Vision for Instruction

The MACS Vision for Instruction, is an evidence-based approach to teaching and learning grounded in the science of learning. At its core, this framework leverages an explicit instruction model designed to break down new content into structured, manageable steps. By embedding daily review into classroom routines, teachers systematically reinforce foundational knowledge, helping students move key skills and concepts from short-term working memory into long-term memory for lasting fluency and confidence.

Strategic Goals & Vision

The Melbourne Archdiocese Catholic Schools (MACS) framework aims for two key outcomes:

  • Excellence: Delivering a coherent, knowledge-rich, evidence-based teaching and learning program.

  • Equity: Ensuring every student, regardless of background, achieves proficiency in core literacy and numeracy skills.

The Science of Learning Foundations

The framework is grounded in cognitive science and research on how students process and store information:

  • Working Memory & Cognitive Load: Working memory is limited. Teaching concepts in small, sequenced steps with clear scaffolds prevents cognitive overload.

  • Long-Term Memory & Schemas: Deep learning occurs when information is organised into schemas in long-term memory.

  • Retrieval Practice & Daily Review: Regular review strengthens memory connections and recall, turning foundational skills into automatic processes.

  • Knowledge-Rich Curriculum: Prior knowledge acts as “mental Velcro”- the more foundational knowledge students retain, the easier it is to attach new learning.

The Explicit Instruction Model Sequence

Lessons follow a structured, teacher-led sequence that gradually transfers responsibility to the student:

  1. Daily Review: Reactivating prior learning to solidify long-term retention and prepare for new content.

  2. Explicit Explanation: Clear, direct presentation of new concepts and vocabulary.

  3. Modelling (I Do): Demonstrating steps clearly using worked examples and thought processes.

  4. Guided Practice (We Do): Collaborative practice with active teacher monitoring, questioning, and timely feedback.

  5. Independent Practice (You Do): Application of skills once foundational mastery and confidence are established.