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Browse case studies: primary schools

There are 226 case studies from primary schools:

Note: all documents are in MS Word. Case studies organised alphabetically by school.

Ding Dong Dell, teachers unravelling VELS - Progression Points and Standards Now understood very well! (Teacher Professional Leave)

Aberfeldie Primary School (01 August 2006)
Unravelling VELS - creating an easily understood and workable whole school planning document in English and Mathematics levels 1-5.

Listening With Our Eyes - Integrating Reggio Emilia Philosphy (Teacher Professional Leave)

Albanvale Primary School (01 August 2006)
The Team have been investigating the inspiring pedagogy of the Reggio Emilia philosophy in order to further enhance student learning through oral language and classroom programs.

Ideas Develop Energy, Alignment, Satisfaction (Teacher Professional Leave)

Albanvale Primary School (01 August 2006)
The Albanvale Ideas Team looked for effective ways to align school wide pedagogy and increase staff morale.

Ideas for School Revitalisation (Promising)

Albanvale Primary School (17 January 2007)
At our school we were concerned about the lack of an aligned school wide pedagogy and how this was impacting on staff morale and teaching and learning outcomes. Whilst students and parents were positive in their feedback about the school, teachers often pursued their own personal teaching pedagogy.

Thinking - Truly, Madly, Deeply (Teacher Professional Leave)

Altona Meadows Primary School (01 August 2006)
Researching and inquiring into the variety of Thinking Models on offer, was the initial task of a Professional Learning Team at Altona Meadows. The Team's emphasis was on ascertaining the most appropriate model for each grade level and then providing training, mentoring and support for the staff as they implemented the VELS Thinking Domain.

Models of Curriculum Planning for 'The Standards' (Teacher Professional Leave)

Armadale Primary School, Malvern Central School, Lloyd Street Primary School (12 December 2006)
The professional learning team, crossing three cluster schools, researched and developed quality units of inquiry. Teachers were supported in the implementation of 'Victorian Essential Learning Standards' (VELS) through an 'Inquiry' approach which challenged current teaching and learning practices.

Higher Order Thinking (and) Information Communication Exploration (Teacher Professional Leave)

Auburn Primary School (24 July 2006)
The Team investigated the use of metacognitive approaches to the classroom, including Literacy, Integrated Studies and Information Communication Technology.

Students at Risk: Identifying and monitoring gifted students and students with learning disabilities (Teacher Professional Leave)

Auburn Primary School and Ashburton Primary School (20 November 2006)
The Team researched and examined best practice in school-wide models of identification and assessment of 'at risk' students and reviewed exemplary school models in the use of ICT for the ongoing monitoring of these students.

RACV Energy Breakthrough - Building a better car or three wheels are better than four (Teacher Professional Leave)

Avondale Primary School (17 October 2006)
Working across three Grade 5/6 classes, Travis Carrick and Joe Scarfo, wanted a high interest approach to Fitness, Health, Technology and Science. How to do this and prepare a team capable of competing in the RACV Energy Breakthrough Challenge was the task they set themselves?

Science and Technology of Bicycles (Promising)

Bairnsdale Primary School (20 October 2006)
Bairnsdale Primary School wanted hans on activities for students to increase student motivation and engagement levels for boys and provide opportunities for girls to 'tinker' and experiment with technology as many girls had not experienced such activities in their own lives. These school activities related to areas relevant to children's own lives with particular reference to PoLT Principle 6: Learning connects strongly with communities and practice beyond the classroom.

Developing Partnership to Enhance Learning: Lets Keep Learning (Teacher Professional Leave)

Ballam Park Primary School (03 November 2006)
Pamela, Susan, Christine and Kylie wanted to raise student-learning outcomes in literacy and numeracy in line with Like Schools or Beyond. They observed improved spelling and handwriting skills throughout the school; children have increased confidence during speaking and listening activities and the Team have improved student transfer of information from the spoken to the written form.

To create a whole school resource that focuses on effective teaching and learning strategies and practices to develop students as caring, competent, critical and creative thinkers in the classroom and the community (Teacher Professional Leave)

Balnarring Primary School (02 November 2006)
Janet O'Brien and Jill Ollie aimed at creating a whole school resource that focuses on the Thinking Curriculum. Both developed a "Thinking Curriculum" web page and resource folder, equipped key people to act as a personal resource for staff and assisted teachers to incorporate the thinking curriculum into their classroom programs.

Balnarring Primary School P-6 Spelling Program (Teacher Professional Leave)

Balnarring Primary School (03 November 2006)
Fiona Forrest and Heather Goddard researched ways in which to enhance teachers' classroom practice and teaching performance in the area of spelling. The extensive research, reading and discussion they undertook with experts in the field confirmed and reinforced many of their beliefs; it has also lead to changes in their pedagogical practice. Both now have a much greater understanding of what children require to become competent spellers.

Personal Digital Assistants (PDAs) as a learning platform in the primary school setting (Teacher Professional Leave)

Balwyn North Primary School (14 August 2006)
The team at Balwyn North Primary School set out to identify and infuse curriculum applications of PDA's into the Integrated Curriculum of the school.

Driving Numeracy Change (Teacher Professional Leave)

Balwyn Primary School (08 February 2006)
The Team investigated best practice in Early and Middle Years Numeracy to enable them to drive change within the Numeracy Program. The Team's focus was on gaining strategies to help develop the skills and knowledge of the staff, to enable them to gain confidence in implementing the Numeracy program in their classrooms. The Team also aimed to educate the parent community further about numeracy teaching and learning strategies, with the outcome of promoting student confidence and improving overall attitudes towards mathematics.

A Case for Creative Arts Therapies in Schools (Teacher Professional Leave)

Baxter Primary School (02 November 2006)
How can you use Creative Arts Therapies in schools to enhance a student's emotional, cognitive and personal development? Kim Cooke used Gardner's multiple intelligences and the VELS personal and social learning strand to develop an approach at Baxter Primary School.

ICT making a Spash at Bayswater Primary School (Teacher Professional Leave)

Bayswater Primary School (12 January 2007)
With a focus on the Middle Years (Grade 5-6) the team worked to evaluate, reflect and improve on the ICT skills and applications of students and their teachers. Students needed to identify their current proficiencies and the teachers were asked to implement an integrated ICT program into the classroom in order to engage all students and improve ICT knowledge.

Becoming a Specialist Educator in sound and video production (Teacher Professional Leave)

Beaumaris North Primary School (02 November 2006)
Cameron Cook's project involved the acquisition of knowledge and skills in video and sound production. There had been very limited use of the resources available in the school and through this project it is possible to maximise the use of this technology, thereby enhancing the skills and engagement of students in their learning. Professional development will be provided to other teachers in the school and cluster so that widespread use of the technology is incorporates into teachers' practice.

Structuring Learning Environments for Engagement (Teacher Professional Leave)

Beaumaris Primary School and Hampton Primary School (03 November 2006)
Michael Dixon and Richard Barren focused on the creation of learning environment/structures which sustain and increase the engagement of all students in their learning. The identification of agreed values and understandings around pedagogy is also an essential component of their project. Information obtained from Cluster, and other schools will be considered and adapted to both their school settings in the quest for continuous school improvement.

Integrating Thinking Skills (Exemplary)

Belgrave South Primary School (02 February 2006)
Belgrave South Primary School asked the question: Will the integration and teaching of thinking skills, strategies and tools into work units enhance student engagement and promote teacher confidence in reassessing teaching practice?

Learning for Life - Bamboo Room (Teacher Professional Leave)

Belle Vue Park Primary School (10 April 2006)
Jenelle James established a Learning Centre where children from P-4 could improve their speaking and listening skills by participating in a variety of activities where language is encouraged and modelled by teachers, aids, peers and older students. Many new forms of learning have been adopted and adapted during this period.

The assessment and monitoring of productive pedagogies, incorporating the compilation of rich teaching tasks (Teacher Professional Leave)

Belle Vue Primary School and Mont Albert Primary School (24 April 2006)
The Team want to improve the elements of Intellectual Quality, Connectedness, Recognition of Differences and Social Support within learning environments by producing a document that examines what they teach, how they teach it and how students show it.

Thinking Bilingually at Benalla East (Teacher Professional Leave)

Benalla East Primary School (05 December 2006)
The group aimed to incorporate VELS, thinking skills, inquiry based learning and multiple intelligence based activities into daily bilingual classroom practice by writing units of work using a planning document that audited the above and allowed for authentic, rich assessment tasks.

Bilingual/Bicultural Education (Teacher Professional Leave)

Bendigo Deaf Facility - Kennington Primary School (24 July 2006)
The Team examined the best practice of teaching signing deaf students in their dominant language, ie. Auslan, to improve their literacy skills. We also looked at how to best deliver an Auslan bilingual/bicultural program to hearing students.

Blue Cheese: Allowing a culture to reinvent itself into something new, different and prize winning (Teacher Professional Leave)

Bentleigh West Primary School (12 December 2006)
As the Professional Development Co-ordinator, Stephen Raitman was asked to research and implement strategies designed to improve the performance of students through better teaching via better use of the Professional Development completed by the teachers at Bentleigh West Primary School. This journey of discovery was linked to Element 4 in the Self Assessment Framework as the school travelled along a path on its journey towards accreditation as a Performance and Development school.

Pedagogy: Embedding Environmental Studies in an Essential Learning Framework across the school (Teacher Professional Leave)

Bentleigh West Primary School (03 November 2006)
Leonie Brown, Dawn Colcott and Bernadette Russell focussed on the design and writing of in-depth, real life learning problem-solving units of work which result in high level student learning across the school. It is intended that boys' writing and girls' mathematics will also improve. These will be on-going professional development for teachers within and beyond the school, using Greening Australia's Toolbox For Environmental Change.

Thinking and Technology Research (Teacher Professional Leave)

Beulah Primary School (15 February 2007)
Dianne and Maureen elected to further improve their understanding of Thinking Skills and Technology across the Curriculum. This commenced with visits to Torrensville Primary School and Underdale High School in South Australia (leading schools in the Thinking Curriculum) and this was followed up with shadowing of teachers in primary schools in the Ballarat Region in Victoria.

Integrated Inquiry Based Learning and VELS with a focus on Thinking (Teacher Professional Leave)

Big Hill Primary School (18 January 2007)
The Team applied an Essential Learnings Framework through an Integrated Curriculum to improve student knowledge and understandings, skills and social competencies.

'Exploring Best Practice in LOTE for Primary Acquisition of French Language' (Teacher Professional Leave)

Bill Hill Primary School (17 October 2006)
By shadowing a number of very experienced LOTE French teachers across four schools with classes ranging from Preps to Year 7, Gerard expected to identify "best practices" that motivate students and link to the Principles of Learning & Teaching.

Interdisciplinary Learning Utilising ICT (Teacher Professional Leave)

Billanook Primary School (12 January 2007)
The Team identified a need for teachers to enhance and improve their ICT skills. Both used the school ICT network as a tool to improve student engagement and learning outcomes. They developed a sequenced planner to enable a consistent approach to embed ICT into the curriculum.

Boys Education (Teacher Professional Leave)

Birmingham Primary School (20 March 2006)
Alex Macdonald has developed a program that focuses on improved strategies for boys. This has led to a book with all the information gathered from conferences and visits placed on the level meetings agenda to ensure that boys are focussed and catered for in the daily teaching practice. The school has established a men's group. This began as a teaching process for the fathers so they would become involved with their sons reading.

Integration of Information Communication Technology (ICT) into classroom practice (Teacher Professional Leave)

Bittern Primary School (02 November 2006)
Helen Morris focussed on how schools have incorporated ICT into their curriculum to improve student skills and competencies using technology. Helen has begun the process of establishing student e-portfolios to increase the involvement of students in assessment of their learning. The Intel © Teach to the Future has assisted Helen to incorporate ICT into Integrated units.

Making a difference in the life of students with disabilities (Teacher Professional Leave)

Blackburn Lake Primary School (20 November 2006)
Teaching a student on the Students with Disabilities Program can at times be considered difficult. Kerryn Straughan used her TPL to further her qualifications in the area of special needs, visit other schools to research best teaching practices and trail lunch time and specialised programs to enhance the social skills of students with disabilities in their own school setting.

Making more of ICT (Teacher Professional Leave)

Boronia West Primary School (12 January 2007)
Use of computer technologies at Boronia West Primary School varies from classroom to classroom. To explore availability of resources and ICT usage of teachers Dale McInerney and Gemma Mascitti collected a range of information from colleagues and the wider school community in order to incorporate more relevant and engaging programs that would motivate and challenge both students and teachers to develop a strategy that would make better use of available programs and software within the school.

Planning for Integrated Inquiry (Exemplary)

Box Hill North Primary School (02 February 2006)
This Project was an inquiry for teachers and students about planning and implementing authentic integrated inquiry units of work.

Implenting VELS through inquiry learning - an investigation into curriculum structure and improvement (Teacher Professional Leave)

Box Hill North Primary School (17 October 2006)
Working across all Dimensions and Year Levels the team, in conjunction with the staff, developed an understanding of VELS and investigated the learning continuum from P-6. They used these documents to develop integrated inquiry units.

How do you know your students are thinking? (Teacher Professional Leave)

Braybrook Primary School (20 November 2006)
Working with students from Grade 3-6, Gabrielle McSweeney used three tasks to assess Student Thinking and after analysis of the results set up student profiles as an ongoing assessment record.

The impact Habits of Mind has on student learning (Teacher Professional Leave)

Broadmeadows Primary School (16 June 2006)
Debra Hosking wanted to investigate the use of Habits of Mind to further enhance the learning of students at Broadmeadows Primary School. Debra wanted to find the most effective way of introducing the Habits to the school community.

Three schools on a Journey (Exemplary)

Broadmeadows West Primary School; Jacana Primary School; Westmeadows Heights Primary School (04 March 2007)
The Team are rejuvinating and moving the schools forward towards provisioning and amalgamation through the IDEAS process. They are developing a shared identity in creating a new shared school community. This allows them to present a consistent approach in their teaching and learning practices.

Changes are everywhere! (Exemplary)

Bundoora Primary School (14 February 2007)
The school's priority was to develop a coherent platform for a school vision to be formed that would underpin student engagement and well being throughout all programs and year levels.

Completion of TESOL Graduate Diploma/Establishment of Sister School relationship (Teacher Professional Leave)

Bunyip Primary School (02 November 2006)
Helen Ross focused on teaching English as a Second Language training, the teaching of English and the development of cultural awareness in her school community. This has been assisted by the establishment of an overseas sister school relationship with The Gold and Silver Exchange Society School in Hong Kong.

An apple for the teacher: does this feed the need? (Teacher Professional Leave)

Cambridge Primary School (01 August 2006)
The Albanvale Ideas Team looked for effective ways to align school wide pedagogy and increase staff morale.

To play or not to play, that is the question! (Teacher Professional Leave)

Cambridge Primary School (01 August 2006)
Whilst visiting several schools and play programs across Melbourne, Jenny Costello needed to discover what made an exceptional Play program. The answers that she found are now being incorporated into the programs at Cambridge Primary School and are supporting the language needs of the children.

Our curriculum journey of incorporating the VELS and innovative exemplary pedagogical practices into curriculum documents (Teacher Professional Leave)

Camelot Rise Primary School (20 November 2006)
Sharon Reiss and Kerry Elliott investigated Flagship Strategy One (Student Learning) and how it enhanced student learning at Camelot Rise Primary School. A primary focus on the Standards enabled staff to create whole school curriculum documents that incorporated existing exemplary practise and programs.

Integrated Curriculum, Social Competencies and the Thinking Curriculum (Teacher Professional Leave)

Camp Hill Primary School (29 May 2006)
How the Essential Learning Framework provides schools with a shared scaffold in which to develop integrated curriculum which builds social competence.

Is the Thinking Curriculum just the next flavour of the month at Caterbury Primary School? (Teacher Professional Leave)

Canterbury Primary School (12 January 2007)
The Team focus was Thinking Curriculum. It had focussed on the Year 5 and 8 students. With the implementation of VELS and the more prominent position of 'Thinking' within the curriculum, we were challenged to develop a whole school approach.

Using the VELS as a framework to develop whole-school, integrated inquiry-based curriculum units (Teacher Professional Leave)

Castlemaine North Primary School (01 August 2006)
The Team's aim was to improve the school's teaching and learning strategies to support a diverse range of learning styles that engaged students and enriched the curriculum. The Team needed to determine the best way to implement VELS into the curriculum.

Implementing a Whole School Approach to Higher Level Thinking Skills (Teacher Professional Leave)

Chatham Primary School (24 July 2006)
The Team wanted to ensure that every student was engaged, challenged and their learning styles catered for through a whole school approach to providing a curriculum that targets thinking skills, creativity, problem solving and confidence to deal with technological advances.

Peer Coaching - the next tier at Cheltenham Primary School (Teacher Professional Leave)

Cheltenham Primary School (15 December 2006)
Teacher pedagogy is one Cheltenham Primary School's Charter Priorities. Peer coaching is a most effective means to bring about a change in the pedagogical practices of teachers and ultimately the engagement of students in their learning.

The Chicken Shack (Promising)

Clayton West Primary School (20 October 2006)
Colin Price aimed to build links with the broader community and develop a project that would engage students with solving a real life practical problem, working across curriculum areas and through collaborative learning.

Connecting with Science and Literacy (Teacher Professional Leave)

Coatesville Primary School (05 December 2006)
Primary Connections is a new initiative linking the teaching of Science with the teaching of Literacy. The units have a working scientifically focus, span all years of primary school and map the four strands of the National Statement and Profile for Science.

Solar Cars - A VELS/Transition Project (Promising)

Cobaw Cluster: Kyneton SC; MalmsburyPS; Redesdale Mia Mia PS; Langley PS; Kyneton PS; Tylden PS; Woodend PS; Newham PS; Lancefield PS (14 February 2007)
The Solar Car Project aims to: improve the learning of science and technology particularly in the VELS domain of Design, Creativity and Technology; engage students in learning. Engage boys in learning; build relationships between Cluster schools; and ease students' transition into secondary college.

Quality Learning Australia - School improvement (Teacher Professional Leave)

Coburn Primary School (01 August 2006)
The Team undertook the Quality Learning Australia Program after a Diagnostic Review revealed there was a need to improve numeracy and literacy achievements, staff organisational health and students' connectedness to school. The results further indicated a need to improve the effectiveness of our school programs in engaging students. While participating in the Program the Professional Learning Team in the P-2 area have implemented some of the Quality Tools into their classrooms with noticeable impact.

Study of Numeracy and Literacy teaching in a remote aboritinal community (Teacher Professional Leave)

Cockatoo Primary School (24 July 2006)
The Team wanted to improve student learning outcomes by targeting improvement in numeracy and literacy levels, specifically for students who have previously had low performance.

RAP - Recreational Activities Program (Exemplary)

Cockatoo Primary School (08 February 2006)
The Team are introducing students to a wide range of leisure activities and improving their connectedness with each other and their wider community.

The wonderful, whacky world of student wellbeing - Leading through positive practices (Teacher Professional Leave)

Coral Park Primary School (12 December 2006)
Solange Vaz set out to shadow three assistant principals to develop a better understanding of leadership practices, in particular, the area of student wellbeing.

Innovations and Excellence Middle Years Resarch - Teaching and Learning in Mathematics (Exemplary)

Coral Park Primary School (04 March 2007)
How mathematics became more meaningful, diverse, fun and interactive within our five senior classes.

Embracing Change - Incorporating VELS into the Year 3/4 Curriculum (Teacher Professional Leave)

Coral Park Primary School (15 December 2006)
Working as a team, middle school teachers, Anita Broomhall, Ann-Marie Horsley, Ilona Bennett, Ruth Biddle and Lesley Campbell set out to discover how the Victorian Essential Learning Standards would impact the year 3/4 curriculum at their school.

Pedagogy: Researching Teaching and Learning in Years 3 and 4 (Teacher Professional Leave)

Coral Park Primary School (02 November 2006)
Ruth Biddle wants to improve the teaching and learning in Years 3 and 4. Ruth visited other 'like' schools to investigate their Years 3 and 4 programs, including curriculum planning and implementation, catering for student needs, assessment strategies, use of learning technologies and teaching resources and materials.

Whole School Curriculum Innovation and Transformation (Teacher Professional Leave)

Corio West Primary School (08 February 2006)
Educational transformation was taking place at Corio West Primary School. The essential team goal was to make professional transformation in educational pedagogy as whole school, as level teams and as individual teachers. To achieve transformation, innovative curriculum was developed to encompass Principles of Learning and Teaching (PoLT) and the Intel® Teach to the Future Program which is the basis of our integrated curriculum.

Continuous School Improvement: (Literacy and Student Engagement) (Teacher Professional Leave)

Courtenay Gardens Primary School (03 November 2006)
Four teachers from Courtenay Gardens Primary School investigated high performing schools in Australia and overseas and used what they'd learnt to develop their own continuous school improvement strategy.

Applied Relational Learning - Tell someone who cares - How improved relationships impact on students connectedness and their learning (Teacher Professional Leave)

Croydon Hills Primary School (20 November 2006)
The Team wanted to see if improving relationships between members of the school community would enhance student learning. They developed a play-based program, authentic maths tasks and multi-age groups which focused on values and relational learning.

The benefits for English and Home Language Learning through following a LOTE and Home Language Sharing Program (Teacher Professional Leave)

Dandenong South Primary School (02 November 2006)
Lisa Dowse examines the relationship between English, English as a Second Language and Home Language. The benefits to self esteem and English metalinguistics learning of a program incorporating LOTE, English and home language were investigated. It is expected that a greater appreciation of various languages and cultures will develop as students participate in the units and work. These units of work include the involvement of parents and strategies informed by Middle Years research.

Engaging Reluctant Writers in the Environment (Teacher Professional Leave)

Dawes Road Primary School (25 January 2006)
Jacqui Pettigrove and Vicki Phillips wanted to improve the engagement in writing of students with high oral/low writing skills and low oral/low writing skills. They did this by teaching in a way that facilitates purposeful writing, with explicit teaching at point of need, where children are engaged in inquiry learning.

The Journey - A Good School to a Great School (Teacher Professional Leave)

Deer Park North Primary School (01 August 2006)
Researching and analysing student outcomes provided a Professional Learning team at Deer Park North with an opportunity to evaluate the effectiveness of programs to ensure maximum student learning.

New Beginnings: A happy 'New Beginning' creates life-long learners (Teacher Professional Leave)

Derinya Primary School (19 December 2006)
The 'New Beginnings' team investigated the current best practise and existing transition and buddy programs. They recognised that a structured program which would equip prospective buddies with the skills and strategies they required needed to be established.

Considerations for supporting Deaf students with educational interpreters (Teacher Professional Leave)

Derrimut Heath Primary School (24 July 2006)
Genevieve Douglas participated in the Pedagogy Network and completed a Graduate Certificate in Education. To complete these programs Genevieve undertook action research linking pedagogy with her interest in numeracy.

Creating Mathematical Thinkers (Teacher Professional Leave)

Eaglehawk North Primary School (20 March 2006)
The Team focused on improving Classroom Teaching and Learning with emphasis on Numeracy. The aim was to: investigate how thinking skills can improve understanding in mathematics; study excellent teachers of mathematics who use high level thinking skills and study excellent teaching and learning practices that improve student learning.

Learning Technologies and the Thinking Curriculum (Teacher Professional Leave)

Eaglehawk Primary School (29 May 2006)
Julie South wanted to increase the use of ICT in classrooms by teachers as an integral part of all KLAs in the context of a 'Thinking Curriculum'.

'Eco - Ed': A Down to Earth Outdoor Education Program for Students in Years 5-8 (Teacher Professional Leave)

Eastbourne Primary School (02 November 2006)
Julie Christie used the Eco-Ed program to give students the opportunity to learn about the world in which they live, by fostering a sense of 'cultural literacy' whilst engaged in meaningful and challenging activities in 'outdoor' settings. Julie aimed for her students to develop an appreciation of the diverse local environment and an understanding that we are part of the eco-system, dependent on the natural world like any other living species. The Eco- Ed program address' some of the ecological issues which are relevant to long term sustainability.

Maths Program P-6. Scope and Sequence Chart and Related Activities including teaching strategies. (Promising)

Echuca East Primary School (09 June 2006)
Developed a Maths program throughout the school, to provide sequential development of mathematical skills and concepts at each CSF level. These charts have been extended to include Nelson units relevant to the outcomes for the term and other activity and assessment ideas. This is supported by a database/activity register which enhances the teaching and learning of maths throughout the school. The Team encouraged the use of activity based learning and open ended tasks.

An Integrated Approach to the Reporting and Assessment Process (Teacher Professional Leave)

Eltham Primary School (10 July 2006)
To implement a whole new approach to Reporting and Assessment by integrating the use of student portfolios, student lead three way conferences and the new student report card.

Assessment and Reporting Journey (Teacher Professional Leave)

Eltham Primary School (18 January 2007)
This intention of this project was for Lena Clark to initiate the implementation of a new approach to reporting and assessment into the school. This was to be done through research and professional development to inform her of best practices.

Class Meetings and the Positive Discipline Approach to Classroom Management (Exemplary)

Emerald Primary School (08 February 2006)
Through the implementation of the Positive Discipline Approach to Classroom Management and class meetings the Team are teaching children about mutual respect, cooperation, acceptance of differences, win/win solutions and responsibility. Through this approach they practise pro social skills, communication skills and problem solving skills. This approach develops a positive, caring classroom environment where children work together to help one another.

Podcasting Living Histories (Teacher Professional Leave)

Epsom Primary School (17 October 2006)
Damien Jenkyn and Jenny Ashby worked on a unit that involved the students in interviewing past teachers, parents and students about their memories of their time at Epsom Primary School. The interviews were published as podcasts and a supporting profile page was published as a webpage. The project created an authentic task for Epsom's 125th anniversary in October 2006.

Peer Coaching - Opening the Door to Learning (Teacher Professional Leave)

Essendon North Primary School (01 August 2006)
Working as a Peer Coach, Helen Otway from Essendon North Primary School has piloted an onsite Professional Learning program to support powerful integration of ICT in the classroom. She has supported staff with developing ICT rich lessons and units.

Lacking Performance? Need a lift in outcomes? See what Assessment can do for you! (Teacher Professional Leave)

Essendon Primary School (01 August 2006)
When faced with adequate but not exceptional school performance data, Essendon Primary School faced a choice. Continue current approaches and be satisfied with meeting State benchmarks or utilise assessment for, of and as learning and raise the bar.

Investigation and implementation of the Thinking Curriculum (Teacher Professional Leave)

Essendon Primary School (24 July 2006)
The Team introduced a new method of planning units. This was based on the Lane Clarke inquiry approach and incorporated the Habits of Mind and VELS statements. This method of planning has been trialled by three areas and will continue to be reviewed and modified.

'Island Survival' - A Multi-Faceted Unit of Work (Teacher Professional Leave)

Essex Heights Primary (Mt Waverley Cluster) (08 February 2006)
The Team investigated current curriculum models then designed a multi-faceted curriculum model including a unit framework of curriculum content, learning skills/strategies, student behaviours and effective communication.

Innovative Curriculum Design aligned with VELS to Increase Student Engagement (Teacher Professional Leave)

Fairhills Primary School (20 November 2006)
The Middle Years classroom offers definite challenges but also provides an opportunity for flexible and innovative curriculum to address the trend of waning student engagement in school and the correlated drop in academic achievement. Cory Pearce from Fairhills Primary School set out to investigate the design and implementation of these programs that meet these criteria.

VELS+TRIBES_PYP = High Performing Learners (Teacher Professional Leave)

Footscray Primary School (01 August 2006)
With the implementation of the Victorian Essential Learning's, Footscray Primary School identified curriculum reform as an important area to address. The Teacher Professional Leave Team headed by Deb Godsell, Janet Doherty and Ken Schmak took up this challenge.

Catering for preferred Learning Styles (Teacher Professional Leave)

Foster Primary School (09 June 2006)
The Team investigated the pedagogy of the thinking curriculum focussing on a range of learning tools, eg. De Bonos thinking Hats; inquiry Learning Model; Bloom's Taxonomy; Gardiner's Multiple Intelligences; Rubrics and Thinking Keys.

School Culture, Student/Staff Wellbeing/Engagement (Teacher Professional Leave)

Glen Devon Primary School (24 July 2006)
Mary O'Brien focussed on social-personal learning; Student Engagement - through environmental "hands on" programs or activities; social skills developed through the TRIBES program.

Thinking for the future (Teacher Professional Leave)

Glen Huntly Primary School (15 December 2006)
Exploring and implementing Victorian Essential Learning Standards (VELS) and Principles of Learning and Teaching (PoLT) strategies to improve student learning outcomes. Developing the 'Thinking Curriculum' using a range of inquiry learning planning models and a range of thinking tools.

IDEAS (Promising)

Glen Orden Primary School (17 January 2007)
We were identified as a school with performance issues. Our staff survey indicated a lack of goal congruence; there was little in the way of whole school planning. Teachers operated in isolated teams and there was no moderation of assessment within teams or across the school. A group of motivated teachers indicated a willingness to develop a No Blame culture and Parallel leadership within the school and formed the IDEAS School Management Team to lead the school through the IDEAS process.

Environmental Science for Sustainability (Teacher Professional Leave)

Glen Waverley Primary School (24 April 2006)
The Team aimed to improve the awareness of environmental issues within the school, local and global communities through teaching students how to be productive citizens practising sustainable environmental management.

To provide an integrated environmental education which empowers students to be involved in a sustainable future (Teacher Professional Leave)

Glenrowan Primary School (12 January 2007)
Glenrowan Primary School is involved in Sustainable Schools facilitated by CERES. TPL has enabled us to develop policy, planning and implementation documents to support this. Environmental Education is integral to the whole school curriculum as part of the Essential Learnings. Teachers are developing rich tasks to support higher order thinking. There is an action plan to develop this initiative over the next 2 years.

Life-Long Numeracy skills (Teacher Professional Leave)

Gowrie Street Primary School (17 October 2006)
Students in Years 3 -6 have been challenged to develop more efficient computational skills and strategies. The Gowrie Street Primary School Teacher Professional Leave team aims to research, to explore and to share 'best practice' with all staff to improve student outcomes in this area.

Understanding a Framework of Poverty (Teacher Professional Leave)

Great Ryrie Primary School (29 May 2006)
Cheryl Macnee's aim was to understand the effect of poverty on the primary students of today and to develop strategies which will help teachers working with these children.

Community Action Teams (CAT's) - A Program where Year 5 and 6 students participated in series of six teams to improve the local and broader community (Teacher Professional Leave)

Greenhills Primary School (01 August 2006)
The Community Action Teams at Greenhills Primary School is an initiative that focuses on providing leadership, motivation and engagement with all Year 5 and 6 students. Six different teams were created with the core purpose of addressing an important area of need in the local and broader community. Each Team developed a specific action plan that took learning out of the classroom and into an authentic, real world context.

Deaf Education for the Future: Understanding pedagogy and its practical implementation to enhance student outcomes (Teacher Professional Leave)

Guthrie Street Primary School (Shepparton Deaf Facility) (17 October 2006)
To support Deaf and hearing impaired students reach their potential, Teacher of the Deaf, Deb Moloney examined current understandings and practises in Deaf Education, with particular focus on learning, teaching and assessment pedagogies.

Enhancing Individuals Naturally Developing Independence (Year 3/4) Learning and Engagement (Teacher Professional Leave)

Hallam Valley Primary School (15 December 2006)
The Hallam Valley teaching group sought to address the school's issues by taking account of current government initiatives and understanding the needs of our students at this stage of their development. The focus of the investigation was in the areas of English and Interpersonal Development. The key areas are independence, deep learning and intrinsic motivation.

An Integrated/Negotiated Curriculum approach to learning (Exemplary)

Hampton Park Primary School (10 April 2006)
The school is implementing an Integrated/Negotiated Curriculum approach to improve student engagement and self esteem, promote thinking skills and improve student learning outcomes.

Integrating Physical Science into the Primary School Curriculum (Teacher Professional Leave)

Hartwell Primary School (20 March 2006)
Pennie Stoyles with help from Julie Stahle from Scienceworks, designed units of study in the area of Science in the Middle Years. The modules are called Static Electricity, Magnets Everywhere, Circuits, Electricity and Electro-magnets. The modules can be taught as a stand alone or they can be taught as a science sequence. Links were made to other curriculum areas.

Let's 'think' about Curriculum (Teacher Professional Leave)

Hastings Primary School (19 December 2006)
To engage student learning the Team endeavoured to enrich the curriculum, personal and interpersonal learning and creating student responsibility for learning. Create an exciting and stimulating learning environment for both students and teachers which would enrich planning, teaching, learning and assessment.

The development of a Whole School English Program aligned with the Victorian Essential Learning Standards (Teacher Professional Leave)

Heany Park Primary School (18 January 2007)
Following the development of the newly developed strategic plan, the Team needed to audit the existing school based English program against VELS and ensure that their planning documentation was relevant. Both also decided to review their program implementation strategies to ensure that best practice in curriculum delivery is observed.

The development of a Whole School Mathematics Program aligned with the Victorian Essential Learning Standards (Teacher Professional Leave)

Heany Park Primary School (18 January 2007)
Following the development of the newly developed strategic plan, the Team needed to audit the existing school based Mathematics program against VELS and ensure that the planning documentation was relevant. They also decided to review the program implementation strategies to ensure that best practice in curriculum delivery is observed.

Authentic Inquiry Based Learning (Exemplary)

High Country Cluster (14 February 2007)
The Cluster wanted to improve student engagement by: giving students authentic learning experiences; creating strong links with community; exposing students to enterprise learning; and improving students team work, decision making, meeting deadlines, troubleshooting. The Cluster did this by having students enter into an enterprise arrangement with a local Biodynamic farm to produce 80 laying hens for the farm. These hens would then be put up for sponsorship to create funds for the farm.

Negotiated Integrated Units (Exemplary)

Kallista Primary School (02 February 2006)
Kallista Primary School asked the question: Under the Thinking Curriculum, will the student-inspired negotiated units improve student motivation, engagement and deep understanding?

Primary Science: Strategies that assist classroom teachers (Teacher Professional Leave)

Karingal Heights Primary School (12 December 2006)
Helen Carr is classroom teacher and Science coordinator at Karingal Heights Primary School. Over a ten month period working collaboratively with classroom teachers at the school she investigated strategies that supported classroom teachers with the teaching and learning of Science.

Building a Collaborative and Sustainable Learning Community (Teacher Professional Leave)

Karingal Heights Primary School (03 November 2006)
The Team investigated why the school's benchmarks in some areas of literacy were below like schools. The Team discovered that the Preps are entering school with lower levels of oral language development and few pre-reading skills. They have developed and implemented programs to their curriculum, utilizing the expertise of the special needs teacher and speech therapists.

'Tell Us We Care' - Developing Social Competencies (Teacher Professional Leave)

Keilor Down Primary School (01 August 2006)
A diverse Learning Team at Keilor Downs Primary School looked at creative methods of integrating social competencies into the classroom.

Beyond Dunno - Communication across the domains (Teacher Professional Leave)

Keilor Downs Primary School (01 August 2006)
The Keilor Downs Primary School Team, recognising the importance of communication skills for student success in school and life, focussed on ensuring important language skills were systematically planned, taught and monitored.

Pedagogy - Student portfolios (Teacher Professional Leave)

Kingsville Primary School (24 July 2006)
The Team focussed on portfolios as an authentic assessment tool. Student portfolios have been identified as a productive means of showing the progression and stages of student learning.

Co-operative Schools Achieving More (COSAM) (Teacher Professional Leave)

Koo Wee Rup Primary School, Tooradin Primary School, Bayles Regional Primary School (03 November 2006)
Kim Lawrence, Ruth Holland and Jacinta Gunton have developed a document that outlines the content expected to be taught and the expected level of achievement at each level. They have addressed the need of consistency in assessment by developing an assessment timetable, and giving teachers clear, statements that detail what students are expected to achieve in each level. The plan is to moderate their assessment in light of the Victorian Essential Learning Standards.

Student Welfare and Behaviour Management (Teacher Professional Leave)

Lakes Entrance Primary School (17 October 2006)
Behaviour management has been an area of concern throughout the 26 years of Trudy's teaching career. The research conducted here was designed to investigate reasons why students misbehave, to find solutions for repeated niggling behaviours and to discover the qualities necessary for the running of a classroom where all students behave well because that is what feels good for them.

Oral Language Development Through Play (Teacher Professional Leave)

Lalor East Primary School (10 July 2006)
Visiting other primary schools and kindergartens that operate Oral Language Programs based on Educational Play we needed to find out how to establish an Oral Language Centre. What are the optimal conditions that would ensure an improvement in the Oral language of Lalor East Primary School students?

The role and impact of the primary welfare officer (Teacher Professional Leave)

Lalor North Primary School (20 March 2006)
Primary Welfare Officer Georgina Bonzos explored her role by carrying out an investigative study and literature review. She also shadowed other Primary Welfare Officers and was able to gain useful insights into the way which they dealt with absenteeism, engagement and community involvement.

Implementing VELS through the Intel Teach to the Future Program (Teacher Professional Leave)

Livingstone Primary School (18 January 2007)
Integrated units of work based on the CSF II were currently implemented throughout all levels of the school. ICT was not a major focus in these units. Through the Intel Teach to the Future Program, the aim was to bring ICT to the forefront of unit creation, while aligning the units with the VELS documents.

Investigating the Primary Years Program in the International Baccalaureate (Teacher Professional Leave)

Lloyd Street Primary School (03 November 2006)
Neil Smith, Jenny Dew, Helen Granek, Janis Stevens and Janet Williams investigated the Primary Years Program inquiry learning approach as used in other schools and assess its suitability and adaptability to their current school philosophy and approach to learning. As a result of the investigation staff has decided unanimously to embrace the philosophy of Primary Years Program - Inquiry Learning.

Enlightened LOTE - A study on how to teach LOTE effectively within a limited time allocation (Teacher Professional Leave)

Lloyd Street School (19 December 2006)
With the declining time allocation for Languages Other Than English (LOTE) in primary schools, Pamela Sherriff found it increasingly difficult to teach new vocabulary to students because half of each lesson would be spent on revision of the previous lesson.

Meeting Places: an integrated Arts Unit using the Standards (Teacher Professional Leave)

Lloyd Street School (18 April 2006)
Using the Artist in Residence program as the main stimulus, the Team wanted to integrate several dimensions from the three strands of the Victorian Essential Learning Standards in an authentic learning experience.

Meeting Places: an integrated Arts Unit using the Standards (Exemplary)

Lloyd Street School (11 January 2007)
Using the 'Artist in Residence' program as the main stimulus, the Team wanted to integrate several dimensions from the three strands of the Victorian Essential Learning Standards in an authentic learning experience.

'Think About The Rest' (Promising)

Lyndale Primary School (14 February 2007)
In 2006, Year 5 students at Lyndale Primary School produced a music video that incorporated many issues, areas of the curriculum as well as ICT applications and softwares. The music video 'Think About The Rest' was well received by the wider community and won awards from the ruMAD Foundation and 2006 Kahootz Awards. It was also short-listed as a finalist at The Australian Short Film Festival and shown on Channel 31.

Let's talk about thinking! (Teacher Professional Leave)

Lysterfield Primary School (17 October 2006)
The Professional Leave Team aimed to determine what it took to develop an exciting, stimulating and ongoing thinking curriculum by visiting a range of schools and accessing varied resources.

Robotics (Teacher Professional Leave)

Lysterfield Primary School (17 October 2006)
The Team's aim was to extend and enrich their teaching of Robotics. The Team aimed to build on previous experiences and introduce students and extend their knowledge of the basic science underpinning the design and operation of robots.

Social Workers can impact upon children and staff and improve the learning experience for everyone! (Teacher Professional Leave)

Mackellar Primary School (11 August 2006)
To complete her Bachelor of Social Work, Jane Healey used her Teacher Professional Leave to undertake a placement at the Royal Children's Hospital. She gained experience in critical reflection, and further insights into the personal and social aspects of student learning.

The Development of inferential reading comprehension in the primary years (Teacher Professional Leave)

Malvern Primary School (02 November 2006)
Judith Carter used her TPL to investigate and develop inferential reading comprehension strategies in the primary years in order to improve student learning outcomes. Assessment of the difficulty of reading materials will be ongoing. The reading materials will include narrative and factual texts.

Seven sVELte school teachers summarised VELS and survived (Teacher Professional Leave)

Malvern Primary School (19 December 2006)
Working across the primary school levels the Teacher Professional Leave (TPL) team audited the current curriculum. By examining current practice the TPL team was able to align the implementation of Victorian Essential Learning Standards (VELS) into curriculum planning.

Programs Promoting a Positive School Community (Teacher Professional Leave)

Mansfield Primary School (17 October 2006)
The Team wanted to improve student engagement and wellbeing. The Team are endeavouring to achieve our project through the implementation of innovative programs and teaching practices that will enhance a collective approach to whole school welfare.

Effective Mathematics Teaching and Learning through Assessment and Differentiation (Teacher Professional Leave)

Marlborough Primary School and Eastwood Primary School (18 January 2007)
Primary classroom teachers Logie Edwards and Deb Simpson decided to find out how to use assessment data to differentiate the Maths curriculum focussing on primary and secondary school students. Both also wanted to observe effective techniques for differentiation.

Small Schools Professional Learning Team (Exemplary)

Marlo Primary School, Newmerella Primary School, Orbost North Primary School (11 January 2007)
The Team want to provide an opportunity for small schools with 1 to 5 teachers with a forum for professional discussion, improving teachers pedegogy, connecting teachers, sharing, reflection and planning units of work based on VELS and thinking skills.

Learning together to build a bright future (Exemplary)

Meadow Fair North Primary School (14 February 2007)
The School is working together to improve the effectiveness of their learning community by aligning theirr beliefs and understandings about pedagogy. By articulating, commiting to and reflecting on their agreed practice the school aims to meet the learning needs of their students and staff.

Creating Rich Projects to engage students and motivate learning (Teacher Professional Leave)

Melrose Primary School (05 December 2006)
Melrose Primary, like many schools, strives to engage and motivate students in learning that expects them to use higher order thinking and problem solving skills. The Teacher Professional Leave team wrote and trialled high quality rich projects resulting in the development of a process for further planning and sustainability.

Nesting boxes - an authentic learning experience (Exemplary)

Mildura West Primary School (14 February 2007)
To engage our Gifted and Talented students in Years 5 and 6 including those identified as underachieving in Project based learning emphasising teamwork, critical thinking, communication and presentation skills to deepen understanding, increase self directed learning and improve problem solving and research skills. The challenge is to link teaching and learning across disciplines, to design, creativity and technology by providing a real life task.

'Building Healthy Learning Communities Through Restorative Practices' (Teacher Professional Leave)

Milgate Primary School (24 April 2006)
By investigating the aspects of a healthy learning community, and implementing and imbedding restorative practices into the school culture and ethos, Milgate Primary School hopes to provide a 'Caring Thinking' resource.

Thinking Curriculum Resource - Developing deeper levels of thinking and application (Teacher Professional Leave)

Milgate Primary School (20 November 2006)
Creating a 'Thinking Curriculum Resource' that aims to provide teachers with a wide repertoire of thinking tools and strategies to support and develop skills and activities with an inquiry-based approach to learning across the whole school.

Using data from a professionally developed test of mathematics to direct targeted teaching (Teacher Professional Leave)

Monbulk Primary School (29 May 2006)
Assessment and measurement of student mathematics learning over four years of primary schooling involving pedagogy, numeracy and the interdisciplinary learning context of commu-nication.

Literature Circles (Exemplary)

Monbulk Primary School (02 February 2006)
Monbulk Primary School want to improve students ability to become critical thinkers as they engage in ongoing dialogue with books.

Spelling and Assessment and Reporting - including Portfolios (Teacher Professional Leave)

Mont Albert Primary School (10 April 2006)
Glenda Kelly and Glenys Williamson wrote a whole School Spelling Program and a new report and Portfolios. Spelling: both reviewed current teaching practice and existing policy and developed new policy which included consistent teaching approaches. Assessment: reviewed current assessment and reporting practice. Developed new report format and Portfolio of annotated work samples.

Telling stories through the use of Digital Technology (Teacher Professional Leave)

Montrose Primary School (08 February 2006)
Carolyn Elliot was seeking to provide an opportunity for teachers to develop their own learning thereby having an impact upon their students. The conception of animation and digital storytelling was able to be applied over a broad range of units thereby encompassing all topics within the school environment.

PoLT - Driving Student Reflection (Teacher Professional Leave)

Mooroopna Park Primary School (14 February 2007)
The Team undertook the Leave project in conjunction with their training as PoLT coordinators at their school and sought to maximise the role of the student in the learning process. Just as teachers were reflecting on their practice, the Team at the same time, put in place several processes and strategies to encourage students to do the same. Personalised learning was a central focus of development and they supported staff through providing professional development throughout the project.

Engagement in Grade 5/6 (Teacher Professional Leave)

Morang South Primary School (08 February 2006)
The Team at Morang South Primary School wanted to extend and support learning, reduce student absenteeism and prepare children for their future, especially their technological future. To do this they used eLearning in the classroom.

Working together for a common goal - a cluster approach to Assessment and Reporting (Teacher Professional Leave)

Mount Beauty Primary School (17 October 2006)
Jenny wanted to investigate the current assessment and reporting practices of the Upper Kiewa Valley cluster schools, and help the staff of the five cluster schools to introduce the new report card.

Student Leadership (Exemplary)

Mount Dandenong Primary School (02 February 2006)
Mount Dandenong Primary School want to improve the students' social competency, particularly in their ability to make responsible decisions. They have done this by providing the students with a broad range of thinking strategies and thinking organisers.

Talking tricks and toys for boys: engaging boys in school and learning (Teacher Professional Leave)

Moyhu Primary School and Greta Valley Primary School (17 October 2006)
Talking tricks and toys for boys stimulated from teachers, Jeanette Parkes and Lee-Anne Bush's involvement in the Success for Boys Lighthouse project. They felt that further professional development would assist them in planning and implement units of work.

Personalising Student Learning (Teacher Professional Leave)

Mt Evelyn Primary School (08 February 2006)
The Team at Morang South Primary School wanted to extend and support learning, reduce student absenteeism and prepare children for their future, especially their technological future. To do this they used eLearning in the classroom.

Rich Numeracy Tasks (Teacher Professional Leave)

Mt Waverley Primary School and Mt Waverley North Primary School (12 January 2007)
The Team developed rich numeracy tasks that would engage students, encourage more meaningful teaching and provide assessment opportunities across the domains of Mathematics, Personal Learning and Thinking.

Enhancing teachers understanding of the Early Years Numeracy Interview to effectively support student learning trajetories P-3 (Teacher Professional Leave)

Murchison Primary School (17 October 2006)
To assist teachers implementation of an effective numeracy program, and support children in their numeracy learning trajectory, Early Years Numeracy Co-ordinator Vivian Gibson undertook a Master of Education degree in Numeracy. This course assisted Vivian to enhance teacher knowledge of the EY Numeracy Interview and the data analysis.

Philosophy in the Classroom (Teacher Professional Leave)

Myrtleford Primary School (17 October 2006)
Research the impact of how the explicit teaching of Philosophical Inquiry in the classroom can raise student learning outcomes through developing critical, creative and ethical thinking skills.

Lets Discover our Place in Space (Exemplary)

Nanneella Estates Primary School (04 March 2007)
A Partnership was established with the Department of Astophysics and Super Computing Department Swinburne University from 2005-2006, the focus is to develop the Astronomy component of science curriculum.

Creating a WebQuest: Enhancing Learning and Engagement (Exemplary)

Narre Warren North Primary School (16 March 2006)
A WebQuest is a structured sequence of steps which students work through to access specific websites, gather information, interpret and recreate their findings in a new way. Groups in Society was developed as part of the Civics program to aid students' investigation into the role of volunteers in our society and to assist their analysis of the factors that make work in the home, school and Community satisfying, safe and effective.

Creating OLAR - an Oral Language Activity Room (Teacher Professional Leave)

Newport Lakes Primary School (01 August 2006)
Following their research into Oral Language, Tammi Cordell and Denise O'Shea worked to set up an Oral Language Activity room based on dramatic play, and art and craft at specific activity stations.

Linking Pedagogy to Space: Teaching for the Future within an Innovative Building Design (Teacher Professional Leave)

Oak Park Primary School (21 November 2006)
Working with Oak Park Primary School's new building design, as set by the Department of Education and Training, the Team has researched and investigated how to best use the building space to create an environment that will sustain future directions and embrace changes in Education.

Ten GOOD Men (Exemplary)

Olinda Primary School (02 February 2006)
Heather Grunwald is improving the engagement of boys in their local Community and providing future links and resources. Local males from all walks of life were invited to give a motivational speech, giving students the opportunity to meet and greet local men in the Community. The intention was to establish an initial connection which may be of value to these students in future circumstances.

Authentic Assessment (Teacher Professional Leave)

Ormond Primary School (03 November 2006)
EveArnold-Movitz and Christina Michell focused on improving the learning outcomes of the students through their direct involvement in assessment practices. These have been developed through immersion experiences, discoveries, criteria development that lead to a true sense of ownership of the assessment process on the part of the student.

Improved Use of Oral Language in the classroom (Promising)

Overport Primary School (27 February 2006)
The Team wanted to improve the use of oral language within the classroom context, specifically linking this to improved outcomes in the writing process. The current classroom program promotes the use of oral and multi sensory language through a variety of activities outlined in their term planning documents. These planning documents provide experiences in the visual, auditory, kinaesthetic and tactile fields and reflect our intention to develop individual learning styles of our students. Classes operate as three separate grades, with time allocated for rotational and inter-classroom activities enabling individual teachers to use their expertise in different areas.

Professional Learning - What are the most effective contexts in which teachers can respond to educational change in the curriculum? (Teacher Professional Leave)

Overport Primary School (12 December 2006)
The purpose of the research was to identify forms of Professional Learning, investigate which styles of Professional Learning were most effective in different teaching and learning contexts and implement a range of Professional Learning within the school context.

CAMP! - Connectedness And Motivation in the middle years at Parkdale Primary School (Teacher Professional Leave)

Parkdale Primary School (19 December 2006)
Once upon a time there were three very energetic and motivated teachers who decided to venture out on a learning journey. The youngest one was up for anything, the oldest one said, "Uh oh!", and the middle one just liked being in the middle. So off they went to find out what was "just right" to motivate middle-years students and keep them connected.

Effective Teaching of Mathematics in the Early Years (Teacher Professional Leave)

Pascoe Vale South Primary School (22 June 2006)
Early Years Numeracy Trainer and Prep classroom teacher Anne Bashford undertook a Master of Education degree at Australia Catholic University. This course offers a specialisation in Early Years Numeracy, including an Intervention and Additional Assistance unit.

DVD - PoLT Re-View, Re-Flect Re-Energise our teaching practice (Teacher Professional Leave)

Pascoe Vale South Primary School (22 June 2006)
PoLT Coordinator and Innovations and Excellence Coordinator Dora Menz created a 20 minute DVD about the Principles of Learning and Teaching. The DVD documented the experiences and reflections of teachers and coordinators as they implemented PoLT in their schools.

Restructuring the curriculum for VELS (Teacher Professional Leave)

Pender's Grove Primary School (29 May 2006)
The Team will audit and evaluate the current curriculum. Both will research and attend professional development to inform them of best practices. The Team will work with students and staff to rethink curriculum organisation in line with VELS.

Flights of Imagination: Creating Tomorrow Today (Promising)

Point Cook Primary School (17 January 2007)
Two years ago we set about a process of whole school improvement.We believed our school was fantastic but our data indicated poor alignment between the perceptions of staff, students and parents. The school had grown dramatically in a short period of time and there had been significant staff and structural change. We believed that goal congruence, a shared school vision and agreed pedagogical principles would enhance teaching and learning.

Defining a Developmental Curriculum for First Year Primary Children and the Implications for Staff (Teacher Professional Leave)

Princes Hill Primary School (10 July 2006)
The Professional Learning team set out to investigate the premise that a child's developmental stage and their learning are intertwined and how, the child's interests cannot be separated from the learning experiences schools provide for them. Play and project based learning was not merely inserted as an 'add on' to the existing Prep program, but rather became as an integral element of Princes Hill's own innovative curriculum.

The development of digital portfolios, embedded with the Victorian Essential Learning Standards, and the transition process to secondary school (Teacher Professional Leave)

Rangeview Primary School (16 February 2006)
Ian Bunston's TPL addressed the VELS Domain 'Information and Communication Technologies', using digital portfolio (DPF) development as a tool to capture a student's learning journey encompassing reflective thinking skills and Habits of Mind. Investigation of the transition process to secondary school for continued development was also undertaken.

Improving Numeracy outcomes with Open-Ended and Critical Thinking tasks (Teacher Professional Leave)

Red Hill Consolidated School (03 November 2006)
Lyn Lewis, Kate Emry and Clare Morfett wanted to improve student outcomes in the number and measurement strands of maths, addressing our schools' charter priorities. They attended professional development to improve their knowledge of thinking strategies and visited other schools to share best practices. They produced a resource kit of task cards for staff to use, encouraging the teaching of open ended and critical thinking in maths.

Multimedia inspiration in the Middle Years (Exemplary)

Ringwood North Primary School (02 February 2006)
Original music, radio and movie-making. Staff and students at Ringwood North Primary School have developed a growing, multi-faceted multimedia program that has been enthusiastically received and is delivering great results.

Teacher and Student Attitudes, Confidence and skills with ICTs (Teacher Professional Leave)

Ringwood North Primary School (29 May 2006)
This Teacher Professional Leave project is part of a larger/longer research thesis. The aim of this research is to find out whether or not there is a correlation between teachers' attitudes to and confidence with ICT, students' socio-economic environments and students' ICT skills. As ICTs increasingly play a role in and impact on educational outcomes, the broader social and legal implications (including issues of social justice) are important areas of research. Current, relevant research provides an important reference tool for the development of policies and guidelines.

Student welfare and well being program implementation and investigation (Teacher Professional Leave)

Rochester Primary School (18 January 2007)
The TPL team has worked across all levels within the school and integrated the foundations of the You Can Do It program into VELS and produced a document that links the foundations to the outcomes in the VELS document.

From passion to marriage: Developing a Literacy Framework (Teacher Professional Leave)

Rolling Hills Primary School (12 January 2007)
Four teachers from Rolling Hills Primary School embarked on a project to identify and develop a consistent literacy program P - 6.

Investigating pedagogical practices to support the young deaf learner (Teacher Professional Leave)

Rosanna Golf Links Primary School, Deaf Facility (16 June 2006)
Teacher of the Deaf, Jan Wigley, explored ways in which provision is made for deaf and hearing impaired students to learn within mainstream education. Jan visited five other Deaf Facilities and one school in metropolitan Melbourne to gain insights into pedagogy, curriculum and observe exemplary practice.

Discovery Tour - Engaging Boys in Literacy (Teacher Professional Leave)

Ruskin Park Primary School (18 January 2007)
Discussion, information and ideas were abundant when Lynn Williams visited five schools, surfed the internet and reviewed articles exploring the topic, 'Engaging Boys in Literacy'.

Developing Social Competencies in the Primary School (Teacher Professional Leave)

Rye Primary School (03 November 2006)
Michelle Venturin and Helen Scalora developed a whole school lesson continuum related to social competencies for teachers and students within their school, giving demonstration lessons in grades, presenting at a cluster forum, taking staff professional developments, implementing programs for students and publishing information in the school newsletter.

Spelling: Is this the answer? (Teacher Professional Leave)

Rye Primary School (02 November 2006)
Leanne Bainbridge and Narelle Parfait have used their TPL to find or create a simple spelling program. The program they needed had to authentically span all curriculum areas and be able to work within VELs. It needed a developmental continuum that gives teachers an easy format to follow, spelling strategies and various activities for explicit teaching practice and assessment. Both are trialling the new program in the school now.

Coaching skills for successful teachers (Teacher Professional Leave)

Sandringham Primary School (12 December 2006)
The team completed five days formal training with a Performance Learning Systems facilitator which included practising peer coaching skills with team and cluster colleagues.

The 'Ten Men' Program (Exemplary)

Sassafras Primary School (02 February 2006)
A variety of men have been invited to talk with the students and focus on their own literacy. Each speaker has brought in their favourite books and shared them with the students. They have discussed their occupations, hobbies and the importance literacy plays in their lives. Examples of speakers are a local policeman, a member of a motorbike group, a scientist who worked in Antarctica, a lawyer and a teacher with a background in outback Queensland.

Animals, vegetables and waste - turning our school into a sustainable community (Teacher Professional Leave)

Seaford North Primary School (12 December 2006)
Andy Millward and his colleague Mel Anderson wanted to turn their school community into one with a focus on sustainability. With 300 children, a farm and plenty of space they set about developing a sustainability cycle, incorporating the school's animals, school waste, composting and growing vegetables.

Teaching and Learning - Thinking Curriculum (Teacher Professional Leave)

Seaford North Primary School (03 November 2006)
Lisa Dadoukian, Rhonda Thornton, Sally-Anne Jackson are currently implementing teaching and learning strategies, with a focus on enhancing student learning outcomes across all Key Learning Areas, to enhance student achievement and engagement through the use of ICT. The staff is provided with high impact teaching strategies related to the Thinking Curriculum. These are used in classrooms to engage students and to help them develop critical thinking across all curriculum areas.

Boys' Education: 'A Learning Journey' (Teacher Professional Leave)

Seaford Park Primary School (15 December 2006)
Boys' Education was a priority at Seaford Park. Nicole Cowling researched an action plan and explored the benefits of restorative practices to fit the needs of the children at Seaford Park. Through school visits and attending Professional Development Nicole came up with programs that best engage the students at Seaford Park Primary School.

Investigating effective ways to communicate with boys (Teacher Professional Leave)

Seaford Park Primary School (15 December 2006)
Generalist Teacher Peter Clemson attended a variety of conferences and schools to research strategies to improve communication skills with boys. Peter learnt about: counselling strategies, anger management, Expressive Therapies, drama, curriculum, mentoring and the benefits of chess.

Open Water Program (Promising)

Seaford Primary School (10 April 2006)
The aim is to improve the awareness of all aspects of an open water environment. The Open Water Program has been developed to replace the traditional swimming program at Year 5 and 6. The Program focuses on personal safety, informed decision making and strategies to use when confronted with risk situations as well as establishing links with the local Life Saving Club.

Learning Disabilities - a disability in disguise (Teacher Professional Leave)

Seaford Primary School (19 December 2006)
Advances in the field of Learning Disabilities has meant that there is a wide battery of assessment tools that teachers can utilise to assist in identifying the specific learning needs of students and developing universal design of curriculum to meet those needs.

Detectives (Exemplary)

Selby Primary School (02 February 2006)
In this unit Selby Primary School initiated a new unit of work based on planning around the thinking curriculum. The aim was to engage students and have them become so interested that they went home to investigate and bring in any resources that they had.

Thinking P - 6 @ Sherbourne (Teacher Professional Leave)

Sherbourne Primary School (10 July 2006)
This project will be the impetus for sustained improvements in teaching and learning leading to improved student outcomes. Sherbourne students will become responsible risk takers as they validate their knowledge enabling them to create new knowledge, build ideas and make connections between them.

To continue to assess student personal and social development in the outdoor education program at Somers School Camp and to embed these practices into the program with a view to reporting to schools and parents. (Teacher Professional Leave)

Somers School Camp (02 November 2006)
The Somers School Camp team elected to review and improve assessment and reporting practices within their workplace (specifically the area of physical, personal and social development). The Team undertook an action research project which resulted in a number of new assessment practices being incorporated into the program. They have developed strategic partnerships with ACER, Melbourne University and other organisations to develop the work.

The role of ICT in independent LOTE learning - towards a paperless LOTE (Teacher Professional Leave)

Southern Cross Primary School (15 December 2006)
This study looked at ways of providing ICT solutions for independent learning and addressing the wide range of individual differences in LOTE classes.

Building a social conscience: Throwing passion back into our classrooms using an Environmental curriculum (Teacher Professional Leave)

Southern Cross Primary School (19 December 2006)
This curriculum aims to take a child on a journey exploring the many social, cultural and environmental issues and beliefs of this generation. To put the "Real World" learning into action and teach about "Real issues" that all people must take responsibility for.

Literacy Amelioration Through LOTE: A New Focus on Student Learning (Teacher Professional Leave)

Southern Cross Primary School (19 December 2006)
Working across seventeen schools (primary and secondary), teacher Dr Andree Rodwell examined levels of Literacy development of students who studied LOTE. How do students learn English and how do they learn a LOTE? Do similarities enhance learning of English literacy?

'Building Curiosity, Enquiry and Creativity' - 'Engaging students in an ICT curriculum using creativity' (Teacher Professional Leave)

Southern Cross Primary School (19 December 2006)
Esther Hall focused her TPL project on finding out how outstanding schools in ICT were engaging students learning. Esther visited schools and experts in Victoria, NSW, SA, QLD and Tasmania with the view of improving the ICT program at Southern Cross.

Does your Numeracy program add up? (Teacher Professional Leave)

Spotswood Primary School (01 August 2006)
A small school investigated how to improve numeracy. Three key components were identified - consistency, assessment and resources.

Do we value our values? (Teacher Professional Leave)

Spotswood Primary School (01 August 2006)
As the Student Welfare Coordinator at Spotswood Primary School, Anne McNaughton, developed a 'start-up' Values Program that would see each class in the school making the school values 'real' for them.

Solving the Jigsaw Training - Changing the Culture of Violence (Teacher Professional Leave)

Spring Gully Primary School (20 March 2006)
Wendy Donaldson wants to promote a culture, language and understanding that encourages discussion and constructive action on the issue of violence, bullying, anxiety and a range of life issues including loss and grief and the power in groups.

Victorian Essential Learning Standards - One school's journey of inquiry through the forest of VELS (Teacher Professional Leave)

Springvale West Primary School (05 December 2006)
This report charts the reorganisation and pathway taken by Springvale West Primary School in auditing their curriculum in line with the new Victorian Essential Learning Standards. It highlights the reasons for the implementation of the Inquiry Model encompassing thinking skills and authentic assessment as the vehicle for effective teaching and learning.

Life-long Values for Effective Learners (Teacher Professional Leave)

St Albans Heights Primary School (24 July 2006)
The Team have introduced Habits of Mind (HoM) and You Can Do It (YCDI) as a response to the need within the cluster for a shared language and to provide students with the HoM necessary to become successful learners.

Spiral Integrated Curriculum Model (Teacher Professional Leave)

Strathfieldsaye Primary School (29 May 2006)
The Team originally wanted to further develop and strengthen their Web-linked Learning program, however, with the introduction of VELS, PoLT, the Team felt it necessary to start at the beginning with the Integrated Unit Structure. From there the Team can move into developing the Web-linked learning and make it much more meaningful and relevant to their students.

Acid in the Primary Classroom - Using digital music creation (Teacher Professional Leave)

Strathfieldsaye Primary School (24 July 2006)
Diane Milich wanted to find a means for all students, regardless of musical ability or knowledge, of using music creation as a part of their projects across the curriculum. Diane wanted to find a computer program that is easy to use and easy to integrate with other programs. The aim was to start with the Grade 5 and 6 students.

Wellbeing Tracking System (Promising)

Strathfieldsaye Primary School (15 January 2007)
The Team are setting up an intranet tracking system that provides tracking for all students and information for staff across all relevant areas of Student Wellbeing. It also includes a forum option for staff to post questions/share ideas and successes.

At the Cutting Edge - Innovations in ICT, teacher practice and student learning (Teacher Professional Leave)

Streeton Primary School (11 August 2006)
The Team initially investigated the latest Information and Communication Technology innovations and best practice through research and school visits. The main foci was to observe how information and communication technology components were being used to engage students, and how teachers implemented their use in the classroom.

'Critical Literacy' in the Middle Years Classroom (Exemplary)

Sunraysia Mallee Schools Network - Mildura West Primary School (11 January 2007)
The Team want to: develop a deep understanding of 'Critical Literacy' and strategically planning for students to become 'Critically Literate' in all Domains of learning; collect baseline data, end data and anecdotal evidence to demonstrate the students developing understanding of what it means to be 'Critically Literate' and develop teaching learning and assessment resources that will assist teachers to effectively teach and assess student's skills in 'Critical Literacy'.

'Writing' Action Research in Middle Years Classrooms (Promising)

Sunraysia Mallee Schools Network - Ouyen Primary School (11 January 2007)
Teachers wanted to explore the effectivemness of teaching written texts using an 'Inquiry' approach.

Improved student outcomes through the use of Thinking Tools and Multiple Intelligences (Teacher Professional Leave)

Tarwin Valley Primary School (12 January 2007)
Grade 2/3 teacher, Jenny Logan, immersed herself in learning about different approaches to the Thinking Curriculum. She visited schools, attended various Professional Development sessions and researched literature. Jenny trialled Thinking Tools, Graphic Organisers and activities based on Multiple Intelligences theory in her classroom.

Improved student outcomes through the use of Thinking Tools and Multiple Intelligences (Teacher Professional Leave)

Tarwin Valley Primary School (12 January 2007)
The Team's focus was to increase their understanding and trial aspects of the Thinking Curriculum. They shared their successes with the staff, beginning the implementation of a common language and a whole school approach to integrating the Thinking Curriculum through planning and teaching.

Thinking Curriculum (Exemplary)

Tecoma Primary School (02 February 2006)
Tecoma Primary School want to improve whole school teaching and learning strategies and processes with an emphasis on deep learning and understanding including the development of reflective thinking skills and student centred learning. The School want to provide a comprehensive and stimulating curriculum in the eight KLA's which encourages high levels of student inquiry, motivation and engagement.

Let's All Think Together: Whole School Assessment of Thinking Skills (Teacher Professional Leave)

Tecoma Primary School (12 January 2007)
Planning for the whole school, scenarios were developed that allowed for a uniform assessment of thinking skills at all levels.

TPL & VELS: Talking with people and learning in a vibrant and engaging situation (Teacher Professional Leave)

Templeton Primary School (14 August 2006)
With basic knowledge gleaned from Sofweb, Blueprint and VCAA websites, Curriculum Coordinator, Barbara Peel, wanted to delve deeper into the implementation of the Victorian Essential Learning Standards.

VELS - adapting and developing for Curriculum Improvement. but where are the dinosaurs? (Teacher Professional Leave)

The Basin Primary School (17 October 2006)
In planning a two year cycle of units, incorporating the VELS learning focus and standards for each level, staff at The Basin Primary School were keen to retain topics which teachers and students traditionally enjoyed as well as adapting and developing units reflecting the content of and relationships between strands of the VELS. This challenge has been met with twenty-eight units identified across Levels 1 - 4, including the popular Level 2 'Dinosaurs' unit.

Philosophy Prep-6 (Exemplary)

The Patch Primary School (08 February 2006)
Margaret Hallinan wants to provide students with the opportunity to practise their thinking and question their values; engagement, respect for the opinions of others, co-operation; provide the opportunity for self-expression; allowing students to be inquirers, through the community of inquiry'; and for students to be able to support their thinking with reasons.

Think Outside The Brain You Live In: Teaching and Learning For Thinking (Teacher Professional Leave)

Thomastown Meadows Primary School (10 July 2006)
Shadowing educational consultant Karen Green provided an inspirational opportunity to develop theoretical knowledge on thinking curriculum and to observe the practical application of theories in a variety of educational settings.

Skill shortages - live with them or do something about them? (Teacher Professional Leave)

Thomastown Secondary College (24 July 2006)
The term "skill shortages" appears to be the flavour of the month - Frank Gaylard wanted to find out what various groups were doing about skill shortages and particularly what others thought that schools should be doing about it. Can we realistically expand school-industry links in our area so that students are aware of real job pathways?

Tackling the Thinking Curriculum - where are we and where are we going, according to the latest Research? (Teacher Professional Leave)

Toorak Primary School (15 December 2006)
This study involved reviewing the different theories underpinning the Thinking Curriculum. It explored beyond the use of thinking tools and organisers in the teaching of the Thinking Curriculum. Current research material was reflected on in order to investigate how best to teach and develop the Thinking Curriculum.

Making Time to Talk: Oral Language Focussed Classrooms (Teacher Professional Leave)

Tootgarook Primary School (15 December 2006)
The Team identified the need to examine the link between oral language development and poor literacy outcomes. Classroom teachers had observed increasingly limited oral language skills and identified concerns with School Entry Behaviours Prep-2 and decided to address the issue.

Chooks in School (Exemplary)

Torquay Primary School (02 February 2006)
Torquay Primary School developed a Sustainable Garden in which chickens are utilised to recycle all organic waste generated in school (food scraps and weeds). In turn a herb and vegetable garden has been developed using the waste products of the chickens.

Permanent Environmental Visual Arts (Teacher Professional Leave)

Tyabb Primary School (19 December 2006)
Classroom teacher Sharon Wright identified a need within the school for permanent visual arts displays in line with the school charter. The visual arts program was also identified as not currently catering for gifted, talented and interested students in the area of visual arts.

Doing the write thing: an alternative approach to teaching the craft of writing (Teacher Professional Leave)

Upper Plenty Primary School (17 October 2006)
With teacher and students fed up with the traditional 'genre' approach to teaching writing, Carolyn Crowther, knew there must be a more engaging and challenging way to structure her writing program which would allow students to discover an interest and purpose for writing.

Student Engagement and Wellbeing (Exemplary)

Upwey Primary School (08 February 2006)
Malcolm Aspinall wants to improve the ability to address and cater for a variety of learning and teaching styles. Malcolm is doing this by improving the engagement of students in Year 5 and 6 by addressing their talents through class projects based on learning styles.

Active Learners (Exemplary)

Upwey South Primary School (20 October 2006)
Maree Campbell applied the thinking curriculum to make students more independent in their learning, more engaged and able to meet their full potential in all key learning areas.

Best Practice in Early Years Literacy, Grades P-2 and 3-4 (Teacher Professional Leave)

Wallan Primary School (08 February 2006)
Trudy Whewell and Jenny Loorham want to improve teachers' expertise and practice in Early Years Literacy. Both are doing this by visits to other schools, modelling and support in classrooms and discussions about practice.

Improving Boys Engagement in Learning (Promising)

Wangaratta Innovations and Excellence Cluster - Snow Road Subcluster (14 February 2007)
Boys engagement in education, improved socialisation skills and building teacher resources and skills to engage and develop boys educational outcomes.

'Making Maths Successful For All' - Differentiating the Mathematics Curriculum for high and low achievers (Teacher Professional Leave)

Wangaratta Primary School (17 October 2006)
Four teachers from Wangaratta Primary designed strategies and procedures to address the learning needs of two groups of maths students: those who needed extra help and those who were high achievers. The project focussed on designing assessment tools, developing targeted mathematics plans, using consistent lesson structures and developing activities that targeted specific needs.

Boys Teaching Boys in ICT (Exemplary)

Waranga Cluster (11 January 2007)
Warragul Cluster wanted to improve attitudes to school, interpersonal relationships, knowledge of ICT specifically Kahootz verbal communication skills.

Planning for improved student engagement (Teacher Professional Leave)

Warburton Primary School (17 October 2006)
Student disengagement with the curriculum highlighted a need to improve the schools teaching practice. The Team's challenge was to explore ways of increasing classroom engage-ment by developing multidisciplinary units built around VELS.

Developing a Whole School Approach to ICT (Teacher Professional Leave)

Warrnambool East Primary School (08 February 2006)
Jackie (Teacher Librarian) and Liz (Year 4 Teacher) expressed interest in developing a whole school approach to ICT. Teachers had already undertaken numerous PD sessions on the Thinking Curriculum and ICT skills. Jackie and Liz used the Intel® Teach to the Future program to create a professional development program for staff which incorporated both of these aspects.

Improving Early Years Literacy through establishing leadership in the Early Years team (Teacher Professional Leave)

Watsonia Primary School (10 July 2006)
Through training as the Early Years Co-ordinator, Shannon Wright hopes to enrich and broaden literacy programs and practice at Watsonia Primary School. To develop her knowledge of the role, she also shadowed the co-ordinator from another school.

Providing support for boys to enhance their educational experiences (Teacher Professional Leave)

Wattleview Primary School (12 January 2007)
The Team began by looking at ways to help a specific group of boys who fitted into the 'at risk' category in almost every way. As the school dynamics changed so did the project, and the aim is now to examine best practice and how to motivate and inspire the male students.

Development of a Best Practice School Wide Literacy and Numeracy Assessment Strategy (Teacher Professional Leave)

Wattleview Primary School (12 January 2007)
Fiona researched options for literacy and numeracy assessment tools to provide information for individual students' learning needs in a whole school model. This project was undertaken as the Victorian Essential Learning Standards were being introduced into Victorian schools. This change impacted enormously on how teachers viewed their assessment processes.

ICT Integrated Units (Teacher Professional Leave)

Weeden Heights Primary School (14 February 2006)
The Team are auditing and revising integrated units in order to bring them into line with the Victorian Essential Learnings Standards. They are implementing the Intel R Teach to the Future program and addressing the use of ICT in Class Programs. This all is then linked to their Assessment and Reporting Procedures.

Diversity in the local environment using Terrariums (Promising)

Welshpool and District Primary School (20 October 2006)
Peter Young aimed at a deeper understanding of the local environment and the diverse relationship within it.

Pedagogy: A reflective Account (Teacher Professional Leave)

Wembley Primary School (24 July 2006)
Sofia's focus was to explore best teaching practice. It was more an opportunity to investigate best practice beyond one's own classroom, which is not always possible in school situations.

A Personal Journey: investigating leadership styles (Teacher Professional Leave)

White Hills Primary School (01 August 2006)
To gather information about best practice in other school settings and to investigate effective leadership styles by shadowing Principals and Assistant Principals.

Spelling Reform @ Willmott Park (Teacher Professional Leave)

Willmott Park Primary School (02 November 2006)
Year 1/2 teacher Josie Stocchero, Year 3/4 teacher Brendan Chugg and Year 5/6 teacher Michelle Dall'Est investigated different approaches to spelling through literature review and action research. They also visited different schools to gain insight into their spelling programs and their effectiveness. They were particularly looking for a program that could be used easily and efficiently in their school.

Performance and Development Culture: Creating a culture of support and success (Teacher Professional Leave)

Wodonga West Primary School (17 October 2006)
Creating a culture at Wodonga West Primary School that promoted self- reflective and ongoing development was the challenge for our team. Through targeted research the team sought to identify the key actions that supported the development of this culture.

Transition: Bridging the gap between primary and secondary schools (Teacher Professional Leave)

Yarra Junction Primary School (18 January 2007)
Middle Years teacher Fiona Anderson researched several best practice schools in the area of transition and then aimed with parent, student and school data collected from several Yarra Valley primary schools and high schools in the area, to create a transition program for grade 6 students.

A study of the Induction and Mentoring of provisionally registered teachers (Teacher Professional Leave)

Yarra Junction Primary School (18 January 2007)
Dianne Wilkinson investigated individual case studies of 12 schools identified to have best practice in mentoring of provisionally registered teachers. The schools were from both primary and secondary sectors in Eastern and Southern Metropolitan Regions.

MATHeMATES (Exemplary)

Yawarra Primary School and Knox Gardens Primary School (11 April 2006)
This project was designed to address the need for students to improve their mathematical reasoning skills, develop an understanding of the role of mathematics in society, and become confident users of mathematical approaches to real-world problems.

Intel: Teach to the Future - Developing best practice for planning and integrating information technology in our curriculum programs (Teacher Professional Leave)

Yellingbo Primary School (18 January 2007)
With the introduction of the Victorian Essential Learning Standards, the staff decided to develop curriculum materials that combine the expectations of the Victorian Essential Learning Standards and the best practice of the Principles of Learning and Teaching.

Human Powered Vehicles in a Primary School (Exemplary)

Yinnar Primary School (20 October 2006)
Yinnar Primary School allowed students to compete in a Human Powered Vehicle Competition, but first the students were required to help in the construction and develop their knowledge of climate change and influences the effect on the environment. Students were also required to design and present a dramatical performacne which enhanced their understanding of the concept of human powered equipment.

 

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