Thinking and Learning

At the heart of our teaching philosophy is our instructional model.  Based on best practice research, our model ensures that students are learning in a sequential, explicit manner that promotes skill development and mastery.  Using a range of formative assessment strategies, teachers regularly establish what a student has learnt, and what the next learning steps will be.

Through the delivery of the Australian Curriculum from Prep to Year Ten, and the Victorian Certificate of Education (VCE) in Years Eleven and Twelve, we challenge our students to develop their knowledge, skills and thinking.  Our Culture of Thinking is one of our twin pillars and guides the planning and delivery of learning.  Teaching teams work collaboratively to ensure that all students are provided with access to a knowledge-rich curriculum that is consistent across our classrooms and sections. 

A guiding principle of a PEGS education is to ensure that our students are challenged through rigorous learning experiences that inspire each one to reach their potential. In acknowledging the challenge and rigour of our academic programme, we recognise the diversity of learning styles within our community and provide support for all students. Through the adoption of an evidence-based Multi-Tiered System of Support (MTSS), students who require additional assistance are supported through quality differentiated instruction, as well as small-group and one-to-one support.

Students at Penleigh and Essendon Grammar School should be prepared to be challenged, engaged and stimulated in their learning.  The expectations are high, but so too are the supports that we offer.  We are proud that we achieve outstanding results. But we are also proud of the stories our students share of being inspired in their learning both within and beyond the classroom. Stories that are reflected in the contributions they go on to make within our community and in the wider world. It is these stories that truly distinguish a PEGS education.