The Science of Learning
At Barwon Heads Primary School, our teaching is grounded in the Science of Learning – the body of research that explores how the brain learns most effectively. This evidence-based approach draws on cognitive science, educational psychology, and neuroscience to guide how we design lessons, present information, and support students to move knowledge from short-term to long-term memory.

Key principles of the Science of Learning that underpin our practice include:

• Clarity and Explicitness – Learning is most effective when concepts and skills are taught clearly, in manageable steps.
• Activation of Prior Knowledge – Building on what students already know helps them connect and apply new learning.
• Practice and Retrieval – Frequent opportunities to practise and recall information strengthen memory and deepen understanding.
• Feedback – Immediate, specific feedback helps students correct misunderstandings and refine their skills.
• Cognitive Load Management – Lessons are designed to avoid overwhelming working memory, ensuring students can focus on the most important content.

These principles inform all aspects of our curriculum and are central to our use of Explicit Direct Instruction, ensuring every student has the best possible opportunity to succeed.

Explicit Direct Instruction
Barwon Heads Primary School implements Explicit Direct Instruction (EDI) as a core pedagogical approach across all learning areas. EDI provides clarity, structure, and teacher-led guidance, ensuring students are explicitly taught the essential skills and knowledge they need to succeed. This model enables educators to present information clearly and systematically, supporting deep understanding and mastery of concepts.

At Barwon Heads Primary School, lessons following the EDI model include:

• Learning Objective – Students are informed of the concept or skill they will learn (e.g., Learning intention: Identifying place value using base-ten blocks).
• Activating Prior Knowledge – Revisiting or reinforcing prior learning connected to the new skill or concept.
• Concept Development – Using clear, written definitions alongside examples and non-examples to build understanding.
• Skill Development – Explicit teaching and modelling of the new skill or concept.
• Guided Practice – Students practise with teacher guidance and support.
• Relevance – Linking the learning to students’ lives and its importance in the wider world.
• Closure – Students demonstrate their understanding by answering questions or working through problems.

Throughout lessons, students actively participate multiple times to remain engaged and ensure they understand new content. Teachers first provide clear instruction, then check for understanding through questioning, with students responding verbally, in writing, or using mini whiteboards. Feedback is given promptly to guide learning.

To maintain high engagement, students are encouraged to use strategies such as pronouncing key words, reading aloud, tracking text with the teacher, and using purposeful gestures. These engagement norms support focus, participation, and the retention of learning.

Mutli-Tiered System of Support

Multi-Tiered System of Support (MTSS) for Academics
At Barwon Heads Primary School, we use a Multi-Tiered System of Support (MTSS) to ensure that every student receives the level of teaching and intervention they need to achieve success in both English and Mathematics. This approach is proactive, data-driven, and designed to provide targeted support at increasing levels of intensity.

Tier 1 – Quality First Teaching
All students participate in high-quality, evidence-based classroom instruction, delivered through our structured, sequenced curriculum. Lessons are designed to meet student needs through explicit teaching, regular review, and frequent opportunities for practice and feedback.

Tier 2 – Targeted Second Dose Support within the Classroom
For students who require additional support, Tier 2 provides a targeted second dose of teaching above and beyond their Tier 1 classroom instruction. This support is delivered by the classroom teacher and includes small-group or individualised instruction, focusing on the specific skills or concepts identified through assessment data. Instruction is more frequent and targeted, enabling students to address learning gaps while continuing to engage with the core curriculum.

Tier 3 – Intensive Support with an Inclusion Teacher
Students who need further support beyond Tier 2 receive Tier 3 intervention. This involves an additional third dose of targeted teaching, provided by an Inclusion Teacher. Tier 3 sessions are highly individualised, addressing each student’s specific needs in a focused and supportive environment.

Data-Driven Decision Making
Movement between tiers is informed by ongoing screening and diagnostic assessments, such as DIBELS (Dynamic Indicators of Basic Early Literacy Skills). These assessments allow us to identify specific areas of strength and need, monitor growth over time, and ensure interventions are responsive, timely, and effective. This process applies equally to English and Mathematics, allowing us to deliver the right support, at the right time, for every learner.