Teaching and Learning 

Learning

Our exceptional teachers provide collaborative, happy classes that are both busy and meaningful. 

Around the Campuses our teaching aims to be learner-centred, flexible and relevant. We recognise that our students come to learning with their own understandings, assumptions and motivations. Student knowledge, understanding and skills are encouraged in a positive setting, through interacting with peers and with value and respect for diversity. 

Our students learn to be …
  • Inquiring
  • Independent
  • Knowledgeable
  • Creative
  • Collaborative
  • Balanced
  • Reflective
Beyond the classroom

In support of our classrooms, all students are encouraged to discover their gifts and explore their passions. As development of the whole person is a key goal of Mentone Grammar, a diverse range of cocurricular activities, including music, theatre, dance, drama, chess, sport, debating, public speaking, community service and engagement, cadets and local and international Learning Journeys are well resourced and highly valued. Our students are encouraged to engage in service to others and have a strong sense of being part of both our local and global communities.

Our wonderful teachers

We choose the very best in expert staff. A collaborative teaching culture is a strong feature of Mentone Grammar’s success. Detailed curriculum planning, well-researched teaching practices and excellent professional learning are all designed to enhance student learning. Teacher mentoring and peer appraisal are designed to improve teaching and learning and are linked to our well-managed professional learning program.

Sound practices

Our teachers are supported by our Explicit Improvement Agenda (EIA) developed from input from the Australian Council of Educational Research (ACER) that underpins our own Teaching and Learning Framework.

Visible Learning is practiced by staff in all teaching and learning settings. Visible Learning is the outcome of the research of Professor John Hattie who brought together the research of what influences learning the most. 

Teaching and Learning Framework

At Mentone Grammar, our teaching aims to be learner-centred, flexible and relevant. We recognise that each learner comes to learning with their own understandings, assumptions and motivations. Student knowledge, understanding and skills are developed in a positive setting, through interacting with peers, information, teachers and the broader community. Teaching and Learning practices at Mentone Grammar provide opportunities for social and individual learning and place these in relevant and meaningful contexts. We provide supportive and engaging learning environments and value and recognise diversity to provide for dynamic engagement and deep learning. 

We aim to develop in our students, the capacity to: reflect on problems; apply specific knowledge and skills; work collaboratively with others in our community; think creatively with metacognition; and find solutions. For individuals, the ability to be confidently engaged in lifelong learning is a highly desired skill. 

Our students are encouraged to play an active role in their own learning.  They are challenged to communicate their ideas in a variety of ways, and use technology to enhance their learning.  An important goal is to assist the students in the development of the skills required to successfully pursue university or post-secondary qualifications leading to employment. 

Our teachers believe that all students can learn.  Prior knowledge is assessed, particularly in the areas of literacy and numeracy, to ensure that each individual is able to develop and both formative and summative assessment is used to inform teaching and learning. Meaningful data on individuals and cohorts is collected, analysed and provided to relevant parties within our community. A differentiated approach is designed to meet the learning needs of each student. 

Authentic learning tasks provide clear criteria, prior to beginning the task, to enable each student to demonstrate what they have learnt. Teachers engage in moderation to ensure consistency in judgement of learning standards. The learning programs on offer at Mentone Grammar are tailored to encourage all students to discover their gifts and aim to achieve their best. As development of the whole person is a key goal of the School, a diverse range of co-curricular activities, including music, chess, drama and sport are well resourced and highly valued.  Our students are encouraged to engage in service to others and have a strong sense of being part of both our local and global communities. 

At Mentone Grammar, we believe that all learning is enhanced when a student’s Emotional Intelligence is maximised. Students with high Emotional Intelligence are able to recognise and name emotions in themselves and others, they are able to link emotion to cause and consequence and are able to harness their emotion to enhance thinking and deepen understanding. 

 A collaborative learning culture is a strong feature of Mentone Grammar.  Curriculum planning, teaching practices and professional learning are all designed to improve student learning. Teacher mentoring and teacher appraisal are designed to improve teaching and learning and linked to the professional learning program.   Both within the School and in the wider community, collaborative partnerships are valued.

“Our students are empowered to play an active role in their own learning to become confident, lifelong learners.”

Formative Assessment

Following the research of academic, Dylan Wiliam, Formative Assessment, is a classroom tool devised to improve teacher practice, particularly with regard to feedback, to enhance student learning.

It focuses on:

  • Students clarifying, sharing, and understanding their own Learning Intentions and Success Criteria.
  • Meaningful classroom discussions and activities that prompt evidence of learning.
  • The art of effective feedback that benefits the next phase of learning.
  • Inspiring co-learning amongst students.  
  • Encouraging students to ‘own’ their learning.
 Sharing the progress

In support of student learning, Mentone Grammar has developed its own Student Performance System to monitor and share student data and progress with parents and guardians (Years 5 -12). This is an invaluable tool for tracking and collecting vital academic progress, over time. Individual student data is uploaded overnight so parents and guardians may access timely information via an Interactive Progress Chart. Student progress can also be viewed in reference to comparative data from across the State. 

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