Each year we have in excess of 55 different feeder primary schools. We have students from primary schools where the majority of the girls in the class will be attending Monte. Or, we have a large portion of students attending, where they will be the only one from their primary school. In all situations, we endeavour to cater for all of the girls’ needs.
There are 8 Tutor groups in Year 7, each with 2 Tutor teachers. The students will spend the majority of their academic class with this group. The Tutor groups are formed by separating the students from the same primary school, where possible. This allows all students the opportunity to make new friends, whilst still keeping the old.
At Monte, students are encouraged to be active learners and to critically assess the world around them. The dynamic and experienced English teachers at Monte strive to develop a love of literature in their students. They assist students to make links between ideas, knowledge and the world around them and encourage a holistic engagement with the intellectual, spiritual and personal.
The Year 7 to 10 programs incorporate the NESA Outcomes and the framework of the International Baccalaureate Middle Years Programme. The programs are based around the Areas of Interaction and Guiding Questions, so students approach the texts by grappling with questions such as:
- how do experiences lead to growth and change?
- can Shakespeare’s comedies do more than make us laugh?
- how do we understand our relationship with ourselves, our community, and the environment through the study of narrative and mythology?
Gifted English students are invited to join Extension classes in Years 7 to 10. In these classes, students develop their critical literacy and written expression and are exposed to more sophisticated texts to develop their knowledge and understanding. Students in these classes are encouraged to enter writing competitions and have the opportunity to undertake special writing projects and workshops with writers.
Support for students with special needs
In Year 7 and 8, students experiencing difficulties with literacy and written expression may join a smaller support class, where they have extra assistance and can complete tasks which target their special needs and develop their skills in a structured way.
In Year 7, students are introduced to Science and how it affects their lives. Beginning with simple experiments, they build upon their knowledge and challenge their conceptions. There is plenty of scope for students to work both individually and as teams to conduct research activities and various presentations. Overall, Year 7 students gain essential skills and enjoyment by asking questions and finding possible solutions using a scientific approach.
In Mathematics from Years 7-10, we focus on the following strands: Number, Measurement, Data, Patterns and Algebra, Geometry and Working Mathematically. The implementation of the IB Middle Years Programme in Years 7 and 8 has focussed Mathematics teaching on Communication, Investigating Patterns and Reflection and Evaluation, along with the more traditional focus on Knowledge and Skills.
Mandatory History and Geography (Years 7-10)
The IB MYP philosophy has been integrated into the teaching and learning of Years 7 and 8 Geography and History courses. Students experience continuity in their learning by having these courses delivered by the ONE teacher, with a semester of study in EACH course through each year of Stage 4. Students study Global Geography exploring the diversity that exists in global communities, environments and issues (including ecological sustainability), as well as effects of global inequality. To enhance their learning, students in Year 7 undertake a wetland fieldwork study at Sydney Olympic Park.
Students study World History investigating Archaeology and Ancient & Medieval Societies. They are involved in virtual site studies and research into different cultures and societies and the legacies they have left for the modern world. To enhance their learning, students in Year 7 work with a Macquarie University professional to develop their skills.
Languages have always been highly valued at Monte, not only by the College but by students and parents. In accordance with the National Statement for Languages Education in Australian Schools, Monte is committed to the provision of quality languages education for all students, in the context of education in a global community. The contribution of Languages to wider-contextual learning, such as internationalism and intercultural competence, underpins the integral role of language skills and cultural sensitivity in the International Baccalaureate. The importance of language learning as a tool for developing cultural awareness and tolerance in the quest for peace cannot be underestimated in our global world today.
In Year 7, students must choose one of the following languages: French, German, Italian or Indonesian. They continue their study of the chosen language for four years. Currently, in Years 8, 9 and 10 they continue their study of either French, German, Italian or Indonesian.
Personal Development, Health and Physical Education (PDHPE) provides students with the opportunity to explore issues that impact on the health and wellbeing of themselves and others. These issues may include physical activity, mental health, drug use, sexual health, nutrition, supportive relationships, personal safety, gender roles and discrimination.
Students participate in the mandatory course from Years 7 to 10 which aims to empower the students to adopt healthy lifestyles in keeping with the total wellbeing of the individual.
In Technological and Applied Studies (TAS), students undertake four design projects and experience a variety of technologies. Specialist rooms are well equipped for working with wood, plastics, electronics, multi-media, food and textiles. Integrated with developing practical skills, students use the design cycle to document their ideas, solve problems and evaluate their work. By the end of the course, students should be confident in using a variety of tools, be able to work in groups, solve problems and come to solutions, and they should know how to work safely.
The Design Cycle
Investigate: Students need to clearly define the design task. Students must then produce documented evidence of relevant research and analysis showing sources of their research. This step is essential to provide knowledge and inspiration to help in their design work.
Design: Students show their ability to be creative by generating several ideas explaining the details for each idea. They select the most feasible idea and develop it into a solution.
Plan: Planning is of primary importance in the demonstration of the ability to organise both time and resources. In order for this stage to be assessed, students must document their work plan and justify their choice of alternatives.
Create: Creating products/solutions is the aim of all technology programs. In order for this stage of the design cycle to be assessed, students must submit a process journal with all amendments to the planning stage as well as the product itself.
Evaluate: Evaluation is necessary to show the ability to critically analyse and suggest where improvements can be made. In order for this stage in the design cycle to be assessed, the student must provide documentation of the assessment of both the product/solution and process, and a form of self-assessment.
The Religious Education Curriculum has a twofold focus. Primarily, Religion in a Catholic College is a lived experience from the faith, which involves students in classroom learning, liturgy, prayer, reflection days and retreats.
The Religious Education curriculum also strives for academic excellence, student learning and the acquisition of knowledge.
Catherine McAuley said: "We should be as the compass that goes round its circle without stirring from its centre – our centre is God..."
God is Mercy. Because of God’s Mercy, the word was spoken and creation began.
In the mystery of faith, we have the Grace of who we are as Monte, why we are Monte, what we stand for as Monte and the living growth of becoming.
The first word written on the Monte Sant’ Angelo Mercy College motto is ‘Religio’ “re” means “again and again” or “all ways”, ‘ligio’ means “bind to” or “hold together” so in a sense religion is describing our continual closeness to God, our centre.
In Visual Arts at Monte, we value student-centred learning where individuals are encouraged to develop their ideas, creativity and talents, whilst taking responsible risks, in a well resourced, engaging, supportive and caring environment.
Our programs are designed to respond to the changing developmental needs and interests of students from Years 7 to 12, within the framework of the NESA Syllabus and the International Baccalaureate, Middle Years and Diploma Visual Arts Programme. All Visual Arts courses are based on the three practices in the contemporary world of art and design:
- Making Artworks – reflecting the practice of the visual artist and designer
- Critical Study - reflecting the practice of the art critic
- Historical Study - reflecting the practice of the art historian
Through these courses, Visual Arts students are empowered to become self-motivated, resourceful, reflective learners who are adaptable, critical and creative thinkers.
As part of the NESA Stage 4 curriculum and IB Middle Years Programme, Music is a compulsory subject in Years 7 and 8. Classes seek to involve all students in a variety of musical experiences such as performing, composing and listening across a wide range of styles and genres including western music and music of other cultures.
Year 7 students are introduced to the concepts of music (pitch, duration, dynamics and expressive techniques, texture, tone colour and structure). The girls learn to read music and by the end of the semester are able to notate simple rhythms and melodies. The girls teach each other by demonstrating musical instruments that they play and by presenting their research through storytelling, Powerpoint presentations and poster design. They compose their own songs in groups, perform a variety of repertoire using classroom instruments and set music to a film excerpt using GarageBand software.
Year 7 Drama Club
Year 7 girls are invited to participate in co-curricular Drama activities. The students create short scenes based on a variety of themes and learn to navigate relationships through role -play. They are exposed to creating scenes that relate to school, home, friendships, jobs and travel. Once the students feel confident in a large group they began to be given roles that require thinking, negotiating and planning skills. The students are given the freedom to create amongst their peers, with guidance. They perform their completed scenes in front of the group and receive feedback.