From Term 1 2017, Victorian government and catholic schools will use the new Victorian Curriculum F-10. This page is currently being reviewed and may be subject to change.
For more information on the curriculum, see:
The Victorian Curriculum F–10 - VCAA
Using the Effective Schools Model
The Effective Schools Model was initially developed by Sammons et al. (1995)  and has been widely used and adapted by school systems for school improvement. This model can be used to understand how a Language Support Program can facilitate the effective teaching and support of students with language difficulties, as well as enhancing the learning of all students.
Note: The material in Module 5.1 is adapted from Department of Education and Early Childhood Development, English domain – Characteristics of effective schools
Figure 5.1.1 The Effective Schools Model
Professional learning activities
- Use reflective learning techniques
Are you familiar with the Effective Schools Model and its components? If you are engaging with this learning module individually, think about the components that might apply to your role within the school. Explore some or all of the components that are described in the remainder of Module 5.1.
- Participate in collegiate professional development
If you are engaging in a collegiate learning activity, consider dividing up the components of the Model that are described in the remainder of Module 5.1.
- After reading about your section/s, write down on a large sheet of paper five key elements for school leaders and teachers to consider when developing or maintaining an effective whole-school approach to language and literacy support.
- Present your ideas to the rest of the group, allowing time for other groups to ask questions. Adapt ‘Resource 5.9 Actions required for an effective Language Support Program’ to collate ideas.
- Download Resource 5.9 Actions required for an effective Language Support Program (Word - 37Kb)