Instructional Model

The Whole Child

At Newbury Primary School students are at the centre of all that we do when providing an inclusive and holistic education.

Instructional Models

Newbury Primary School implements teaching practices based upon the Science of Learning and current research to provide students with a well sequenced, comprehensive and personalised education program. Our instructional models, based upon the Gradual Release of Responsibility, include a daily review of previously taught concepts, explicit teaching using direct instruction, independent practice, reflection and self-assessment. Our instructional models are underpinned by the Victorian Teaching and Learning Model 2.0, Response to Intervention, Cognitive Load Theory and Rosenshine’s 10 Principles of Instruction.

Direct Instruction

Direct Instruction is a teaching method where the teacher delivers lessons in a clear, structured way. The focus is on providing explicit instruction, breaking down the material step-by-step, and guiding students through each part of the learning process.

Here’s what makes Direct Instruction effective:

1. Clear Objectives: The teacher sets specific learning goals for the lesson, so students know exactly what they are expected to achieve.
2. Explicit Teaching: The teacher provides straightforward explanations and demonstrates examples, ensuring that students understand the material before moving on.
3. Active Teacher Role: The teacher manages the pace of the lesson and keeps things moving, ensuring that students stay focused and engaged.
4. Immediate Feedback: The teacher regularly checks students' understanding and provides feedback straight away to correct mistakes and reinforce learning.
5. Practice: Students are given opportunities to practise what they’ve learned, often through exercises or activities designed to reinforce key concepts.
6. Progress Monitoring: Teachers frequently assess students’ progress to make sure they’re mastering the content.

A key feature of Direct Instruction is the use of tools like mini whiteboards. These are often used in class to encourage active participation. Students can write their answers on the whiteboards and hold them up, allowing the teacher to quickly see who understands the material and who might need extra help.

The Victorian Teaching and Learning Model 2.0

The updated VTLM (VTLM 2.0) is based on current research about how students learn and the most effective teaching methods to achieve strong learning outcomes. At its core, it emphasises explicit teaching.

Response to Intervention and Personalised Learning

At Newbury Primary School, we use the Response to Intervention (RTI) model, a proactive and supportive approach, to help all students succeed through personalised learning. Teachers begin by providing high-quality instruction to everyone in the classroom. If a student needs additional support, they receive targeted help through small groups or specific interventions. This support is regularly monitored to ensure progress, and if needed, more personalised assistance is provided. The RTI model ensures that every student receives the right support at the right time, helping them stay engaged and successful in their learning.

Cognitive Load Theory

Sweller's Cognitive Load Theory explains how our brains process information when we're learning. It suggests that we can only handle a certain amount of information at once, so if we try to learn too much or if the material is too complicated, it can overwhelm us and make it harder to understand. There are three types of cognitive load: intrinsic load (how difficult the material is), extraneous load (distractions or unnecessary details), and germane load (the mental effort we put into understanding the material). To learn better, it's important to focus on the most important information, avoid distractions, and break down tough concepts into smaller, easier parts. This helps keep our brains from getting overloaded and makes learning more effective.

Rosenshine’s 10 Principles of Instruction

Rosenshine's 10 Principles of Instruction are evidence-based strategies designed to improve how teachers teach and how students learn. These principles emphasise the importance of clear explanations, active engagement, and consistent practice. Key ideas include reviewing prior knowledge at the start of lessons, breaking down complex concepts into manageable steps, and providing opportunities for students to apply what they’ve learned. Teachers give timely feedback, ask questions to ensure understanding, and incorporate various tasks to keep students engaged. The goal of these principles is to make learning more effective and help students retain information.