Browse case studies by region: Loddon Campaspe Mallee
There are 51 case studies from Loddon Campaspe Mallee region:
Note: all documents are in MS Word. Case studies organised alphabetically by school
Considerations
for supporting Deaf students with educational interpreters (Teacher Professional
Leave)
Bendigo Deaf Facility - Bendigo Senior Secondary College (24 July 2006)
Having Deaf students in a Deaf Facility within a mainstream school provides
challenges on how best to support those students with interpreting in
classes and how best to support the teachers of those classes and students.
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.
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.
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.
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.
ClickView: ICT for the technology shy (Teacher Professional Leave)
Castlemaine Secondary College (29 May 2006)
Improving the application of Information and Communication Technologies
(ICTs), with the specific goals of improving educational the outcomes
for students and the methodology of the teachers was central to this Teacher
Professional Leave.
Mobile Robotics Station (Promising)
Cobaw Cluster (11 January 2007)
Cobaw Cluster are providing hands on experiences using computers and lego
robots. Children are working cooperatively in pairs to program robots
to complete tasks ranging from easy to difficult.
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.
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.
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'.
Cluster Professional Learning Teams (Promising)
Echuca Cluster (11 January 2007)
The Cluster wanted to improve teacher professional learning and sharing
as well as improved student learning and engagment outcomes. The Cluster
comprises of three teams: Student Learning (Year 5-8); Student Wellbeing
& Engagement (Year 5-8); and Student Transition & Pathways (5-8).
A study of Building Background Knowledge in learning areas (Teacher Professional Leave)
Echuca College (09 June 2006)
At Echuca Secondary College, wanted to improve literacy in all students
with the objective of improving results at VCE. Paul felt that students
needed to build their background knowledge in learning areas so full potential
and achievement could be realised.
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.
Real Futures Program (Exemplary)
Echuca Moama Beacon Foundation (11 January 2006)
The Real Futures Program recognises the need for Year 10 students to gain
exposure to the environment and expectations of the workplace, and to
encourage them to asses the various pathways to post compulsory education
and employment.
SWIRL (Story Writing In Remote Locations) 2004 (Teacher Professional Leave)
Echuca Secondary College (29 May 2006)
The SWIRL Program has operated since 1995. In 2004 Ralph worked with 35
students from various Universities who were mostly undertaking teacher
training courses. For one month these students worked in 13 schools in
remote indigenous communities in Northern Territory delivering a Literacy
program through story writing and use of technology. Ralph's role was
to be in charge of half of those students, who were placed in communities
within 450km of Alice Springs.
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.
Student Mentoring: Sport Leadership (Promising)
Flora Hill Cluster (04 March 2007)
The Cluster wanted to provide Grade 5 and 6 boys with the opportunity
to work with positive role models (Year 10 PE Mentors) to develop Leadership
Skills and Sports Coaching confidence. The intention was to equip the
mentees with the knowledge, skills and confidence to plan and implement
sporting activities for other primary students back at their own schools.
The added bonus of the program was the Transition benefit of increased
familiarity and engagement with Secondary College facilities, staff and
students.
If the Walls could Talk (Exemplary)
Flora Hill Secondary College (16 March 2006)
Sally Rule and Danielle Allan improved student engagement and student
attendance using an authentic, community-linked project. Both endeavoured
to improve the depth of student understanding, by using narrative as the
key presentation tool - the product was the dramatisation of a story.
The use of narrative and the oral/dramatic presentation also provided
a format that students of varying literacy levels could achieve and excel
in.
Student Success 2007 Working Party (Teacher Professional Leave)
Flora Hill Secondary College (09 June 2006)
The Team focussed on research and analysis of a best practice pedagogy
and delivery model to support the integrated implementation of VELS. Three
key characteristics of effective schools supported by this proposal are:
Focus on teaching and learning; stimulating and secure learning environment;
and learning communities.
The Amazing Race VCAL Style (Exemplary)
Gisborne Secondary College (16 March 2006)
The race involved students in groups of two leaving from nearby Sunbury
making their own way into the Melbourne CBD. Each group was given $40
each. Students had to complete 12 checkpoints somewhere in the CBD. At
each checkpoint they were required to gather evidence . The finishing
line was atop the Rialto Towers Observation Deck.
Developing Social Competencies through Physical Activities (Promising)
Golden Square Cluster (11 January 2007)
The cluster addressed the social and emotional competencies of its students
through physical activities - games. They attended a PD with Wilson McCaskill
from the Game Factory.
Beyond the square - The MIDAS Project (Meeting, Involving, Doing at Square) (Teacher Professional Leave)
Golden Square Secondary College (29 May 2006)
The Team wanted to establish stronger links with the immediate and broader
school community in order to increase student engagement, implement the
VELS and incorporate authentic learning in the curriculum. The College
is introducing a new model of curriculum the TPL focused on a way of delivering
transdisciplinary learning with community links.
How best to implement the Victorian Essential Learnings framework through an integrated curriculum to improve student knowledge, skills and social competencies (Teacher Professional Leave)
Golden Square Secondary College (09 June 2006)
The Team worked on How the Essential Learning Framework provided schools
in Tasmania with a shared scaffold in which to develop integrated curriculum
building on improved social competence, deeper levels of thinking and
understanding. From this, the Team hoped to better understand how implementing
the new VELS could achieve similar improved teacher/learning outcomes
in our College.
Professor Peter Sullivan supports open-ended questioning, trajectory planning, student tracking and moderation throughout eight cluster schools (Promising)
Kangaroo Flat Cluster (04 March 2007)
Teachers throughout the cluster were supported in planning trajectory,
open-ended lessons with in-school visits made by Professor Peter Sullivan.
During the project teachers were provided with additional time and resources
to implement engaging, open-ended lessons and put into practice student
numeracy tracking from Grade 3- Year 8.
Kyabram Schools Transforming Learning Initiative (Teacher Professional Leave)
Kyabram Secondary College and Kyabram Primary School (17 October 2006)
Kyabram Secondary College and the Kyabram Primary Schools (Haslem Street
and Dawes Road) school councils have agreed to the development of a P-12
school within the township. We investigated: school design (architecture)
implications for teaching and learning; school organisation in a seamless
P-12 environment; and development of student focused communities or neighbourhoods
attuned to stages of learning.
Labsite (Promising)
Macedon Cluster (11 January 2007)
The Labsite is a teacher professional learning activity which involves
teachers, teaching and planning collaboratively with the aim of improving
an aspect of their teaching practice. Teachers use PoLT Component Mapping
data to identify an aspect of their teaching practice which they wish
to improve.
Teaching Reading Recovery at a Specialist School (Exemplary)
Mildura Specialist School (16 March 2006)
Teaching Reading Recovery Program to students with a intellectual disability.
Lessons were individually designed for each student, suiting the student's
learning abilities and needs. Lessons often required repetition, simplicity,
moderation and a variation of teaching methods and materials for each
student.
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.
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.
J.O.T. (Jobs Out There) (Exemplary)
Rochester Cluster (16 March 2006)
Rochester Cluster wanted to provide the first vocational experience for
students. Through this the Team aimed to develop the relevance of school
to students and to increase the level of engagement pupils have through
their early years of secondary school.
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.
Establishing a 'Habits of Mind' Program (Teacher Professional Leave)
Rochester Secondary College (20 March 2006)
Neville Borger focused on Habits of Mind to improve student learning behaviours
and integrated this Program into the whole school curriculum.
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.
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.
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.
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.
Youth Pathways Program (Exemplary)
Sunraysia Institute of TAFE (11 January 2006)
The Youth Pathways Program re-engages young people aged 15-19 years, in
education and training, partnerships and youth-specific programs. The
Program improves the students self-esteem, self-confidence and social
skills after participation in life-skills components such as anger management,
anti-bullying programs and leadership programs.
'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.
Introducing Professional Learning Teams (Promising)
Swan Hill College (16 March 2006)
Jan Blackman introduced ten PLTs each with a different focus - ranging
from ICT, quality tools to targeting gifted and talented students. All
teaching staff were invited to join a PLT.
Increased use of ICT by staff, within and out of the class (Teacher Professional Leave)
Swan Hill College (24 July 2006)
Tania wanted to improve staff ICT skills and further implement ICT in
the classroom. She did this by identifying ICT needs of current staff,
prioritise these needs via staff surveys, KLA audits and communications
such as e-mail. Arrange staff needs depending on feedback and prioritzing
staff needs. The ICT PLT produced an appropriate list of PD currently
needed. As the PLT members became more skilled they were required to pass
their knowledge on to other staff and make themselves available as a 'mentor/resource'
for particular software. This varied from using peripheral devices such
as camera's & data shows to specific software such as Excel, Frontpage,
Outlook Express, Movie Maker, Inspiration etc.
Teaching novels more effectively (Teacher Professional Leave)
Swan Hill College (29 May 2006)
The aim of the Professional Learning Team was to improve student outcomes
and engagement levels when studying novels.
Raising Maths and English standards in Years 7-10 (Promising)
Swan Hill Secondary College (23 November 2006)
Di Davies wants to raise standards and classroom expectations of students
abilities to perform at their optimal level and also monitor and track
students more closely, particularly between Years 6 & 7.
Effective use of student notebooks (Promising)
Tyrrell College (11 January 2007)
Kane Summerhayes wanted to make better use of the student notebooks so
they had a clear purpose. He used the 'RelationaLearning' notebooks (reference
below) that aim to use both sides of the brain and to make connections
between the work completed, students' thoughts and feelings and the outside
world.
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.
Discovering the Value of Virtual Learning Environments (Teacher Professional Leave)
Wedderburn College (24 July 2006)
Anne Baird investigated best practice of schools across Australia who
are using Virtual Learning Environment's effectively for both teachers
and students and to use that knowledge to further develop the expertise
and use of Virtual Learning Environment's within the Cluster. Through
the investigation of best practice the TPL would address sound pedagogy,
engagement of teachers and students and the multiliteracies of students
and teachers, in particular, ICT literacy.
Develop a whole College (P-10) curriculum to improve teaching and learning (Teacher Professional Leave)
Weeroona College (29 May 2006)
The Team at the College would like to improve areas such as student learning,
engagement and connectedness. They have developed two alternative curriculum
models.
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.
Holistic Educational Learning Model (HELM) - Navigating Educational Change in Castlemaine (Teacher Professional Leave)
Winters Flat Primary School and Castlemaine Secondary College (11 August
2006)
Both the Community Class and the Barkers Creek programs are the result
of a strong and evolving collaboration between parents, teachers and school
leadership. There has been a shared need at both schools to inspire and
support change within state school communities. The Community Class at
Winters Flat Primary School and Barkers Creek Pilot Programs of Castlemaine
Secondary College have developed through careful management and consolidation
of the parent devised Holistic Educational Learning Model (HELM).
