Our approach at CNPS

Victorian Curriculum 2.0

Clayton North Primary uses the Victorian Curriculum 2.0 in the planning and assessment of all curriculum programs. The Victorian Curriculum 2.0 F–10 sets out what every student should learn during their first eleven years of schooling. The curriculum is the common set of knowledge and skills required by students for life-long learning, social development and active and informed citizenship. For more information, please visit the Home – Victorian Curriculum F-10.

At Clayton North Primary School, teachers plan together to deliver high-quality teaching programs that challenge, engage and motivate their students.

At all times teachers:

• Provide an engaging, stimulating and challenging learning environment.
• Have consistent whole school teaching and learning practices.
• Plan lessons where individual students achieve success through responsive teaching and learning opportunities.
• Empower students to be intrinsically motivated and autonomous learners.
• Embrace the belief that all students can learn and empower students to take responsibility for their learning.
• Embrace individuality and foster inclusiveness in a safe environment

CNPS Instructional Model

At Clayton North Primary School, we follow a consistent whole-school Instructional Model that is informed by the Victorian Teaching and Learning Model (VTLM) 2.0 and evidence-based teaching practices. Our approach ensures that all students are supported to successfully learn, apply and retain new knowledge and skills.

Teachers use an I Do, We Do, You Do approach to explicitly teach new concepts and skills. Through clear explanations, modelling and worked examples, teachers introduce new learning and make their thinking visible to students. Throughout lessons, students are provided with frequent opportunities to respond, practise new learning and demonstrate their understanding. Teachers regularly check for understanding through questioning, discussion, observation and formative assessment, enabling them to identify misconceptions, provide timely feedback and adjust instruction to meet students’ needs.

Once new learning has been introduced, students engage in guided and independent practice to build confidence and develop mastery. To support long-term retention, key knowledge and skills are revisited through Daily Reviews, which incorporate the evidence-based principles of spaced practice and interleaving. By regularly recalling and applying previously taught learning, students strengthen their understanding, improve retention and develop deeper connections between concepts over time.