Where explicit teaching meets deeper thinking

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How do schools teach students to think for themselves? Matthew Flinders Anglican College is tackling that challenge head-on through explicit teaching, evidence-informed practice and a growing focus on independent thinking

AT A time when schools everywhere are prioritising critical thinking, Matthew Flinders Anglican College is taking deliberate steps to embed it more deeply into everyday classroom practice. Building on extensive work in explicit teaching and evidence-informed practice, the Sunshine Coast school is continuing to develop a clear roadmap that supports students to become increasingly confident, independent thinkers who can question, analyse and challenge ideas with purpose and discernment. Rather than seeing explicit teaching and critical thinking as opposites, Flinders is focused on bringing the two together in a practical and purposeful way, grounded in classroom experience. Through a considered and ongoing roll-out, the college is seeking to create learning environments where strong knowledge foundations and thoughtful inquiry work hand in hand.

Located in Buderim on the Sunshine Coast, Matthew Flinders Anglican College is a leading independent, co-educational K–12 school dedicated to educating for excellence in learning and life. Flinders is building on the extraordinary success of its sold-out 2025 Science of Learning Conference to host the 2027 Science of Learning Conference from 24 to 25 March 2027. Centred on the theme “Explicit Practice For Powerful Thinking,” this exclusive event features world-renowned keynote speakers and is crafted specifically for educators and school leaders from across Australia, New Zealand and beyond. Delegates will explore how explicit instruction, deliberate practice and responsive teaching build the robust cognitive architecture students need to think critically, solve complex problems and transfer their learning to unfamiliar contexts. REGISTER YOUR INTEREST NOW | Sign up for Early Bird Tickets here.

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“Independent thinking does not mean students are left to figure things out alone. It means they have been carefully guided so they can apply their learning with increasing independence over time”

Narelle Goan, Matthew Flinders Anglican College

Helping students think for themselves Narelle Goan, head of professional practice and curriculum (primary) at Flinders, supports student achievement through evidence-based teaching and learning. Goan says confident and independent thinking begins with strong foundations. “At Flinders, we know students are more likely to think deeply, problem solve and apply their learning when they first develop secure knowledge, vocabulary and core skills,” Goan tells The Educator. “That is why our approach is grounded in explicit teaching, carefully sequenced curriculum and high-quality modelling.”

As students build confidence and fluency, teachers gradually shift more cognitive load to them. “In classrooms, this looks like students explaining their reasoning, making connections across concepts and independently selecting strategies to solve problems,” she says. “Importantly, independent thinking does not mean students are left to figure things out alone. It means they have been carefully guided so they can apply their learning with increasing independence over time.” A common challenge for teachers is knowing when to guide students and when to step back. Goan says the science of learning highlights the importance of providing the right support as learners move from novice to expert. “Our teachers constantly monitor understanding through questioning, observation and assessment to determine when students are ready for greater independence,” she says. “At Flinders, we often refer to responsive teaching. When students are still developing understanding, teachers provide clear explanations, explicit modelling and guided practice, with opportunities for rehearsal and feedback.”

As students gain confidence and accuracy, responsibility is gradually released. “Achieving a balance is important. Too much support for too long can create dependence, while stepping back too early can lead to confusion and misconceptions,” she says. “Our teachers work hard to ensure students experience both challenge and success as they continue building confidence and independence as learners.” Goan says strong collaboration helps create consistency across classrooms. “Classrooms are calm and purposeful, routines are consistent, expectations are clear and students are confidently engaged in learning. Students also develop a shared language around learning and approach challenges positively,” she says. “Equally important is what happens behind the scenes with teachers. Flinders has a culture of collaboration and continuous improvement.”

Teachers regularly work together to analyse learning and refine practice. “Coaching, observation and professional dialogue are part of everyday practice,” she says. “This collective commitment to growth has fostered a culture where teachers learn from one another and share responsibility for achieving the best outcomes for every student.” The best of both worlds Ed Wright, head of professional practice (secondary) at Flinders, leads teacher development, instructional practice and innovation.

Ed Wright, Matthew Flinders Anglican College

Programs such as the Year 9 “Year to RISE” curriculum encourage students to step outside traditional classroom routines and tackle challenges in new ways. “Year to RISE is a powerful example of how Flinders is seeking to move learning beyond the traditional classroom and into authentic, purposeful experiences,” he says. “While our work in the science of learning has strengthened knowledge and mastery through explicit teaching, the Year to RISE provides our Year 9 students with opportunities to apply that learning to real-world problems through inquiry and collaboration.” Wright says the year-long program is designed to build agency and self-regulation.

Published 13 Jul 2026

“Our classrooms use clear instructional routines, retrieval practice, modelling and checks for understanding to reduce cognitive overload and ensure students are actively thinking throughout lessons rather than passively receiving information. Importantly, the approach extends well beyond memorisation.” While explicit teaching can sometimes be perceived as overly rigid, that is certainly not the case at Flinders, where teachers see strong foundations and deep thinking as complementary, not mutually exclusive. “It is not an ‘either/or’ proposition but an ‘and/also’ approach. Teachers deliberately create opportunities for students to analyse, evaluate and apply learning in increasingly complex contexts,” he says. “Students are encouraged to ask questions, explain their reasoning and think critically about when, why and how knowledge can be used.”

“We connect concepts through an offering of interdisciplinary fusion electives and aim to build personal and interpersonal capacity through Aspire workshops,” he says. “Our Year 9 outdoor camp program has been reimagined as Discovery Tours to the bush, beach or city.” The experiences expose students to issues affecting the communities they visit. “Students are challenged to think critically and to respond meaningfully,” he says. “The Year to RISE complements strong explicit teaching by creating opportunities for students to transfer their learning, deepen understanding and develop purpose beyond school.” While explicit teaching is sometimes criticised as rigid, Flinders sees structure as a pathway to deeper thinking. “At Flinders, we see structure not as something that limits thinking but as something that enables it. Explicit teaching provides students with the knowledge, vocabulary and confidence they need to engage deeply with ideas,” Wright says.

Source: MFAA

A model school

2025 recorded the highest median ATAR of 92 and highest median QCAA subject score of 87%, based on 98% of our cohort being ATAR eligible Better Education ranks revealed a significantly improved Secondary School ranking from 28th place to 9th place, in Queensland Year 7 and Year 9 students recorded their highest NAPLAN scores across all four literacy domains Year 9 students achieved NAPLAN writing scores 11.15% “Above Average”, while Year 7 students scored 15.6% higher Compared to “like schools”, Flinders achieved “Above Average” on 11 domain metrics

Source: MFAA

Better Education ranks revealed a significantly improved Primary School ranking, from 18th place to 12th place, in Queensland Flinders scored in the top two NAPLAN proficiency levels across all five domains.For example, 92% of Years 3 and 5 students scored “Strong” or “Exceeding” for Numeracy and Reading The Year 3 NAPLAN results were the college’s highest, surpassing the state average in Grammar and Punctuation by 25% Growth of Prep and Year 1 cohorts evidenced through the DIBELS (Dynamic Indicators of Basic Early Literacy Skills) data revealed a significant change in “Above Expected Results”

Building success from the early years

“At Flinders, we see independence not as the absence of support but as the outcome of carefully designed learning,” Wright tells The Educator. “Over recent years, we have strengthened our focus on the science of learning, ensuring students first develop secure knowledge, strong schema and confidence through explicit instruction, deliberate practice and responsive teaching.” Once those foundations are established, students are gradually given greater opportunities for inquiry, discussion and problem-solving. “We do not see explicit teaching and critical thinking as competing ideas. Strong thinking depends on strong knowledge. Our next phase is focused on helping students actively use what they know across subjects and real-world situations,” Wright says. “Ultimately, we want students to move beyond Flinders as knowledgeable, adaptable and intellectually confident learners.”

“At Flinders, we see structure not as something that limits thinking but as something that enables it. Explicit teaching provides students with the knowledge, vocabulary and confidence they need to engage deeply with ideas”

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