Primary Curriculum

Intentional, explicit and scaffolded

We plan for and provide differentiated support for new learning, skills and understanding. 

The Gradual Release of Responsibility (hereafter, GRR) is a model of instruction in which the teacher is responsible for designing learning experiences that moves the learner from a state of dependence on the teacher’s direct instruction to a phase in which students are able to perform a task independently. 

Pearson and Gallagher (1983) describe it as an instructional framework which purposefully shifts the cognitive load from teacher-as-model, to joint responsibility of teacher and learner, to independent practice and application by the learner. During this application phase students engage in the inquiry process. 

During the inquiry process students participate and become actively involved in the learning through investigating, questioning and collaborating with peers and the teacher. Students are exposed to a diverse range of teaching and learning materials to enhance the inquiry experiences. 

During this inquiry process the teacher monitors the ability of students to apply previously taught skills, scaffolds the learning, and assesses individual students through collaboration. 

Additionally, it is learner focused by the fact that we recognise that learners have different starting points and that learning is a highly individual process. We balance child-led and teacher-led learning in flexible ways. Through providing a diverse range of teaching and learning experiences students are able to engage in exploring, examining, inquiring, questioning, problem solving, investigating and discovering content across all key learning areas.  

Below are some examples of Term 1 focus areas: 

  • Prep: Discovering how they belong in the different learning environments and delving into how to be a member a group  
  • Kindergarten: Exploring living and non-living things: how different things get the cup  
  • Year 1: Investigating descriptions of characters in high quality literature texts 
  • Year 2: Exploring how to represent multiplication in different ways
  • Year 3: Examining sophisticated language to enhance their imaginative and persuasive writing 
  • Year 4: Inquiring about exemplary leaders in our school community  

Reneé Andrews
Instructional Leader Primary Years