The 30–60–90 model is a new timetable structure that introduces lessons of varying lengths: 30, 60 and 90 minutes. This approach allows learning time to be aligned with the needs of different subjects and learning activities, rather than using a single uniform lesson length.

The 30–60–90 timetable will be introduced in 2027. The year 2026 will serve as a preparation year, allowing the College to refine the model, share information with the community, consult with them, and ensure families, students and staff are well prepared for the transition.

The model has been designed to better reflect how students learn and to prepare them for contemporary learning environments. It supports the development of future-ready learners who are independent, adaptable and confident in their ability to manage their learning. The 30–60–90 timetable model has emerged from several years of research, consultation, reflection, and planning centred on how students learn best in a contemporary world, particularly following the significant disruption of the COVID-19 years.

Through stakeholder engagement with students, parents, and staff, alongside extensive professional learning, school visits, and collaboration with educational leaders across Victoria, New South Wales, and the United Kingdom, the College identified several consistent challenges impacting student learning and wellbeing. These included reduced attention spans, increased performance anxiety, overreliance on AI and teacher support, constant overstimulation, and reduced retention of knowledge over time.

The model has been informed by contemporary educational research and the work of leading thinkers including Barak Rosenshine, John Sweller, Ron Ritchhart, Nathaniel Swain, Glenn Pearsall, David Ausubel, Bryan Goodwin, Samantha Molloy, and Maria Ruberto, among others.

Importantly, this is not a trend-driven initiative. It is the culmination of many years of investigation into how the College can best foster deeper learning, greater student independence, and stronger wellbeing outcomes.

No. There will be no loss of instructional time. Preliminary timetable planning shows that learning time across subjects will remain consistent, while the structure of lessons will allow time to be used more purposefully.

Different types of learning benefit from different lengths of time. Shorter lessons allow for focused practice and retrieval of knowledge, strengthening long-term learning. Longer lessons provide the opportunity for deeper exploration, collaboration and practical learning experiences.

Early drafts of a Years 10–12 timetable indicate that most days within a ten-day cycle will continue to include four lessons, with a small number of days including five. Senior students will also experience more regular contact with their teachers across each cycle, supporting continuity of learning.

Yes. Independent study time will continue to be an important feature of the senior program. There may be some adjustments to how these periods are distributed within the timetable.

Updates, resources and key information will be shared through this Information Hub, which will remain the central place for the latest information about the 30–60–90 model. Families, students and staff are encouraged to return to this page at any time to stay informed as further updates are added. Opportunities for feedback will also be provided as the model continues to be refined.

Rather than every class running for the same amount of time, learning experiences will vary between 30, 60, and 90-minute blocks depending on the needs of the subject and the learning taking place. This flexibility allows teaching teams to better align time with learning intention. For example:

• Practical subjects such as Art, Design Technologies, and Physical Education may benefit from longer 60 or 90-minute sessions.

• Subjects such as Languages or Humanities may include a combination of shorter and medium-length sessions to support retrieval practice, discussion, and skill development.

• Dedicated retrieval and consolidation opportunities will be intentionally embedded throughout the learning cycle.

The model aims to create greater rhythm and responsiveness in the learning day, rather than a one-size-fits-all structure.

The model has been designed to strengthen both learning and wellbeing outcomes.

Research in cognitive science and learning theory demonstrates that students benefit from spaced retrieval practice, varied learning experiences, and opportunities to revisit concepts over time. Within the new structure, each Learning Area will intentionally incorporate retrieval practice to help students transfer knowledge and skills from working memory into long-term memory.

The increased flexibility in lesson structure also supports:

• deeper engagement with learning,

• stronger student autonomy and independence,

• improved preparedness for assessment,

• greater opportunity for collaboration and discussion,

• and more meaningful teacher-student interaction.

At its heart, the model is about creating the conditions for students to flourish as capable, reflective, and confident learners.

The College recognises that different Learning Areas require different approaches to time and learning design.

Learning Area Leaders and teaching teams are actively shaping timetable structures that best support the nature of their subjects. Practical and folio-based disciplines such as Art, Design, Science, and Physical Education are expected to utilise more extended 60 and 90-minute blocks to allow sufficient time for setup, experimentation, collaboration, and sustained creative work.

The timetable is not about reducing meaningful learning time; rather, it is about using time more intentionally and effectively depending on the nature of the task and learning experience.

Supporting all learners, including neurodiverse students, has remained central throughout the planning process.

The College’s Learning Diversity Team continues to work closely with teaching staff and leaders to ensure appropriate supports, adjustments, and structures are embedded within the model. While the timetable introduces greater flexibility in learning, it does not remove consistency, care, or predictability for students.

Importantly:

• learning resources and lesson materials will continue to be accessible via SEQTA,

• teaching teams are designing lessons in manageable and purposeful learning “chunks” where appropriate,

• increased teacher contact opportunities may further strengthen relationships and support,

• and students will continue to be supported through clear routines, communication, and pastoral care structures.

The College recognises that students learn differently and is committed to ensuring every learner is supported in ways that best suit their individual needs.

2026 is being treated as an important preparation and transition year. The College is continuing to work closely with staff through professional learning, planning days, feedback opportunities, and collaborative design processes. Earlier this year, all staff participated in a “mock 2027 timetable” experience, which helped identify practical considerations, alleviate concerns, and generate further ideas and refinements.

The College acknowledges that thoughtful implementation is essential, and that ongoing feedback and reflection remain an important part of the process.

The College recognises that meaningful innovation requires significant planning, collaboration, and professional learning.

Teaching staff, Learning Area Leaders, and College leaders are working closely together throughout this process. Dedicated planning time, professional dialogue, and collaborative curriculum design are all supporting staff as they prepare for implementation in 2027.

Staff voice and feedback continue to play an important role in shaping the model, ensuring that decisions remain grounded in classroom experience and student needs.

The 30–60–90 structure reflects the reality that learning and working beyond school rarely occur in fixed, identical blocks of time.

By experiencing varied learning rhythms, students are encouraged to develop greater independence, adaptability, organisation, and self-management. The model also aims to better align with contemporary understandings of attention, cognition, and wellbeing, while preparing students for the diverse demands of tertiary study, workplaces, and modern life.

Ultimately, the model seeks to support students not only academically, but as capable young people ready to engage thoughtfully and confidently with the world around them.

Spaced retrieval practice is an evidence-based learning strategy that involves students revisiting and recalling previously learned knowledge at regular intervals over time, rather than learning a concept once and moving on.

Research in cognitive science shows that the act of retrieving information from memory strengthens learning and improves long-term retention. When students are given opportunities to recall, apply and revisit concepts across multiple lessons, they are more likely to retain knowledge, make meaningful connections and transfer their learning to new contexts.

Within the new timetable structure, each Learning Area will intentionally incorporate retrieval practice into lessons. This may include short knowledge checks, review activities, discussions, quizzes, reflection tasks or opportunities to connect current learning with prior knowledge.

The combination of spaced retrieval, varied learning experiences and regular opportunities to revisit concepts helps move learning from short-term memory into long-term memory, supporting deeper understanding and improved academic outcomes.

For students, this means learning is reinforced over time rather than concentrated into a single lesson or assessment period, helping them build confidence, strengthen recall and develop lasting knowledge and skills.