Educational Structure

A Pulteney education is a continuum of four phases: Early Learning Centre to Year 2; Years 3 - 6; Years 7 - 9 and Years 10 - 12. These phases correspond with key developmental stages in a student's life at Pulteney Grammar.

Kurrajong Early Learning Centre - 2

The early childhood years are those where rapid learning occurs. A child's sense of self as a successful person and as a confident learner, is formed at this stage. These years are critical for academic and personal success. Kurrajong focuses strongly on early literacy, social development and extension of gifted young children.

Prep 3 - 6

Years 3 - 6 will build on the foundations set in Kurrajong and will lead students to become independent learners, confident, literate and numerate in preparation for the complex linguistic demands of Senior Schooling. Helping students learn to balance the needs of other people with their own, is a key aspect of this phase.

Middle School 7 - 9

Current research suggests that adolescence commences as early as 11 years of age. The emergence of adolescence as a clear developmental stage is addressed and Middle Schooling is a response to this. The Middle School groups students in Years 7 to 9. They are taught by a small group of teachers who also have responsibility for the pastoral care of their home group. More specialist teaching occurs, increasingly so at Year 9.

A multi-disciplinary approach to curriculum focuses on increasing academic standards, and the welfare and well-being of each student. Faculty Heads in the Senior College establish entry requirements to Year 10 with the Middle School teachers determining the means by which these entry requirements are achieved.
The Middle School recognises the special need of care and personal interest in students of this age. Students will be immersed in an Information Technology environment.

one ninety 10 - 12

one ninety, derived from Pulteney's historic address on South Terrace, is an innovative learning centre that prepares Year 10, 11 and 12 students for university. To qualify for university in our highly competitive world, students need strong academic results. But to succeed at university, they also require maturity, confidence, and a repertoire of independent learning skills. We know from experience that students with high tertiary entrance scores do not necessarily succeed at university. Something extra is required.