Student-Centred, High Expectations, Aligned Practices, Purposeful Learning, Effective Relationships



High Expectations

Aligned Practices

Purposeful Learning

Effective Relationships

We believe student-centred learning occurs when students are placed at the centre of both classroom planning and instruction. Effective teaching takes place through informed decisions based on knowledge of students.

We believe that every student can learn, and that every teacher must have the capacity to teach all students.


We believe that successful teaching and learning depends on clear alignment of student needs, curriculum intent, pedagogy, assessment and reporting​.

We believe that the role of the teacher is to combine curriculum

knowledge and u​nderstanding of the learner with effective teaching strategies to enable purposeful learning.

We believe that positive relationships are the foundation of our work where intellectual, social and emotional needs are fostered and supported through trust, care, respect and valuing individual differences.

This means we:

• know our students and how they learn

• use a variety of agreed data to personalize learning pathways e.g. VMG programming

• use frequent monitoring, feedback and diagnostic assessments to inform differentiation and set student targets

• focus on developing 21st century learners who are creative, knowledgeable, employable, thinking, collaborative, innovative, curious and resilient.




This means we:

set comprehensive and challenging learning goals for each student

• encourage the use of higher order thinking and authentic contexts in learning

• set high expectations of teachers for continuous improvement in teaching and learning through performance and development goals, coaching, mentoring and class observation

This means we:

• draw upon educational research to inform our practice

• align pedagogy with curriculum intent and demands of the domain/subject area as described in curriculum frameworks of AusVELS, VCE and VCAL

• align assessment with teaching to include assessment for learning, as learning and of learning

• align lesson design and delivery across all domains by the use of a consistent instructional model


• encourage moderation practices to develop shared understandings of assessment data

• engage in collaborative planning and classroom observation

This means we:

• use a comprehensive range of contemporary and varied teaching strategies that support curriculum intent, engage students and utilize technologies

• use student data to inform and provide differentiated and scaffolded teaching and learning

• use agreed feedback practices for staff, students and parents

• emphasise the skills of 21st century learning including higher order thinking and collaborative skills

• encourage authentic learning for real world contexts


This means we:

• actively create a safe, supportive, connected and inclusive learning environment

• promote positive behaviours for learning through the values of respect, responsibility and resilience

• employ a consistent whole school approach to classroom and behavior management

• value parent and student feedback and use their feedback including the School Opinion Survey to inform future planning.

• Showcase and celebrate our successes regularly with the community.

Strategies include:

Use class data profiles, standards and targets.

• Set individual evidence based student targets according to individual learning needs and pathways.

• Adopt immediate, affirmative and corrective feedback practices throughout the teaching and learning cycle

• Differentiate by content/ process/ product /affect/environment

·• Use school support referral processes to identify student needs.·

• Use data to compile effective Individual Learning Plans (ILPs) and student support profiles – High potential learners, additional needs, indigenous and EAL students and to inform differentiation strategies.

• Frequently track, monitor, moderate and report about student learning

• Use the PB4L program to facilitate a focused and effective approach to


•  Provide targeted resource allocation and equitable access to support

• pastoral care Home Group program

Strategies include:

• teachers know where students are at, where they need to go next and how to get there

• pre and post testing

• prior knowledge

• setting targets and learning goals

• continuous feedback

• demonstration of success through exemplars and criteria

• critical and creative thinking skills and reflective learning,

Student Performance Average for monitoring, reflection and goal setting

• promotion of student leadership and voice

• encouragement of  growth mindset

• development of a consistent homework policy and approach to study skills

• celebration of success


Strategies include:

• curriculum documentation

• consistent whole school approach to lesson planning and delivery

• collaborative planning and teaching

• moderation of assessment tasks

• classroom observations and learning walks

• assessment and reporting schedule including regular online feedback, Student Performance Average, end of semester reports and parent-teacher interviews

• development of consistency in school-wide approaches to student management, assessment, homework and expectations


In Class:

• clarifying, sharing, and understanding learning intentions and criteria for success

• engineering effective classroom discussions, activities, and learning tasks that elicit evidence of learning – developing effective classroom instructional strategies that allow for the measurement of success

• providing feedback that moves learning forward

• activating learners as instructional resources for one another

• activating learners as owners of their own learning -self monitoring, reflection and evaluation

Strategies include:

Accelerated Learning Cycle


• intentional planning through selection of appropriate instructional strategies for each phase of cycle including those from Marzano, Hattie, Lemov, explicit teaching, e5

• Learning Intentions


• Success Criteria

WILF, exemplars, work samples

• Starter and plenary activities

• Feedback

• Assessment for Learning

teacher peer and self assessment

entry/exit slips traffic lights DIRT

• Questioning

No Opt Out/Pose- Pause-Pounce-Bounce

• Higher Order Thinking Skills

Bloom's Taxonomy CoRT De Bono

• responsible use of digital technologies for creation and communication



Strategies include:


PB4L - 3Rs

• Glasser's 7 Steps

Seek Out Solution

• positive postcards and trackers

• Home Group and House structure

• peer mediation

• wellbeing policies and programs

Student Performance Average

Wanganui On Show





Curriculum Documentation

Lesson Planning

Pedagogical Framework


• the broad overview of every unit including:

- unit description, rationale and pathway

- alignment to AusVELS

- suggested time frames

- suggested learning activities

- suggested assessment

- sample tasks

- literacy/numeracy demands

- resources


• compiled with sufficient detail that a teacher new to the school could teach from this document


• where both the pedagogical framework and the curriculum outline are implemented for a particular group of students

• flexible and responsive to needs


planning would consider:

-       instructional model (4 part accelerated learning cycle)

-       learning intentions/success criteria

-       specific teaching strategies and learning activities to be used in each phase of lesson (drawn from toolkit of strategies e.g. e5/explicit instruction/ Hattie/Marzano/Lemov etc)

-       pacing

-       assessment – both formative and summative

-       differentiation


•  required: evidence of lesson planning

 (but not necessarily lesson plans)


(N.B.4 part AC lesson template available)


the beliefs that underpin teaching and learning across the school:




High Expectations


Aligned Practices


Purposeful Learning


Effective Relationships


​The Four Part Accelerated Learning Cycle

Using the Four Part Accelerated Learning Cycle - Checklist


Thinking about/Planning for



Prior learning/engagement issues


☐ Class profiling/differentiation needs


☐ Learning intention/Success Criteria


☐ Activities that are varied and paced   (especially for doubles)


☐ Different groupings used –whole, pair, group


☐ Balance teacher-led /student-led


☐ Differentiated tasks providing choice


☐ Range of resources used


☐ Inclusion of higher order thinking skills or challenge


☐ Effective questioning strategies


☐ Build in Assessment for Learning


☐ Lesson review strategy

  NB 4 parts​ (phases) not 4 activities




starter or "to do" activity

• big picture or connect to prior learning

learning intention/success criteria




• key question​​

• engaging activity or hook

• introduction new information




variety of activities

• strategies to check for understanding





review activity (different from previous used)

• reference back to learning intentions

☐ What went well?


☐ What could be improved?


☐ Consider assessment information gathered (formal/informal)


☐ Where to next lesson?






AITSL                  National Professional Standards for Teachers

DEECD           E5 resources

John Hattie          Visible Learning and the Science of How We Learn

                      Visible Learning for Teachers

Doug Lemov        Teach Like a Champion

Robert Marzano   Instruction that Works

                       The Art and Science of Teaching

Alistair Smith        Accelerated Learning: a user's guide

                       Creating an Accelerated Learning School​

Dylan Wiliam       Embedded Formative Assessment​ 

The work of Education Queensland on pedagogical frameworks:​​​​​​​​​​​​​​​

Better Together
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Contact Us​​​ ​ ​​​​

03 5820 9900

Excursion Line
03 5820 9988

03 5820 9999

Postal address
P. O.​​​ Box 4010, SHEPPARTON 3632

Street address
Parkside Drive, SHEPPARTON 3630
Email address

Absence Line
03 5820 9977 
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