Teaching & Learning

The Monty Learning Framework

At Montague School, we use the Victorian Teaching and Learning Model 2.0 (VTLM 2.0) as the foundation for our instructional practices.

The VTLM 2.0 emphasizes evidence-based insights into how students learn, forming the foundation for effective teaching. It offers teachers greater clarity on the key elements of teaching that are supported by the strongest evidence. The 4 elements of learning in the VTLM 2.0 represent these key findings from the evidence-base:

  • Attention, Focus and Regulation

  • Knowledge and Memory

  • Retention and Recall

  • Mastery and Application

 
Individual Education Plan (IEP) 

An Individualized Education Plan (IEP)  is a personalised document that outlines the specific educational goals, accommodations, services, and supports a student requires to succeed in their learning environment. The IEP is developed collaboratively by a team of educators, specialists, and the student’s family, and is tailored to address the student’s unique strengths, challenges, and learning style.

Key components of an IEP include:

  • Level of Performance
  • Goals and Objectives
  • Accommodations and Modifications
  • Specialised Services
  • Assessment Methods
  • Monitoring
Differentiation 

Differentiation refers to the practice of tailoring instruction to meet the diverse needs, abilities, and learning styles of students. This approach ensures that all students, regardless of their individual challenges or strengths, have access to a learning environment that is appropriate and supportive. Differentiation in this context may involve:

  1. Content: Adjusting the material or level of complexity to match students’ understanding and skill levels.
  2. Process: Modifying teaching methods or strategies, such as using visual aids, hands-on activities, or assistive technology, to help students grasp concepts more effectively.
  3. Product: Offering different ways for students to demonstrate their learning, such as through projects, presentations, or oral reports, rather than traditional assessments.
  4. Environment: Creating a supportive classroom atmosphere that fosters individualized attention and accommodates specific sensory, physical, or emotional needs.

Tiered Support System

Tier 1
Tier 2
Tier 3 
Universal Support 
Tier 1 is the typical classroom environment. The teaching strategies and instruction used here reflect both methods of differentiated instruction and universal design for learning. Classes are structured and planned to reach every student in the class, regardless of exceptionality, and the curriculum goals are not modified. Throughout this process, the classroom teacher monitors the progress of students and notes students who are struggling and falling behind their peers.
Targeted  Intervention
Once the teacher has gathered enough evidence to show that a student or several students are struggling to learn, they are moved to Tier 2. Tier 2 includes more intensive, systematic instruction, often tailored towards a small group of students demonstrating similar difficulties. This could include extra help during school or after school, extra homework, varied readings, or co-teaching support. This Tier does not typically involve removal from the regular classroom environment; rather “the interventions take place in the original classroom, over a set period of time, with different students involved, depending on the skill or concept being addressed. Results of instruction and assessment are closely monitored. Once an individual or group of students has mastered the concept or skill, they can return to instruction at Tier 1 for future concepts and skills.
Intensive  Intervention
If students are still struggling with material after a period of group instruction at Tier 2, they are moved to Tier 3. This tier involves increased intensity (more instructional time, smaller group size or individual instruction) and increased explicitness (more focus on teaching specific skills). At this level, resources from outside the classroom are brought in to facilitate the learning. This could include a special education teacher, resource room teacher, or administrator. Instruction is tailored to the specific student and is precise and personalised. Interventions in the third tier could also include instruction in learning strategies provided outside the content area classroom that will enable students to learn independently once they are in content area classes.

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Acknowledgement of Country

At Montague School, we respectfully acknowledge the Bunurong people of the Kulin Nation, the traditional custodians of the land on which our school stands. We pay our respects to their elders past, present, and emerging, and extend that respect to all Aboriginal and Torres Strait Islander peoples in our community.

We recognise the enduring connection of the Bunurong people to this land, their rich cultural heritage, and their profound spiritual relationship with Country. We acknowledge the importance of caring for and nurturing the land, as custodians of future generations.

As members of the Montague School community, we are committed to fostering an environment of mutual respect and cultural diversity. We honour the contributions of Indigenous Australians to our nation’s rich history, culture, and identity, and we strive to uphold the values of equity and inclusion in all aspects of our school life.

Together, let us walk forward in the spirit of learning, acknowledging the past, embracing the present, and working towards a shared future of unity and respect.

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