How we teach in ACT public schools
Our schools are diverse, and our teachers are empowered learning professionals who use a variety of strategies to meet the individual needs of all students. We use student data to identify what each student needs, and we adjust our learning and teaching strategies accordingly.
In ACT public schools, we use the Gradual Release of Responsibility Model. This is a teaching strategy where the responsibility gradually shifts from the teacher to the student. The teacher models skills and concepts and transfers ownership of learning to the student to show their independence and understanding.
Teachers use a range of effective teaching and learning practices, allowing them to select the most suitable learning experiences. For example, strategies known as modelling, sharing and guiding are commonly used to teach students. Depending on what students need, a teacher might use modelling, where the teacher takes a higher degree of control to demonstrate new learning. If students are ready, a teacher will use guiding to create opportunities for students to learn new skills or concepts with support.
First Steps, Linking Assessment, Teaching and Learning. Department of Education WA, 2013.
Teaching and learning strategies are selected to meet the needs of students in each context. In ACT public schools our teachers learn about high impact teaching strategies through a comprehensive range of professional learning, coaching, and training materials. Some of the high-impact teaching strategies teachers use include:
- Explicit instruction: This is a clear and direct way of teaching students new skills or concepts. The teacher breaks down the material into small steps and provides clear explanations and examples.
- Differentiation: This is the practice of adjusting our learning and teaching strategies to meet the individual needs of each student. It might involve adjusting the pace of instruction, the level of difficulty, or the type of learning experience.
- Inquiry-based learning: This is an active learning approach that encourages students to ask questions, think critically, and solve problems. Combining explicit and inquiry-based approaches gives students the foundational knowledge, concepts, and problem-solving strategies to explore and discover through their learning.
- Personalised learning: This is a process of tailoring the learning experience to each student's unique needs. This might involve providing additional support, using different learning materials, or offering more flexibility.
Strategies
ACT public schools are guided by the following strategies:
The Future of Education: An ACT education strategy for the next ten years
The Future of Education Strategy places great importance on learning to empower students to become active participants in their education in all curriculum areas, as well as in society. The strategy has been informed by the needs of students in ACT public schools and acknowledges the importance of developing students as individuals. It also recognises that children start school with a diverse range of strengths, which is why we work to tailor our approach.
The ACT Education Directorate’s learning and teaching approach is framed by the foundations of the strategy which are:
- Students at the Centre
- Empowered Learning Professionals
- Strong Communities for Learning
- Systems Supporting Learning.
Set up for Success: An Early Childhood Strategy for the ACT
Set up for Success is the ACT’s nation-leading ten-year plan for early childhood education and care. Set up for Success is based on overwhelming national and international evidence about the importance of quality early childhood education and aligns with the Future of Education Strategy.
Curriculum
Australian Curriculum
From 2024, all ACT public schools are teaching the new version of the Australian Curriculum (V9.0)
from Kindergarten to year 10.
The curriculum is designed to be flexible and meet the unique needs and interests of all students. The Australian Curriculum sets the goal for what all students should learn as they progress through their school life – whichever school they attend.
The Australian Curriculum is organised into learning areas to be taught each year or across a band of years. The achievement standards are accompanied by content descriptions that describe what students will learn and understand.
General capabilities are included in the content of the learning areas. These are the skills and abilities intended to help prepare young people to learn, live and work in the 21st century.
Cross Curriculum Priorities support the Australian Curriculum to be a relevant, contemporary and engaging curriculum that reflects national, regional and global contexts.
Belonging, Being & Becoming: the Early Years Learning Framework for Australia
Teachers in preschool settings use Belonging, Being & Becoming: the Early Years Learning Framework for Australia, to plan a variety of learning experiences for young children. The focus is on building children’s capacity and confidence to use simple ideas in a variety of contexts. Learning in the early years looks quite different to that in the primary years. In preschool settings, educators intentionally and purposefully support children’s learning through play.
ACT Senior Secondary Curriculum
The ACT Senior Secondary Curriculum recognises a range of university, vocational or life skills pathways.
School-based curriculum provides flexibility for teachers to address a student’s needs and interests. College teachers can develop courses that can be delivered across ACT schools. Based on the courses that have been accredited by the ACT Board of Senior Secondary Studies, college teachers develop programs of learning to implement the courses and units they are delivering.
Moderation is conducted every semester for the senior secondary curriculum to ensure that grades from different schools are comparable. The ACT Scaling Test (AST), a higher order thinking and problem-solving examination, is used to compare scores from different schools and support calculation of the Australian Tertiary Admission Rank (ATAR).
ACT pedagogical framework
Pedagogy (the method and practice of teaching) in ACT public schools is based on six guiding principles and strategies that sit within each principle. Schools use evidence-based instructional approaches and select strategies throughout different stages of learning. Teachers make judgements during the learning and teaching process to meet the diverse learning needs of students.
The six guiding principles are:
Guiding principle | High impact teaching strategy |
|---|---|
Student Centred Learning |
|
Assessment |
|
Targeted, Explicit and Scaffolded Instruction |
|
Evidence Based Decision Making |
|
High Expectations |
|
Safe, Supported, Connected and Inclusive Learning Environments |
|
Each ACT public school develops and implements a pedagogical framework to ensure high quality, evidence-based teaching practices focused on success for every student. A pedagogical framework outlines the expectations for learning and teaching within a school. It promotes consistency of practice and supports teachers to know what the learning and teaching looks like within a school.
How we Plan and Teach:
The Curriculum outlines the required content to be taught by all ACT public schools. Teachers plan sequences of learning appropriate for their students. Learning programs are informed by student needs and interests and structured around a continuous cycle including plan, teach, and assess.
The structure of plan, teach and assess is a cycle with multiple entry points which reflect the diversity of learners in each class. Teachers are highly skilled and adjust teaching sequences at points in time in response to student need.
Plan:
Teachers plan using the Australian Curriculum to create meaningful and engaging learning opportunities for all students.
Teach:
Teachers draw on a range of teaching strategies to support all students to learn. ACT public schools use a multi-tiered approach to support student learning at the whole-class, small group and individual level.
Assess:
Teachers use a range of assessment practices to understand what students already know and can do to inform next steps in learning.
Guiding questions that teachers ask at all stages of the cycle include:
- Where are my students now?
- What do I want my students to learn?
- How will my students get there?
- How will I know when my students get there?