Engage - Level 1

We promote a safe and orderly learning environment by providing the class with rules and modelling expected behaviours. We treat individuals with courtesy and promote effort and hard work. We stimulate interest and curiosity in the learning, making links to students' interests and lives.

We explain the purpose for learning and assess students' prior knowledge by asking students what they know about the topic. We articulate learning goals based on the expected year level standard and inform students of assessment requirements. We use tools and strategies to support students' thinking processes and to develop students' understanding of metacognition.

We support students to identify what they know and what they need to know, enabling students to monitor their own learning.

Engage - Level 2

We maintain a productive learning environment by conveying behavioural and learning expectations for all students which are referenced to our school pillars of unity, respect, endeavour, and creativity. We regularly engage with individual students and treat them fairly and consistently. We use stimuli to draw out what students know and support students to link their experiences to the topic.

We use this information to differentiate learning goals for groups of students based on need. We demonstrate a purpose for learning by linking the specific activity to the learning goals. We explain assessment criteria when communicating assessment requirements to students.

We model different types of thinking using labels and definitions.

Engage - Level 3

We negotiate learning routines and protocols for interactions with students. We respond to each individual student's social and emotional needs. We use a range of strategies to assess and document students' prior knowledge.

We use this evidence as the starting point to determine learning goals based on curriculum standards. We provide examples of student work to demonstrate the expected standard when communicating assessment requirements.

We verbalise our approach to thinking and model the strategies used. We provide tools and strategies to assist students to reflect on their learning.

Engage - Level 4

We refer to shared norms in our interactions with students and share responsibility with them for reinforcing protocols.

We use all available evidence to determine each individual student's current level of understanding. We use questions generated by students to extend the focus of learning and to connect with students' lives. We support students to use evidence to personalise their learning goals and align them with curriculum standards. We provide assessment rubrics, illustrating increasing levels of proficiency based on curriculum standards. We support students to evaluate their own and others' thinking.

We facilitate processes for students to monitor the effectiveness of their learning.

Explore - Level 1

We use a range of question types and encourage students to share their prior experiences to involve students in the inquiry. We ask students to explain their understanding of key concepts and ideas to identify misconceptions.

We select resources relevant to the inquiry and present examples of information in an organised format. We use guiding questions to assist students to select relevant information.

We contribute to a productive learning environment, presenting an outline for the session, informing students of the time frame for tasks. We refer to class rules to manage student behaviour.

Explore - Level 2

We use questions to stimulate further investigation into the inquiry. We broaden students’ experiences by making links between the learning focus and real world applications.

We observe and listen to student interactions and respond to any misconceptions. We present additional resources and provide tools to record information in response to student need.

We continuously monitor the students and intervene when required to maintain student engagement in the inquiry. We provide a structure for the session, establishing routines and providing a schedule to support time management.

Explore - Level 3

We provide experiences to draw out students’ misconceptions and frame questions to challenge students’ ideas. We teach strategies for students to choose resources applicable to the inquiry, as well as processes to collect and select relevant information.

We explain reasons for the use of particular strategies to help students organise information. We adapt routines and adjusts time allocated to maximise student learning opportunities and understanding.

We reinforce shared norms and expected behaviours to maintain session momentum.

Explore - Level 4

We introduce new perspectives, extending the inquiry and support students to reflect on their understanding. We challenge misconceptions through the use of specific tasks and questions to extend student thinking.

We prompt students to select tools and strategies appropriate for documenting the collected information. We teach students processes to evaluate the quality of information. We attend to student’s verbal and non-verbal cues, respond to individual behaviour and support learning accordingly.

We provide strategies to enable students to manage their time effectively.

Explain - Level 1

We provide opportunities for students to demonstrate their current level of understanding through verbal and non-verbal means. We explicitly teach relevant knowledge, concepts and skills.

This content is represented in multiple ways. We provide strategies to enable students to connect and organise new and existing knowledge. We assist students to represent their ideas, using language and images to engage them in reading, writing, speaking, listening and viewing.We explicitly teach the language of the discipline. We progressively assess students’ understanding and structure opportunities for students to practise new skills.

Explain - Level 2

We use student explanations of the inquiry to determine current levels of understanding and introduces new content accordingly. We select multiple ways to represent the same content in response to student need.

We structure collaborative opportunities for students to share their explanations and support students to make links between past and new learning. We provide multiple opportunities for students to consolidate the new learning using varied types of practice. We explicitly teach the conventions of English in all curriculum areas.

We teach the language of the discipline and structure tasks to engage students in using multiple modes of language.

Explain - Level 3

We differentiate content based on the students’ level of understanding of the inquiry. We adapt representations based on student need. We use analogy and metaphor to illustrate the relationship between ideas, assisting students to make connections between new and existing knowledge to clarify understanding.

We structure opportunities for students to strengthen specific skills and processes through focused practice. We respond to students’ English language proficiency, providing students with strategies to meet the literacy demands of the task. We explain the reasons for selecting particular modes of language and expect students to use the language of the discipline.

Explain - Level 4

We assesses the student’s level of understanding, selecting and introducing content at individual point of need, in response to student explanation. We assist students to select strategies to demonstrate relationships between ideas and to connect new content with prior learning.

We challenge students to represent their understanding in multiple ways. We guide students to establish independent practice routines to reinforce and extend the student’s level of understanding.

We support students to use the language of the discipline and to select the mode of language appropriate to the task. We support students to identify and use strategies to meet the literacy demands of the task.

Elaborate - Level 1

We provide intellectually challenging tasks and articulate the cognitive demands of the task to students. We provide examples of the concept in similar contexts to assist students to apply their learning.

We use strategies to involve all students in focused conversation, facilitating the sharing of ideas. We select the topic and structures the conversation to generate student thinking about the key concepts. We monitor student understanding, providing students with feedback specific to the task and modifying instruction based on student responses.

Elaborate - Level 2

We provide tasks that support the transfer of learning and assist students to apply concepts from familiar to unfamiliar contexts. We model and provide thinking tools and strategies to support transfer. We incorporate wait time to support students to consider the ideas and construct their responses.

We structure conversation, acknowledging the value of students’ ideas and using these to build individual and collective understanding. We group students according to the purpose of the conversation. We give feedback referenced to assessment criteria, when monitoring student progress.

We adapt instruction based on group needs.

Elaborate - Level 3

We structure tasks that require students to manipulate information and ideas to generate rules and principles. We support students to test these rules and principles in unfamiliar contexts. We negotiate conversational protocols which support all students to make meaningful contributions, build on and challenge one another’s ideas.

We ask questions, probes student thinking and prompts them to justify their responses. We provide feedback and structure opportunities for students to give feedback to one another. We monitor student progress and intervene to address individual needs.

Elaborate - Level 4

We explain the taxonomy used to structure the task and inform the assessment criteria. We support students to use evidence to challenge assumptions underpinning principles when extending the learning to new contexts.

We structure opportunities for students to sustain a conversation, deepening individual and collective understanding. We support students to critique one another’s ideas to increase the intellectual rigour of the conversation. We continuously monitor student progress and provide feedback that enables each student to understand what they need to do to improve.

Evaluate - Level 1

We assist students to prepare for a performance of understanding. We assess student achievement and communicate progress. We present guiding questions to enable students to reflect on their learning.

We support students to frame future learning goals based on identified strengths and areas for improvement.

Evaluate - Level 2

We provide strategies for students to reflect on and refine their work in preparation for a performance of understanding. We integrate evidence gathered from both formal and informal assessment to make judgements about student progress. We use examples of student learning and work samples to illustrate student progress against learning goals.

We models strategies for self reflection. We support students to reflect on their achievements and learning processes to frame future learning goals.

Evaluate - Level 3

We structure opportunities for students to individually and collaboratively assess and improve their work in preparation for a performance of understanding. We make judgements about student achievement using rubrics referenced to curriculum standards.

We communicate progress against learning goals based on curriculum standards. We support students to review samples of their work to identify evidence of their learning and to reflect on their overall progress. We support students to identify future learning goals and strategies to progress their learning.

Evaluate - Level 4

We moderate both within and across classes to ensure consistent judgements. We support students to reflect on their learning outcomes and evaluate strategies used. We conference with individual students using student reflection and teacher judgement to discuss progress against curriculum standards.

We refer to the conference and curriculum standards when facilitating an individual student’s identification of future learning goals and strategies.