Teachers at Ascot Vale Primary School are using animation to teach their digital-savvy students literacy. The school developed a 'Learning Vision' that prioritised the key skills children need to navigate change and diversity in the world.

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.

By investigating the aspects of a healthy learning community, and implementing and imbedding restorative practices into the school culture and ethos, Milgate Primary School hopes to provide a ‘Caring Thinking’ resource.

Marlene Suter’s aim is to expand awareness and use of the Thinking Strategies/Skills in Teaching and Learning, develop her own skills as a leader of Pedagogy in the school to promote professional knowledge and dialogue and encourage a team approach to implementing creative pedagogical practice in the school.            

Jenny Dowsett, Kathryn Murphy, Elizabeth Spunner, Gay Higgins and Jeff Curwood attended a Robotics PD delivered by Michael Walker from Orbost Secondary College.  When they applied the program they saw improvements not only in their students’ science and technology skills, but also in their problem-solving skills, self-esteem, confidence with oral presentations and willingness to take risks.

Bronwyn Howell wanted to develop effective counselling and assessment skills, and to gain a more complete understanding of the services that Child and Adolescent Mental Health Service is able to offer.

Rod Falconer and Simon Gillespie have developed through the Internet on Aviation studies suitable for an age range from Year 2 through to Year 10.  They want to simplify teacher’s search for resources in the area of Aviation/flight studies.

Margo Welsh and Jenny O’Connor wanted to find a more efficient way of teaching/learning that would ensure student engagement, provide for more meaningful teaching and overcome the problem of trying to ‘cover’ everything.