With the school year well underway, we are introducing the Gilmore GRITT Instructional Model – our refreshed approach to Teaching and Learning at Gilmore College.
GRITT stands for Greet, Review, Intentions, Teacher Input, and Tie it Together. Grounded in evidence-based teaching practices, the GRITT Model was introduced in Term 4, 2025 and is already making a positive impact in our classrooms by creating consistent, purposeful learning experiences that support every student to succeed.
Our rollout of the model has been carefully staged, beginning with the first two key practices: Greet and Review. Since Term 4 and into Term 1, teachers have embedded these routines to ensure every lesson begins with clarity and focus.
Greet
Teachers welcome students at the door and guide them through clear entry routines. This simple but powerful practice helps establish a calm and focused environment, while also building positive relationships and reinforcing high expectations for learning.
Review
At the start of each lesson, students revisit prior learning. This strengthens memory and recall, deepens understanding, and prepares students for new content. Teachers use a range of strategies such as retrieval questions, choral responses, mini whiteboards, and structured discussions – aligned with principles of effective instruction.
From Week 6 of Term 2, we will introduce the next stage of the model: Intentions.
Intentions
Once prior learning has been activated through review, teachers will clearly communicate visible, specific and measurable learning intentions and success criteria for each lesson. Learning intentions outline what students should know, understand and be able to do by the end of the lesson, while success criteria make clear how that learning will be assessed.
By continuing to implement the GRITT Model together, we are building structured, supportive learning environments where all students can thrive.
