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2006 Knowledge Bank Rich Picture Case Studies
Sunbury Primary School - Student Exhibition and Digital Portfolios using Authentic Assessment

Name: Karen Guest, Marie de Prada, Gail McMahon
School: Sunbury Primary School
Postal address: PO Box 212, Sunbury, 3429
Telephone no: 9744 9744
Email: sunbury.ps@edumail.vic.gov.au

 

 

 

Case study focus

Student Exhibition and Digital Portfolios using Authentic Assessment using the vehicle of mathematics trails. This case study is an engaging and challenging collaborative project between Sunbury Primary School, Victoria University and Pre-Service Teachers.
This case study provides a supported opportunity for the Pre-Service Teachers to engage in an Applied Curriculum Project Partnership responding to Blueprint and school needs. We aim to communicate learning for the 21st Century - what our students will know, be able to do, understand and value. The Thinking Curriculum, a Sunbury Primary School Charter priority, and the use of quality tools and ICT have been embedded within these learning opportunities.

 

What aspect of best practice will be the focus of the case study?

The Blueprint, Principles of Learning and Teaching and the Victorian Essential Learning Standards underpin our focus. The Mathematics Trail is an open-ended learning opportunity for Middle Years students to work in groups with VU Pre-Service Teachers to develop a Mathematics Trail based on shape and measurement using the unique heritage school environment.
The key areas for learning and authentic assessment are:

• Mathematics-Shape and Measurement
• English: Reading, Writing and Speaking and Listening
• Interpersonal development – team building
• Personal Learning - goal setting
• Communication-Round Table conferences (Student-led)
• ICT for communicating - use of multi-media and the development of Digital Portfolios
• Thinking Processes - applying visible thinking and meta-cognition.
  

How does the case study intend to showcase or demonstrate best practice?

Through development of multi-media we intend to:

• Optimise educational provision and opportunities
• Engage and build community partnerships
• Support pre-service teacher orientation to the profession
• Engage in professional learning and development
• Demonstrate professional engagement, knowledge and practice
• Build capacity and willingness to challenge, question and share critical professional knowledge and expertise
• Gain greater knowledge of the characteristics of learners
• Encourage reciprocal arrangements designed to complement the teaching and learning for all participants as outlined in the DEandT Blueprint for Education.
• Develop, utilise and facilitate ICT necessary to record, inform, reflect and share our work
• Develop skills which are transferable to other learning environments
  
  

The form of the case study

Our aim is to produce a DVD of our Student Exhibition, with Digital Portfolios being created by students, teachers and Pre-Service Teachers. A Web Page will also record and share the learning journey undertaken.

For more information on the DVD produced, please contact the project team (Karen Guest, Marie de Prada, Gail McMahon) at sunbury.ps@edumail.vic.gov.au.

What multimedia and/or online tools have been used?

Tools utilised will include:

• Digital Cameras
• PowerPoint
• I-Life , including: I-Photo, I-Tunes, I-DVD, I-Movie and I-Web Pages
• Inspiration
  

Engagement and benefits

This case study is an authentic task which:

• Caters to different learning styles
• Utilises focussed teaching and learning
• Incorporates and applies thinking strategies and tools
• Utilises ICT
• Provides opportunities to work mathematically
• Provides student ownership of learning.

The finished product in the form of a DVD is a commonly accessible medium to communicate the task to a wide range of audiences.

For more information on the DVD produced, please contact the project team (Karen Guest, Marie de Prada, Gail McMahon) at sunbury.ps@edumail.vic.gov.au.

The close physical proximity of Victoria University, Sunbury Campus, enables us to access resources and ICT facilities to readily combine tools and content to communicate best practice. The school has access to professional knowledge and expertise to complete this project utilising community links and partnerships e.g. SDR Network website, Knowledge Bank and SDR Professional Learning Teams.

Responds to Flagship Strategies 1, 4, 5, 6:

Students: Improve Learning outcomes:

• Authentic learning and authentic assessment
• Work in high-engagement partnership with Pre-Service teachers
• Develop, utilise and facilitate ICT necessary to record, inform , reflect and share work
• Develop transferable skills, understandings, knowledge and values.

Capacity building - Teachers:

• Build and support a PD culture
• Demonstrate professional knowledge, engagement and practice in learning and teaching
• Develop ICT learning

Pre-Service teachers:

• Optimise educational provision and opportunities in our school community
• Gain a greater knowledge of the characteristics of learners and the current educational strategies and initiatives
• Develop strong relationships with students
• Access PD in both school and university locations.

School community:

• Build and strengthen home-school partnership
• Showcase best practice in learning and teaching
• Application of ICT to demonstrate and communicate learning in meaningful and authentic situations
  

 

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