Precision and quality


2.1 Implementing quality and contemporary teaching practices, with differentiated and individualised education programs

High-quality teaching practices with differentiated and individualised education programs is an aim for all schools. Research shows that all students can engage in higher order thinking and deep learning when the teaching practices are tailored to their current knowledge and skills and some of the barriers to their learning are addressed.

When differentiation is a priority and feature of every teacher's practice, schools can ensure every student is optimally engaged and challenged.

2.1.1 Every student has an individualised curriculum plan that sets high expectations for their learning
2.1.2 Expert teaching teams
2.1.3 High-quality built environments

2.2 Monitoring individual and whole-school data to measure and plan for targeted initiatives and strategies

Ongoing monitoring and evaluation of individual and whole-school data is necessary to evaluate the appropriateness and effectiveness of existing approaches in alternative school settings. This enables school teams to identify the need for adjustments to practice and select evidence-based solutions or develop new approaches to address the identified need. Formative assessments allow teachers to adjust learning opportunities on a daily and weekly basis to match individual students’ needs and learning goals, while benchmark testing enables teachers to assess students’ learning progress over time in relation to standardised achievement standards. Targeted initiatives and strategies in response to individual and whole-school data is essential for creating a whole-school approach that provides the right conditions to lift learning and wellbeing outcomes for every student.

2.2.1 Data monitoring practises are embedded across the school
2.2.2 Classroom teachers and support staff monitor and evaluate individual student and whole-school data across a range of student and service focused domains

2.3 Utilising robust wellbeing measurement tools to measure and evaluate the overall wellbeing of the student cohort

Wellbeing and academic performance are not just connected – they're interdependent. Improving wellbeing can facilitate intellectual engagement, and improving intellectual engagement can also promote wellbeing (PDF, 1.5MB). Measuring wellbeing is complex work, and establishing robust wellbeing measurement tools provide important information about trends in student cohorts over time that can supplement and support the insights gained from day-to-day interactions with students and guide strategic planning. Particularly in alternative settings, wellbeing measurement tools do not replace the day-to-day wellbeing support or monitoring of students on an individual level – they provide important information about trends in student cohorts over time to guide teaching and support strategies and strategic planning.

2.3.1 Utilising robust wellbeing measurement tools to support decision-making regarding students' wellbeing and learning
2.3.2 Holistic approaches to learning and wellbeing are used in the classroom
2.3.3 Whole-school approach to student wellbeing

  • A whole-school approach that provides the right conditions to achieve excellence and lift learning outcomes
  • Wellbeing is embedded into strategic planning, program development and school system
  • Consistent approaches are used throughout the school to assess, support and address wellbeing needs

Resources for schools

Spotlight practices – integrated wellbeing at Ipswich State High School (PDF, 68KB)

Student Learning and Wellbeing Framework (PDF, 534KB)

2.4 Participating in proactive self-review and continuous improvement planning

Every school is accountable for planned improvement, and all education settings across state and non-state sectors are required to engage in proactive self-review and continuous improvement planning to ensure that students are offered the best possible opportunities for learning and flourishing. This process ensures there is ongoing accountability to student progress across a range of dimensions, enabling schools to drive improved learning outcomes for all students through relevant, evidence-based school improvement plans.

2.4.1 Explicit and detailed local school improvement agenda developed and driven by the school leadership group
2.4.2 School teams set short-term and long-term priorities and plans to achieve their continuous improvement goals
Last updated 03 February 2021