Students work in teams to research factors which influence voter behaviour. Traditionally students would investigate political issues through a text book. This Civics programme made use of technology to allow students to connect with political issues through news and social media websites as well as political surveys created by students for their parents. Students were able to connect the theory in the classroom to the real world issues faced by their families and society. This resulted in significant improvement in students engagement and understanding.

Students work in teams to research how physics is applied in real world situations. Traditionally students would articulate their knowledge of Newton’s Laws with images and text. With the use of movies and presentation tools students are able to demonstrate applications of physics in action. This example demonstrates how a game of soccer can be used to define the Newton’s Laws of motion

Student agency has been the driver in transforming the learning experience for Michael Brinsden’s Year 6 Physical Education and Health students at Scotch College. Prior to the introduction of the analysis of sprinting Keynote activity, students would be observed on a one-to-one or group basis and annotations taken as students performed, proving both time-consuming and offering students limited chance as success.

Redefining the learning experience by personalising and putting the ownership in the hands of the students freed Michael to spend more time individually to focus on skill development and to be given the opportunity to assess students at what they identified as their best. Student, working collaboratively, were able to share their goals, planning, performance and reflection through the use of the Keynote scaffold as their documentation tool. With clear prompts and breadth for differentiation, the students had ownership in their own success and opportunity to consolidate their approaches to learning in self-management, reflection and communication skills