Beaumaris Primary School: Stop Press

Topic Spotlight

BPS Instructional Sequence and the Victorian Teaching and Learning Model 2.0 

 

At Beaumaris Primary School, we are committed to creating learning environments that are intentional, evidence-informed, and designed to maximise every student’s opportunity to succeed. Our approach is guided by the Victorian Teaching and Learning Model (VTLM) 2.0, which provides a framework for effective teaching practices based on contemporary evidence about how learning happens. The VTLM 2.0 is brought to life through our BPS Instructional Sequence. 

 

Cognitive Load Theory – Our Foundation 

Cognitive Load Theory (CLT) underpins the way we structure learning at BPS. Cognitive Load Theory reminds us that working memory has limited capacity and, when overloaded, learning can be compromised; therefore, “instructional techniques are most effective when they are designed to align with this architecture” (Sweller et. al, 2011). By deliberately reducing unnecessary distractions, breaking content into manageable steps, and guiding practice to mastery, we enable students to move knowledge effectively into long-term memory. 

The BPS Instructional Sequence

The BPS Instructional Sequence provides a clear and structured approach to learning based on explicit instruction and the Gradual Release of Responsibility. This framework ensures that learning progresses logically from strong teacher support to increasing student independence, with appropriate scaffolding provided at every step:

 

Explanation & Modelling (I Do): Teachers take the lead by presenting new concepts in small, clear steps, providing multiple examples, and managing cognitive load by modelling thinking processes and reducing extraneous information.

 

Guided Practice (We Do): Teachers and students work together to practise new skills. The responsibility for learning is shared, with teachers checking for understanding and providing corrective feedback to build confidence and accuracy.

 

Independent Practice (You Do): Students practise skills independently with decreasing teacher support. This stage focuses on developing fluency, accuracy, and automaticity as well as opportunities to apply new knowledge. Once mastery of a concept is achieved, opportunities for Guided Inquiry may be provided, where students apply their learning to authentic, open-ended tasks that promote investigation, critical thinking, creativity, and problem-solving.

 

Embedding VTLM 2.0 in Every Classroom

VTLM 2.0 emphasises evidence-informed practice, high expectations, and the intentional design of learning experiences. At BPS, this means:

  • developing learning-focused environments with consistent routines that reduce cognitive load,
  • a knowledge-rich curriculum is taught in carefully sequenced steps, 
  • engaging in regular review and retrieval practice to strengthen long-term memory, and 
  • targeted supports to meet the diverse needs of learners (State of Victoria, 2025).

Why It Matters

At BPS, our Instructional Sequence—aligned with the Victorian Teaching and Learning Model 2.0—ensures that explicit instruction underpins teaching and learning. Our intentional approach allows students to access new learning in manageable steps, build fluency and confidence, and develop independence through the consolidation of knowledge. As a result, every child is supported to thrive in an environment where learning is purposeful and grounded in evidence about how students learn best.

 

References

State Government of Victoria. (2025). Victorian Teaching and Learning Model 2.0. Policy and Advisory Library. https://www2.education.vic.gov.au/pal/victorian-teaching-learning-model/policy

 

Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Springer.