Victorian Teaching and Learning Model 2.0

Policy

This policy sets out guidance for schools on the revised Victorian Teaching and Learning Model (VTLM 2.0), which will be progressively implemented across 2025-2027.

Summary

• The VTLM 2.0 is a revision of the original VTLM based on the most recent evidence and school-based practice.
• All Victorian government schools are expected to fully embed the VTLM 2.0 in their teaching and learning programs from the start of the 2028 school year.
• Key components of the VTLM 2.0 are accessible via the Guidance tab.

Details

The revised VTLM (VTLM 2.0) is informed by contemporary evidence about the way students learn and the most effective teaching practices and approaches to achieve strong learning outcomes for students, including priority cohorts. It has explicit teaching at its core.

The department developed the VTLM 2.0 in consultation with the Australian Education Research Organisation (AERO). It is also informed by insights from school leaders and practitioners, and effective teaching and learning practices already in place in many schools across Victoria.

The department is in the process of updating existing frameworks, tools and resources to align with the VTLM 2.0. In some instances, this will include retiring approaches and practices that do not align with the VTLM 2.0.

Further information about the VTLM 2.0 is available on the Guidance tab.

Related policies

• Annual Implementation Plan (AIP)
• Assessment of Student Achievement and Progress Foundation to 10
• Curriculum Programs Foundation to 10
• Framework for Improving Student Outcomes (FISO 2.0)
• Mental Health in Schools
• Mental Health Fund and Menu
• Middle Years Literacy and Numeracy Support (MYLNS)
• Positive Classroom Management Strategies
• Professional Practice Days
• Professional Learning Communities (PLCs)
• Reporting Student Achievement and Progress Foundation to 10
• School Strategic Plan

This guidance contains the following chapters:

• Revised Victorian Teaching and Learning Model (VTLM 2.0)
• The previous Victorian Teaching and Learning Model

Revised Victorian Teaching and Learning Model (VTLM 2.0)

Structure of the VTLM 2.0

The VTLM 2.0 introduces an emphasis on the evidence about how students learn as the basis for effective teaching. It provides increased clarity for teachers about the elements of teaching that have the strongest evidence base. The VTLM 2.0 links to best practice approaches from existing frameworks that contribute to effective student wellbeing and classroom management, such as the Positive Classroom Management Strategies (PCMS).

The VTLM 2.0 provides a streamlined presentation, reducing the previous VTLM’s 5 components to 2 elements:

1. Elements of learning – the process of human learning, based on cognitive science, neuroscience and education psychology.
2. Elements of teaching – representing the evidence-based teaching practices that most effectively support learning: planning, enabling learning, explicit teaching and supported application.

Guidance will be published from Term 4 2024 outlining the strategies and practices that are located within each VTLM 2.0 element of teaching.

Elements of learning

The four elements of learning in the VTLM 2.0 are based on insights into the process of learning from cognitive science, neuroscience and education psychology.

The four elements of learning in the VTLM 2.0 represent these key findings from the evidence-base:

• Attention, focus and regulation: Learning requires students’ active engagement and focused attention in order to move new information from working memory to long-term memory. Student learning can be supported by minimising distractions, setting appropriate levels of challenge, using rules and routines, and establishing learning environments where students feel accepted, valued and that they belong.
• Knowledge and memory: Working memory is the active workspace for engaging with knowledge, skills and concepts. Learning happens when new knowledge moves from working memory to long-term memory. Long-term memory is where information, including our memories, are stored and new knowledge is linked to existing mental models.
• Retention and recall: As working memory has limited capacity, it is best supported if new information is introduced in small, manageable chunks, a task is not too difficult for the current level of knowledge, there are no visual or auditory distractions and there are clear expectations and consistent rules and routines. Practice using new information facilitates transfer to long-term memory and retention. Recalling new knowledge strengthens the connections in long-term memory and makes it easier to apply.
• Mastery and application: Spaced, varied and repeated practice consolidates learning, builds neural connections, supports transfer of learning to new situations and leads to ever more complex mental models in long-term memory. This in turn supports retrieval and application of knowledge. Students can more effectively engage in problem solving and generate new learning once they have acquired the relevant knowledge.

An overview of each element is at VTLM 2.0 (PDF).

Elements of teaching

The four elements of teaching in the VTLM 2.0 are Planning, Enabling Learning, Explicit Teaching and Supported Application. An overview of each element is at VTLM 2.0 (PDF). Further guidance on the practices aligned to each of the VTLM 2.0 elements of teaching will be progressively released from Term 4, 2024.

Each of the VTLM 2.0’s 4 elements of teaching cascades down into 3-5 strategies. The following example outlines an element of teaching and practices located within it:

Practices in the explicit teaching element

Practices located within this element of teaching include:

• Focus the learning
• Explicit explanation and modelling
• Scaffold practice
• Monitor progress

Links to existing frameworks and guidance materials

Guidelines provided with the original VTLM, such as the High Impact Teaching Strategies (HITS) and High Impact Wellbeing Strategies (HIWS), will be incorporated into the VTLM 2.0 guidance materials where they are supported by the evidence-base of the VTLM 2.0.

Many of the HITS have a place within these strategies. For example, one strategy of explicit teaching is scaffolding. HITS practices that are relevant to scaffolding include worked examples, collaborative learning and multiple exposures.

Once the full suite of VTLM 2.0 guidance is released, previous resources will be retired.

Explicit teaching – an overview

The VTLM 2.0 has explicit teaching practices at its core. Evidence demonstrates that explicit teaching practices are most effective at delivering strong learning outcomes for the majority of students, including priority cohorts.

Explicit teaching is an evidence-based approach to teaching that is designed to manage the cognitive load of students as they learn new content. It involves fully explaining and effectively demonstrating what students need to learn.

Explicit teaching also involves being clear about learning objectives, building on students’ existing knowledge, providing new knowledge in manageable ‘chunks’, scaffolding learning, modelling practice and providing clear feedback to students as they apply their new knowledge and practise new skills. The Australian Education Research Organisation (AERO) describes explicit teaching like this:

“Teachers directly explain to students how to complete a task, why the task is important, and how the task relates to and extends their previous knowledge. Demonstrations of how to perform tasks or solve problems are provided, often using worked examples. Regular checks for understanding are undertaken to allow teachers to identify and address misconceptions and support students’ learning progress.”

Explicit teaching is not all teacher talk. At its best, it is a high participation model. In practice, it includes implementing techniques such as:

• Activating prior knowledge and ensuring that it is sound enough to build on
• Stating clear learning objectives (informed by the curriculum)
• Providing explicit explanations of new knowledge in manageable ‘chunks’
• Using the “I do, we do, you do” technique, for example by:
  • modelling new learning through worked examples
  • scaffolding learning by providing opportunities for students to practise with timely corrective feedback
  • providing opportunities for students to apply their new knowledge, practise new skills and deepen their understanding
  • interacting with your students as they practise, providing prompts and additional scaffolds as required.

Many Victorian government schools are already achieving strong learning outcomes using explicit teaching.

Explicit teaching applied as part of the VTLM 2.0 is teacher directed but does not use either scripted lessons or the uniform lesson structures to the extent that characterises the Direct Instruction teaching approach.

More information about explicit teaching can be found here.

Student agency in the VTLM 2.0

The objective of the approaches and practices in the VTLM 2.0 is to support effective learning for all students and to empower students to exercise agency in their learning. Greater student agency in learning will lead to enhanced student voice over time.

Building student understanding of the learning process and developing self-regulation and self-efficacy is a key focus of the Enabling learning element of teaching in the VTLM 2.0.

Self-regulated learning techniques equip students to gradually take more control of their learning over time using deliberate strategies to plan, monitor and evaluate. (AERO) A key focus in self-regulated learning is developing metacognitive knowledge, which supports students to:

• identify when they have successfully developed new knowledge
• recognise when there are barriers to their learning and address these
• have informed discussions with their teachers about their learning.

Student self-efficacy is enhanced when students have confidence in their ability to complete a learning task and deploy metacognitive strategies. (Education Endowment Foundation)

Explicitly explaining content and scaffolding students’ application of learning builds their knowledge and confidence. Teachers can support students in achieving content mastery through spaced recall and opportunities to apply knowledge in varied learning activities and contexts. Students who have mastered content have greater agency in applying their knowledge to new tasks, and to problem solving and critical and creative thinking.

Implementation

All Victorian government schools are expected to use the VTLM 2.0 to inform and refine the planning of their teaching and learning programs from 2025, working to fully implement the VTLM 2.0 from the start of the 2028 school year.

Supports for implementation of the VTLM 2.0 in schools

The department will support schools during the implementation process and is working to provide a range of resources tailored to different stages in the implementation and change process.

Initially, schools will be provided with self-evaluation questions in the 2024 Annual Implementation Plan (AIP) end-of-year assessment to evaluate their level of alignment with the revised VTLM 2.0 and F-2 reading approach (where appropriate). Schools can use their responses to help determine their next steps to work towards full implementation of the VTLM 2.0 in their 2025 AIP. Further information can be found at Annual Implementation Plan (AIP).

Further VTLM 2.0 guidance will provide insight into specific practices aligned to each of the elements of teaching and will be progressively released from Term 4, 2024.

Victorian Lesson Plans will support teachers to implement VTLM 2.0 approaches in Mathematics, English, Science and Digital and Design Technologies.

The previous Victorian Teaching and Learning Model

The Quick Guide to the VTLM (PDF), released in 2022, aligned the VTLM with the core elements of FISO 2.0.

The original VTLM encompasses 5 components:

• A vision for learning and wellbeing helps create a unified set of values and beliefs to drive a high-performance learning culture.
• The practice principles for excellence in teaching practice (practice principles) are 9 signature pedagogies which make the difference in improving student achievement, motivation and engagement
• The pedagogical model describes what effective teaching looks like in the classroom and helps teachers effectively apply the practice principles.
• The high impact teaching strategies (HITS) present 10 instructional practices that reliably increase student learning.
• The high impact wellbeing strategies (HIWS) are 7 practical, evidence-based strategies that have a significant effect on student wellbeing.

Classroom teachers of all experience levels can use the strategies and advice provided in the VTLM to enhance their lesson and unit planning.

Using the VTLM

The VTLM is a department endorsed model that schools have had the option to implement, as a whole or in part, in line with their school improvement priorities. The VTLM was developed to align with FISO 2.0.

The practice principles, the pedagogical model, the HITS and the HIWS can assist school leaders and teachers to reflect on teaching practice and plan differentiated learning programs to achieve better outcomes for students. The HIWS empower school staff with the knowledge and skills to build student wellbeing.

The Victorian Teaching and Learning Model (VTLM) can be accessed via the following links:

• VTLM overview
• Quick guide to the VTLM (PDF)
• Vision for learning and wellbeing
• Practice principles for excellence in teaching practice
• Pedagogical model
• High impact teaching strategies
• High impact wellbeing strategies

Resources for VTLM 2.0

Evidence of the learning process and implications for teaching approaches

Reading

• How students learn best: An overview of the evidence – AERO
• The science of learning – Deans for Impact
• Principles of instruction – Rosenshine
• Cognitive load theory – research summary - CESE

Podcasts

• Mind the Gap podcast with Tom Sherrington and Emma Turner, including Designing Teaching and Understanding Learners with Dylan Wiliam
• Ollie Lovell’s Education Research Reading Room (ERRR) podcast: https://www.ollielovell.com/podcast/
• Brendan Lee’s Knowledge for Teachers podcast - Dr. Jenny Donovan on accelerating the use of educational research in Australian classrooms

Effective implementation in school contexts

Reading

• AERO Discussion paper – Insights into implementation
• A School’s Guide to Implementation - Education Endowment Foundation

Podcasts

• Brendan Lee’s Knowledge for Teachers podcast - Professor Jonathan Sharples on Implementation in Schools and Dr. Nathaniel Swain answers FAQs about implementing the science of learning

Further implementation guidance will be uploaded as it is developed.