Curriculum

We have recently been receiving the results for our PAT (Progressive Achievement Tests) assessments, a standardised tool that benchmarks students' reading and mathematics skills against Australian national norms. The results have been outstanding, reflecting significant progress across our schools. We are extremely pleased with the growth we’ve seen in our students, which we attribute to our strong commitment to explicit instruction—an integral part of the VTLM 2.0 (Victorian Teaching and Learning Model). This structured approach has positioned us well to continue achieving strong academic outcomes. Additionally, our work with the Berry Street Education Model has highlighted the importance of routines and predictability in the classroom, helping to create a stable learning environment that supports student well-being.

An essential component of supporting student learning is our focus on Cognitive Load Theory, developed by educational psychologist John Sweller. Cognitive Load Theory emphasises the importance of managing the amount of information the working memory can handle at one time. By structuring lessons to reduce extraneous load and emphasising essential information, we can ensure that students focus on learning rather than becoming overwhelmed. This approach, central to our teaching strategies, is key to enabling effective learning by helping students process and retain new information.

At Skye Primary School, we have worked tirelessly to reduce cognitive load so that our students can focus on the task at hand without becoming overwhelmed. By designing lessons that minimise unnecessary information and break down complex tasks, we help students engage deeply with the material. Our staff is continually learning more about the Science of Learning to provide the best possible learning experiences, ensuring that our teaching methods are informed by the latest research and practices. This commitment enables us to foster an environment where students can thrive academically and reach their full potential.