Teaching and Learning

kindergarten - year 6


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The Primary School curriculum includes the six Key Learning Areas (KLAs) as required by the New South Wales Education Standards Authority (NESA). The study of Religion, Spanish and the virtues program G.I.V.E. (Growing in Virtue Every Day) are added to enhance the learning of the students. The curriculum is aimed at meeting the needs of our students by achieving the objectives set by NESA.

The students’ learning improvement journey is an ongoing priority and a collective responsibility, with the main goal being to develop the students as independent learners who engage in goal setting and reflective practice. This links well with our school's strategic priority of incorporating Deep Learning into our teaching.

The Deep Learning Framework is based on Michael Fullan’s research in the learning competencies and how these can frame the way learning experiences are designed.

"The important thing is not so much that every child should be taught, as that every child should be given the wish to learn." — John Lubbock

In English, students learn to read, write, speak, view and represent language. They learn about the English language and literature through working with a wide range of spoken, visual, multimedia and digital texts.

The Spalding Method is the basis of our literacy program. It wholly integrates explicit, sequential, systematic and multisensory teaching in the areas of Phonics, Spelling, Vocabulary, Writing, Reading and Comprehension. Teachers model, coach, and provide support as needed; students articulate, reflect, and explore new concepts. Careful daily observation of student progress enables teachers to differentiate instruction to meet the student needs. Students see, hear, say, and write using all channels to the brain to enhance retention.

Students from Years 2 – 6 who demonstrate excellence in the area of English, are given the opportunity to take part the ICAS English, Writing and Spelling competition.

The Mathematics program used from Kindergarten to Year 6 is based on the Stepping Stones resource by Origo Education and Maths Online. We provide the students with a programme that has a comprehensive and rigorous core which provides a developmentally appropriate sequence for teaching outcomes-based curricula.

The sequential activities build on prior knowledge from the previous year and allows students to have a thorough understanding of the concepts taught. The consistent language and systematic strategies used, helps to consolidate and strengthen the student's mathematical understanding.  Students use mathematical knowledge to communicate, problem solve and reason.

More proficient students from Years 2 - 6 are given the opportunity to take part in the ICAS Mathematics competition.

The students develop skills by conducting scientific investigations and designing and producing solutions through learning more about the following areas: Living World, Material World, Physical World, Earth and Space, and Digital Technologies.

The teachers plan activities that develop the students’ skills in thinking, investigating and problem-solving. The program focuses on developing students’ knowledge, understanding and skills in both science and literacy, through an inquiry-based approach. Children are given opportunities to pose questions, test ideas, and develop and evaluate arguments based on evidence.

The program is structured in a way that allows for in-built differentiation. The students learn with purpose and depth, equipping them with the knowledge and skills to develop a connection and understanding of the world and their place within it.

The students are provided with opportunities to develop their confidence to use critical and creative thinking skills in a purposeful way. Hands on experiences and varied modes of resources enhance the teaching of these areas, enabling the students to gain a deeper understanding of the content.

The students are given opportunities to explore their creativity in the areas of Visual Arts, Music, Drama and Dance. Students learn to appreciate the meaning and value that each art form offers. They are given the opportunity to perform and express themselves in each of these art forms through performances at Assemblies and Annual Concerts, and by displaying their work at the School Art Exhibition. The students are encouraged to participate in local initiatives related to the Creative Arts.

Personal Development, Health and Physical Education (PDHPE) develops the knowledge, skills and attitudes students need to lead healthy, active and fulfilling lives. Our students participate in a wide range of individual and team programs and sports within the school. These assist in the development of technical skills, communication, sportsmanship, game sense and sports performance. These sports include gymnastics, athletics, swimming, basketball, soccer, cricket and volleyball.

year 7 to year 12


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Our Secondary School aims to give the students a broad and well-rounded education while allowing each individual student to develop her own interests and skills to the best of her ability.

We aim to inspire the students through a love for learning, to achieve academic success and through a love for God and others to develop sound moral character. Service to the community is reflected in the various projects in which the students are involved.

Parents, mentors, teachers and students work together to help create the environment which is most conducive towards teaching and learning.

Deep Learning 7-10
Students and teachers are involved in Deep Learning Projects which extend across various subjects in the curriculum. Students develop the skills of collaboration, communication, critical thinking, creativity, character and citizenship through their involvement in these deep learning activities.

STEM Classes in Year 7
These classes have been introduced in Year 7. Students do not sit examinations for this subject but instead are involved in projects and teamwork.

ICAS Science Mathematics, and English Competitions 7-10
Students take part by in these external competitions. The subjects are Science, Mathematics, and English. Students are chosen to sit for this competition based on their application and achievement in each subject.

Science Online Program 7-10
The Education Perfect Science Online Program is used effectively by teachers and students from Years 7-10. This interactive program allows students to work independently yet develops the scientific skills necessary for research and experimentation.

Electives in Years 9 and 10
In Years 9 and 10, History, Geography, Art, Music, Commerce, Drama, Information & Software Technology, Textiles and Food Technology are offered as elective subjects. Each year students may choose two electives from this combination.

Year 9 Camp
Year 9 students have a special program. They take part in a weeklong camp away from school, which helps them gain independence, work as a team, and develop life skills. Students live in cabins and tents, budget for the week, shop for essentials and cook their own food. They take part in physical activities such as walks, canoeing and surfing. This camp also serves as a practical extension to subjects such as Commerce, Science Geography, Physical Education and Character Education

Work Experience Year 10
Year 10 students undertake work experience in Term 4. The duration for this experience is a week.

Careers Program in Year 10
Students in Year 10 have a careers advisor who meets with them individually and helps them to organise their career program.

The school has a careers room which can be used by the students for discussions, and for reading through the information forms, brochures and booklets. Special days are organized throughout the year for career talks, using professional speakers from various walks of life.

Montgrove offers a range of subjects to cater for students’ interests and abilities. The subjects offered for Years 11 and 12 are: English and Mathematics (including extensions), Modern and Ancient History, Music, Visual Arts, Drama, Food Technology, PDHPE, Biology, Chemistry, Physics, Senior Science, Business Studies, Legal Studies, Geography.

Students are able to take Vocational Education and Training (VET) courses through TAFE NSW and other specialist providers.

Completing the HSC is a rigorous and demanding task for students. Montgrove provides the additional support of teaching resilience, study and examination skills, small class sizes and personalised mentoring to help the students rise to the challenge and perform to the best of their abilities.

Religion for Years 7-12
Religion is a compulsory subject for all years and the Catholic faith is taught by the teacher, as well as through guided prayer and lessons by the chaplains.

Philosophy Years 10-11
It has been found that the study of philosophy benefits students intellectually, spiritually and morally and for this reason it is taught in senior classes. It broadens the students’ perspective of life and helps them to think independently.

There are various excursions run by different departments in the school to extend student participation in all subjects beyond the classroom environment setting. Students document their experiences through worksheets, photographs and study notes. They are also encouraged to make presentations at Secondary assemblies, thus developing the ability to work as a team and enhance and develop their public speaking skills.

infants to secondary

Character Education

The emphasis on character development is a major feature of the schools of The PARED Foundation. An ongoing Human Virtues Programme fosters the development of qualities such as sincerity, industriousness, order, cheerfulness, generosity and service to others. This aspect of the education is the basis for fostering the full development of the student’s character.

Leadership and community service programs in the school complement the focus on character education. This is based on the conviction that leaders must be persons of integrity, with a genuine commitment to serve others.

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Education in the Human Virtues as the Basis of Genuine Freedom
At Montgrove, we emphasise the development of human virtues, or strength of character, because virtues enable a person to be self-directing in life - to be truly free. A virtue is a readiness in one's character to act in a particular way for a good motive. Simply speaking, it is a good habit and so is acquired by carrying out some good act with some regularity. Over time this regularity builds an enduring strength in one's character.

Freedom is not mere freedom from constraints but a capacity to carry noble convictions into action. Too often we can find ourselves limited and inhibited by our own failings, ignorance or unquestioning conformity. The family, in which the welfare of the other members is an overriding motivation, is the environment par excellence for fostering virtue.

Ultimately, the capacity to truly love others and to be happy is a consequence of character with a well-rounded development of virtues.

Montgrove’s Character Program teaches our students not just the meaning of virtues in a theoretical way, but more importantly how they can personally live out these virtues in their study, in the playground, and at home with their families.

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In the Infants and Primary years there are weekly lessons on virtue.

The GIVE program (Growing in Virtue Every day) focuses on one virtues each term. Each week, the teacher and students explore a different aspect of the virtue and its practical implications. The weekly catch phrases help to integrate each virtue into all aspects of school and home life.

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The Character Education Program in the Secondary School fosters the development of Performance and Moral Character.

Moral Character enables us to treat others, ourselves and the environment with respect and care and to act with integrity. It consists of those qualities — such as integrity, justice, caring, respect, and cooperation — needed for successful interpersonal relationships and ethical conduct.

Only by developing performance character will schools and homes teach good work habits, increase achievement motivation, foster genuine academic excellence. It consists of those qualities — such as diligence, perseverance, a strong work ethic, a positive attitude, ingenuity, and self-discipline — needed to realise one’s potential for excellence in any performance environment — academics, extracurricular activities, the workplace, and throughout life.

“Goodness without knowledge is weak and feeble, yet knowledge without goodness is dangerous. Both united form the noblest character.” Samuel and John Phillips— founders of Phillips Academy in 1778

The program includes the following modules:

Performance Character

  • Commitment to continuous improvement
  • Goal setting
  • Work ethic
  • Determination
  • Self-confidence
  • Initiative
  • Creativity

Moral/Ethical Character

  • Respect
  • Responsibility to others
  • Love (Compassion)
  • Humility
  • Integrity
  • Justice
  • Moral courage

“To educate a person in mind and not in morals is to educate a menace to society.”— Theodore Roosevelt

Read more about Community Service at Montgrove College on our Co-Curricular page.

infants to secondary

Learning Support

Montgrove College uses a variety of diagnostic and standardised assessments to identify and monitor students who have additional learning needs.

From Kindergarten through to Year 6, the Learning Support Team uses a range of evidence based programs to assist both the student and the classroom teacher. This may take the form of class differentiation of student work, as well as individualised and small group withdrawal when required.

In the Secondary School the Learning Support Coordinator works collaboratively with individual subject teachers to develop and implement Individualised Education Plans (IEP's), student learning profiles and a differentiated curriculum for students with learning needs.

Students involved in the Learning Support Programs may receive:

  • directed small group instruction of the Multi Sensory Spalding Method for phonics, spelling, grammar rules, handwriting, sentence structure and comprehension skills
  • directed small group instruction in Mathematics
  • classroom support of student 'Individualised Education Plans'
  • three-dimensional auditory training programs
  • on-going monitoring and evaluation of students progress using a variety of diagnostic and standardised assessments.

Montgrove College encourages communication between Parents, Teachers, Mentors and the Learning Support Team to promote a positive and caring learning environment for our students.

HSC results

School Summary

  • 8 Band 6/ E4 results
  • 7 unique Band 6/ E4 students

Individual results

  • Students with 2 Band 6/ E4 results - Fiona Warda
  • Students with 1 Band 6/ E4 result - Mikaela Quiogue, Jessie Kristyono, Rose Karam, Selina Vedat, Bea Dela Cruz, Marielle Bernardo


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School Summary

  • 29 Band 6/ E4 results
  • 13 unique Band 6/ E4 students

Individual results

  • Students with 6 Band 6/ E4 results - Rolene Lupisan (All-rounder 2021)
  • Students with 4 Band 6/ E4 results - Ilaria Sanzari, Anastazia Pincevic, Amelia Eade
  • Students with 2 Band 6/ E4 results - Grace Vella, Cassandra D'Souza
  • Students with 1 Band 6/ E4 result - Kate Tapang, Amelia Mizzi, Thalia Lovrencic, Marlie Imray, Nethmi Goonasekera, Klarisa Blazevic, Tiarne Allen




School Summary

  • Montgrove would have ranked 85th in NSW, had it been able to qualify
  • 22 Band 6/ E4 results
  • 10 unique Band 6/ E4 students
  • 1 State rank (top achiever)

Individual results

  • Students with 5 Band 6/ E4 results - Bethany Buhagiar (All-rounder 2020)
  • Students with 4 Band 6/ E4 results - Caburian, Marianne
  • Students with 3 Band 6/ E4 results - Mary-Rose O'Neill (Ranked 3rd in NSW for Extension English 2)
  • Students with 2 Band 6/ E4 results - Erin Rubbo, Ilana Lapid, Shannon Jerome
  • Students with 1 Band 6/ E4 result - Emmaline Wright, Claire Warren, Josefina Vulcik, Caitlyn Quiogue

School Summary

  • 16 Band 6/ E4 results
  • 11 unique Band 6/ E4 students

Individual results

  • Students with 5 Band 6/ E4 results - Lara Mabborang
  • Students with 2 Band 6/ E4 results - Isabela Blazevic
  • Students with 1 Band 6/ E4 result - Veronica Lynch, Teresa Lynch, Danielle Ruiz, Fiona Van Ommen Kloeke, Imee Sandot, Margret Concepcion, Anneliese Galea, Xanthe Brown, Namitha Beena Satheesh

School Summary

  • 18 Band 6/ E4 results
  • 9 unique Band 6/ E4 students

Individual results

  • Students with 3 Band 6/ E4 results - Therese Quiogue, Alyssa Yuzon, Hope Allen
  • Students with 2 Band 6/ E4 results - Natasha Phan, Megan Farquharson, Jana Bartholomeusz
  • Students with 1 Band 6/ E4 result - Mellenie Verceluz, Therese Vella, Raelene Bernacer

School Summary

  • 13 Band 6/ E4 results
  • 11 unique Band 6/ E4 students
  • 1 State rank (top achiever)

Individual results

  • Students with 2 Band 6/ E4 results - Helena Angela Hanna, Maxine Gando
  • Students with 1 Band 6/ E4 result - Guada Tamayo (ranked 8th in NSW for Music 1), Catherine Lynch, Ashleigh Stead, Isabel Pinaroc, Ariane Mabborang, Anne-Marie Vella, Zoe Ramirez, Danielle Canete, Christina Buhagiar
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Infants: Kindergarten to Year 1