At Gardenvale Primary School, we believe that to

empower our students to be independent, innovative,

and engaged with the world, we must provide

learning environments that foster creativity, deep

conceptual understanding, and critical thinking.

Our approach is research-based and informed by

the Science of Learning, ensuring that teaching

reflects how student learn best.

 

Our curriculum is aligned with the Victorian

Curriculum 2.0 and is designed to be relevant,

meaningful, challenging, and engaging. It is

collaboratively planned, assessed, and reflected

upon by all teachers, and delivered through a

balanced approach that combines explicit instruction

with inquiry-based learning.

 

GPS Instructional Model

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We apply a Gradual Release of Responsibility approach, embedded within the GPS Instructional Model. This lesson structure, while not fixed, is applied across both literacy and numeracy.

• Review – Lessons often begin with a short review of previously taught material, giving students the chance to practise and recall skills, combat forgetting, and transfer knowledge from short-term to long-term memory.

• Lesson Launch – A brief introduction where the teacher explains the purpose of the lesson and makes learning intentions clear.

• I Do (Explicit Teach) – The teacher explicitly models the new skill or concept in small, manageable steps to avoid cognitive overload. Each step is demonstrated and explained so students can focus solely on the teacher’s actions.

• We Do (Guided Practice) – Students practise the skill with teacher support, often through scaffolded questions. Guidance gradually decreases, with interactive questioning and engagement strategies ensuring all students are involved.

• You Do (Independent Practice) – Students apply the skill independently, while the teacher provides feedback, supports small groups, or extends learning as needed.

• Reflection/Catch – Students reflect on what they learned, identify challenges or misconceptions, and revisit the learning intentions. Reflection may be individual, group-based, or teacher-led, helping to consolidate and deepen understanding.

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TAPPLE

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TAPPLE is embedded throughout lessons to maximise student engagement. Developed by John Hollingsworth and Silvia Ybarra, this framework ensures all students are actively engaged and accountable during lessons.

It stands for:

• Teach first

• Ask a question

• Pair share

• Pick a non-volunteer to respond

• Listen to the answer

• Effectively provide feedback

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TAPPLE ensure that every student is paying attention, thinking,

and ready to respond at any moment, rather than relying only

on volunteers. It promotes high participation, immediate

feedback, and better retention of learning.

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For more information on the Victorian Curriculum 2.0 click here.

 

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