in additional curriculum areas.

Implementation supports

Victorian Lesson Plans are available help you implement the Victorian Curriculum F–10 Version 2.0 in English, Mathematics, Science, and Design and Technologies. These use evidence-based teaching practices of the Victorian Teaching and Learning Model 2.0.

The Victorian Curriculum and Assessment Authority (VCAA) creates resources for the familiarisation stage to help schools implement the Victorian Curriculum F–10 Version 2.0. For more information, refer to the Resource Hub on the VCAA website.