Teaching practice
Every state and territory department publishes a whole-of-school teaching framework that shapes what quality instruction looks like from the classroom to the leadership team. Here is where to find them.
Whole-school frameworks give staff a common vocabulary for discussing teaching practice, observation and improvement.
These hubs connect classroom pedagogy with school-wide strategy, professional learning and instructional leadership.
Each framework draws on research — from Hattie to Marzano to local trials — and is updated as the evidence evolves.
State & territory frameworks
Each jurisdiction provides an umbrella framework that defines quality teaching, supports professional learning and aligns school improvement with classroom practice.
NSW public schools use the Quality Teaching Model and Quality Teaching Rounds — developed and maintained by the University of Newcastle's Teachers and Teaching Research Centre — as the shared framework for analysing classroom practice.
Queensland's whole-of-school pedagogy hub, hosted on The Learning Place. Note: some resources sit behind department login.
VTLM 2.0 brings together the Practice Principles, Pedagogical Model and High Impact Teaching Strategies into one coherent framework for Victorian government schools.
The TfEL framework guides leaders and teachers to develop classroom practice and pedagogy, with resources for both school-wide improvement and individual teacher growth.
WA's Quality Teaching Strategy brings together programs, services and supports to build cultures of teaching excellence and sustain effective classroom practice.
The Pedagogical Framework — Teaching for how students learn — supports explicit instruction, gradual release and evidence-based teaching strategies across Tasmanian schools.
The ACT's Learning and Teaching Policy outlines requirements for curriculum, pedagogy, assessment and reporting in all ACT public schools.
The NT Department of Education's structured approach to curriculum development, teaching and learning, with resources for schools in both remote and urban contexts.
Department URLs change occasionally — if a link 404s, search the department's site for "quality teaching", "pedagogical framework" or "teaching and learning model".
Approaches
Australian teaching frameworks draw on a shared set of evidence-informed approaches. These are the most common pedagogies you will see referenced across states and schools.
A structured, teacher-led approach where learning intentions, success criteria, modelling, guided practice and independent practice are made visible to students.
Start with a clear learning intention and worked example, then gradually release responsibility to students.
Students investigate questions, problems or scenarios to build understanding. The teacher designs the provocation and scaffolds the inquiry process.
Use a strong hook or question, then provide checkpoints so students do not lose focus during open-ended exploration.
Adjusting content, process and product to meet students' readiness, interests and learning profiles. It is not a separate program, but a way of planning.
Differentiate by task difficulty, grouping, resources, time or output so every student works with the same essential concept at the right level.
Teaching that matches the developmental, social and cognitive stage of the students. Early years emphasise play and oral language; upper years build abstract reasoning and independence.
Consider attention spans, motor skills, social needs and prior knowledge when designing activities and expectations.
A set of evidence-based practices — such as explicit instruction, worked examples, feedback, questioning and metacognition — that have a strong effect on learning.
Choose one or two strategies to embed deeply rather than trying to use all of them superficially.
Ongoing checks for understanding that inform next steps. Feedback should be timely, specific and focused on the task, process or self-regulation.
Use exit tickets, mini-whiteboards, hinge questions or quick conferring to adjust the lesson before it ends.