The NSW Quality Teaching Model provides a model of pedagogy available for use by teachers as a framework for enhanced student learning. Intellectual Quality, Quality Learning Environment and Significance are the three dimensions that “form the basis of the model” (NSW DET, 2003, p.5). When represented diagrammatically, Intellectual Quality is the central dimension, however, all three dimensions are critical in terms of improving student learning. It is essential to realise that each of the dimensions and their elements are interrelated, rather than being independent units. When considering what constitutes a Quality Learning Environment, for example, such an environment may be identified as high in Intellectual Quality, providing students with opportunities for higher-order thinking and substantive communication. These quality learning environments also encourage students to see the significance of their work in contexts beyond the classroom. It is difficult to isolate one dimension from the other in the learning experience (Hinde-McLeod & Reynolds, 2007).

 

The interrelationship between these three dimensions is reflective of the way in which the chosen exemplars are also related which, in turn, mirrors the relationships between the various elements. Within the learning setting, gender plays a significant role, impacting on both the students’ behaviour and academic outcomes. For example, if students, are continuously engaging in conversation with their teachers and seek attention and support when required, it is likely that their behaviour will change. Students will feel more positive and confident toward classroom learning tasks, which will be reflected in their academic achievements. It is essential, therefore, that teachers actively plan to provide students with these opportunities in order to engage in quality interactions. Similarly, in terms of the Quality Teaching Model, the interconnectedness between the elements is evident in each of the dimensions. Intellectual Quality, for example, focuses on producing a deep understanding of significant ideas. This ultimately requires students to engage in higher-order thinking, which may involve substantive communication with peers and the development of appropriate metalanguage.