Have you heard about our Instructional Model?
This year, we proudly launched our college Instructional Model, creating a consistent and visible learning routine across every classroom. Following a successful introduction earlier this year, we are continuing to embed the model throughout the college to further strengthen student learning and classroom practice.
Our Instructional Model is a five-phase approach grounded in evidence-based best practice and informed by current educational research about how students learn most effectively. Importantly, the model was thoughtfully developed through collaboration between staff and students, ensuring it reflects both strong teaching practices and the everyday experiences of our classrooms.
Throughout Term 1, our focus centred on the Activate phase of the model, where students retrieved prior knowledge, revisited key concepts and engaged with clear Learning Intentions and Success Criteria. This supported students to better understand their learning goals and what success looks like in every lesson.
As we continue this journey, our Instructional Model will remain a key part of building consistent, engaging and high-quality learning experiences for all students at Hampton Park Secondary College.
Click the link below for further information
Instructional Model – Hampton Park Secondary College
Student Testimonies
“In Maths, my teacher provides multiple choice questions and checks our understanding using mini whiteboards. It helps me see what I know and what I need to improve on.” – Ricky Siv (Year 9)
“In Psychology, my teacher uses mini whiteboard activities to help us activate prior knowledge. I recently participated in one of these activities when we were exploring the characteristics of REM sleep.” – Revica Rawat (Year 12)
Hands On Learning
This term, our new Hands on Learning program has hit the ground running, with students already showing fantastic teamwork, resilience and pride in their work. Our groups have been busy helping set up the new HoL space, including preparing the floors in our room and creating a brilliant “Hands on Learning” sign that will soon take pride of place outside the HoL Precinct. Students have also been exploring identity and culture by painting flags representing the countries they come from, adding colour and personality to our learning environment. Along the way, students have begun developing practical skills using hand tools and power tools safely and confidently, and occasionally discovering that a productive day in Hands on Learning often means heading home covered in sawdust… sometimes even finding it in our hair and up our noses! Beyond the projects themselves, one of the most rewarding parts of the program has been sharing delicious lunches together, strengthening relationships, building trust within our groups and working positively on individual focus plans. It has been wonderful to see students supporting one another, taking ownership of tasks and embracing the four pillars of Hands on Learning: a place to belong, people to belong to, real things to do, and a chance to give back.
