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Work with local community:
- Create an indigenous space
- graffiti a lane
- rename a street/park
- develop a festival

Develop 2022 reconciliation plan

SImilar to the project we saw - interview first nations people in the community

Partner with a remote school for online collaboration
- tutoring
artwork
create music

Camp in term 4 or 3? Work towards working with a remote community somehow?

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Storytelling - creative writing, then presenting a story that shares a life lesson or skill. Bring story tellers in to share their knowledge and history.

Elder project - interview an elderly person in the community or your family. Find what older generations can teach us.

Protest signs - art project. Research artists like Richard Bell. Make your own protest sign based on something you are passionate about.

Natural Dyes and pigments workshop - learning to make paints and colour material from natural materials in our local environment such as flowers, leaves etc.

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REconciliation tool kit for schools

Documentary on first nations experiences of reconciliation

Kids tv series/ book about reconciliation

Partnership with an indigenous school

Lobby government on Uluru statement of the heart

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- Drama performance. Research, writing, designing
- Create PHS uniform raising awareness for reconciliation
- 5 Rooms in the school dedicated to each of the areas into reconciliation
- Speed dating in the community. Set up a community event with council to create a chat with a stranger educating about an aspect of reconciliation and film the speed dating - turn into media to show at local cinema
- Food using natives, create a meal. Each course education for family on a certain topic. Film the meal
- interview project similar to refugee project video

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create/build a learning circle in an outdoor space

start a Reconciliation team at PHS to run commemorative ceremonies and events

film a documentary on the First Nations history of Prahran

document the local flora and fauna of Prahran and surrounds

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Produce something that teachers others about reconciliation

design a full yearly planner of events centered on first nations people that ensures PHS does not miss important events or weeks

build and learn how to use traditional technologies

interviews with first nations peoples who work in a field you want to learn more about

interviews with first nations people to understand their life story or their views / opinions on reconciliation

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What BIG understandings will students reach as a result of the project-based experience?

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What BIG understandings will students reach as a result of the project-based experience?

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'Categories' (or common themes) for high impact projects

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'Categories' (or common themes) for high impact projects

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- Real world connection (through community, empathy, products etc)
- Enrichment of learning or existing knowledge
- A lived experience, not just theoretical learning
- A tangible outcome that is shared with others
- Whole brain engagement through curious, creative and critical thinking.

garden project - students learnt about the whole process of growing and cooking foods

silent film performances - english, literature, drama, multimedia. short narrative into silent film, live sound design. do we need to solve a real world problem?

alien creatures - sparks thoughts on something distant, create scifi film, understand evolution and what something alien could look like. not real world problem, but includes engagement.

project looking at Israel- was not entrepreneurial, was not commercialized or about making money, it was more about making the world better and helping people understand the world better. original scores, art exhibition. purely about enriching humanity and learning. connecting to the world, not fixing something through a product.

does not need to be open ended. art project about scientific symbiosis. can be somewhat constrained because students can diverse from a focused origin. could be as simple as 2 disciplines joining from a perspective of curiosity.

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https://padlet.com/kylewagner/prahranteam1

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creatively and critically

flexible (big and little picture)

finding their way into flow states

checking into goals and focus to see if they are on track or how to get on track

"I can", or "i will try" not "I can't" or "I don't want to"

open to trying new possibilities and approaches

making links to life / the world outside of school (community, empathy, skills, learning how to learn)

forming opinions and understanding discussion about other opinions is OK

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smiling & enjoying the process

concentrating

students collaborating

using critical thinking skills

not all on a computer - some are doing physical activity

experiencing learning out in the community

engaging in feedback

engaging with the community and other adults

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discussions, sharing of ideas, conversations between students and teachers

conversations about workflow and regulating their progress through a process

reflection on process / progress

debate (respectful), not just agreement. ie challenge ideas to improve them

students managing each others attitude / behavior and encouraging each other to do better

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Students being engaged in the task, individually or in small groups

Different zones for students to complete work (quiet spaces, collaborative spaces, etc.)

sufficient quantity of teachers who have the required expertise

visual displays to help inspire and guide students (ie processes to follow)

students engaged in tasks

students moving towards resources as they need them

resources that are needed for projects are available and placed around the room