Browse case studies by region: Eastern Metropolitan
There are 103 case studies from Eastern Metropolitan region:
Note: all documents are in MS Word. Case studies organised alphabetically by school.
'I CAN' Program - Engaging Year 9 students: A VELS Implementation Model (Teacher Professional Leave)
Ashwood College (14 August 2006)
The typical disengagement of students at Year 9 prompted the team at Ashwood
College to rethink the way they delivered the curriculum. They identified
student motivation, resiliency and initiative as targets to be improved.
With the implementation of VELS priorities and through the development of
the 'I CAN' program they hope to improve the engagement, self-efficacy and
life long learning of students.
Thinking Curriculum (Promising)
Ashwood Innovation and Excellence Cluster (11 April 2006)
The Ashwood Cluster is aiming to provide a model of excellence in student
achievement, through the integration of Higher Order Thinking Skills and
Thinking Curriculum strategies in Middle Years' classrooms throughout the
six cluster schools. The Cluster aims to improve student learning outcomes,
improve student participation in the middle years and provide a learning
environment that is conducive to student engagement.
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.
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.
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.
A small school taking up the VELS challenge (Teacher Professional Leave)
Bayswater Secondary College (18 January 2007)
Kay Roberts investigated ways that Bayswater Secondary College can meet
the needs of students in the VELS Interdisciplinary Learning area. This
requires the involvement of teachers from a range of faculty areas to develop
a program that introduces the VELS framework, and restructuring and identifying
the resources available.
Improved Post Compulsory Options (Teacher Professional Leave)
Bayswater Secondary College (20 November 2006)
Options for post compulsory students are almost limitless. How do we ensure
that young people are aware of the possibilities and the realities to ensure
that they make to best decision at the time? How do we provide access to
the programs?
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?
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.
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.
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.
Improved student engagement using a Laptop Program (Teacher Professional Leave)
Box Hill Senior Secondary College (12 January 2007)
The Team worked together to implement a 1:1 Laptop Program across the Middle
Years in conjunction with VELS in order to develop students' engagement
and capacities in innovative, engaging ways to improve learning and teaching
and prepare students for the 21st century.
Post Graduate Diploma in Special Education at Melbourne University (Teacher Professional Leave)
Bulleen Heights School (29 May 2006)
The Post Graduate Diploma in Special Education furthers Rosamund's skills
and experience in special education with knowledge of the latest research
available globally, historical perspectives and current practices, in order
to lead and mentor teachers in special and mainstream settings. It increases
the qualified Special Education Teachers at Bulleen Heights School, and
within the Manningham Network and Templestowe Cluster.
Completion of Master of Education (Special Educational Needs) (Teacher Professional Leave)
Bulleen Heights School (24 April 2006)
Kirsty McLean was completing her Master of Education (Special Educational
Needs) at Deakin University. Kirsty also completed her final two units,
which were "Teaching Mathematics Successfully" and "Advanced Studies in
Gifted Education".
Useful ways to teach interdisciplinary learning with information and communications technology (Teacher Professional Leave)
Bulleen Heights School (12 January 2007)
The Professional Leave Team endeavoured to link characteristics of the effective
schools models - Focus on Teaching and Learning and Learning Communities.
The decision to use the Interdisciplinary Learning Strand of the curriculum
to achieve the project outcomes was directed by the opportunities offered
to improve "thinking and learning" and by investigating a deeper understanding
of how teachers and students can create successful outcomes as their knowledge,
skills and behaviours are developed across the discipline boundaries.
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.
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.
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.
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.
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.
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.
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.
Freshening up the Maths course so that it is relevant for modern, ICT proficient students (Teacher Professional Leave)
Croydon Secondary College (20 November 2006)
The purpose of this project was to visit and be visited by teachers who
had spent time and energy on making the Maths curriculum rich and relevant.
Taking the best of their ideas and researching the wealth of ICT resources,
the Team developed an approach incorporating these resources and ideas into
the Maths curriculum at Croydon Secondary College.
Foundation Studies Program (Promising)
Croydon Secondary College (11 January 2006)
Foundation Studies Program is a new program incoporating: Interpersonal
Learning, Thinking, Personal Learning, Communication, and ICT domains in
conjunction with digital portfolios and a student led conference.
School-based action research for lifelong learning (Exemplary)
Dandenong Ranges Schools Network (02 February 2006)
Three Clusters work together as a network to develop reflective enquiry-based
teaching practice, and stronger links between schools, students, teachers,
parents and the Community.
Teaching Level 4 Chemistry (Exemplary)
Doncaster Innovation and Excellence Science Project (11 April 2006)
Primary School Principals asked for assistance from the secondary college
in the area of Science teaching for a number of the Level 4 teachers. The
primary schools all chose a unit on Chemistry. The Science teacher, Vicki
Spardanis, selected a series of Chemistry lessons that also focussed on
good scientific method and active learning. At the conclusion of the Program
teachers were interviewed. A booklet on teaching the experiments with guidelines
for teachers was produced.
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.
You Can Do It (Exemplary)
Emerald Secondary College (02 February 2006)
The need to improve students' social competencies was realised by a small
group of teachers (I&E Working Group) who sought out PD with the You Can
Do It program. These teachers initially trialled the Program in their own
classes, and based on that success introduced it to our Year 7-8 classes
and the Year 9 Health education curriculum in 2004.
'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.
Developing an integrated VCAL program (Teacher Professional Leave)
Fairhills High School (12 January 2007)
Debbie Sekula set out to evaluate the Fairhills High School VCAL by investigating
how a range of providers developed their VCAL programs. She wanted to see
if the VQA Work Related Skills stand could be integrated with the VCE subject,
Industry and Enterprise.
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.
Teaching and Learning (Promising)
Forest Hill Cluster (15 January 2007)
The Forest Hill Cluster is aiming to provide a model of excellence in student
learning, through the integration of the PoLT principles and assessment
tasks in a curriculum that provides a learning environment that is conducive
to student engagement.
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.
Capturing the Culture - Extending the Dimensions (Exemplary)
Glendal Primary School and Glenallen Special School (02 February 2006)
This pilot project developed as a shared vision between two school communities
to enrich learning and teaching. The initiative involved teacher exchange
between two schools from mainstream and specialist school setting. Each
school developed four goals to be specifically addressed during the teacher
exchange week.
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.
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.
Integrated Project (Exemplary)
Hawthorn Secondary College (09 June 2006)
An Integrated Project was undertaken on the topic of Space. The project
was for two weeks in which the students worked only on the project. A different
timetable ran for the two weeks. The students had to pre plan, and monitor
their progress over the two weeks in the form of personal learning journals
and diaries. Each student had a free choice of topic and presentation approach.
The project was started by two immersion activities - an excursion to Swinburn
Astro Lab and the building and launching of water rockets. All VELs Domains
and Dimensions were covered in some way.
Girlfriends! (Exemplary)
Healesville Cluster (Healesville High School), Red Earth Cluster (Mooroolbark
College), Yarra Valley & Environs Cluster (02 February 2006)
The three Cluster Educators are developing a negotiated 10 week program
that links students to their Community with teachers as facilitators. Groups
are invitational only and consist of 8-12 girls selected by school welfare
officers and year level coordinators.
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.
Embedding Essential Learning Experiences in the Classroom (Exemplary)
Highvale-Wheelers Hill Innovations and Excellence Cluster (15 January 2007)
The Cluster wanted to develop the learning capacity of students by embedding
essential learning experiences in our classrooms.
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?
Creating Deep Understanding Through Authentic Learning: Incorporating the Philosophies of the Reggio Emilia approach (Teacher Professional Leave)
Kallista Primary School (24 July 2006)
The TPL team wanted to adopt a Reggio Emilia style of program, they wanted
to visit other schools to see how this approach fits into their current
philosophies.
The development of a negotiated curriculum model (Promising)
Kew Cluster (16 June 2006)
The Cluster is investigating ways of enhancing student engagement through
giving students greater input into determining their curriculum and fostering
greater ownership of their learning.
Online Domino Robotics (Exemplary)
Knox Northwest Cluster: Bayswater PS, Bayswater West PS, Boronia West PS,
Bayswater SC (11 April 2006)
The Cluster began to develop school community priorities, teaching and learning
methodology, leadership programs and school infrastructure that support
Online Collaborative Mentoring initiatives.
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.
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.
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.
Promoting Relational learning through Values Education (Promising)
Maroondah North Cluster (11 April 2006)
The Cluster is keen to demonstrate how teachers can further develop/facilitate
improved relationships to promote student learning without implementing
a new program. On a more global scale, the Cluster's goal is to create communities
rich in 'social capital' where all children have opportunities to achieve
success emotionally, academically and socially.
MYTIE IntelŪ Teach to the Future Project (Exemplary)
Middle Years Templestowe Innovation and Excellence (18 April 2006)
The Cluster wants to increase the use of ICT in the middle years area and
to unify planning documentation across the five Cluster schools so that
teachers are empowered in the use of elearning and improved student engagement.
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.
'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.
Developing the Compass Award Program in Years 5 to 8 (Teacher Professional Leave)
Milgate Primary School and East Doncaster Secondary College (12 January
2007)
The Team developed the Compass program. The Compass program starts in the
middle years of primary school and continues in Years 7 and 8. A manual
was written to guide students, teacher mentors and parents undertaking the
program. The long term goal was that students would stay with the Program
for four years.
Boyz N Books Program (Exemplary)
Monbulk College (02 February 2006)
Monbulk College want to improve the engagement of boys in literacy. Boys
to read more books more often and a better quality of books.
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.
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.
Developing a Thinking Curriculum (Teacher Professional Leave)
Mount Waverley Secondary College (01 August 2006)
A team of teachers completed the Masters of Education subject on Designing
A Thinking Curriculum with Clinton Golding. After completing the unit they
pooled their thoughts and developed a curriculum philosophy for the school
based upon the specific needs of the College.
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.
Personal and Social Learning Curriculum for students with Special Learning Needs (Teacher Professional Leave)
Mt Evelyn Special Developmental School (08 February 2006)
The Team focused on creating a Personal and Social Learning Curriculum that
was functional, meaningful and relevant for students with intellectual disabilities.
The recent introduction of the Victorian Essential Learning Standards greatly
impacted on the creation of this document where the Team ensured the VELS
learning experiences, format, philosophy and terminology was incorporated.
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.
The Place where I live: A Year 7 Integrated Program (Exemplary)
Mullauna College (02 February 2006)
Mullauna College investigated an integrated curriculum approach to a topic
at Year 7. 'The Place Where I Live' project focused on a local creek system
and included a number of fieldwork experiences where students worked with
a number of external agencies including WaterWatch. The Project also integrated
ICT and culuminated in students producing a digital portfolio.
Values education in a multidisciplinary classroom (Promising)
Norwood Secondary College (11 January 2007)
Joanne Roughan wanted to explore the pro-social values which underpin positive
interdependent relationships in the classroom. Raising student awareness
of these pro-social values and putting these into action will build connectedness
in the classroom.
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.
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.
Visual Storytelling Project (Exemplary)
Red Earth Cluster in collaboration with the Victorian College for the Deaf
(02 February 2006)
Students of the Red Earth Cluster are working with Year 7 to 10 students
from the Victorian College of the Deaf project to create a bilingual resources
(spoken and written English and signed in Auslan) for students in Years
Prep-4.
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.
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.
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.
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'.
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.
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.
Roundtable Assessment ()
Sherbrooke Community School (02 February 2006)
Roundtable Assessment is a public demonstration of student learning. The
public or panel consists of 3-5 members, usually a peer, teacher, parent
and a Community member. It is the place where students are able to clearly
describe to an audience, the deep understanding and knowledge they have
obtained. Students are expected to improve their work habits, quality of
work, self-confidence and self-reflection.
First Stop (Promising)
Swinburne University (11 January 2006)
First Stop operates ina youth friendly facility and provides careers and
course information, referral and support including structured pathway planning,
assistance with resume writing and application submission. First Stop works
closely with the Swinburne Youth Programs and refers regularly into VCAL
program, Youth CGEA, VCE and other pathway and transition programs such
as Next Stop.
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.
Year 9 Review (Teacher Professional Leave)
Upwey High School (10 April 2006)
The Team reviewed the curriculum at Year 9. The TPL supported this ongoing
curriculum review as it embarks upon the research and data gathering component
of the process.
Engaging and Empowering Students with Low Literacy (Exemplary)
Upwey High School (20 March 2006)
Upwey High School adjusted teaching programs to better meet the needs of
students with low literacy skills thereby catering more effectively for
individual student's needs.
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.
Discover Hover Schools program (Exemplary)
Wantirna College (20 October 2006)
Robert Forbes wanted to engage disengaged students in conjunction with other
students using a unique cross curricula project. Students working as part
of a team are engaged in the construction and operation of a full size hovercraft.
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.
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.
Building a learning community through inquiry (Teacher Professional Leave)
Wellington Secondary College (24 July 2006)
Investigating inquiry based learning through the literature and through
its current applications in other schools, Vasi Pillay and Janette Nibaldi
were looking to improve student learning as well as offer collegiate support
during pedagogy change.
Pre-literate Student and Family Support (Teacher Professional Leave)
Western English Language Schools (24 April 2006)
Judith Byrne wants to improve the outcomes of the pre-literate students
and to better prepare them for the mainstream. The main goals have been
to accelerate literacy development, discipline, establish healthy eating
and provide homework support. WELS continues to receive requests from exit
schools asking for literacy strategies and support for students who are
struggling with the demands of the mainstream classroom.
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.
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.
Development and implementation of an e-rich environment to drive significant improvement in Teacher and School Effectiveness (Teacher Professional Leave)
Yarra Valley e-Learning Community (Upper Yarra Secondary College, Pembroke
Secondary School, Mooroolbark College) (24 July 2006)
The Yarra Valley e-Learning Community's vision is to use the development
and implementation of an e-rich environment to drive significant improvement
in Teacher and School Effectiveness. This will be strengthened by the vigorous
promotion of cooperation and sharing between schools. The Program will encompass
innovative curriculum and curriculum delivery, will challenge and stimulate
students, staff and school communities, and reinvigorate schools' pedagogies.
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.
