Welcome back to a new school year at John Paul College. I’m excited to share some key developments in our approach to teaching and learning in 2025. After a period of post-pandemic adjustment, we are now seeing a return to consistent routines and a renewed focus on high-quality instruction. This year, our teaching team is embracing the Melbourne Archdiocese Catholic Schools (MACS) Vision for Instruction, a structured and research-driven approach that aligns with our mission to ensure all students can flourish in their learning.
You may have heard a lot about explicit teaching in the media recently, as both the Victorian and New South Wales governments, along with all MACS schools in Melbourne, have committed to using this method. Explicit teaching is not new, but over the past 10 to 20 years, education has shifted towards other models, such as project-based and discovery learning. While these approaches have merit, their success relies on students having the foundational skills and knowledge to interact with them effectively. What we now understand is that, in moving towards these models, we often neglected to explicitly teach students how to engage with them successfully. At John Paul College, project-based learning and student-led inquiry will still have a place in our classrooms, but our teachers will first ensure that students are explicitly taught the necessary skills and knowledge to make these learning experiences meaningful and successful.
Explicit teaching is an evidence-based approach that provides students with clear, structured instruction. Lessons are intentionally designed to ensure students receive direct guidance from their teachers before moving into independent practice. This involves:
The goal is to ensure that students are not left to ‘discover’ key knowledge on their own but are supported through a structured learning process that builds confidence and competence.
At John Paul College, we are committed to ensuring that explicit teaching becomes a key feature of every classroom. One of the most significant shifts will be how we check for student understanding. Rather than relying on that one student who always raises their hand to answer questions, teachers will implement techniques to ensure every student is engaged. One approach is cold calling, where teachers randomly select students to answer questions, encouraging all students to be actively thinking throughout the lesson. Another method is the use of mini whiteboards, which allow every student to write their response and display it at the same time, giving the teacher immediate feedback on the class’s understanding. Think-pair-share activities will also be used, where students first consider a question independently, discuss their thoughts with a partner, and then share their response with the class. Digital response tools provide another avenue for engagement, enabling students to submit answers electronically so teachers can assess comprehension in real time. These strategies ensure that all students are accountable for their learning and provide teachers with valuable insight into whether key concepts have been understood before moving on.
To ensure the successful implementation of explicit teaching across the College, our teachers will take part in a Professional Learning (PL) Day in Term Two. On this day, staff will engage in hands-on workshops exploring a variety of techniques to structure their lessons effectively. Sessions will focus on:
As these practices take root in our classrooms, students should begin to notice a real shift in their learning experience from mid-Term Two. By the second half of the year, we anticipate that many parents will hear their children talking about new teaching methods at home.
Explicit teaching is not about limiting student creativity or removing inquiry-based learning; rather, it provides the strong foundational knowledge students need to engage in higher-order thinking. When teachers explicitly teach key skills and concepts, students are better prepared to take on independent projects, problem-solving tasks, and collaborative learning opportunities with confidence.
This renewed focus on explicit teaching will support all students in reaching their full potential. I look forward to seeing the benefits unfold in our classrooms and working together as a community to provide the best possible learning experience for our students.
Michael O'Keeffe - Deputy Principal Learning and Teaching