Background knowledge 

High background knowledge is evident when lessons provide students with opportunities (or they take opportunities) to make connections between their knowledge and experience and the substance of the lesson. Background knowledge may include prior school knowledge or it may include “out-of-school” knowledge, such as local knowledge, cultural knowledge, personal experience and knowledge of media and popular culture. Low background knowledge is evident when lessons address new content, skills and competencies without any direct or explicit exploration of students’ prior knowledge of the topic, and without any attempts by the teacher or students to provide relevant or key background knowledge that might enhance students’ comprehension and understanding of the “new”. 

Cultural knowledge 

Cultural knowledge is high when there is an understanding, valuing and acceptance of the traditions, beliefs, skills, knowledge, languages, practices and protocols of diverse social groups. Cultural knowledge is high when the lesson recognises and values claims to knowledge from multiple social groups in an authentic, detailed and profound manner. Different social groupings are identified in relation to the dominant Australian culture and are distinguished by characteristics such as socioeconomic status, gender, ethnicity, race, age, sexuality, disability, language and religion. Cultural knowledge is low when there is little or no understanding, valuing and acceptance of the knowledge, skills and understandings of diverse social groups. Cultural knowledge is also low when it is used simply to compare social groups based on superficial characteristics. 

Knowledge integration 

High knowledge integration is identifiable when meaningful connections are made between different topics and/or between different subjects. For instance, when students address themes or problems which require knowledge from multiple topics or subject areas, knowledge integration will be high. Low knowledge integration is identifiable when no meaningful connections are made between different topics and/or between different subjects. In the extreme, strong subject boundaries can prevent or “get in the way of” student learning because opportunities to make meaningful connections are missed. 

Inclusivity 

High inclusivity is evident when all students in the classroom, from all cultural or social backgrounds, participate in the public work of the class and when their contributions are taken seriously and valued. High inclusivity is evident when the classroom is free from negative forms of prejudice and discrimination, and thus all individuals, regardless of their social grouping, feel encouraged to participate fully in the lesson. Low inclusivity is evident when students from a particular group are excluded (or exclude themselves) from class activities, such as asking and answering questions and participating in discussions, demonstrations or group work. Low inclusivity is also evident when the genuine contributions of some students are devalued. 

Connectedness 

High connectedness is evident when learning has value and meaning beyond the classroom and school. Lessons exhibit high connectedness through addressing either a public problem or actual experiences or situations that students will confront. High connectedness is also evident when there are attempts to interact with an audience beyond the classroom by communicating knowledge to others (including within the school), advocating solutions to social problems, providing assistance to people, or creating performances or products and exploring their utilitarian or aesthetic value. In a class with little or no connectedness, activities are deemed important for success only in school (now or later), but for no other aspects of life. Student work has no impact on others and serves only to certify their level of competence or compliance with the norms and routines of formal schooling. 

Narrative 

Use of narrative is high when the stories written, told, read, viewed or listened to help illustrate or bring to life the knowledge that students are addressing in the classroom. Narratives may include personal stories, biographies, historical accounts, case studies, literary and cultural texts and performances. Narrative does not increase significance if the stories used are unconnected to the substance of the lesson or unproductive in terms of student learning. Narrative may be high if there is only one narrative present in the lesson as long as that narrative enhances the significance of the substance of the lesson. Use of narrative is low when no stories are used in the lesson or when the stories used are disconnected to the substance of the lesson. Use of narrative will also be low if stories are used in ways that detract from the substance of the lesson.