How VTLM 2.0 looks at Chelsea Primary School

At Chelsea Primary School, VTLM 2.0 guides our daily classroom practice. This means you will see:

✔ Clear learning intentions and success criteria

Students know what they are learning and why, and what success looks like.

✔ Explicit teaching

Teachers break learning into manageable steps, model skills and thinking, and provide guided practice before students work independently.

✔ Structured and supportive classrooms

Lessons follow predictable routines that create a calm, focused environment where students feel safe to learn.

✔ Ongoing assessment and feedback

Teachers regularly check for understanding and adjust teaching to meet student needs.

✔ High expectations with strong support

All students are supported and challenged to achieve their best, with adjustments made where needed.

VTLM 2.0 Instruction Model

The VTLM 2.0 includes an Instruction Model that outlines the key elements of effective lessons, including:

  • Setting clear learning goals

  • Explicit teaching and modelling

  • Guided practice

  • Independent practice

  • Feedback and reflection

This model supports consistency across classrooms while allowing teachers to respond to the needs of their students.

Evidence-based and student focused

VTLM 2.0 is grounded in research about:

  • how students learn

  • the importance of explicit instruction

  • the role of practice and feedback

  • the impact of classroom environment on learning and behaviour

By aligning our teaching with VTLM 2.0, we ensure that classroom practice at Chelsea Primary School is consistent, high quality and focused on improving outcomes for all students.

Learn more about VTLM 2.0

The following Department of Education resources provide further information about VTLM 2.0:

Victorian Teaching and Learning Model 2.0
VTLM 2.0_Planning_Lead a whole-school
VTLM 2.0_Explicit Teaching

 

Our commitment

At Chelsea Primary School, VTLM 2.0 works alongside our:

  • Explicit teaching approach

  • Positive behaviour framework (SWPBS / SWAPS)

  • Wellbeing supports, including Zones of Regulation

Together, these approaches ensure our classrooms are structured, supportive and focused on learning, so every child has the opportunity to succeed.