For some years now, Victoria’s public schools have been facing a range of interrelated challenges, including soaring workloads, severe staff shortages, and a persistent mental health crisis impacting both staff and students.
To help staff and students manage these challenges, the state’s government launched the largest review of the state education system since the COVID-19 pandemic, and on Tuesday 15 October, the final report of that Inquiry was released with a raft of recommendations.
The 15-month probe, which commenced in 2023, examined how Victoria’s education system can improve support and learning outcomes for students, how schools can attract and retain quality teachers, ensure student wellbeing initiatives are impactful, and that the state’s public schools receive the funding they need.
The report’s 54 recommendations included putting an end to the exclusion of disabled children, reviewing potentially deadly physical restraints, the introduction of a Phonics Check for Year One public school students, and fast-tracking qualified teachers into Victoria’s school classrooms.
Another key recommendation was to update the Victorian Teaching and Learning Model (VTLM), which is underway and represents a significant move towards more explicit and responsive teaching in the state’s schools.
La Trobe University, which made a submission to the inquiry and presented evidence, is one of many educational institutions in Victoria that have been calling for a greater focus on explicit instruction and evidence-based learning to lift the standard of education in classrooms.
“Interestingly, and as noted in the report, the Victorian Government is on the front foot of this recommendation and has already released a significant update to the VTLM, referred to as VTLM 2.0,” Dr Nathaniel Swain, Senior Lecturer of Learning Sciences and Learner Engagement at La Trobe University's School of Education, told The Educator.
“The recent update to the VTLM introduces several enhancements aimed at improving student outcomes through more explicit and responsive teaching practices. For example, the VTLM 2.0 features clear, streamlined components that reduce cognitive load for teachers, focusing on four key areas: planning, enabling learning, explicit teaching and supported application.”
Dr Swain said one of the major updates includes a stronger emphasis on scaffolding and modelling, aligning more closely with research on effective teaching strategies.
“This update also includes more frequent checks for understanding, ensuring that students grasp key concepts before moving forward. These practices are now embedded within the model's framework, making it easier for teachers to deliver instruction in manageable steps,” he said.
“Where previously, some of the Department’s models had varied and multiple sources of advice that did not always hold together well, the new model is more streamlined while also being holistic.”
Dr Swain said the model incorporates cognitive science principles, such as spaced practice and retrieval, to support long-term retention.
“These updates have the potential to guide teachers towards more helpful techniques and away from the less effective,” he said. “Thus, the VTLM 2.0 a more robust tool for effective teaching and learning in Victorian Classrooms.”