All case studies in Community Involvement and Partnerships
There are 74 case studies in Community Involvement and Partnerships:
Note: all documents are in MS Word. Case studies organised alphabetically by school.
Positive school culture - 'Learn to listen. Have something interesting to say.' (Teacher Professional Leave)
Ashby Primary School (05 October 2005)
Pauline and Jan looked at how to implement TRIBES (A New Way of Learning
and Being Together) into their school after the whole staff had been in-serviced
in the basic philosophy. They tied this to developing meta-cognition skills
and reflection in line with the Victorian Essential Learning Standards.
RACV Energy Breakthrough - Building a better car or three wheels are better than four (Teacher Professional Leave)
Avondale Primary School (17 October 2006)
Working across three Grade 5/6 classes, Travis Carrick and Joe Scarfo,
wanted a high interest approach to Fitness, Health, Technology and Science.
How to do this and prepare a team capable of competing in the RACV Energy
Breakthrough Challenge was the task they set themselves?
VCAL Partnership with the CFA (Exemplary)
Baimbridge College (05 October 2005)
Baimbridge College wanted to improve student community awareness, connection
and responsibility. They did this by making student connections with local
CFA brigades, and creating the possibility of continuing CFA membership.
This improved self esteem and confidence for those involved and also improved
transition for students from school to work and/or further education.
Science and Technology of Bicycles (Promising)
Bairnsdale Primary School (20 October 2006)
Bairnsdale Primary School wanted hans on activities for students to increase
student motivation and engagement levels for boys and provide opportunities
for girls to 'tinker' and experiment with technology as many girls had
not experienced such activities in their own lives. These school activities
related to areas relevant to children's own lives with particular reference
to PoLT Principle 6: Learning connects strongly with communities and practice
beyond the classroom.
Linking with our Community (Teacher Professional Leave)
Ballan Primary School (26 October 2005)
The Team at Ballan Primary School has focused on improving communication
with the community and providing opportunities for involvement particularly
for parents in school activities.
To create a whole school resource that focuses on effective teaching and learning strategies and practices to develop students as caring, competent, critical and creative thinkers in the classroom and the community (Teacher Professional Leave)
Balnarring Primary School (02 November 2006)
Janet O'Brien and Jill Ollie aimed at creating a whole school resource
that focuses on the Thinking Curriculum. Both developed a "Thinking Curriculum"
web page and resource folder, equipped key people to act as a personal
resource for staff and assisted teachers to incorporate the thinking curriculum
into their classroom programs.
Investigating homelessness: taking control of learning (Promising)
Benalla College (10 November 2004)
When Year 9 and 10 students at Benalla College were asked to focus a community
issue they decided to work on homelessness. The class decided they needed
to experience homelessness to understand it and developed a program that
included sleeping rough and going without a meal. What they learnt has
helped them to make real changes in their own community.
A model for assessment and reporting in a residential outdoor education setting (Teacher Professional Leave)
Bogong Outdoor Education Centre (09 November 2005)
Jim Gargon wants to develop a means of assessing student achievement relating
to participation in Bogong Outdoor Education Centre programs. This assessment
will be used in student feedback and reporting and be used to gauge the
effectiveness of programs and pedagogy.
BEACH helpers: environmental action in Brighton (Promising)
Brighton Innovations and Excellence Cluster (10 November 2004)
Brighton Environmental Action Community Helpers (BEACH) was set up to
give students an authentic learning experience that would help their community.
Students researched the issues and decided to work on graffiti. They built
community partnerships, improved their environmental awareness and developed
a sense of community responsibility.
CAST: detecting disruptive disorders in the P-2 age group (Promising)
CHWR & Child & Adolescent Mental Health Service (10 November 2004)
Working on the theory that early treatment would be most effective, Central
Highlands Wimmera region partnered with Grampians Child and Adolescent
Mental Health Service (CAHMS) to develop CAST (CAHMS and Schools Together),
a framework to screen and treat disruptive behaviour disorders in the
P-2 age group.
RAP - Recreational Activities Program (Exemplary)
Cockatoo Primary School (08 February 2006)
The Team are introducing students to a wide range of leisure activities
and improving their connectedness with each other and their wider community.
The Island (Exemplary)
Collingwood College (11 January 2006)
Students are accepted for enrolment at The Island following an application
process which involves an initial interview with their parent or guardian,
after which they may be invited to apply for a four day tiral at The Island.
At the end of this trial, prospective students receive feedback from their
peers and staff with whom they have worked. A place at The Island is dependent
on the successful completion of the trial.
Schools As Community Facilities - Six Case Studies (Other)
Department of Education & Training (School Resources Division and Strategic
Policy and Planning Division) (05 January 2006)
Six case studies from 'Schools as Community Facilities: Policy Framework
and Guidelines'. There are many practical benefits of schools and communities
sharing facilities including strengthened social networks, better use
of facilities and more community involvement in young people's learning.
The case studies are examples of the successful and innovative partnerships
that exist between Victorian government schools and their local communities.
The Human Powered Vehicle project (Exemplary)
Diamond Creek East and Diamond Creek Primary Schools, our school communities
and the broader community (10 November 2004)
Two schools in Diamond Creek collaborated on a project to use environmentally
friendly technology to power small machines. Students worked with an engineer
to build two human powered vehicles, as well as a song and computer game.
Students, parents and teachers later participated in a community event
to race the vehicles.
Planet Keeper: authentic learning at Zoos Victoria (Exemplary)
Discovery and Learning, Melbourne Zoos, Zoos Victoria (23 June 2005)
Initiated as a partnership between students, teachers and Zoos Victoria,
Planet Keeper encourages students to support field conservation efforts
for endangered species. During visits, students work with zoo educators
and keepers to learn about endangered species. They then take action by
raising awareness and funding in their own schools and communities.
Waterways Community Conservation at Zoos Victoria (Exemplary)
Discovery and Learning, Werribee Open Range Zoo and Healseville Sanctuary
- Zoos Victoria (23 June 2005)
"Planting the trees and water testing were the highlights. I think the
trees will help the environment a lot." The BHP Billiton Waterways Community
Conservation Program was set up to involve middle years students in hands
on habitat and waterways conservation projects, usually in partership
with their local communities.
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.
RuMAD? (Are You Making A Difference?) (Exemplary)
Education Foundation Australia (14 February 2007)
ruMAD? is a values-focused, student-led, experiential and inquiry-based
curriculum framework for the middle years. It is a curriculum that starts
from students' values and interests and at the very core is guided by
the students' values and visions. It is also a teaching practice that
is responsive to student learning styles needs.
Turn off that light! (Exemplary)
EPA Victoria (08 November 2005)
In line with the 2005 National Science Week theme: Energy: Future challenges,
students from 25 Victorian schools conducted lighting audits. By assessing
whether rooms were appropriately lit for the intended activity, students
devised ways in which their school could reduce the energy consumed through
lighting, save money and ultimately reduce greenhouse gas emissions.
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.
Wetland frogs a focus for environmental study (Promising)
Four schools in the Latrobe Valley, Gippsland cooperating in the Wetlands
Project (17 November 2004)
To extend their Science in Schools program, four Gippsland schools established
a project to find out how environmental actions affect the survival of
local wetland frogs. The project gave students a strong sense of environmental
stewardship as they made links with scientists, the community and a partner
school in Oregon.
Focus on Frankston: Fostering connectedness to the Local Community and Enhancing Literacy throughout the Cluster (Promising)
Frankston Cluster (04 March 2007)
The Frankston Cluster schools worked together to explore, connect with
and write about their local community. In doing so the teaching and learning
of literacy was enhanced and positive relationships between staff, students
and the community were cultivated.
Community Action Teams (CAT's) - A Program where Year 5 and 6 students participated in series of six teams to improve the local and broader community (Teacher Professional Leave)
Greenhills Primary School (01 August 2006)
The Community Action Teams at Greenhills Primary School is an initiative
that focuses on providing leadership, motivation and engagement with all
Year 5 and 6 students. Six different teams were created with the core
purpose of addressing an important area of need in the local and broader
community. Each Team developed a specific action plan that took learning
out of the classroom and into an authentic, real world context.
Lizard lounges: building homes for skinks (Exemplary)
Gresswell Cluster (10 November 2004)
Students in the Gresswell Cluster worked in partnership with the Melbourne
Wildlief Sanctuary at La Trobe University to clean up their local environment
and construct 'lizard lounges', homes for colonies of skinks. Students
were highly engaged with the program, which also encouraged connections
with the community and environment.
Let's Vegetate: extending learning by planting (Exemplary)
Gresswell Cluster (10 November 2004)
In a project set up to raise student understanding of how to restore and
create indigenous bushland, students in the Gresswell Cluster planted
1900 indigenous plants. By working on a local reserve, students were able
to place what they learnt about plant species, the effects of urbanisation,
hyrdrology and birds in context.
Nesting boxes - a student community project (Promising)
Gresswell Cluster (10 November 2004)
Schools in the Gresswell Cluster partnered up with the Melbourne Wildlife
Sanctuary on a project to set up 58 nesting boxes around the schools and
in the Gresswell forest. The project engaged students by encouraging decision-making
and contextualising learning within an authentic community project.
Frog Census: learning from frogs (Exemplary)
Gresswell Cluster (10 November 2004)
"We listened out for frogs and heard several kinds." Using a guide from
Melbourne Water, students recorded frog calls and then used online resources
to identify frogs in the local area. By developing the ability to estimate,
measure, present data and make conjectures,the project provided numerous
opportunities for building on literacy and numeracy.
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.
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.
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).
Digital portfolios to capture student learning (Promising)
Kings Park Primary School (10 November 2004)
Focusing on thinking, socialising and learning, students at Kings Park
Primary developed digital portfolios to express their experience of learning.
Students used photos, audio and text in their portfolios, and presented
them to parents as part of an authentic assessment process.
The Kings Patch: recycling compost (Exemplary)
Kings Park Primary School (10 November 2004)
By setting up a vegetable garden, Kings Park primary created a community
support network to discuss and participate in recycling. The school became
an accredited Waste Wise school by recycling waste into compost. The garden
was also a catalyst for other worthwhile outcomes including enthusiasm
for gardening and healthy eating.
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.
Meeting Places: an integrated Arts Unit using the Standards (Teacher Professional Leave)
Lloyd Street School (18 April 2006)
Using the Artist in Residence program as the main stimulus, the Team wanted
to integrate several dimensions from the three strands of the Victorian
Essential Learning Standards in an authentic learning experience.
Meeting Places: an integrated Arts Unit using the Standards (Exemplary)
Lloyd Street School (11 January 2007)
Using the 'Artist in Residence' program as the main stimulus, the Team
wanted to integrate several dimensions from the three strands of the Victorian
Essential Learning Standards in an authentic learning experience.
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.
Robotics (Teacher Professional Leave)
Lysterfield Primary School (17 October 2006)
The Team's aim was to extend and enrich their teaching of Robotics. The
Team aimed to build on previous experiences and introduce students and
extend their knowledge of the basic science underpinning the design and
operation of robots.
The butterfly effect: extending learning beyond the classroom (Promising)
Macleod College, Gresswell Cluster (10 November 2004)
Students at Macleod College worked on a project to create a habitat for
two new species of butterfly. The project helped to engage students with
the community and environment and encouraged literacy and research skills.
Parent mentoring: engaging and empowering parents (Promising)
Maldon Primary School (10 November 2004)
Maldon Primary nominated six parents as 'classroom carers' and set up
a Parent Club for parents to share information and support each other.
The group has compiled a parent resource library and welcome kit, and
are proactive about welcoming new parents to the school community.
Linking community arts with personal development (Exemplary)
Maryborough Regional College (10 November 2004)
Maryborough Regional College set up a community art group and linked it
to the VCAL program. Students worked with local organisations needing
artwork and designed and created works based on briefs negotiated with
the client. The students involved were highly motivated, and able to develop
self-management and leadership skills.
Young Achievement Australian Business Skills Program (Exemplary)
Maryborough Regional College (10 November 2004)
The Young Achievement Australian Business Skills program gave students
hands-on experience of business by giving students responsibility for
all facets of a simulated business operation. Students expressed enjoyment
at the practical nature of this learning program and were able to develop
strong links with industry and community.
The attack by the whisker eaters: science through drama (Exemplary)
Mildura West Primary School (10 November 2004)
Students at Mildura West Primary School got a new perspective on science
when they developed their knowledge of fish in the Murray into a play
called 'The Attack By the Whisker Eaters'. The program used a science
mentor and gave students the chance to communicate what they'd learnt
in readily understood stories.
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.
Community/Environment Professional Learning Team (Teacher Professional Leave)
Mordialloc Cluster: Aspendale Primary School, Aspendale Gardens Primary
School, Chelsea Primary School, Edithvale Primary School, Mordialloc College
(02 November 2006)
Anne Grigg, Barbara Hallinan, Peter Horne, Barb Sharp and Danielle Adam
have defined the goals of the project as looking at resources available
throughout the cluster and sharing of those resources. The resources that
were sought and shared included; units relating to the unique environment
in our area (wetlands and beach), contact people available and relevant
projects. The sense of camaraderie that was fostered and developed throughout
the leave and across the cluster has proved hugely beneficial to all cluster
schools.
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.
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'.
Vine to Wine: making and marketing wine (Promising)
Myrrhee Primary School (10 November 2004)
Nine schools located in a new winemaking region, Kings Valley, established
a Science in Schools project on wine. Working in partnership with local
winemakers, students learnt how to make wine and market it. The award-winning
project forged strong community links and the school went on to develop
specialist facilities and units on winemaking.
Collaborative Work Practices in the Arts (Teacher Professional Leave)
Myrtleford Secondary College (26 October 2005)
Inga Hanover aims to profile achievements through the arts, to establish
stronger supportive links and to engage the wider community with the school
community, through combined school events and community activities, such
as, exhibitions, performances and workshops.
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.
Seasons: Grief and Loss (Promising)
Newborough Primary School (12 December 2005)
Seasons: Grief and Loss program helps children to deal with grief and
loss in their lives, to understand that it is a normal process of life.
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.
Sink or Swim? The Transition to School (Teacher Professional Leave)
Oak Park Primary School (03 October 2005)
John Hughes wanted to identify effective practices in the transition to
school and how it could be improved across a large area, such as an entire
municipality.
Ten GOOD Men (Exemplary)
Olinda Primary School (02 February 2006)
Heather Grunwald is improving the engagement of boys in their local Community
and providing future links and resources. Local males from all walks of
life were invited to give a motivational speech, giving students the opportunity
to meet and greet local men in the Community. The intention was to establish
an initial connection which may be of value to these students in future
circumstances.
Teaching TRIBES(TLC) through drama and role play in remote Homelands Schools in Arnhem Land (Teacher Professional Leave)
Point Lonsdale Primary School (03 October 2005)
Point Lonsdale Primary School teacher, Tim Bell, has returned from a 'mind
blowing' visit to Arnhem Land where he gained a first-hand insight into
Indigenous culture and learning through the teaching of TRIBES (TLC).
Visual Storytelling Project (Exemplary)
Red Earth Cluster in collaboration with the Victorian College for the
Deaf (02 February 2006)
Students of the Red Earth Cluster are working with Year 7 to 10 students
from the Victorian College of the Deaf project to create a bilingual resources
(spoken and written English and signed in Auslan) for students in Years
Prep-4.
Animals, vegetables and waste - turning our school into a sustainable community (Teacher Professional Leave)
Seaford North Primary School (12 December 2006)
Andy Millward and his colleague Mel Anderson wanted to turn their school
community into one with a focus on sustainability. With 300 children,
a farm and plenty of space they set about developing a sustainability
cycle, incorporating the school's animals, school waste, composting and
growing vegetables.
Open Water Program (Promising)
Seaford Primary School (10 April 2006)
The aim is to improve the awareness of all aspects of an open water environment.
The Open Water Program has been developed to replace the traditional swimming
program at Year 5 and 6. The Program focuses on personal safety, informed
decision making and strategies to use when confronted with risk situations
as well as establishing links with the local Life Saving Club.
To continue to assess student personal and social development in the outdoor education program at Somers School Camp and to embed these practices into the program with a view to reporting to schools and parents. (Teacher Professional Leave)
Somers School Camp (02 November 2006)
The Somers School Camp team elected to review and improve assessment and
reporting practices within their workplace (specifically the area of physical,
personal and social development). The Team undertook an action research
project which resulted in a number of new assessment practices being incorporated
into the program. They have developed strategic partnerships with ACER,
Melbourne University and other organisations to develop the work.
Review of Maths in the Middle Years (Teacher Professional Leave)
Stawell Primary School (26 October 2005)
Dale Power visited schools to get a more comprehensive and cross-sectional
view of Mathematics throughout a wide range of school settings.
Environmental projects strengthen links with community (Promising)
Strathbogie Cluster (10 November 2004)
When the Strathbogie Cluster introduced problem-based learning, students
wanted to focus on a real community problem. Students and staff identified
four environmental projects and worked in partnership with the community
to solve problems. Students had great pride in the projects and were keen
to learn when presented with a real and relevant task.
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.
Early years numeracy: engaging Vietnamese parents (Promising)
Sunshine North Primary School (10 November 2004)
Often parents of non-English speaking students feel marginalised from
their children's education. This program at Sunshine North Primary promoted
understanding of the early years Numeracy methodology amongst Vietnamese
parents through a series of dedicated parent meetings. The program provides
a hands on approach with plenty of opportunities for parental involvement.
First Stop (Promising)
Swinburne University (11 January 2006)
First Stop operates ina youth friendly facility and provides careers and
course information, referral and support including structured pathway
planning, assistance with resume writing and application submission. First
Stop works closely with the Swinburne Youth Programs and refers regularly
into VCAL program, Youth CGEA, VCE and other pathway and transition programs
such as Next Stop.
Environmental Education Program - School Based, Cluster Based, Community Based (Teacher Professional Leave)
Toolamba Primary School (09 November 2005)
Marita Eddy wants to promote a rural education, enhance student engagement
through interdisciplinary authentic learning and provide opportunities
to promote student leadership and civics and citizenship.
Advancing Community Connections (Exemplary)
University High School (03 October 2005)
Advance is a youth development program that provides opportunities for
young people, to work in partnership with community organisations on a
project or which contributes to building their community.
The Visy Cares Junction Centre (Promising)
Victoria University (11 January 2006)
The Visy Cares Junction Centre will be a purpose-built, one-stop information,
referral and support service for young people in the inner and wester
region of Melbourne. It will allow easy access to a range of co-located
and integrated services for young people aged between 12 and 24 years.
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.
Diversity in the local environment using Terrariums (Promising)
Welshpool and District Primary School (20 October 2006)
Peter Young aimed at a deeper understanding of the local environment and
the diverse relationship within it.
Trees, Paws and Claws - Authentic Learning at Zoos Victoria (Exemplary)
Werribee Open Range Zoo (25 January 2006)
The Trees, Paws and Claws Discovery and Learning program facilitates students'
understanding of the issues surrounding the loss of local wildlife and
habitat. Students and teachers are provided with the opportunity to connect
with wildlife that previously lived along the Werribee River corridor.
Werribee Town Centre Streetscape Beautification Study (Exemplary)
Wyndham Innovation and Excellence Cluster (18 April 2006)
The Cluster involved students in an authentic and rigorous educational
task that helped to develop a sense of active citizenship. Wyndham's Quality
Community Plan Environment and Sustainability committee wanted this information
to assist in informing and supporting Wyndham City Council and the community
in relation to use of art and vegetation in business districts.
Yarram Mens Shed (Exemplary)
Yarram Secondary College (08 November 2005)
Students at risk are working with retired men from the Yarram Community.
Students are qorking co-operatively in groups on a variety of projects.
They attend every week without fail and are wanting to return to school
in 2006.
Yarrunga Primary School community links (Exemplary)
Yarrunga Primary School (10 November 2004)
The Community Links program encourages exchange between students and the
Wangaratta community. Components include: classroom companions, a breakfast
club, a bookworm club, nursing home visits, and the bindi group for Koori
parents. Through the activities, students have been able to develop a
strong sense of belonging and connectedness.
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.
Human Powered Vehicles in a Primary School (Exemplary)
Yinnar Primary School (20 October 2006)
Yinnar Primary School allowed students to compete in a Human Powered Vehicle
Competition, but first the students were required to help in the construction
and develop their knowledge of climate change and influences the effect
on the environment. Students were also required to design and present
a dramatical performacne which enhanced their understanding of the concept
of human powered equipment.
