Our instructional practices at Wandina Primary School are grounded in evidence-based approaches that align with the Department of Education’s Teaching for Impact framework. Teachers implement a consistent instructional model across all classrooms to ensure every student has access to high-quality, effective teaching every day. Lessons are carefully sequenced, scaffolded, and purposeful, with explicit modelling of new skills and knowledge before students move into guided and independent practice.
The Gradual Release of Responsibility Model
Our instructional approach gradually releases responsibility from the teacher to the student, ensuring mastery is built through guided practice. ‘The gradual release of responsibility model, commonly referred to as ‘I Do, We Do, You Do,’ is effective for teaching new skills because it supports students through direct instruction, guided practice, and independent application (Pearson & Gallagher, 1983).
High-Impact Instruction
High-Impact Instruction is embedded in every classroom to maximise student engagement and learning outcomes. Teachers use a range of Teach Well Participation Tactics to ensure all students are making frequent relevant responses to critical content throughout whole class instruction as ‘students who make frequent, relevant responses during a lesson learn more than students who are passive observers.’ (Twyman & Herward, 2016).
Instructional Coaching
Instructional coaching is at the cornerstone of our commitment to high-quality teaching and learning. Using the Step Lab framework, our coaches work closely with teachers to provide targeted, evidence-based support that enhances classroom practice. Step Lab helps teachers refine their instructional strategies through observation, feedback, and collaborative reflection. This approach fosters professional growth, strengthens teaching skills, and ultimately reduces the variability across classrooms.
