The Why, What and How of REAL Projects

The Why, What and How of planningReal Projects

Why do we need to teach through projects?

The Clusters The
Carers
The
Informers
The
Artisans
The
Designers
The
Technologists
The
Coordinators
The
Generators

3 Attitudesof the 2030Workplace

100% More time at work solving problems
17% More time per week using verbal
communication and interpersonal skills
41% More time on critical thinking and judgment
77% More time using science and mathematics
skill
SmartLearning

problem solvers and critical thinkers.
communicators and engagers.
versed in science, maths and technology knowledge.
SmartDoing

In 2030, doctors will likely spend almost
half their work week (18 hours) using their
verbal communication and interpersonal
skills when interacting with patients.

“Future workers will spend less
time on routine tasks and more
time with people and getting
value from technology” – fya.org
In Summary

Relevant Legacy
Non-
negotiables
ICT Skills
4C’s ICEE Peer Review
Community
Connections
What makes a Real Project?

What a real project is not…
Endpoint isa
USB
End ofyear skip
Stepby step
instructions
Feedbackjustatthe
end
Parallel toschool
focusareas
Copy & Paste

Who are our Year 8
Rock Stars?
An introduction to the study of Music for Year
8 students.
Participate in a Battle of the Bands
competition and along the way, learn the
basics of music theory.
Stage 4 – Year 8
KLA: Mandatory Music
Project Legacy
Mini Outcomes Project Launch
Battle of the Bands
competition for Year 8
students for the whole
school community to
vote
Students create a
Battle of the Bands
competition in which
winning bands are
chosen to perform at
surrounding community
events.
• Band formation
• Individual learning of
pieces
• Learning to perform
as a band
• Visit from active local
rock band to school
for a mini concert

GRIT – Have you got it?
A mental health awareness project
for Year 8 students.
Students create a mental health toolkit to be
shared with the local community via mental health
services.
Stage 4 – Year 8
KLA: Lifestyle (PDHPE and Integrated Sport)
Project Legacy
Students create a
Mental Health Toolkit
for Teenagers. Peers
vote for the best toolkit,
which is then shared via
mental health services
in the community.
Students create a
mental health toolkit
which becomes a
community resource.
They gain a greater
understanding how to
develop GRIT.
• Mental health
information report
• What makes a great
resource?
• Prototype - Gallery
walk and feedback
• Visit to school from
Headspace and
other mental health
services

Let’s get physical!
Designing an exercise structure for the local
community
Students learn how to exercise for a healthy
lifestyle, then create a brief for a local council
to build an outdoor exercise structure.
Stage 4 – Year 8
Project Legacy
Students design an
outdoor exercise
structure and lobby
local council for
development.
Students build an
understanding of
healthy lifestyles and
support the
surrounding community
to do the same.
• Exercise knowledge
• Fitness Equipment
Knowledge
• Designing and
Prototyping of
exercise structure
• Visit to Speer Point
Park for an outdoor
boot camp and
exercise day with
personal trainers.

Can we take Kurri Kurri HS off the
grid?
Creating a plan to conserve energy and find
alternative power sources at Kurri Kurri High School.
Students create a grant application for Origin
Energy competition to win energy conservation
funding for the school.
Stage 4 – Year 8
KLA: STEM
Project Legacy
Students submit an
application to Origin
Energy for funding to
help Kurri Kurri HS
conserve energy.
Students develop an
understanding of how
they can conserve
energy and create an
energy efficient school.
• Energy Audit
• Prototype and pilot
energy plans
• Grant Application
Peer Review

Can we make money from green
products?
Creating and selling natural products at
twilight markets
Students create natural products via
experimentation. Products are packaged and sold at
Twilight Markets to make money for an identified
cause.
Stage 4 – Year 8
KLA: STEM
Project Legacy
Students create and
sell natural products for
Twilight markets at
school.
Students understand
chemical reactions
through creation of
natural products.
Products are then
promoted and sold at
school Twilight Markets.
• Portfolio of three
products
• Prototype of product
with peer review
• Packaging and
marketing of product
• Natural product
workshops from
local businesses.

Kurri Kurri Teenager
Survival Kit
A toolkit to support newly arrived teenagers and
their families to settle in Kurri Kurri
Students create toolkit that helps people who
have just moved into the community know what
services and recreational activities can be
accessed.
Stage 4 – Year 8
KLA: QUEST (English, History and Geography)
Project Legacy
Students create a
toolkit to help
teenagers settle into
life in Kurri Kurri
Students develop an
understanding of their
community and what
makes it so special.
• Liveability Survey
• ‘I am from Kurri’
Videos
• Design and
Prototype of Kit
• Polynesian
Experience in school.

Can you survive the next
epidemic?
A look into epidemics across history focusing
on The Black Death.
Students create an educational digital game
inspired by Black Death and other epidemics.
This game will be played by students during
transition programs.
Stage 4 – Year 8
Project Legacy
Students create an
educational digital
game about epidemics
across the ages.
Students create an
understanding of the
spread of epidemics
across the globe over
time. They create a game
to be played during
transition programs.
• Novel Study /
Source Analysis
• Narrative of their
digital game
• Game prototype
peer review session
• Zombie Run during
an excursion

Keeping the past alive for
the future.
A digital anthology of Indigenous Culture in
Kurri Kurri
Students create a multimodal digital
anthology of artefacts to preserve the
indigenous culture of Kurri Kurri for the future.
Stage 4 – Year 8
Project Legacy
Students create an
anthology of
indigenous culture in
Kurri Kurri and publish
as an iBook to be
launched in NAIDOC
Week 2018.
Students create an
importance of the
indigenous heritage of
Kurri Kurri and create
an artefact to preserve
the culture.
• Comparative study
• Proposal for group
product
• Group media peer
review
• Indigenous Art
Workshop

How can I keep being awesome?
A high school boot camp for Year 7, 2018
Start high school with a bang. Focus on creating a
portfolio that shows parents how Real Projects,
mindfulness, ICT in high school, and values
education works at Kurri Kurri High School.
Stage 4 – Year 7
KLA: Integrated unit of work across all KLA
Project Legacy
Visual representation of
the ‘Best thing about
me’,
Students will set goals,
understand how to
learn through Real
Projects and develop
skills necessary for
success in High School.
• ICT Success
• How 2 Learn in REAL
Projects
• Grit and Mindfulness
at High School
• Scavenger Hunt
through school
grounds
• Breakout EDU
Session

What are the basic building
blocks of my life?
A look at the cultures that make the culture of
Kurri Kurri town.
Students create a patchwork of cultural identity
and create an audio narrative of their individually
created piece. This Patchwork is launched to the
public during a school twilight event.
Stage 4 – Year 7
KLA: Fully Integrated unit (No PDHPE)
Project Legacy
Students create a small
section of a larger
patchwork that shows
the cultural make up of
Kurri Kurri. Audio
narratives are included.
Students develop an
cultural make up of the
town and create a
patchwork mural within
the school.
• Home to school
indigenous style map
using self created
symbols
• Australian Multicultural
persuasive text
• Design choice Peer
Review
• Excursion to
significant indigenous
artefact in local
community.

How can we make our
space green?
Creating an edible vertical garden for Kurri
Kurri High School.
Students create an edible virtual garden within the
school This is created via a process of student
choice. Individual gardens are created for taking
home.
Stage 4 – Year 7
KLA: Fully Integrated unit (No PDHPE)
Project Legacy
Students create a
vertical garden to grow
edible plants in the
school grounds.
Students create their
own gardens to take
home. The best garden
is created within the
school community. The
produce to be used in
the school canteen.
• Experiment and
research
• Design a garden
• Pitch and Peer Review
• KKHS Masterchef
event

How can I connect my
Body, Mind and Spirit?
Creating a balanced, calm lifestyle in year 7.
Students create an edible virtual garden within
the school This is created via a process of
student choice. Individual gardens are created
for taking home.
Stage 4 – Year 7
Project Legacy
Students revamp and
relaunch the school
Positive Behaviour for
Learning program.
Students refresh and
relaunch PBL in the
school via creation of
media and a new
mascot. Students
Participate in Rock and
Water program to
develop their
• PBL Signage for school
• PBL GIF / Memes
• Shark Tank for PBL
Mascot Pitch
• Body, Mind and Spirit
Festival at school.

What does healthy taste
like?
Creating a balanced, calm lifestyle in year 7.
Students create healthy eating items for the
permanent school canteen menu. Items are
chosen by the student body during a lunchtime
market stall environment.
Stage 4 – Year 7
Project Legacy
Students create new
items for the school
canteen menu. Voted
by peers.
Students understand
how healthy eating can
positively effect their
daily life. The school
canteen has student
choice and voice
integrated into menus.
• Energy in – Energy out
– QR Code challenge
for daily foods
• 1 Week fitness
challenge
• Lunchtime Stalls
• Ready Steady Cook!
Day

How do we plan forReal Projects?

Themes 5P Projecton a Page
Project
Refinement
Deliverables Programming
The Project Creation Process

Problems Passions
People and
Places
Projects
The 5P Process

Deliverable Planning
Week 1 Week 2 Week 3 Week 4

Programming
Yourregularschool planning
proforma
Head Teacher Curriculum
consultation

The Why, What and How of REAL Projects

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The Why, What and How of REAL Projects