Years 5-8: Montagne learning experience

Our Montagne Learning Philosophy

At Marist we acknowledge a child’s learning matures alongside the natural maturing processes that life presents. With the student at the centre, our Montagne Learning Experience continues the growth of the capable learner and prepares them towards becoming interdependent learners. Our vision to develop faith-filled learners is enhanced by each learner being fully awake to the presence of Jesus in their lives. We believe in the value of a project based learning approach to guide students in taking agency of their learning as critical and creative thinkers. The learning environment is designed to foster the learner’s development of becoming aware of their unque nature of learning and the changes to this that come through time and life experiences. Such self awareness ensures the full development of their personal toolkit for learning.

Our Montagne Learning Commitment

Therefore, we will provide a learning environment that:

Our Montagne Learning Framework

Learning in Montagne emphasises developing students’ general capabilities and executive skills to add to their learning toolkit. Montagne students benefit from the Marcellin group structure which supports their learning and development. This includes daily check-ins, holistic support for each as an individual and an opportunity to meet regularly with their Marcellin group educator on Friday afternoon extended sessions. In these sessions, the Marcellin group educator supports the students’ progress, develops their organisational skills, and sets regular SMART goals to improve their learning outcomes.

Our Montagne Learning framework views learning through the lens of Project Based Learning (PBL). PBL engages the student through relevant, realistic and meaningful educational experiences based on the Victorian Curriculum. Through an innovative approach using the 6Ds (Define, Discover, Dream, Design, Deliver, Debrief), students begin to drive their own learning, work and research collaboratively, utilise technology skills and become proficient problem solvers in creating project outcomes to reflect their knowledge. Educators actively structure the learning based on the Victorian Curriculum through actively listening, questioning and providing feedback to inform next steps in the maturation of each student’s learning.