Where explicit teaching meets deeper thinking

Matthew Flinders Anglican College is a co-educational K–12 school in Buderim on the Sunshine Coast. The college combines explicit teaching and evidence-informed practice to build confident, independent thinkers. Far from treating these as opposing approaches, Flinders connects them through sequenced curriculum, responsive teaching and ongoing professional collaboration. The secondary school ranking climbed from 28th to 9th in Queensland in 2025, alongside strong NAPLAN and ATAR results.

How does explicit teaching support critical thinking at Matthew Flinders Anglican College?

Matthew Flinders Anglican College builds critical thinking by first giving students strong knowledge foundations through explicit teaching. Narelle Goan, head of professional practice and curriculum (primary) at the college, says the approach is grounded in evidence. '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 told The Educator. As that confidence grows, teachers progressively shift cognitive load to students. In practice, this means students explain their reasoning, make connections across concepts and independently select strategies to solve problems. The sequence from direct instruction to student-led thinking is deliberate and carefully staged.

How do teachers at Flinders decide when to give students more independence?

Knowing when to guide and when to step back is a recurring challenge in any classroom. Goan says the science of learning makes that decision clearer. 'Our teachers constantly monitor understanding through questioning, observation and assessment to determine when students are ready for greater independence', she says. Too much support for too long creates dependence; stepping back too early leads to confusion. 'Achieving a balance is important', Goan says. Flinders calls this responsive teaching, offering clear explanations and guided practice while students are still developing, then gradually releasing responsibility as accuracy and confidence grow. The process is continuous and shaped by real-time data from inside each classroom.

What academic results has Matthew Flinders Anglican College achieved in recent years?

Flinders recorded strong results across multiple measures in 2025. The college achieved a median ATAR of 92 and a median QCAA subject score of 87%, with 98% of the cohort ATAR eligible. The Queensland secondary school ranking improved from 28th to 9th. Year 9 students recorded NAPLAN writing scores 11.15% above average, and Year 7 students scored 15.6% higher. In primary, 92% of Years 3 and 5 students scored 'Strong' or 'Exceeding' for numeracy and reading. Ed Wright, head of professional practice (secondary) at the college, frames the ambition clearly: 'Ultimately, we want students to move beyond Flinders as knowledgeable, adaptable and intellectually confident learners', he told The Educator.

What is the Year to RISE program at Matthew Flinders Anglican College?

Year to RISE is a year-long program for Year 9 students at Flinders, designed to apply classroom learning to real-world problems through inquiry and collaboration. Wright says it complements the college's explicit teaching work directly. '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 told The Educator. The program includes interdisciplinary fusion electives, Aspire workshops for personal and interpersonal development, and Discovery Tours to the bush, beach or city. Students engage with issues affecting the communities they visit and are challenged to respond meaningfully, putting knowledge to work in genuine contexts.

Does explicit teaching at Flinders limit deeper inquiry or creative thinking?

Flinders rejects any view that explicit teaching and inquiry are in conflict. Wright says structure enables thinking rather than restricting it. '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', he says. Teachers deliberately create opportunities for students to analyse, evaluate and apply learning in increasingly complex contexts. 'It is not an "either/or" proposition but an "and/also" approach', Wright says. Students are encouraged to ask questions, explain reasoning and think critically about how and why knowledge can be applied beyond the classroom.

How does teacher collaboration at Flinders support student learning outcomes?

Teacher collaboration is central to how Flinders maintains consistency across classrooms. Goan says the culture of shared practice shapes day-to-day teaching across the school. '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', Goan told The Educator. Teachers regularly analyse learning data together and refine their approaches based on what they find. Classrooms at Flinders are characterised by clear routines, consistent expectations and a shared language around learning that has been developed across the whole school community.

What is the 2027 Science of Learning Conference and who should attend?

Matthew Flinders Anglican College is hosting the 2027 Science of Learning Conference from 24 to 25 March 2027, building on its sold-out 2025 event. The conference theme is 'Explicit Practice For Powerful Thinking' and features world-renowned keynote speakers. It is designed for educators and school leaders from Australia, New Zealand and beyond. Delegates will explore how explicit instruction, deliberate practice and responsive teaching build the cognitive architecture students need to think critically and solve complex problems. Wright says the event reflects the college's broader philosophy: 'We do not see explicit teaching and critical thinking as competing ideas. Strong thinking depends on strong knowledge', he told The Educator.

Featured experts

Narelle Goan: head of professional practice and curriculum (primary), Matthew Flinders Anglican College; supports student achievement through evidence-based teaching and learning.

Ed Wright: head of professional practice (secondary), Matthew Flinders Anglican College; leads teacher development, instructional practice and innovation.