Celebration of Learning

The semester concluded with a Town Hall celebration, at which students from Years 5 and 6, Year 7, and Years 8 and 9 presented their Project-Based Learning (PBL) projects, Personal Challenges (PCs), and highlights of their learning. Their peers, selected teachers, and the school principal attended the event.

Outline of Each PBL:

Years 5 and 6: Too Salty

• PC1: Writing a storybook about growing a crystal garden.

• PC2: Investigating the saltiness of water through evaporation pods.

• PC3: Field trip to Point Peron.

• PC4: Another investigation on rust.

Year 7: Martian Invaders

• PC1: Investigating the drop zone and landing device.

• PC2: Creating their muncher/crusher.

• PC3: Creating a short video commercial marketing Mars.

• PC4: Using Lego Spike to create a miner.

Years 8 and 9: Rusty Rocks

• PC1: Focusing on iron ore through playing Old as Dirt, creating an infographic, and making a short news clip (BTN style).

• PC2: Investigating the specific gravity of rocks and minerals.

• PC3: Creating a static cardiovascular system model as an analogy for the Pit to Port system of iron ore mining.

• PC4: Field trip to Lake Clifton (Thrombolites).

Every student prepared diligently for their presentations, ensuring their materials were well-organised and visually appealing. They used scientific terms and vocabulary accurately to describe each PC, demonstrating a clear understanding of the concepts they had learned.

The range of creative and impressive work displayed was truly remarkable. For example, the storybooks about growing crystal gardens were beautifully illustrated and thoughtfully written, showcasing the students' storytelling abilities and scientific knowledge. The Lego Spike miners were intricately designed and functioned effectively, reflecting the students' engineering and programming skills. The detailed static models of the cardiovascular system were excellent analogies for the pit-to-port system of iron ore mining, highlighting the students' ability to connect biological systems to industrial processes.

Varied static models of the cardiovascular system

These models were made out of cake and icing

This model was made out of air clay

This model was created through Tinkercad and 3D-printed

This model was made out of clay and visually incorporated the analogy to the Pit to Port of the mining system

It was heartwarming to hear the students share their most enjoyable experiences. Many mentioned how much they enjoyed working with their Business Units (BUs), where they collaborated with peers to solve problems and complete projects. They also appreciated the creative aspects of their assignments, such as designing infographics, filming and editing short videos, and constructing models. Exploring different areas during field trips was another highlight, allowing students to apply their classroom learning in real-world contexts. Additionally, they were excited about learning new skills like using Canva for graphic design and editing films, which are valuable tools for future projects.

We look forward to embarking on new and exciting projects in the coming semester, building on the skills and knowledge the students have gained this term.