Getting started with e5

From Term 1 2017, Victorian government and Catholic schools will use the new Victorian Curriculum F-10. Curriculum related information is currently being reviewed and may be subject to change.

For more information on the curriculum, see:
The Victorian Curriculum F–10 - VCAA

The following entry points help you to get started with the e5 Instructional Model.

Professional learning strategy

Selecting an entry point

Graeme Henchel (department staff member) first suggested using the Five Phases of the e5 Instructional Model as the School’s professional learning strategy. He suggested that teachers need to undergo their own learning journey in order to make sense of the e5 model and that these stages could match the phases of the inquiry model.

The five stages and these related questions could be used as the basis for designing a five week professional learning program at the school level. The following example is based on his work.

Stage 1: Engage with the model
  • What is an instructional model?
  • Why is it needed?
  • What is the purpose of an instructional model?
  • What instructional models are we familiar with?
  • What do we use?
  • How might we learn about the model?
  • What do we want to learn about the model?
Stage 2: Explore the model
  • How does an instructional model inform teacher practice?
  • How does the e5 model inform practice?
  • Where does the model come from?
  • How does it relate to research on how people learn?
  • How does the e5 model relate to PoLT, VELS, VCE, VET and VCAL?
  • What value could it add to our practice?
  • What support would teachers need to understand the model?
Stage 3: Explain the model
  • How can we demonstrate our understanding of the model?
  • How can we compare existing practice in the school with the e5 model?
  • What is an area of practice that the school is not doing well?
  • What is an area of practice individual teachers would like to improve?
  • How can the e5 model assist us to improve our practice?
Stage 4: Elaborate the model
  • How can we further connect e5 to PoLT, VELS, VCE, VET and VCAL?
  • How can we design our professional learning within the school?
  • How can we support all teachers to improve their practice?
  • How can we make use of the expertise that resides in our school?
  • What other expertise do we need in order to improve teaching and learning within our school?
Stage 5: Evaluate the model
  • How can we identify the learning needs of all staff?
  • How can we evaluate the effectiveness of the e5 model?
  • How can we use the e5 model as the basis for classroom observation?
  • How can we use the e5 model as the focus for our performance and development plans?
  • How will we know if all teachers are actively using the model to inform their practice?

Leading conversations about teacher practice

The e5 profile statements are rich descriptions of how teachers use what they know in the classroom. Engaging staff in discussions about the instructional model could draw on any of the profile statements or the domain descriptors. Turning the profile statements into questions provides a focus for the conversation or a workshop. The following examples demonstrate 5 different ways the questions could be framed for an individual teacher, team, learning area, year level team or school.

  • Select one domain for a staff workshop. In your own practice what would you offer as evidence that your work was consistent with this domain of practice?
  • Give at least one concrete example of something you would do to make this domain of practice concrete in your work practices.
  • Bring back evidence of this to discuss at the next workshop.

What behaviours should we model in the classroom?

How do we stimulate interest and curiosity in learning?

How do we assess students’ prior knowledge?

How do we decide on the nature and quality of assessment tasks?

What strategies do we use to support students’ thinking?

How do we assist students to monitor their own learning?


How do we use questions to draw out students’ prior knowledge?

What are misconceptions?

How do we address students’ misconceptions across different disciplines?

What is a productive learning environment?

What are real world applications?
How do we create routines in our classrooms?


How do teachers in our learning area or year level team represent the content in different ways?

How do teachers in our learning area or year level team allow time for the practice of new skills?

How do teachers in our learning area or year level team identify the language proficiency levels of students?

How do teachers in our learning area or year level team model the use of English language conventions?

How do teachers in our learning area or year level model the language of our discipline?

How do teachers in our learning area or year level team incorporate different modes of language in our lessons?


What does an intellectually challenging task look like?

What is cognitive demand?

What does substantive conversation look like in the classroom?

What is quality feedback?

How do you modify instruction?

What are different modes of language?

What is transfer?


How can I ensure that my judgments about student work are consistent with other staff?

What evidence would I provide that demonstrated how I assist students to reflect on their learning?

How can I assist students to identify their future learning goals?

How can I improve the quality of the tasks I design for students?

What evidence would I provide that demonstrated the fairness and consistency of my assessment methods?