Accessible Page Links

Page Tools

Main page Content

Teaching and learning

Art and Science of Teaching (ASOT)

The Gap State High School adopts Marzano’s  Art and Science of Teaching as a Pedagogical Framework to provide a common teaching pedagogy.  The Gap State High School believes that classroom instructional strategies should reflect sound science and research, knowing when to use these strategies and with whom is more of an art. Dr Robert J. Marzano's model for ensuring quality teaching balances the necessity of research-based data with the equally vital need to understand the strengths and weaknesses of individual students. He articulates his framework in the form of 10 questions that represent a logical planning sequence for successful instructional design. At The Gap State High School we expect all teachers to examine their deliberate practice, reflect on their teaching and continuously seek improvement.

Dimensions of Learning (DoL) 

The Gap State High School is committed to the implementation of Dimensions of Learning (DoL) as a whole school Pedagogical Framework in collaboration with The Art and Science of Teaching. It is a comprehensive, practical framework for teaching thinking and engendering values, attitudes and perceptions which enable students to realise greater cognitive abilities.

The DoL framework was developed by a research team in Colorado led by Robert Marzano and encourages higher order thinking and problem based curricula. It states that there are five ‘dimensions’ which learners and their teachers should embrace. These dimensions are:

  • Positive attitudes and perceptions about learning
  • The acquisition and integration of knowledge
  • The extension and refinement of knowledge
  • The meaningful use of knowledge
  • Productive habits of mind (see below)

One of the main advantages of Dimensions of Learning is that it provides a common language for the teaching of thinking skills across all subject areas.

Habits of Mind

The Habits of Mind describes the characteristics that successful learners and intelligent people employ when confronted with a problem, be it simple or complex. The term was developed by Professor Art Costa and Bena Kallick and describes the sixteen attributes of people who approach problem solving successfully in all aspects of life. These attributes are:


Thinking about thinking

Thinking and communicating with clarity and precision

Taking responsible risks

Managing impulsivity

Striving for accuracy

Gathering data through all senses

Finding humour

Listening with understanding and empathy

Questioning and posing problems

Creating, imagining, innovating

Thinking interdependently

Thinking flexibly

Applying past knowledge to new situations

Responding with wonderment and awe

Remaining open to continuous learning

All students at The Gap State High School use strategies and techniques defined within the DoL framework and supported by the Habits of Mind to enhance their understandings of their own thinking and learning processes.

Australian Curriculum 

The Australian Curriculum, Assessment and Reporting Authority (ACARA) is responsible for the development of a national curriculum, a national assessment program and a national data collection and reporting program that supports 21st century learning for all Australian students and was implemented in Queensland State Schools in 2012.

In Year 7 and Year 8, students commence their engagement with the Australian Curriculum and the Queensland Study Authority’s Essential Learning Framework which covers all eight key learning areas - Maths, English, Science, History and Social Science, Technology, Health and Physical Education (HPE), Languages Other Than English (LOTE), Design and Digital Technologird and The Arts as well as GOALS (The Gap Outdoor and Leadership Studies). 

In Year 9 students continue to study core subjects of Maths, English, History and Social Science, Science and GOALS.  Students will also select from a range of electives to study in preparation for their Senior School studies.  This ensures continued student engagement, allows them to pursue individual interests and talents and gives adequate time to study the elective subjects in depth.  This structure is designed to enhance student motivation and engagement. Students may change electives at specific junctures during Year 9 and Year 10 as their interests change and develop.