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Teaching and learning

Beliefs about teaching and learning

Indooroopilly students enter the school from a rich background of literature and numeracy and life experiences. Our role is to ensure that students leave our school prepared to take their place in the world as responsible, caring and educated citizens. We also believe that their learning progress is reflected in the achievements of our school.

We expect students to leave Indooroopilly highly competent in literacy and numeracy and to have a wide range of rich education experiences to ensure that when they reach the next stage of their educational journey they are confident in their knowledge and skills to ensure they can unlock their future potential.

Our staff have a number of beliefs about teaching:

  1. High expectations for the school and individual students.
  2. Explicit instruction.
  3. Individual goal setting.
  4. Parents as partners.
  5. Students’ knowledge is moved from their short term to long term memory.
  6. Quality relationships between students and teachers.

1. High expectations

When students are given the skills, guidance and opportunities it is amazing what they can achieve. At every level the Indooroopilly standard should be considerably higher than the standard of the State or Nation which is a reflection of the Indooroopilly Community. We want our students to have the opportunity to undertake whichever career path they choose and it is important that the core beginning foundations are provided at Indooroopilly.

2. Key elements of explicit instruction

Underlying the explicit instruction model lies the school Behaviour Management Plan. This plan is based on our school values. Each teacher should have in their class, the six school values, a class set of rules and positive and negative consequences. A high expectation of classroom behaviour is expected in all classes. A key element of the classroom environment is that teachers develop a relationship with all students in the class and that every child matters every day. Children should know the intent of the lesson, the expectations around their learning, what they are expected to learn and the standard of work required.

Teacher directed learning

Teachers should have a deep knowledge of the content of what is to be taught. The teacher clearly directs the learning and is accountable.

Explicit instruction

The basic premise of each explicitly taught lesson will be:

  • I do.
  • We do.
  • You do.

Regular assessment of student learning, including diagnostic tests to map the progress, of each student and provide feedback to students on their learning progress, is to be continuous.


Differentiation takes the form of a two step approach:

  1. The standard of work taught and expected of the students. This is based on the premise that our students come from family backgrounds where a rich background of literacy and numeracy and learning is strongly supported and encouraged.
  2. Every child is different and it is important to know the child, critically examine the child’s data and determine the appropriate learning pathway for the child.

Literacy focus

It is expected that each class will have a strong focus on daily literacy and will include the explicit teaching of:

  • Spelling – incorporating specific phonemic awareness activities
  • Reading Strategies
  • Comprehension skills
  • Writing skills

Effective group activities will be provided for differentiation purposes and to ensure that children are working towards their individual goals.

In each classroom in the school it will be expected that the following will be seen:

  • High levels of work presentation
  • Correction of all work
  • Good relationships between teacher and students
  • High expectations
  • Classroom displays of what is being taught
  • A good classroom tone – minimal working noise, good listening skills, focused learning and effective group work.

3. Goal setting

Each student in the school is expected to have learning goals. The goals should be gained from the child’s data. This may include school and system data, teacher observations, report card comments, reading progress statements, and information from parents. Each child should be well aware of the goal and the steps needed to attain the goal.

4. Parents as partners

The parents of Indooroopilly State School are very supportive of the school and the students. It is crucial that the staff communicate in a highly effective manner with the parents to ensure that this partnership continues to grow and flourish for the benefit of each and every student. Teachers, by the end of the first week of the school year, will have sent a letter to parents detailing who they are, their beliefs and expectations, how their classroom operates and behaviour expectations for the year. Regular class newsletters keep parents informed of class happenings. Parent information evenings occur in each class before the end of week 4. Formal parent teacher interviews occur at the end of term 1 and 3.

5. Moving knowledge from short term to long term

Some students gain an understanding of concepts easily. However for most, things need to be repeated (some students may need to have things repeated up to 30 times). In every class, basics of literacy and numeracy will be continually repeated. This will occur in various forms, which includes drill and practise, warm ups, games, homework and utilising Information Communication Technology (ICT).

6. Quality relationship between students and teachers

Every student at Indooroopilly State School should know that their teacher cares about them and their learning. Learning must be fun and engaging and students need to understand the intent of the lesson and its purpose.