Browse case studies by region: Hume region
There are 49 case studies from Hume region:
Note: all documents are in MS Word. Case studies organised alphabetically by school.
Aviation Studies across the Curriculum (Teacher Professional Leave)
Alexandra Secondary College and Alexandra Primary School (25 January
2006)
Rod Falconer and Simon Gillespie have developed through the Internet on
Aviation studies suitable for an age range from Year 2 through to Year
10. They want to simplify teacher's search for resources in the area of
Aviation/flight studies.
Energy Breakthrough (Exemplary)
Alpine Cluster: Myrtleford Schools; Bright, Wandiligong and Harrietville
schools (14 February 2007)
The Cluster have promoted the inclusion of math, science and technology
in a multi-domain unit that emphasises the development of team work, leadership
and personal responsibility. This was designed around the RACV challenges
set for Maryborough. The Program culminated in a celebration of student
work within the local community with the winning entries competing at
Maryborough. It is a collaborative project that requires students to act
on their learning.
Further investigating improved teaching and learning practices in Year 9 and 10 (Teacher Professional Leave)
Benalla College (17 October 2006)
A group of five Middle School teachers worked with a critical friend to
link inquiry-based learning and VELS. They completed professional development
on Assessment and VELS and visited a number of schools to investigate
the use of team teaching, ICT and electronic whiteboards. A proforma for
planning using inquiry-based learning was designed for the school intranet.
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.
Assessment for Mathematics Learning: Year 6-7 Transition (Promising)
Benalla Innovations and Excellence Cluster (14 February 2007)
Year 7 Benalla College mathematics teachers wanted to gain information
on the mathematics achievement of incoming Year 7 students. In particular,
they wanted to: gain assessment information prior to mathematics instruction;
identify high achieving students in mathematics, and identify low achieving
students in mathematics. It was decided to assess all Year 6 students
in mathematics at the end of the school year. This was so the Year 7 teachers
would know their students' understandings and needs in mathematics at
the start of the school year.
Teaching Maths at Year 7 and 8 for the Non Maths - Trained Teacher (Teacher Professional Leave)
Bright P-12 College (17 October 2006)
Bright P-12 College has a shortage of maths - trained teachers and recently
relied on using teachers from other method areas. To assist in preparing
these teachers, the College has trialled the use of the ICE-EM textbook.
The ICE-EM project is a national curriculum, well sequenced and aims to
raise the level of mathematical understanding of students to a national
standard. It also aims to provide strong and structured support for teachers
without a mathematical background.
Maths Matters (Exemplary)
Broadford Cluster (Broadford SC; Wallan SC; Wallan PS; Kilmore PSl; Broadford
PS; Wandong PS; Willowmavin PS; Beveridge PSl; Upper Plenty PS; Pyalong
PS; Tooborac PS (14 February 2007)
The Small Schools Cluster enlisted the expertise of consultant Michael
Ymer who began the Small Schools two year journey to facilitate Professional
Learning in the Numeracy classroom of teachers within the Small Schools.
Moderation of Literacy and Numeracy (Promising)
Broken Creek Cluster (15 January 2007)
The Broken Creek Cluster focussed on assessment and reporting. The Team
felt that it has been difficult to have consistent teacher judgements
because of the different philosophies that teachers have in regard to
assessment and reporting, so they addressed this issue by having a common
writing task for every school in the cluster to assess. For the numeracy
moderation, schools had to bring in samples of a variety of tasks.
Tribes in the Cathedral Cluster (Promising)
Cathedral Middle Years Cluster (14 February 2007)
Cathedral Cluster implementation of the Tribes Learning Communities Process
(TLC) to improve student learning outcomes, student wellbeing, engagement
and transition.
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.
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.
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.
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.
Awesome Middle Years Project Based Pathways to VCAL! (Teacher Professional Leave)
Mansfield Secondary College (17 October 2006)
Mansfield Secondary College has a strong VCAL program. Many students choose
this as a second option to VCE. By this stage they have often experienced
continual failure and subsequently, lower self-esteem. We needed to develop
a program which focuses on the competencies used in VCAL, which could
be accessed by ALL students BEFORE they reach Year 11 and 12. This Program
was to be project-based and utilise the knowledge and skills of disciplines
and be transdiciplinary, that is, solve a real problem, in this case sustainability.
We now have a Program called Project 89, facilitated by two teachers and
it rocks!!!
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.
PoLT Professional Learning (Promising)
Mooroopna Cluster (14 February 2007)
The Cluster implemented PoLT in all schools by providing focussed professional
learning opportunities for staff in all Cluster schools and poviding opportunities
for staff to share their knowledge and skills acroos the Cluster to further
develop links across schools, both Primary and Secondary.
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.
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.
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.
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.
E-Learning (Maths and English) (Exemplary)
Murray Valley Cluster: Yarrawonga Secondary College, Yarrawonga Primary
School, Rutherglen Primary School, Rutherglen Secondary College, Chiltern
Primary School, Sprinhurst Primary School, Wahgunyah Primary School and
Tungamah Primary School (04 March 2007)
By working together towards a common goal and against a number of adversities,
this cluster of schools have developed a very successful model of an e-learning
program based around maths and english for Middle Years students, which
we believe paves the way into education in the 21st century. It is based
on sound educational research and implements initiatives and best practice
of the Princliples of Teaching and Learning. We are very proud of the
program and its outcomes for both students and teachers.
Healthy Catchment Communities' Program (Exemplary)
Murrindindi Cluster: Yea High School; Yeah Primary School; Highlands
Primary School; Flowedale Primary School; Kinglake Middle Primary School
and Kinglake West Primary School (14 February 2007)
This Program aims at practically enhancing and reinforcing student awareness
of their local environment, their place within it, and how they can make
a difference for all. It engages primary and secondary Murrindindi Cluster
schools, and local environmental education organisations, in developing
professional development, teacher resources, and student experiential
learning packages, across the theme of 'Healthy Catchment Communities'.
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.
Trialling the IEC-EM Maths program at Year 7 and 8 and Introduction of Graphics Calculators to Junior School Maths (Teacher Professional Leave)
Myrtleford Secondary College (17 October 2006)
Our school is trying to improve student outcomes in maths and were keen
to implement and trial a new program that would be consistent with others
across Australia.
To investigate the relationship between Teaching Approaches and Student Learning (Teacher Professional Leave)
Rubicon Outdoor Centre (20 March 2006)
Helen Godfrey and Sue Steel want to deliver improved student outcomes
due to the pedagogical knowledge process and practices of the teaching
team. They would like to modify the curriculum design and programs to
incorporate Rubicon's Values.
PoLT Professional Learning (Exemplary)
Seymour Cluster (14 February 2007)
The Cluster are looking at the development of the Performance and Development
culture within their schools and Cluster through providing opportunites
for staff to participate in professional learning.
Forward Thinking (Teacher Professional Leave)
Seymour Cluster Education (08 February 2006)
Seymour Cluster want to improve student learning outcomes, student engagement,
teacher expertise through professional development, modelling, discussion,
curriculum development and exploring the importance of the Thinking Curriculum
directly linked to VELS and POLT.
Improving Pedagogy in Year 7 using Middle Years Strategies (Teacher Professional Leave)
Seymour Technical High School (12 January 2007)
A multi pronged team approach, based on middle years research, was used
in Year 7 at Seymour Technical High School to begin the implementation
of VELS as well as addressing the need to improve teacher pedagogy and
student learning outcomes. Approaches to improve student connectedness
were also implemented. 2006 Student results, as measured by AIM data and
the Student Attitudes to School Survey have shown significant improvement.
Improving Pedagogy in Year 7 (Teacher Professional Leave)
Seymour Technical High School (12 January 2007)
Anne Fraser's focus was on improving student engagement in Year 7 via
use of a whole range of approaches, including the use of interactive whiteboards.
Adopting Middle Year Strategies to Engage Students in their Learning (Teacher Professional Leave)
Seymour Technical High School (25 January 2006)
Galina Georgios and Rosemary Grubelnik want to improve collaboration and
cooperation between teachers within the same year levels to create a team
approach for more efficient and effective planning, teaching and learning.
Both want to motivate students and to show them that skills learned can
be transferred across learning areas.
The effect of Interactive Whiteboards on teacher, teaching and learning, student learning and engagement (Exemplary)
Shepparton Cluster (15 January 2007)
Since its inception in 2005, the Shepparton Innovations and Excellence
Cluster has endeavoured to do its part in leading the way towards providing
Middle Years students and teachers with innovative and engaging curriculum
that will enable all to become co-learners.
Reforming Mathematics Curriculum in Years 7, 8 and 9 (Promising)
Strathbogie Cluster (14 February 2007)
The Cluster improved student engagement and teacher pedagogy in Mathematics
by using a more hands-on, open ended investigations and greater use of
ICT in classrooms.
Cluster strategic planning and Annual Implementation Plan (Exemplary)
Tallangatta Cluster (14 February 2007)
The Tallangatta cluster has used the Department of Education strategic
planning process to identify its goals, targets and milestones for the
next four years. From this the cluster has an annual implementation plan.
Enhanced Transition Program (Exemplary)
Upper Kiewa Innovations and Excellence Cluster (15 January 2007)
The Cluster focussed on Improving Primary-secondary transition by: giving
primary students increasing exposure to secondary school life during years
5 and 6; giving year 7 teachers exposure to the primary classroom environment
and encouraging imitation of best practices; forming a 'Buddy' relationship
between each student in year 6 and a year 9 student; and increasing the
level of interaction of students from the various feeder primary schools
prior to them beginning year 7.
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.
Broadford cluster middle years best practices mentoring program (Teacher Professional Leave)
Upper Plenty Primary School, Broadford Primary School, Broadford Secondary
College, Wallan Primary School (08 February 2006)
The Broadford Cluster established common goals to research pedagogy. This
provided an opportunity to build on and expand existing current strategies
used in promoting literacy and numeracy in middle years.
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.
Year 9 Community Learning Program (Teacher Professional Leave)
Wangaratta High School and Ovens College (05 December 2006)
Wangaratta High School, along the Ovens College decided to develop and
implement an innovative program to provide the opportunity for Year 9
students to link their learning to their interests and skills within a
community context. This was developed in conjunction with the merger of
the two school communities.
Rural Schools Transition Program (Promising)
Wangaratta Innovations and Excellence Cluster (14 February 2007)
The Cluster wanted to improve the transition process of students from
small rural schools and 'at risk' students from city schools to Wangaratta
High School.
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.
Jump Start (Exemplary)
Wodonga Institute of TAFE (11 January 2006)
Jump Start is a general education program with a focus on multi-media
or hospitality studies. It is a Year 9 or Year 10 equivalent program designed
to assist young people aged 15-19 years to re-engage with education.
Believe Achieve Together (BAT) Catering for disengaged students (Teacher Professional Leave)
Wodonga Middle Years College (31 October 2006)
Working in a large secondary school we were interested in examining family
involvement in schools and the effect this has on student outcomes.
Enhancing Student engagement via embedding the Principles of Learning and Teaching into Rich Assessment Tasks (Promising)
Wodonga Phase 1 Cluster (14 February 2007)
Teachers are identifying and reflecting on effective learning and teaching
via the use of the Principles of Learning and Teaching auditing tools.
They are utilising this information to develop effective teaching and
learning strategies to enhance student engagement and learning outcomes.
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.
Young Citizens Curriculum Leadership Day (Promising)
Wodonga West Urban Cluster (14 February 2007)
The Cluster ran a Curriculum Leadership day for 50 students from four
schools. Teachers and students of Years 5-9 from cluster schools participated
in the activities and learned together. Students gave feedback on preferred
learning styles and their opinion on a range of activities. This is a
unique form of professional learning because of the range of students
and teachers who participated and observed the results.
Improving wellbeing in the community. Year 9 school based Rich Task (Teacher Professional Leave)
Yea High School (17 October 2006)
Ruth Konig and Julie Lynch, working with Year 9, set out to build connectedness
between students and community groups. They aimed to encourage participation
in these groups and recognition of their role in promoting community well
being.
Middle Years Rich Task: 'Working towards a sustainable future - Healthy Catchment Communities' (Teacher Professional Leave)
Yea Primary School and Murrindindi Cluster (17 October 2006)
This Team set out to develop Rich Tasks at the Grade 6 - Year 7 level
across cluster schools. These tasks took on a 'biodiversity' theme and
closely linked student learning in an integrated approach across the disciplines
of Science, SOSE and Technology in line with VELS/PoLT and Productive
Pedagogies. The aim was to increase student engagement, especially during
their transitional years, to connect students to their local community
and to provide them with an opportunity to undertake challenging 'hands
on', relevant, indepth studies that considered student decision making
and authentic assessment.
