Teaching & Learning 

LAA YULTA PRIMARY SCHOOL

Teaching & Learning

At Laa Yulta Primary School we have based our teaching and learning on the Science of Learning. The Science of Learning is a body of research that examines how people learn best. Cognitive scientists have found we learn new ideas by reference to ideas we already know. To learn, students must transfer information from working memory (where it is consciously processed) to long-term memory (where it can be stored and later retrieved). We utilise the Gradual Release of Responsibility framework to support our students learning. This model is based on explicit teaching and supports learning through an ‘I do’ (modelled), ‘we do’ (together), and ‘you do’ (independent) structure. Our lessons and learning opportunities are differentiated to ensure our students are appropriately challenged and demonstrate growth. 

Explicit Instruction

Laa Yulta Primary School uses the methodology of explicit instruction. Explicit instruction is a structured, systematic, direct approach to teaching where students are scaffolded through the learning process (Archer & Hughes, 2011). Students experience daily reviews of prior learning, clear explanations and demonstrations of concepts and skills, and opportunities to both collaboratively and independently practise new learning to reach fluency. Explicit instruction is characterised by high levels of teacher-student interactions (DET, 2017), with an emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students’ (Rosenshine, 1987, p.34).

Laa Yulta Pedagogical Model

Based on The Six Teaching Functions of Explicit Instruction (Archer and Hughes)

Our curriculum encompasses English, Maths, Humanities (History/Geography/Business and Economics/Civics and Citizenship) and Social/Emotional Learning (including: Respectful Relationships). Specialist areas of STEM, Visual and Performing Arts, Physical Education, and Library. 

We have worked hard to develop clear, consistent and rigorous curriculum documentation, ensuring that we are teaching our students a curriculum that has sufficient:

Scope – depth and breadth of the learning content to be taught (and developed) at each specific year level, and across year levels.

Sequence – the order in which the content should be taught for the best learning (building on past knowledge and developmental stages of learning) within a year level, and across year levels.