Classroom Programs

Teaching and Learning

At Montmorency South, learning and wellbeing are at the centre of everything we do. That is, ensuring we create classroom environments that enable the conditions for optimal learning. We do this by not only creating engaging and well-crafted learning sequences, but also by establishing and maintaining consistent, predictable routines. Our school is structured to create the conditions for all students to have the opportunity to advance along the learning continuum whilst developing their personal and social capabilities as they progress through their primary school years.

At Monty South, we follow the Victorian Curriculum F-10. To ensure our school maintains a cohesive and consistent teaching and learning program across the school, we have established a ‘throughline’ for each term. Literacy and Numeracy programs are geared towards integrating the following topics:

Teaching Approach

The Victorian Teaching and Learning Model outlines the elements of learning and teaching. We use this model as a framework for understanding how students learn, and the corresponding evidence-based teaching practices to inform our teaching approach.

Following the Gradual Release of Responsibility model, we employ explicit teaching practices to explain, demonstrate and model all concepts to our students. As lessons progress throughout the unit, teacher guidance fades and independent practice increases. Throughout each lesson, a high level of student participation is aimed towards keeping students engaged increasing their attention and focus.

Our teaching approaches are evidence-informed based on the latest research into the science of learning. Teachers employ Explicit Direct Instruction throughout Literacy and Numeracy sessions. All units of work follow a clear, but not always linear, process:

• Review – previous learning and activate prior knowledge
• Lesson goals – learning intention and success criteria
• Concept development – vocabulary, definitions & examples
• Skill development – step-by-step modelling
• Guided practice – problem pairs, check for understanding
• Independent practice – application of knowledge and skills independently
• Relevance & closure – summarise the learning

Our teachers work hard at keeping all lessons engaging by regularly checking for understanding and using their strong relationships with students to know when to alter the pace or content at any given time. Brain breaks are used when students need to take a break from the learning and classroom environments are a good balance of energy demand.

Mathematics

Similar to Literacy, our Mathematics program is developed to ensure all concepts are introduced, taught and reviewed in a systematic way. Maths is taught for 60 minutes per day or a minimum of 300 minutes throughout the week (timetable dependent). Teachers use a range of assessments to ensure all students receive targeted explicit teaching at their point of need. We use flexible groupings to better target our teaching and pre and post testing enables teachers to monitor their impact.

Tutor Learning Initiative (TLI) – Small group learning support

TLI is a Department of Education initiative which enables schools to give small group targeted intervention to students which is funded according to our Year 3 and Year 5 NAPLAN testing results.

High Achievers:

High ability students are offered a range of additional programs to engage and stretch them to apply their knowledge and skills in a range of different contexts. These programs include:

• Gateways
• Maths Olympiad
• Victorian High Ability Program
• Tournament of Minds

Resilience, Rights and Respectful Relationships (RRRR)

The Respectful Relationships program is mandated in all government schools and acts to promote and model respect, positive attitudes and behaviours. At MSPS, all classes have weekly timetabled RRRR lessons but is also woven into everything we do and is supported by our whole school values. It teaches children how to build healthy relationships, resilience and confidence while promoting positive relationships.

In semester 1, students explore the topics of Emotional Literacy, Personal Strengths, Positive Coping and Problem Solving. Emotional Literacy aims to teach students the vocabulary for identifying and naming their emotions which is an integral element of understanding self. Students learn to identify their personal strengths, how they can use them to problem solve, self-manage and influence others around them.

In semester 2, students explore the topics of Stress Management, Help-seeking, Gender and Identity and Positive Gender Relations. Students identify their own personal coping strategies to self-calm and manage themselves in stressful situations, practice solving interpersonal problems, and discuss the importance of seeking help when the problems are too big to solve alone. Throughout these topics, students have also been encouraged to develop an awareness of, and challenge gender norms, as well as develop an appreciation of their own identity and differences between themselves and others.

Reporting

The Montmorency South Primary School reporting model comprises of:

• Parent Information Evenings (PIEs)
• 3 Way Conferences
• Semester written reports
• Student Learning on Google classroom
• Student Learning Journey night
• Student Support Group (SSG) meetings – where applicable
• Individual Education Plans (IEPs) – where applicable

The Curriculum Team

Montmorency South Primary School’s teaching and learning programs are overseen and supported by the Curriculum Team.

Nerinda Hodgson
Literacy Leader

• Oversee Programs
• Resourcing