Purposeful learning program

Use of iPads is focussed on educational priorities such as convenient access to technology, the development of deep understanding of knowledge and skills and the improvement in student learning outcomes.  Teachers facilitate student learning with the support of iPads in a purposeful manner.  Learning Areas within the College use iPads for specific reasons, which are summarised on the following pages. Learning activities that are better using other tools are also recognised.

learning and teaching - purposeful learning program

All Learning Areas

Students use iPads to...

- Record homework in electronic planner

  • Use of iPad as school planner


Students use other tools to...

- Complete Tests and other forms of assessment

  • To ensure work is student’s own; preparing students for assessment in senior years; to practise handwriting

- Listen to teacher instructions, writing notes and class discussions

  • Socially appropriate; avoids distraction; to practise hand writing

- Complete Exams

  • Exams are handwritten


Religious Education


Students use iPads to...

- Access media clips for assessment tasks

  • Analysis of YouTube clips can be done independently

- Access worksheets from the network

  • Absent students can still access resources

- Submit assessment tasks securely via DropBox on the school intranet

  • No need for printing. Tasks can be submitted from home in case of absence

- Access internet resources for research

  • Easy, direct access
  • Accessing religious websites such as art works and bible commentaries
  • Accessing topic specific information

Access bible through GloBible

  • Easy to read and access chapters, photo and video resources
  • To take notes and compare translations and pictures of Holy Land

- Take notes

  • Allows for convenient and fast notetaking


Students use other tools to...

- Engage in group discussion

  • Focus is able to be on the other participants

- Listen when instructions are being given to the class or a task is being explained

  • To avoid unnecessary distraction

- Involve themselves in prayer and reflection moments

  • To create a pause in the day, a sacred reflection and a suitable mood
  • To enable students to absorb the essence of what is being said

- Write essays

  • Word has more features and is easier to use (typing on a keyboard) for longer essays

- Take notes

  • Sometimes notes may be taken via hand




Students use iPads to...

- Access Photobooth

  • For visual stimuli

- Research online

  • To access artist information

- Record work

  • For reflection

- Word process

  • Share resources using Good Reader


Students use other tools to...

- Involve themselves in teacher/class discussions

  • Students need to remain focussed and engaged in these discussions

- Involve themselves in practicals

  • Not necessary during practical lessons such as painting and drawing



Students use iPads to...

- Research

  • Quick 1:1 internet access

- Access the internet

  • Webquests

- Presenting work

  • Presentation modes really lend themselves to Ayin approach – creative, individual, multimodal
  • Effective presentation apps such as iMovie, Creative Book Builder, Keynote & Explain Everything

- Personal organisation

  • To increase organisational skills

- Allow for less printing

  • Greener option

- Use cameras

  • To record images

- Complete online quizzes

  • Accessible method of gaining feedback on learning

- Survey Tasks

  • To gain opinions from people

- Use Google Maps

  • To increase geographical landscape of the city

- Look up public transport timetables

  • To plan travel as part of City Experience

- Use Melbourne Tourism Apps

  • To help find places of interest during City Experience

- Use video and camera

  • To record images and film to reflect upon later


Students use other tools to..

- Engage in class discussions

  • Can be a distraction

- Take notes

  • Sometimes paper notes are quicker and more effective

- Give non-electronic presentations (eg. posters, artworks, etc.)

  • Value of other non-electronic presentation modes (sometimes more appropriate and effective)


Digital Technologies


Students use iPads to...

- Download instructional videos on how to do certain formulae and functions in excel
- Download instructional videos on how to create 3D  games using Unity 3D

  • Easy demonstration – the students have an individual copy of the video to refer back to. Students follow the video on the iPad and then carry out the action on the desktop computer.


Students use other tools to...

- Take notes about important key points from the demonstration videos

  • It is more beneficial to their learning to do so




Students use iPads to...

- Film

  • Use a different medium for performance, self reflection

- Research and use audio visual resources

  • For projects/assignments

- Word process

  • For projects and sometimes Web Quests and notes

- Find or take their own photos

  • To study expressive skills

- Use Shakespeare Complete Works App

  • To look at different stories and characters for Shakespeare performances


Students use other tools to...

- Complete practical activities

  • It is not necessary to use an iPad during drama activities

- Take notes

  • Often notes are handwritten to allow for students to practise their writing skills



Students use iPads to...

- Take notes during class discussions and writing quick responses to open questions

  • To consolidate ideas

- Research

  • To obtain information

- Read the text

  • A range of functions is available with electronic readers

- Email and use GoodReader during the drafting stages of writing

  • To communicate with the teacher and gain useful feedback

- Look up word meanings

  • To expand vocabulary

- Brainstorm ideas using apps

  • To organise thinking

- Present using Prezi

  • To present work and ideas in an engaging format


Students use other tools to...

- At the beginning of class when a teacher is greeting the class and establishing attention and focus

  • To display general etiquette and manners and establish an appropriate learning environment

- During general teacher instruction

  • To focus on the teacher’s instructions

- When hard copy texts are required or preferred

  • So that students do not get distracted during important parts of the lesson

- When the teacher would like the class to read a passage of the text closely on the electronic whiteboard

  • To emphasise the importance of particular passages and the use of language

- When the next step in the linear process of learning is being explained

  • To focus on the teacher’s instructions


Food Technology


Students use iPads to...

- Take photos of the kitchen

  • To analyse important hygiene and safety factors

- Film demonstrations and complete evaluations

  • Students can build a library of skills

- Look at the recipe which has been sent as a PDF. Students are then able to annotate the recipe.

  • Gives a focus when the students are cooking

- Complete assignment work both at school and home; photographing/filming

  • Verification of work carried out at home, especially cooking to a theme

- Research ingredients, recipes, cultural factors and other relevant information

  • Quick access to information


Students use other tools to...

- Discuss recipes and the day’s class focus

  • So that the students are not distracted and are listening to the teacher

- Take part in practical lessons

  • Following recipes and cooking techniques to develop their skills
  • Be active and develop intra/interpersonal skills when working in teams to learn and create

- Involve themselves in teaching/class discussions

  • Oral communication and listening skills are more effective


Health and Physical Education


Students use iPads to...

- Complete iMovie assessment tasks

  • Engaging method of presentation for students

- Use Good Reader as a means to gather resources

  • To save photocopying/allow students to catch up if they have been absent

- Research

  • Quick and convenient internet access

- Video progress in creative movement each week

  • Provides immediate feedback and builds analysis skills
  • Students can look back on their work from the previous week

- Use Creative Book Builder assignment

  • Engaging methods of presentation for students

- Record laboratory reports using Pages

  • Students are more engaged and less likely to lose results

- Presentation to class using Keynote or Explain Everything

  • Engaging method of presenting learning

- Complete assignments and homework tasks

  • More engaging for students

- Use the Better Health app in first aid for research

  • Accurate information for students

- iMovie for assessment

  • Engaging methods of presentation for students

- Use Runners World App

  • Used to prepare running training program

- Use Run Keeper App

  • Used to keep track of running program

- Use Creative Book Builder for learning physical skills tests

  • Engaging method of presentation for students

- Video progress in juggling each week

  • Provides immediate and engaging feedback and builds analysis skills
  • Students can track their week-to-week progress

- Use Edmodo online classroom

  • Track students knowledge


Students use other tools to...

- Write Notes

  • To develop handwriting skills

- Write responses to questions in class

  • Enhance the link between writing and memory

- Take part in practical lessons

  • To be active and develop intra/interpersonal skills

- Involve themselves in teaching/class discussions

  • Oral communication and listening skills are more effective




Students use iPads to...

- Research and present assessment tasks

  • Access assessment task and rubric available in GoodReader
  • Use of internet and other resources available online to them to access information

- Research for classroom activities

  • Ease of access to the internet

- Complete classroom activities

  • Quicker preparation of graphs to show relevant information


- Use text material on GoodReader

  • Students can download the worksheets/ information, Creative Book Builder books on GoodReader

- Watch Clickview and videos individually

  • Students may need to re-watch a clip or watch a clip they missed and this can be done on their own on the iPad using headphones

- Submit classroom work and assessment tasks

  • Through GoodReader or email students can submit work


Students use other tools to...

- Copy some brief notes from the board or data projector

  • Quick and easy

- Watch Clickview as a class and complete a worksheet for review

  • iPads are not needed for this task

- Complete classroom activities distributed via handouts

  • Ease of completion and monitoring student learning

- Submit group assignments

  • Students don’t use the iPad to submit the group assignment as it is easier to put all pieces of work together manually and also easier to access this way



Students use iPads to...

- Record role plays

  • To assist in oral skills and to allow students to record their own voice in order to reinforce and correct pronunciation

- Check dictionary online

  • Check definitions and spelling

- Research cultural topics

  • Quick access to the internet

- View short scenes from movies, performances, songs, etc.

  • To improve listening and speaking

- Take photos

  • To record writing from whiteboard

- Make vocabulary lists

  • To increase vocabulary

- Present their projects in different ways

  • To engage students in cultural studies

- Look up conjugations of verbs

  • To enable students to be more independent learners.

- Learn pinyin

  • To allow students to learn the spelling of pinyin
  • To expose students to a group of characters of similar pronunciation but different meaning and to choose the correct character

- Write essays

  • To develop writing skills

- Record voice and oral performances

  • To allow students to record their own voice, to reinforce the correct pronunciation and to practise oral conversations


Students use other tools to...

- Complete writing tasks that are assessed on grammar/writing and reading

  • Additional materials are used during course

- Complete course material from textbooks and workbooks that involve specific reading tasks and vocabulary assisted listening and writing activities

  • Students are required to write a language by hand as an effective way to show their acquisition/understanding of skills, particularly in assessment work

- Read the textbook

  • To enable students to be an independent reader of Chinese characters

- Complete character writing and matching exercises

  • To enable students to recall characters




Students use iPads to...

- Access to supplementary content provided by teacher on the student server

  • Enhance understanding of topics

- Recording homework written on whiteboard with camera (for input into electronic planner)

  • Time saving, accurate recording of information

- Download worksheets/tasks from student server

  • Environmentally friendly and access from anywhere

- Use ‘Explain Everything’ App

  • To help revise key concepts

- Take photos of work and ask for clarification (from home, etc)

  • Students can email teachers photos of their work to get clarification

- Communicate between teacher and student

  • Students can ask for help, teachers can schedule times for missed tests, etc

- Access textbook

  • Easier to take home and to class than a printed textbook


Students use other tools...

- As calculators

  • No proper scientific calculator apps available. Students learn incorrect input procedures. Therefore must use their scientific calculator separate to the iPad.

- Until teacher authorises use of iPad

  • Ensures students are giving the teacher their full attention




Students use iPads to...

- Record performances

  • This allows students to reflect upon their own performances

- Write compositions and arrangements

  • By using music specific applications like 'Garage Band', students are able to hear their work as they write it. This facilitates reflection and allows students to compose works at a higher level than their performance skills would previously have allowed.

- Research

  • Students will research information on musical genres, artists, instruments and music history before creating documents summarising their findings

- Aural training

  • Students will access resources such as www.goodear.com to help develop the aural skills to support their musicianship skills


Students use other tools...

- Music theory

  • All students will continue handwriting music notation and will work from the 'Master Your Theory' text books

- Printed workbooks

  • Students frequently use prepared work books with numerous songs notated, questions about theory, information regarding music history and compositional stimulus materials

- Interactive Whiteboard

  • Will be used during class discussions to record points covered
  • Will be used for showing footage of established musicians for analytical and inspirational purposes

- Musical Instruments

  • Many types of instruments will be used to focus on countless elements of music




Students use iPads to...

- Allow students to collaborate on a forum

  • To assist with assessment and encourage student centred learning

- Direct students to particular links

  • Convenient and efficient

- Give students information on an assessment

  • Through one digital, accessible area communication can be clearer


Students use other tools to...

- Complete practical work with the camera

  • Too much equipment to carry on photo shoots if the iPad is included

- Use digital manipulation software

  • Computers are needed to deal with the high processing of editing photographs




Students use iPads to...

- Complete internet based research

  • It proves quick and easy access to the internet

- Complete and present assignment work

  • It allows students to present their work in a variety of ways and allows students to gain skills in the different apps used such as iMovie, Pages, Explain Everything etc.

- Collect data using the camera, video or other apps during practicals

  • Allows students to record their data and enables students who are absent to observe class results for a practical investigation

- Submit work

  • Reduction in paper and printing; allows teachers to access student work more readily; students can submit work from home

- Access relevant files such as class notes, PowerPoints and subject outlines on Good Reader

  • Reduction in paper and printing; allows students to have access to class notes from home

- Communicate with class teacher and other students

  • Students are able to communicate more readily with their class via student forums on Moodle and work collaboratively on assignments using email

Students use other tools to...

- Conduct chemical experiments

  • Reduce risk; avoid distraction when handling chemicals




Students use iPads to...

- Watching practical demonstrations of skills

  • Students can easily see detailed instructions and can watch them in their own time

- To record the different stages of their work

  • So that they reflect upon their learning


Students use other tools to...

- Involve themselves in teacher/class discussions

  • Students need to remain focussed and engaged in these discussions

- Involve themselves in practicals

  • Not necessary during practical lessons such as painting and drawing


Visual Communication

Students use iPads to...

- Complete theory assignments

  • Students watch ‘Explain Everything’ movies created by their teachers to aid their learning of concepts taught in class

- Research

  • Immediate access to images for inspiration and to help students with drawing

- Complete final presentations of work

  • Students need to use traditional media and MAC computer programs to develop their skills