Teaching and Learning Model

The Bull Creek Instructional Framework is central to our whole school approach to teaching and learning. It aims to maximise student learning to ensure every student is engaged, challenged and learning successes are celebrated.

In building lifelong learners, Bull Creek Primary School’s education program has a strong emphasis on higher order thinking skills (HOTS) and collaborative learning in order to immerse students in activities that encourages critical and creative thinking, problem solving and collaboration. Kagan Cooperative Learning Structures are explicitly taught in accordance to the School’s scope and sequence.

Learning programs at Bull Creek Primary School provide support and extension for students as they require it. By understanding how students learn and identifying their strengths and weaknesses, teachers are able to make accommodations to cater to the learning needs of all students in their class.

Bull Creek Primary School Instructional Framework

GOAL Key Elements
WARM-UPS Activate prior knowledge
Explicitly teach concepts
Review pre-requisite skills/knowledge needed for the day, consistent explicit terminology across the school
  • Fast paced
  • Application
  • Check for understand
  • High levels of student engagement
Inform and Inspire
Teacher to Articulate:
  • Lesson Goal (WALT)
  • Success Criteria (WILF) &
  • Purpose for Learning (TIB)
  • We Are Learning to (WALT) (“I can” statements in Kindy)
    -Lesson Goal
  • What I’m Looking for (WILF):
    -Success Criteria
  • This is Because (TIB):
    -Purpose for Learning
I Do
(Show and Share)
Teacher to Explicitly show how to complete the task, approach the learning.
  • Define the concepts using student friendly language.
  • What A Good One Looks Like (WAGOLL): Demonstration
  • Explicitly model skills/strategy being taught – demonstrate and Verbalise though processes: ‘Thinks alouds” (especially around use of strategies)
  • Simple task instructions (multimodal) / break down into simple steps
  • Often more than one model required
  • Revise, reinforce
  • Introduce new vocabulary
We Do
(Try and Transfer)
Individually practise skill with feedback from teacher.
  • Guided practice in as many ways as possible (mini whiteboards)
  • Several opportunities to practice skill/strategy and experience success
  • Scaffolding, cueing and supporting students who struggle – including visual prompts, explicit instructions, questions, directions, clues and reminders
  • Extending students who are doing well
  • Constant checking for understanding to ensure all students understand the skill/concept – Show Me boards, chanting back. No hands up etc
  • Provide explicit feedback to students linked to learning goal/s (as a class. Group or individually)
You Do
(apply and Action)
Apply new learning
  • Student perform skill/strategy that was modelled – individual activities that every child should be able to do independently
  • Differentiation – different expectations, extension and scaffolding in one on one or small group contest as needed
  • Collect data of student performance to track progress (plot onto grids/checklists)
Review and Revise Summarise the lesson – what they learned, what they did and why.
  • Review WALT and WILF – students should be able to articulate what they’re learned
  • Summarise and provide feedback to class/small group (teacher or EA)