All students are empowered to learn and achieve, experiencing high-quality teaching practice and the best conditions for learning which equip them with the knowledge, skills, and dispositions for lifelong learning and shaping the world around them.

At our school, we are proud to deliver an inclusive, dynamic and high achieving learning environment where every students is supporter to thrive.

Teaching and Learning is underpinned by the Victorian Teaching and Learning Model (VTLM 2.0), ensuring a consistent, evidence-based approach that maximises student growth and achievement. Our practice is further strengthened by the High Impact Teaching Strategies (HITS), known to have the greatest impact on student learning outcomes.

We are committed to developing confident, independent learners who demonstrate our core values of Respect, Responsibility, Personal Best and a Sense of Community.

Every lesson is carefully designed using the VTLM 2.0 framework:

• Activate - Teachers connect learning to prior knowledge, establish clear learning intentions and success criteria, and engage students in purposeful learning.
• Explicit Teaching - Teachers model new knowledge and skills, using clear explanations and "think aloud" strategies to make learning visible.
• Guided Practice - Teachers support students through questioning, feedback and scaffolding, building confidence and understanding.
• Collaborative Learning - Students work together respectfully, sharing ideas and supporting one another to deepen their learning.
• Independent Practice - Students take responsibility for their learning, applying their knowledge independently and striving for their personal best.

Throughout each lesson, teachers use ongoing formative assessment to monitor progress and provide targeted feedback, ensuring all students are supported, challenged and achieving success.

Targeted Support and Extension

We are committed to ensuring every student is known, supported and challenged through our Multi-Tiered System of Support (MTSS).

This framework reflects our belief in equity and excellence, enabling us to provide the right level of support and extension for every learner:

• Tier 1 - High-Quality Classroom Instruction
  All students benefit from high-quality teaching aligned to VTLM 2.0 and HITS. Differentiation is embedded in every classroom to support diverse learners while extending students ready for greater challenge.
• Tier 2 - Targeted Support
  Students identified through a range of data (including classroom assessment, NAPLAN and PAT) receive additional support through small group instruction, targeted interventions and in-class scaffolding.
• Tier 3 - Intensive Support
  A small number of students receive personalised learning plans and intensive support to ensure they can successfully access and engage in learning.

We also provide extension and enrichment opportunities, ensuring students are challenged to think deeply, apply their learning in complex ways, and pursue excellence.

This approach reflects our commitment to Respect for individual learning needs, Responsibility in responding to data, supporting each student to achieve their Personal Best, and fostering a strong Sense of Community where all learners are valued.

Building Strong Foundations

Strong literacy and numeracy skills are essential for success, and we prioritise these as the foundation of all learning.

Students in Years 7 and 8 participate in four periods per week of both English and Mathematics, allowing for focused skill development. Additional support is embedded within Mathematics classes, and students requiring further assistance in literacy are supported through our targeted intervention program, MaqLit, which strengthens reading and writing skills. 

Through our inclusive, dynamic and high achieving approach, we ensure every student is equipped with the knowledge, skills and confidence to succeed—both within the classroom and beyond.

Cheltenham Secondary College's Key Principles in Achieving Excellence in Teaching and Learning:

• To set high expectations for every student which promotes intellectual engagement, self-awareness and encourages students to take ownership of their learning.
• To develop positive relationships with students to create a supportive and productive learning environment that promotes inclusion and collaboration within our classrooms.
• Priority on student engagement and wellbeing, providing opportunities for students to participate in all areas of decision-making within the college. This encourages greater student voice and agency, especially when decision-making occurs within the classroom environment, empowering students and building school pride.
• Curriculum planning and assessment is targeted at the students' point of need in an engaging, supportive way to promote learning growth.
• To challenge students' learning to construct and apply new knowledge.
• To carry out continuous reporting, feedback and monitoring of student progress allows teachers to reflect on their current teaching practices, and implement strategies to improve individual student learning growth.
• To prepare students to be global citizens and have an understanding of real-world contexts for learning.
• To enhance partnerships with parents and carers to enhance student learning.

Instructional Model 

Our Instructional Model provides consistency in how lessons are delivered and ensures that staff have a common approach to supporting students in taking ownership of their learning, maximising their own learning growth. The model consists of four equally important sections which describe interlinked elements required for effective lessons.

In the Activate phase of a lesson, prior learning is activated and students are supported by the teacher to set challenging learning goals.

Teachers use explicit teaching and worked examples to Focus students on what is required and Guide the students in constructing new knowledge and skill, building upon their existing understandings.

As students gain new knowledge and skills, they develop confidence and are supported through questioning to apply this knowledge both independently and collaboratively with their peers. The teacher monitors them as they work towards demonstrating Mastery of the content and achieving the challenging learning goals they have set for themselves.

The Review phase gives an opportunity for all participants to reflect on their learning, determine whether the learning goals were achieved and consider the next steps required in their learning.

Throughout all phases of the Instructional Model questioning is used to actively engage students in the learning process and as a vehicle to monitor progress and understanding. Feedback also occurs consistently throughout so that students can monitor progress towards their goals and determine the next steps required for continued learning growth.