Teaching & Learning Framework

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 Individualised Education Plan (IEP) at Montague School is a foundational part of our commitment to supporting every student to achieve personal growth and success. The IEP is a personalised document that identifies the educational goals, adjustments, and supports each student needs to thrive in their learning environment.

Developed collaboratively by the student’s teachers, support staff, allied health professionals, and family, the IEP reflects our shared understanding of the student’s individual strengths, challenges, and learning style. It provides a clear framework for how we will work together to help each student reach their potential—academically, socially, and emotionally.

Key Components of an IEP

  • Level of Performance: Describes the student’s current skills, abilities, and areas for growth across key learning and wellbeing domains.

  • Goals and Objectives: Sets out specific, measurable, and achievable goals designed to build on the student’s strengths and address priority needs.

  • Accommodations and Modifications: Details the teaching strategies, classroom supports, and environmental adjustments needed to promote access and engagement.

  • Specialised Services: Outlines additional supports such as therapy, behaviour support, or skill development programs provided through school or external services.

  • Assessment Methods: Identifies how progress will be measured through observations, evidence of learning, and formal or informal assessment tools.

  • Monitoring: Ensures ongoing review and adjustment of the plan to reflect the student’s changing needs and celebrate progress.

The IEP is more than a document, it is a living plan that guides how we teach, support, and celebrate each student’s individual journey toward independence, agency, and lifelong learning.

Differentiation 

At Montague School, differentiation is at the heart of our teaching and learning approach. We recognise that every student learns differently, and we are committed to providing instruction that meets the diverse needs, abilities, and learning styles of all learners. Through effective differentiation, we ensure each student has equitable access to meaningful, challenging, and supportive learning experiences.

Differentiation allows our educators to adapt what students learn, how they learn, and how they demonstrate their understanding. This approach encourages engagement, promotes confidence, and supports every student to reach their fullest potential.

Key Elements of Differentiation

  • Content: Teachers adjust the material, pace, or level of complexity to match each student’s understanding, skills, and interests.

  • Process: We use a variety of teaching methods—such as visual supports, hands-on learning, assistive technology, and collaborative activities—to make concepts accessible to all learners.

  • Product: Students are offered multiple ways to express their learning, including creative projects, presentations, practical demonstrations, and oral reports.

  • Environment: Classrooms are designed to be inclusive and flexible, providing spaces and supports that respond to individual sensory, physical, and emotional needs.

Differentiation ensures that every student feels valued, capable, and included in their learning journey. Through this personalised approach, we empower learners to succeed at their own pace while fostering independence, curiosity, and a lifelong love of learning.

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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