VC 2.0 Mathematics: Data Discrepancies

Many Victorian teachers are facing challenges with the implementation of the Victorian Curriculum 2.0 for Mathematics due to increased rigour, structural changes, and limited communication, distinguishing it from the previous curriculum (VC 1.0). This shift has led to confusion and misalignment with existing teaching materials and assessments. This guide outlines some of the differences between the two versions of the Mathematics curriculum in more detail.

Major Structural and Conceptual Differences from V1
Increased Rigour and Transparency of Assessment
Introduction of New Content Types (e.g. Mathematics Modelling)
Comparision Summary
Misalignment Between Existing Resources and New Curriculum
Inconsistent Data Interpretation
Strengthening Transparent Communication and Ongoing Professional Learning
Department of Education Statement

Major Structural and Conceptual Differences from VC 1.0

VC 2.0 is fundamentally different from VC 1.0 in its scope, structure, and learning expectations.
In Essential Assessment V1, questions were selected from a three-year curriculum band, providing broader and more accessible diagnostic data. This allowed schools flexibility in interpreting student understanding across a wider range of content.
In contrast, VC 2.0 emphasises isolated constructs, increased code density, and precision within a two-year level band, resulting in more exacting student data but also greater planning complexity.

Increased Rigour and Transparency of Assessment

VC2.0 requires multiple questions per content descriptor to ensure that a concept is fully and accurately assessed.
This results in more granular data, but also raises expectations around depth of teaching and understanding.

Introduction of New Content Types (e.g., Mathematical Modelling)

VC2.0 introduces mathematical modelling across all year levels.
These tasks require multi-step, real-world problem solving, demanding a higher cognitive load than the simpler number sentence-based tasks common in V1. (see example)
This shift necessitates the adoption of new teaching strategies and increased time for concept development (see Bar Model and Mental Computation Strategies Help Guide).

Vic 1.0 (VCMNA135)	Vic 2.0 (VC2M3N05)

No matching code	Vic 2.0 (VC2M3N06)

Comparison Summary

Level	VC1 Summary	VC2 Summary	Summary of Variation
Level 1	No equivalent content descriptor in VC1.	Mathematical modelling of additive problems with diagrams and strategies.	VC2 introduces mathematical modelling with context-rich, multi-step additive problems, which were absent in VC1.
Level 2	Focus on basic addition/subtraction using mental/written strategies and number sentences.	Addition/subtraction with number sentences and part-part-whole strategies.	VC2 requires not only solving but also representing problems using part-part-whole strategies, increasing conceptual depth.
Level 2	Covers addition, subtraction, multiplication, division and currency; represented with repeated addition, arrays and equal sets.	Mathematical modelling of additive/multiplicative problems, including money.	VC2 shifts from isolated number facts to modelling real-world scenarios, requiring interpretation and representation.
Level 3	Multiplication represented with strategies and digital tools.	Multiplication/division with number sentences, diagrams and strategies.	VC2 integrates diagrams, arrays, and multiple strategies beyond procedural multiplication, as seen in VC1.
Level 3	No equivalent content descriptors in VC1.	Estimate quantities and check the reasonableness of calculations.	VC2 expects estimation in problem-solving contexts, introducing metacognitive reasoning absent in VC1.
Level 3	Multiplication problems solved with modelling real-life contexts.	Model and solve real-world additive/multiplicative problems using digital tools.	VC2 embeds real-world contexts with financial implications and digital tools, which are far more complex than those in VC1 tasks.
Level 4	Solving change problems with or without digital tools.	Solve money-based problems by calculating change using digital tools.	VC2 aligns with real-life money contexts and requires strategy selection, which is more layered than VC1's basic transactions.
Level 4	Multiplication/division word problems solved using number sentences.	Model additive/multiplicative word problems using digital strategies.	VC2 expands to require efficient modelling, strategic thinking, and interpretation of financial scenarios.
Level 5	Addition/subtraction of fractions with the same denominator.	Add/subtract fractions with the same or related denominators using strategies.	VC2 advances beyond basic procedural skills to encompass strategy selection and a conceptual understanding of equivalence.
Level 5	Division problems, including remainders and strategy selection.	Solve division problems, interpret remainders, and use varied representations.	VC2 requires interpreting remainders and applying varied representations, increasing cognitive load.
Level 5	Estimation and rounding to validate the reasonableness of calculations.	Check reasonableness in financial contexts using estimation.	VC2 integrates estimation into applied contexts, demanding justification and strategic reasoning.
Level 5	Simple financial planning and additive/multiplicative problems.	Model simple financial problems using efficient strategies and tools.	VC2 includes financial modelling and efficient strategy selection, far richer than VC1's simple planning.
Level 6	Add/subtract decimals and check answers using estimation/rounding.	Add/subtract decimals using digital tools and estimation.	VC2 combines digital tool use with reasoning, estimation, and strategy selection, which is more demanding than VC1.
Level 6	Addition/subtraction of fractions and understanding equivalence.	Use equivalence to solve fraction/decimal/percentage problems.	VC2 embeds fraction knowledge into contextual problem-solving, unlike the procedural focus in VC1.
Level 6	Find fractions/decimals/percentages of quantities with/without digital tools.	Solve problems by finding parts of quantities, including discounts.	VC2 expands simple fraction skills to include financial contexts and multi-representational reasoning.
Level 6	Estimate solutions involving rational numbers and percentages.	Approximate solutions involving rational numbers and percentages.	VC2 embeds percentages and rational numbers in modelling contexts with justification, well beyond VC1 expectations.
Level 6	Solve real-life problems with four operations, percentages, and financial contexts.	Model complex problems involving all four operations and justify strategies.	VC2 requires multi-step modelling with justification across all four operations, which is far more complex than VC1 tasks.

Misalignment Between Existing Resources and New Curriculum Requirements

Many existing programs and assessment platforms use language or strategies no longer aligned with VC 2.0 (e.g., using “compensation” rather than “levelling”).
Some popular resources have been minimally modified instead of fully rewritten, resulting in partial alignment that creates confusion for teachers.
This can lead to inconsistencies between planning, teaching, and assessment.

Inconsistent Data Interpretation

The data sets from V1 and V2 are not directly comparable, making it difficult for many teachers and school leaders to track student growth over time with confidence. This highlights the need for new data interpretation frameworks and a recalibration of reporting expectations to reflect the updated curriculum structure.
At EA, we are actively addressing this by looking at ways to introduce in-platform tooltips and enhance our dashboards. Our dedicated Customer Success team can also offer targeted Professional Learning/PD sessions to support schools during the transition period (see below).

Strengthening Transparent Communication and Ongoing Professional Learning

Many teachers have not yet had sufficient exposure to professional learning to develop a deep understanding of the curriculum changes.
Some schools are progressively releasing VC2.0-aligned practices to avoid overwhelming staff, which can unintentionally delay full implementation.
A gap remains in professional learning to support the necessary shifts in pedagogy and assessment.
In some contexts, internal concerns about teacher workload or retention may have led to an under-communication of the extent of curriculum change.

Department of Education Statement

The Victorian Department of Education Statement on Curriculum Demands (VC2.0) suggests:

The Victorian Curriculum: Mathematics Version 2.0 brings with it a renewed expectation for explicit, evidence-based instruction, deeper conceptual understanding, and confident mathematical reasoning for every student.

To meet these new demands, schools must implement structured teaching models, allocate sufficient time for fluency and mastery, utilise curriculum-aligned resources, and actively address student confidence and engagement in mathematics.

Supporting teachers through targeted professional learning is essential to ensure consistent, high-quality mathematics teaching across all classrooms.

For more information, please see the Department of Education's Mathematics Position Statement here.

If you have further queries about the Victorian Curriculum 2.0 on Essential Assessment, contact our Support team at info@essentialassessment.com.au