Browse case studies: secondary schools
There are 129 case studies from secondary schools:
Note: all documents are in MS Word. Case studies organised alphabetically by school.
Teaching for Asian Awareness at Year 8 (Teacher Professional Leave)
Altona Secondary College (24 July 2006)
The aim of Michelle's project was to design curriculum and teaching materials that would result in a broadening of their awareness and knowledge of the Asian region at Year 8 level, with a particular focus on India.
'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.
Changing Lanes - VCAL (Exemplary)
Bairnsdale Secondary College (27 February 2006)
Changing Lanes is successfully re-engaging young people who have long-term histories of alienation from school or other forms of education and training. The initiative represents a significant watershed in their lives.
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?
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.
Belmont High School - 'A Move to Post Industrial Age Schooling' (Teacher Professional Leave)
Belmont High School (09 January 2006)
Using Teacher Professional Leave and Leading Schools Fund time, the team's research formed a strong basis for Middle Years transformation. The team travelled widely, visiting schools and talking with experts. The team recognised the importance of sharing their knowledge and experience with colleagues.
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.
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.
Transition in the Bentleigh Schools' Cluster (Teacher Professional Leave)
Bentleigh Secondary College (03 November 2006)
Jennifer Date and Kirstin Conway focused on improving student learning outcomes in their Cluster schools, research and program development is occurring in the areas of effective primary-secondary transition programs, pedagogy, curriculum alignment/integration/innovation, student wellbeing and relationship building, particularly in the middle years. Teacher shadowing and mentoring are vital components of the TPL project.
Recognising and responding to diverse student needs through Personalised Learning Programs (Teacher Professional Leave)
Bentleigh Secondary College (02 November 2006)
Marie Farrell used her TPL to study the ways specific groups of students learn and the ways to identify specific types of learners. Knowledge of psycho educational assessments will be gained. The design, implementation and evaluation of personalised learning programs will follow from this research and study. The knowledge and skills will be shared with school based and cluster teachers. Improved teacher effectiveness will lead to improved student learning outcomes.
Library Links Project (Exemplary)
Berwick Cluster - Berwick Secondary College (16 March 2006)
Berwick Cluster wanted to improve the teaching of English in the Middle Years by encouraging the integration of ICT, incorporation of formative assessment as well as developing links between teachers and between the English KLA and library. The ultimate aim is to improve student attitudes and learning outcomes through the development of information literacy.
Encouraging innovative design and creating local links for the benefit of senior Design and Technology students (Teacher Professional Leave)
Berwick Secondary College (15 December 2006)
Robyn is concerned that some male students who have selected Design and Technology at Victorian Certificate of Education (VCE) level tend not to complete all of the outcomes of the course with the same degree of enthusiasm.
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.
Learning Design for the Year 9 Discovery Centre (Teacher Professional Leave)
Brighton Secondary College (05 December 2006)
Andrew Hill, Richard Minack, Brenda Welsh and Jane Whitman focused on the question: How can we best meet the specific learning needs of our Year 9 students? The Team gathered relevant information through correspondence with schools, on-site school visits and a literature review. This information has already influenced the Year 9 program in a number of ways and is also being considered in their Year 9 program for 2006, when it is expected that the new Year 9 Discovery Centre will commence use.
Students have your say: Students learn by witnessing other students learning in a non-judgemental discussion groups (Teacher Professional Leave)
Brunswick Secondary College (11 August 2006)
Working in groups and as a class Paul Newson facilitates student "philosophical discussion" groups that encourage participation and maximises learning, while maintaining an equitable classroom. Artworks are used to encourage individual opinions while students gain confidence, vocabulary and engagement.
Art, War and VELS at the National Gallery of Victoria - Turning Policy into Practice (Teacher Professional Leave)
Brunswick Secondary College (11 August 2006)
Pauline Pearson, the English KLA Coordinator, wanted to develop a model unit that exemplified best classroom practice using the VELS. Pauline wanted a unit on an integrated topic that could be used across KLA areas, in SOSE for example, and one that would incorporate coaching practice to support staff in extending their range of teaching strategies. Pauline worked with the SOSE KLA Coordinator, Annie Tsernjavski, to develop this unit.
Transdisciplinary Unit Development (Teacher Professional Leave)
Caroline Springs College (24 July 2006)
The Team are developing transdisciplinary units for Years 7 and 8 that follow directly on from integrated units currently being delivered in Years 5 and 6 and leading to the development of units at Year 9. The focus is on staff cohesion in planning and implementation of units of work, student engagement and consistency in teacher expectations and delivery across classes and KLA's.
Connections: increasing student and school connectedness (Teacher Professional Leave)
Carrum Downs Secondary College (12 December 2006)
As part of a group Teacher Professional Leave application, an integrated curriculum program ("Connect") has been researched, piloted and developed. In addition, programs for staff and school connectedness have been established - such as linking with Monash University and piloting an internship program with student teachers.
Connect - an innovative concept for integrated curriculum delivery in the Middle Years of Schooling (Teacher Professional Leave)
Carrum Downs Secondary College (15 December 2006)
Connect is a student centered approach; it will improve all learning outcomes. It will meet the varied and diverse needs and interests of individual students, building on knowledge and transforming the current practice and the future practice of teachers.
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.
To investigate innovative and engaging curriculum and pedagogical practices in schools involved in teaching 'Students at Educational Risk' (SAER) (Teacher Professional Leave)
Caulfield Park Community School (03 November 2006)
Steve Kearney and Lara Thornton wanted to conduct extensive research into the operating pedagogies and curriculum programs currently in use to engage and develop academic and social competencies in students at educational risk (SAER). Both were particularly keen on learning more about innovative programs that foster community within schools, with particular emphasis on looking at schools which are using Restorative Justice practices in establishing their school culture.
From Hands up to Hands on - getting students involved in their learning (Teacher Professional Leave)
Cheltenham Secondary College (15 December 2006)
The development of engaging, "hands on" learning experiences for students in the Middle Years. These interdisciplinary units will be designed using Victorian Essential Learning Standards (VELS). The College curriculum will also be audited to determine alignment with VELS.
Expanding Pathway Provision for Students (Teacher Professional Leave)
Cheltenham Secondary College (03 November 2006)
Paul Charles used his TPL to research the programs available to Later Years (Year 10-12) students. Currently, students at the College mainly study VCE units. There has been a low take up of other pathways and courses because of the curriculum and timetable structure. The intention is to structure the timetable to enable many Year 10 students to study Units 1 and 2, and to research other pathways, and thereby increase retention and engagement of students in education and training within and beyond the College.
From Hands Up to Hands On - Creating a Year 9 Learning Project (Teacher Professional Leave)
Cheltenham Secondary College (15 December 2006)
How do you move from "Hands Up to Hands On" in Year 9? The Team went in search of schools with engaging Year 9 Programs. The result being C Cubed (C3) - a Year 9 Learning Project that involves a Challenge, Community Service and the City Experience.
Transition/Bridging Curriculum programs for ESL students with disrupted schooling backgrounds (Teacher Professional Leave)
Cleeland Secondary College (03 November 2006)
Robyn Kamer, Graham Ferres and Marg Szabo focused on the development of curriculum programs for new arrival students, especially those with disrupted language learning. The programs at other schools will be investigated and professional development on effective pedagogy will be examined and appropriate strategies developed. Thinking tool and ESL across the curriculum principles will be incorporated into teaching and learning practice.
Colac College IDEAS journey (Exemplary)
Colac College (17 January 2007)
Two years ago staff at our school collectively agreed that we lacked a school vision and direction. We needed to develop a collaborative process if we were to improve student outcomes, particularly in literacy and numeracy. Through a sense of team, and using the IDEAS concepts, we believed that we could firmly develop the commitment to agreed whole school pedagogical principles.
IDEAS Journey (Exemplary)
Colac College (12 June 2007)
Staff at Colac College collectively agreed that they lacked a school vision and direction. Staff needed to develop a collaborative process if they were to improve student outcomes, particularly in literacy and numeracy. Through a sense of team they believed that they could firmly develop the commitment to agreed whole school pedagogical principles.
Real Life Forensic Science (Teacher Professional Leave)
Colac High School (11 August 2006)
Peter Jeans focused his TPL on developing specific subject knowledge in the area of forensic science. Peter developed further resources that could be used by any science teacher to teach forensic science at a middle school level, particularly tasks that involved information technology skills.
Researching and applying the principles of Reggio Emilia into a Prep to 5 setting (Teacher Professional Leave)
Collingwood College (17 October 2006)
Kerri McCulloch has been working in a Reggio Emilia inspired program for three years in a prep to grade 3 context, she is now exploring and applying the principles to a 4/5 context as the parents and students have the expectation that the program will continue. Kerri has researched and explored this role as a change leader for this area of the school.
Integrating the curriculum - the Middle Years (Teacher Professional Leave)
Collingwood College (11 August 2006)
A Team of Middle Years teachers from Collingwood College have investigated and trialled approaches to integrating the curriculum Years 6 - 8. A Professional Learning team has been developed to research, plan, implement, reflect on pedagogies that promote improved student engagement and a professional learning culture.
Improving Pedagogical Practice (Teacher Professional Leave)
Cranbourne Secondary College (03 November 2006)
Kelly Meikle, Hilary Baxter, Debbie Shreiber and Jackie Taylor aimed to have a direct impact on pedagogy to improve student outcomes. The Team is driving on-going pedagogical change through mentoring and team teaching, and the newly established PEEL Professional Learning Team.
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.
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.
Producing Best Practice Year 7 Curriculum Materials (Teacher Professional Leave)
Distance Education Centre, Victoria (08 February 2006)
To improve their middle years numeracy teaching, three teachers at the Distance Education Centre visited other schools and participated in a range of learning activities. They used what they'd learnt to develop new Year 7 maths curriculum materials which, in turn, led to engaged students and better results.
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.
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.
Capturing Teacher Expertise through IDEAS (Promising)
Eltham High School (14 February 2007)
Eltham High School has a unique culture and a large number of highly experienced teachers who are likely to retire in the next five years. The school entered the IDEAS project to capture, articulate and transfer the culture and the teachers' expertise before they left. The School also wanted to set up a framework to align school processes and procedures and to improve student learning outcomes.
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.
Improving School Engagement using IDEAS (Promising)
Erinbank Secondary College (15 January 2007)
The School is attempting to improve student connectedness and engagement to staff and the College. They are attempting to identify and implement school-wide pedagogy that is consistent and engaging for all students with a view to improving student learning outcomes.
The VCE Data Service: The Story Behind the Numbers (Teacher Professional Leave)
Essendon Keilor College (01 August 2006)
This project investigated the VCE Data Service and how it can provide genuine feedback to promote reflection and improve teaching.
Classroom Climate is not just Air Conditioning (Teacher Professional Leave)
Essendon Keilor College (Niddrie Campus) (01 August 2006)
Transforming Learning (UK) provides on-line surveys, which give staff an opportunity to find out about their classroom climate from the student perspective. The process encourages teachers to design action plans, which directly relate to the improvement of learning outcomes for students.
Restorative Practices - Implementation in a School Setting (Teacher Professional Leave)
Eumemmerring College (02 November 2006)
Roxy McGuire used her TPL to research the theoretical framework behind Restorative Practices (RP). Roxy did this by visiting schools where RP has been implemented and provided recommendations to Endeavour Hills College on a best practice model for implementation of RP at the Campus.
What is a 'Quality Class'? - Looking behind the Middle Years Student Attitude to School survey to better evaluate Teaching and Learning in the Middle Years: A case study approach (Teacher Professional Leave)
Eumemmerring College (02 November 2006)
Denise Jacobsson focused on the collection and use of school data, especially the Student Attitudes to School survey in relation to the development and implementation of highly effective learning and teaching strategies in the Middle Years. The usefulness and reliability of data available in multi-campus schools adds another dimension to the continuous improvement cycle in a large multi-campus school.
Project Title: Connecting Students in Rural and Urban Environments via an Integrated 0 Differentiated Curriculum (Teacher Professional Leave)
Eumemmerring College (15 December 2006)
This research project was based on an inquiry-learning model. It was collaborative in its nature and involved both students and teachers in early and middle years. Students and teachers from urban and rural settings were linked via a common project: "The Weather Watchers".
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.
Purposeful teaching and student attainment - 'We cannot work to create a future which we do not first imagine' (Teacher Professional Leave)
Fitzroy High School (17 October 2006)
Fitzroy High School aims to personalise each student's learning. This means knowing students as learners, shaping the learning experience to the individual and both supporting and extending student learning in all areas.
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.
From CSF to VELS what were we Thinking? Implementing Thinking Skills through VELS - Applications in English (ICT), Maths, Tutorial, and Languages (Teacher Professional Leave)
Frankston High School (19 December 2006)
This case study was three-fold. Initially developing an understanding of Victorian Essential Learning Standards (VELS), the next phase was to conduct an audit of current curriculum and finally developing practical and explicit applications for incorporating thinking in; English (ICT), Maths, Tutorial, and Languages.
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.
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.
Linking Up - a whole school approach to strengthening relationships within our College community. (Teacher Professional Leave)
Hampton Park Secondary College (03 November 2006)
Janne Dempster, Cirro Ferra and John McLoughlin developed a Tribes Training Action Plan which outlines how they intend to share their learnings with staff this year. The Team found that teachers who are prepared to trial 'Tribes' lessons and adopt 'Tribes principles' in their schools/classrooms are achieving positive outcomes with regards to student engagement and student management.
Whole School Change: Investigating 'Best Practice' (Teacher Professional Leave)
Hampton Park Secondary College (20 November 2006)
Amanda Ferra and Tristan Lanarus developed a project which involved investigating 'best' practice. Both looked at Curriculum, Teaching and Learning, Assessment and Reporting, Timetabling, Attendance Systems and Performance and Development programs. Amanda and Tristan visited a range of schools and met with key educational personnel such as Ron Lake and Wayne Craig. A range of recommendations were drawn from this and a presentation made.
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.
Chains: Year 9 and links to the community (Teacher Professional Leave)
Heatherhill Secondary College (19 December 2006)
Lisa Ip contacted local community agencies in order to arrange incursions and excursions for Year 9 students. As part of the Year 9 personal learning journey, the Year 9's were expected to undertake voluntary work experience in the local community.
Year 9 - Personal Learning Journey (Teacher Professional Leave)
Heatherhill Secondary College (02 November 2006)
Robyn Hughes, Richard Hastings and Janette Peterson focused their TPL on Student Engagement and the development of Curriculum and strategies that centred on Year 9 Adolescents' learning about their own physical, social, emotional and intellectual development, with greater links to local community and real life. The notion of authentic learning was an important consideration. A thematic teaching approach, incorporating lots of group work, self managing behaviour, and learning situations that were gender specific and involved building relationships, was adopted.
Creating Pathways and Branching Out (Exemplary)
Hillcrest Secondary College (14 February 2007)
The School us developing a common language to facilitate the transition into Education Provision. This language has allowed the school to engage in skillful discussion about teaching and learning practices within their school.
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.
Beyond another brick in the wall: Learning spaces beyond the Classroom (Teacher Professional Leave)
Kambrya College (12 December 2006)
Kambrya College recognises that community groups and organizations offer powerful learning spaces for students. We investigated and established partnerships with environment groups (Alan Thwaites), social justice and human rights, welfare and community groups and charities (Nalini Naidu and Ben Forbes), and global educational organizations (Jane Herbert).
Teaching and Learning 'to the MAX': A team approach to the introduction of a cooperative open learning facility (Teacher Professional Leave)
Karingal Park Secondary College (12 December 2006)
The winds of change are blowing over Karingal Park. This school has adopted a fresh approach to teaching in the Middle Years through the introduction of learning communities where students are engaged in a cooperative and supportive learning environment.
Switch On . Shine: IDEAS in action at Kealba College (Promising)
Kealba College (04 March 2007)
A school Diagnostic Review in 2004 identified a strong need for us to develop shared vision and common understanding of what constitutes effective teaching and learning in our context. The school was also embarking on district provision talks and it was important to enter these discussions with a clear understanding of the school's culture and direction. The IDEAS process promised the opportunity for us to undergo change in a culture of no blame and to build on successes already evident in the College.
We're on the same page (Exemplary)
La Trobe Secondary College (14 February 2007)
Teachers needed to know how to 'like' and 'trust' each other and rediscover 'who they were', 'who their students were' and 'how to engage them'. Through this evolved their 'own real identity'. They developed an 'effective' school wide pedagogy to suit 'their' uniqueness. Teachers developed a meaningful 'vision' and set of 'values' that has led to school renewal.
Intercultural Dialogue Project (Teacher Professional Leave)
Lalor North Secondary College (24 July 2006)
The College has taken initiatives in the area of intercultural dialogue, and finding ways to unconceal and appreciate cultural richness in the community.
Getting some IDEAS (Promising)
Lalor North Secondary College (14 February 2007)
The school addressed connectedness, shared values and common pedagogical principles. This was done by developing a new school vision, based on the values that the school shared across the school community. This was intended to help create a more cohesive community, develop a renewed sense of purpose and lead towards a school wide pedagogy.
Improving student outcomes through effective eLearning (Promising)
Leongatha Secondary College (11 January 2007)
The Team initially researched innovative uses of technology in the classroom and then developed and trialled units of work in their classes that used new technologies to engage students. The means of delivering these activities was primarily an online learning management system based in WebCT.
Improving student outcomes through effective learning (Promising)
Leongatha Secondary College (20 October 2006)
The Team improved student outcomes by delivering content in a flexible and readily available form, which catered for a range of learning styles by allowing students to select from a variety of learning activities and assessment approaches (purposeful teaching).
Engaging the middle years through enquiry, digital storytelling and community involvement (Teacher Professional Leave)
Lynall Hall Community School (17 October 2006)
Community school teacher, Phil Kakulas, investigates how to make the curriculum more engaging for 'at risk' students in Years 9 and 10 using a combination of digital storytelling, enquiry based learning and community involvement.
A program for Pedagogical Change at Year 9 (Teacher Professional Leave)
Lyndhurst Secondary College (03 November 2006)
Nicola Park, Tanya Blanch and Marc Butler used their TPL on The Real Thing. The Real Thing is a subject that has been introduced at Year 9 at Lyndhurst Secondary College to better engage students in their learning. It focuses on providing students with an authentic curriculum based on real life and real student interests. The pedagogical approaches to The Real Thing are based on negotiated curriculum, constructive student-teacher relationships and catering for learning styles, learning preferences and mixed abilities.
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!!!
Recognising and extending learning in a music ensemble and organising a new music teacher network. (Teacher Professional Leave)
Matthew Flinders Girls Secondary College (09 January 2006)
Ross Lipson and Richard McLean explored ways to recognise and extend the learning taking place in Sweethearts, a music ensemble that performs in professional contexts, as well as making contacts with other teachers who were developing alternative approaches to student musical performance.
Breaking the Habit of Civility - Pedagogy as an intellectual undertaking- (Teacher Professional Leave)
Melbourne Girls' College (11 August 2006)
This proposal aims to create a supportive environment for the trialling of new pedagogies in integrated studies classrooms; creating a community of teachers as learners, focussed on methods and strategies for deepening their student's understandings.
Artists in Schools 2006 - Make us laugh! (Exemplary)
Melbourne Girls' College (11 January 2007)
n 2006 Melbourne Girls' College developed a project entitled 'Make Us Laugh!' Which focused on the artistry and explored the influence of comedy. Artist in residence, Damian Callinan worked with a diverse group of Year 9 students and their World of Ideas (WOI) teachers to create polished, original performances for the inaugural Melbourne Girls' College Community Comedy Festival. The project was born out of a comedy unit the shool undertook in 2005 but felt that the expertise of a professional would steer the project in the required direction. In late September 2005 the school applied for Artists in Schools funding to emply comedian, Damian Callinan.
Metacognition for the Pedagogista! (Teacher Professional Leave)
Mentone Girls' Secondary College (12 December 2006)
The role of a teacher in a large school can be relatively isolated. The Team implemented the formation of coaching relationships with colleagues (peer coaching) that facilitated the rehearsal and conscious practising of skills, ultimately leading to the improvement of communication skills and support of the development of curriculum through facilitating "the creation of norms that break down isolation and promote the exchange of ideas through collaborative problem solving." (Research... ..Coaching Skills for Successful Teachers).
Peer Coaching and beginning teachers (Teacher Professional Leave)
Mentone Girls' Secondary College (12 December 2006)
The Visual Art KLA at Melbourne Girls' Secondary College was fortunate in having three new teachers in the faculty in 2006. Two of these teachers were first year out. The principles of ongoing Peer Coaching were employed to assist them classroom management organisation, student feedback and assessment and reporting.
Using the thinking curriculum to differentiate the curriculum for the gifted learner (Teacher Professional Leave)
Mentone Girls' Secondary College (19 December 2006)
The aim of this case study research is to explore gifted learners' perceptions about how they best learn, and to explore the teachers' perceptions of how they are differentiating the curriculum to meet the need of gifted learners.
Supporting the Mini Sets Program (Teacher Professional Leave)
Mill Park Secondary College (17 October 2006)
Using the thinking curriculum, support materials were designed and adapted in line with VELS and POLT, to be used by English classroom teachers when using the Mini Sets with their students (Year 7-9).
Supporting the Mini Sets Program (Teacher Professional Leave)
Mill Park Secondary College (29 May 2006)
Using the thinking curriculum, support materials were designed and adapted in line with VELS and POLT, to be used by English classroom teachers when using the Mini Sets with their students (Year 7-9).
We can do it better: VCAL and VET (Teacher Professional Leave)
Mill Park Secondary College (22 June 2006)
Mill Park Secondary College has recognised a need to promote the uptake of both VET and VCAL for those students who might most benefit from "hands on" styles of learning.
VELS in the Middle Years (Teacher Professional Leave)
Mill Park Secondary College (Middle Years Campus) (18 January 2007)
The College needed to conduct an audit of the current curriculum practices and processes in Middle School to align them with VELS.
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.
Quality Assessment and Reporting (incorporating digital portfolios) (Teacher Professional Leave)
Mordialloc College (03 November 2006)
The Team wanted to explore ways to improve reflection through the implementation of digital portfolios as the standard means of student assessment and as an integral part of the parent/teacher reporting cycle was the area that they wished to focus on. Implementing performance and development portfolios for staff, linked to the professional standards and the Plan, Do, Study, Act cycle was seen as a means of providing a similar experience for teachers and students.
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.
Development of Year 7 English and Reading Program (Teacher Professional Leave)
Mt Erin Secondary College (08 February 2006)
Christine Rossey, Rodney Schober and Lyn Motteram sought information on current programs within feeder primary schools in the area of English. Using this knowledge they researched best practice to develop a Year 7 English program which extended and developed the Primary School's programs and which incorporated effective planning and assessment practices.
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.
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.
Development of Partial-Immersion Integrated program (LOTE/ SOSE/ICT) (Teacher Professional Leave)
Noble Park Secondary College (02 November 2006)
Andrew Blumbergs and Gwyn McClelland used their TPL on the Development program. The Program centres around the integration of the curriculum in the Middle Years. There will be a LOTE Partial Immersion/Integrated Curriculum Program at Year 7 and 8 and Certificates of Applied Language developed and implemented at Year 9 and 10. It is envisaged that best practice pedagogy (SOSE/LOTE/ICT integration, thinking curriculum) will result in greater student engagement and an improvement in student learning outcomes.
Schools Dialogue Project (Promising)
Northcote High School (20 October 2006)
The Team wanted to improve the way the school community acknowledges and responds to cultural and religious diversity through the use of dialogue.
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.
Teaching teachers RUBRICS: Improving assessment practice to monitor student progress (Teacher Professional Leave)
Parkdale Secondary College (05 December 2006)
A cross-curricular team designed and facilitated teacher workshops in the theory of developmental assessment and rubric design. Parkdale Secondary College sees valid and reliable assessment practices as a central component of a developmental assessment approach to learning with teacher confidence and understanding of curriculum change and pedagogy being central to successful implementation. The team also worked with learning areas to incorporate these practices when auditing curriculum against the VELS.
Creating Learning Communities: Engaging the disengaged at Year 9 (Teacher Professional Leave)
Patterson River Secondary College (19 December 2006)
The Team acknowledged the well recognised concerns with engaging Year 9 students in an educational program. The Team wanted to know what was being done in other schools to address their problems and how we could establish a program specifically for the school, incorporating the best practise from their action research.
Investigating best teaching and learning practice in exemplary schools, specifically investigating best practice in the Later Years (Teacher Professional Leave)
Peter Lalor Secondary College (20 March 2006)
Adrienne Johnson investigated best practice in "Like" and exemplary schools in the Later Years, access post-graduate studies in professional learning to refine and develop the research and share professional learning by means of PD in the Later Years Learning Team.
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.
Developing Music, Drama and Dance Curriculum (Teacher Professional Leave)
Rosebud Secondary College (12 December 2006)
During the six years I had worked in the school, so many teachers had come and gone with great ideas and contributions to the performing arts. Very little of the work however had been collated into a sequential curriculum.
Implementing change in the Year 9 Program with Learning 4 Living (Teacher Professional Leave)
Rosebud Secondary College (12 December 2006)
Lorna Gebert focused her TPL on researching the Middle Years and Innovative Year 9 Programs with a view to implementing a new program at the College in 2007 for Year 9 students.
Engaging and Motivating Students using an inquiry approach to VELS (Exemplary)
Roxburgh College (14 February 2007)
The need to respond to VELS saw the birth of the Inquiry Model into unit development at As a school, teachers felt that this was the best model to assist in the implementation of VELS. Inquiry Learning has stimulated reform and improved classroom practice. Unit planning included John Munro's literacy strategies, VELS, POLT and the new Assessment and Reporting advice. Its success has been in the practical alignment of these strategies and principles. Roxburgh College has made a firm commitment to improving learning and teaching.
Enhancing Humanities Education through thinking curriculum (Teacher Professional Leave)
Sandringham College (03 November 2006)
Kerry Holmquest, Jillian Marshall and Deidre Jackson focused their TPL around the enhancement of the teaching and learning in the humanities curriculum area. It is envisaged that best practice pedagogy (including ICT, thinking curriculum, student and teacher teamwork) will result in greater student engagement and an improvement in student learning outcomes at the two junior campuses of the College.
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.
Interpreting History at Sovereign Hill (Exemplary)
Sovereign Hill Education (15 January 2007)
Sovereign Hill Education are improving student ownership of learning, engagement on an excursion and developing higher order thinking and research skills at Level 6 of the VELS. The unit is also promoting the implementation of VELS through a VELS assessment rubric which employs quotes from relevant standards.
Becoming an independent learner; e-portfolios and the Student Learning Journey (Teacher Professional Leave)
St Albans Secondary College (01 August 2006)
Working with Year 7 students at St Albans Secondary College, teacher Mark Micallef guides 200 lifelong learners through their personal learning journey using digital portfolios; but with a twist - the student is the Manager!
Nanotechnology in the classroom - A daring innovation to revitalise the science curriculum (Teacher Professional Leave)
St Helena Secondary College (10 July 2006)
The purpose of this Program was to investigate the teaching of nanotechnology to secondary school students. Seven teachers learnt about nano-science and its applications of nanotechnologies and the practical and social issues associated. A semester-long nanotechnology program for Year 10 Science was developed and activities were introduced in 7-9 science and 11 chemistry.
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.
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.
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.
Improving our teaching in the middle years (Teacher Professional Leave)
Taylors Lakes Secondary College (24 July 2006)
The Team wanted to improve their individual understanding of pedagogy, best teaching and learning practice and to give them time to implement what they discovered in their classroom and embed it into curriculum they developed at Year 9 in English and SOSE.
Have no fear, transforming learning is here! (Teacher Professional Leave)
The University High School (01 August 2006)
The Professional Learning Team team researched and designed a staff development and review system with a view to establishing a culture of critical reflection and ongoing learning for staff and improved outcomes for students.
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.
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.
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.
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.
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.
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.
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.
Improving Student Engagement at Year 9 (Teacher Professional Leave)
Westall College (03 November 2006)
Leigh West, Georgia Staikos and Tim Warden developed an alternative Program for Year 9. The 'Odyssey Now Program' will be implemented in 2006. The model aims to engage, offer experiences outside the classroom, is student focussed and provides an integrated approach to the Curriculum at Year 9.
No one text book satisfies our Year 9 MATHS students' needs! (Teacher Professional Leave)
Western Port Secondary College (19 December 2006)
This study evolved from a three year survey of the abilities on entry of the Year 7 cohort. Each of the indicators used, showed approximately two thirds of the students were not ready for the Year 7 course. By Year 9 the problem was magnified.
Whole school reformation Year 7-9 (Teacher Professional Leave)
Western Port Secondary College (15 December 2006)
A program to develop a challenging and coordinated approach to the middle years. A small teams structure was adopted at Years 7and 8 and a modular approach was introduced at Year 9. Underpinning these changes was the introduction of a new pastoral care system and a timetabled program of personal development.
Action Research: Meanings & Messages in Aboriginal Art: Art Tells a Story: Exiles and Emigrants (based on NGV exhibition): Assessment for Learning, of Learning, and by Learning (Teacher Professional Leave)
Western Port Secondary College (19 December 2006)
The development of curriculum models has been achieved for the Art Domain: Year 8 Art or VELS Level 5. These have been formatted in a style that provides ease of teaching delivery, with options for expansion to other VELS levels or Arts subjects. Assessment by VELS Standards have been incorporated.
Challenge, Inspire, Succeed (Growth though knowledge) (Promising)
Whittlesea Secondary College (14 February 2007)
The College identified community perceptions of their Vision, Values and student behaviours and pedagogy varied widely. In order to improve teaching and learning outcomes the school needed to develop a clear vision to achieve a unified approach to whole school improvement.
How can Improved Student Outcomes be supported by Integrated Curriculum? (Teacher Professional Leave)
Williamstown High School (08 February 2006)
Adrian Berenger focused his TPL on the relationship and interdependence of pedagogic reform to the school organisational framework, and how the reform agenda defined under Flagship 1 of the Ministerial Blueprint is dependent on the distribution of resources.
Living in 2030 - an experiment in Survival (Promising)
Williamstown High School (20 October 2006)
The '2030' unit was written collaboritively by three teachers in cooperation with a non-for-proft community group called Global Green Plan. The Unit aims to educate middle year students about what life may be like in coming years if we do not switch to more sustainable ways of living. For one week families volunteer to exist with 50% less water, gas, electricity and petrol than they ordinarily consume. This very unique experience is documented through a student video diary which is used as a teaching tool for the community.
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.
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.
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.
