1. Speedways of Change: steering collaborative learning outcomes in diverse communities. Rhonda Diffey

2. Community collections and school archives contain objects, oral histories, artworks and photographs embedded with layers of historical discourse that provide students with opportunities to question, reflect on and revalue understandings of our identity and place in society. Integration of items from these archives into curriculum programs provides a resource that surprises and inspires. These are essential pre-requisites of student engagement and inquiry that can result in unique learning outcomes. ‘ We are a community of ‘Learners’ and learning is fun! Learning is a process of personal change of comparing new experiences with old understandings and of constructing new understandings that replace the old in their usefulness.’ Donald Pahlman 2006 ‘ Learning is no longer a passive experience but an active, dynamic and developmental process.’ R.L.Russell 2006

3. To achieve this we need to As educators we are always asking ourselves How can we connect with our students? How can we engage them in good learning experiences, in deep learning? Experiential Learning activities involving students engaging with real objects prompts active questioning to feed curiosity about a past time that previously Moving beyond the provision of information that you ‘need’ to know.

5. Example 1: Wangaratta High School

8. The Wangaratta High School is a POD for the Public Record Office of Victoria Accordion Band 1945 Riding to school 1938 Sloyd class Circa 1916

11. Wangaratta High School archive display and storage

42. Art Design Student : Plan for 2/24 th Battalion commemorative garden including fig tree.

47. Graffiti Wall published in Korrumbeia School magazine 1973. Graffiti Wall prepared by students for WHS Centenary 2009

50. Bloom/Gardiner Grid (Developed : L. Green & SOSE Staff and archivist R.Diffey) Gardiner: Eight ways to be smart Bloom’s Taxonomy: Six Thinking Levels Knowing Understanding Applying Analysing Creating Evaluating Verbal I enjoy reading writing & speaking List the subjects that were studied in the early days of the WHS Write a report which describes 2 – 3 major changes that have happened throughout the history of WHS Imagine you are a teacher looking for a job in the 1930’s. Write a letter to the principal of WHS at this time and explain why you should be employed. Interview and record conversation with a past student of WHS about what school life was like for them. Play this to the class and discuss how you think school life is now similar / different. Pretend you are a student at WHS in the 1940’s. Write a journal entry which describes a day in your life. Write a report which discusses the good things from WHS in the past that we have now lost and the good things about life at WHS now that were missing In the past. Mathematical I enjoy working with numbers and science Create a timeline which lists the key dates in WHS history Describe the major events in each decade of WHS history Present a graph which shows the student population of WHS at different times throughout its past. Compare maps of WHS at different times of its history (including the future plans). How much space is given to buildings and play space at different times? Describe the impact of this on students and teachers at these times. Design a map of your ideal school and explain how it would be different to the current plans for the future of WHS. Prepare a list of criteria which a teacher of the 1930’s might have been judged by.

51. Visual/Spatial I enjoy painting, drawing & visualising. Find and photograph something very old and something very new at WHS Explain the significance of something very old and something very new at WHS Draw a map of WHS and create a legend which shows the most important areas to a Yr 7 student. Explain whether you think a Yr 7 student of the past would think these areas were important as well. Make a flow chart to show the critical stages in the development of WHS Create a photographic journal of a day in the life of WHS in 2008. Kinaesthetic I enjoy doing hands on activities, sports and dance Make a paper doll which displays the original uniforms of WHS Learn about a Sport that might have been played in the early days of WHS and teach this to the Class. Make a diorama which shows what a classroom would have been like in the early days of WHS In a group present a role play of what a class might have been like at a different time in WHS history Make a mock school book which might have belonged to a student in the 1970’s Musical I enjoy making and listening to music Write the lyrics to the old school song Read the lyrics to 3 of the songs in the school song book and explain what each song is about and why it might have been included in the song book. Look at the old school songbook and learn to play/sing one of the songs. Explain to the class why you think students at the school would have learnt this song. Make a CD of music that might have been popular in each decade of WHS history and explain how iot reflects what life might have been like for students at each stage. Using your knowledge of school life in the past , write the lyrics to a song which explains how WHS history has changed over the years. Gardiner: Eight ways to be smart Bloom’s Taxonomy: Six Thinking Levels Knowing Understanding Applying Analysing Creating

52. Interpersonal I enjoy working with others Use a Venn Diagram to show the differences between your schooling and your parents. Interview a past older member of the school and present a biography of that person’s life, identifying important events. In a group present a role play of what a class might have been like at a different time in WHS history Interview and record one of your teachers in order to learn how their job today is different to teachers in the past. Work with a partner to prepare an oral presentation where one of you talks about a typical day for a student at WHS today and one talks about a typical day for a student of the past. Compare the differences. Intrapersonal I enjoy working by myself. Make a T chart of the differences between your primary school and the WHS. Read one of the old school magazines and write a paragraph about experiences then and compare to your school day. Explain how you would feel if you were attending WHS in the 1930’s What do you think are some of the good things about WHS now Write a letter to the Principal explaining some of the changes that you think would improve the WHS Gardiner: Eight ways to be smart Bloom’s Taxonomy: Six Thinking Levels Knowing Understanding Applying Analysing Creating

53. MY PLACE IN SPACE ‘ Wangaratta High School … Past, Present and Future’ An Integrated Unit VELS Domains: English, Humanities (Geography, History and Economics) Personal Learning Interpersonal Development Civics and Citizenship Communication Design, Creativity and Technology ICT Thinking Processes Level Five : Year 7 Standards: Overview: This unit focuses on developing student’s knowledge of themselves and their place in the wider community. Students will develop skills in mapping, fieldwork and financial literacy whilst also developing knowledge of historical, geographical and economic enquiry. They will be involved in a range of learning activities which will develop their skills across the interdisciplinary and physical, personal and social learning domains. The focus of he unit is also intended to compliment the orientation of beginning students into the new school .

57. FUTURE (Economics) “ Should WHS ……………….” We deliver a proposal, they plan an inquiry to see whether it is economically viable and a worthwhile move for the future of the school ENGLISH (Reading, Writing, Speaking and Listening) Writing Biography of Someone who attended WHS in the past Letter to someone in the future explaining what life at WHS is like at present Report on economic proposal for the school environment Reading Accounts from past students and staff Historical documents – newspapers, minutes and correspondence etc Non literal – photographs, maps Speaking and listening Oral histories Present biography Discuss proposals.

58. Cultural exhibition education programs creating collaborative learning outcomes in diverse communities.

60. Stage 1. Face to Face Exhibition 2010, Comic Artist Sarah Firth collaborated with local Springvale Primary Schools to enable students to use the medium of comic art to express their experiences of life in Springvale. Approximately 2000 local Springvale Primary School students visited the exhibition. (From Prep to Grade 6). Each student had the opportunity to produce a comic artwork, from these Sarah selected several from each primary school and further visited the students at their school to make a video and encourage further artwork that will be made in a short animated film for presentation at the Face to Face Stage 2 exhibition. During 2011 another artist : Anu Patel will be working with Secondary Schools in Springvale using a variety mediums to create artwork that will recognise the differences, inclusion and exclusion experienced in Springvale.

62. Keysborough Learning Centre – ESL Adult Learners Groups. Presentation adapted to meet the needs of each group. ‘ We need to know’ – an eagerness to learn about the changes over times and to see maps, photographs etc to learn an understanding of their home –Springvale.

64. Example 3 ‘ Pages of Wisdom’ Heritage books, cultural folk lore, illustration art and book sculpture. Aim: To give the community an opportunity to experience the many varied heritage books in the CGD collection. Partnerships with libraries, Children’s book museums to develop displays. Displays included : creation stories from many cultures and heritage family bibles Traditional folk tales e.g. ‘Cinderella’ – English and Laotian version. Contemporary children’s book art from Books Illustrated and Dromkeen Children’s Book Museum School activity program that enabled primary school children to develop their own book.