Text version - Scarborough Public School
Development and implementation of effective, flexible and differentiated project-based learning with real world outcomes, underpinned by explicit teaching of mathematics and science at the point of need.
Journey focus area
Project-based learning and STEM
Timeline and milestones
Inconsistent delivery of project-based learning programs within classrooms – teachers teaching content in curriculum silos and not in context.
Development of School Plan with 3 strategic directions:
Beginning of focus on growth mindset and risk taking.
|2018 milestones||Further professional learning delivered around Social Innovation through Chris Harte and Critical and Creative Thinking.
Completed the Tiny Homes unit of work – students researched the importance of home and designed their own tiny home solutions.
Completed STEM Action Project.
New School Plan 2018-20 that refines project-based learning focus (rather than STEM) and introduces critical and creative thinking, and gifted and talented education.
Positive impact and emotions
- Increased student engagement across all year groups
- Strong collaboration and sharing of ideas across like-minded schools
- Regular feelings of failure and frustration
- Feeling like we were taking a big risk
- Greater emphasis on risk taking and perseverance in learning
- Developed strong network of support to further our journey
- Increased risk taking by teachers and willingness to fail
- Curriculum delivery is more flexible and visible for students Flexible classrooms are utilised effectively and cater for different learning needs.
- Validation for our approach through the STEM Action Plan
- Increased buy-in of parents on our journey
- Successful delivery of innovative projects from our mentor schools.
Main challenge and solution
Challenge: Re-design of timetabling to ensure core literacy and numeracy instruction is not impacted on by project-based learning approach.
- Developing a culture of risk taking amongst teachers was challenging as we often feel we
have failed if delivery isn’t perfect.
- No obvious way to track outcomes and provide flexibility in planning for project-based learning units. Research and networking allowed us to adapt a hexagonal outcome tracking approach to suit our needs and share with others.
- Moving away from the idea of STEM as just computer and robotics-focussed learning, with an allocated time in the timetable – it crossed our whole timetable. This is a work in progress.