Project Based Learning & Literacy ___________________Page

2016 has seen the implementation of a number of classroom initiatives - most notably is the Project-Based Learning (PBL) approach introduced at Year 8 this year with implementation to Year 9 in 2017. Examples from classes who have participated in PBL this year appear below. In 2014, our student data identified literacy and in particular writing, as an area of learning need. In response, we have worked with Catholic Education Melbourne to establish a Secondary Literacy Improvement Project (SLIP) team comprising learning area leaders to develop a whole school approach to literacy improvement. The team meets each term under the direction of Brian Dare to identify, rehearse and implement specific literacy strategies. Each SLIP participant then works with another team of teachers to assist it in introducing and embedding these strategies in classes. 2017 will be a year where a whole school approach to literacy improvement will be implemented.

- Michael Goss, Director of Curriculum & Michelle Bishop, Teaching Innovation Coordinator PROJECT-BASED LEARNING (PBL)

Project-based learning is to work towards a product in a dynamic and adaptable classroom setting. Project-based learning is a modern classroom approach in which students actively explore real-world problems and challenges to acquire a deeper knowledge. Jobs in the future will require more group work, so we are working to make sure that we are prepared for the modern age. If we do not know how to work effectively in a group, we will fail and other people will benefit in the workplace. Initially, most students will find PBL a tiresome and annoying setting to work in; however, over time, when students see how easy team work makes the projects and how much work they can get done in such a little time, the projects become less of an ordeal and more of an opportunity to grow and learn as a team. PBL will help us to work in teams for our everyday work life. This is why changing our schooling system now should be a priority. Not only does it help us work with others but it helps us build strong connections, forming long lasting relationships with our peers. In PBL we learn more about everyday problems that need solving rather than listening to lectures. Term 3 in our religion classes we learnt about the Catholic Social Teachings; we did this in groups and looked at everyday situations where the teachings applied. Each group adopted a local agency that is a non-profit organization and created advertising products for them; these ranged from pamphlets to a 30 second radio ad. We started by making contact with these agencies so we could find their immediate needs and support them. Then we proceeded to creating our advertising campaign and, finally, we presented them to the public. After presenting we reflected on what we had learnt about living a Christian life. This article was made in a group and it shows just how effective group work can be. PBL is an exciting and inventive path for our future. We have already learnt so much. - Nathan Colla,

Freddie Dripps & Jarryd Wood 8E YEAR 8 ENGINEERING PBL AT DEAKIN

The Year 8 cohort attended Deakin University for an Entry Event for their Term 4 Science curriculum. Deakin were pleased to open their CADET (Centre for Advanced Design in Engineering Training) building to our cohort to experience many workshops and tours. Upon arrival, students were split into 6 groups to build various models of bridges, towers and motors, experience the high voltage room and meet civil and mechatronics engineering students. Although students have built spaghetti and marshmallow towers at school, they were given parameters for the cost of their towers, the amount of supplies and had opportunity to rejig their prototypes after being placed on a hydraulic machine designed to shake like an earthquake. Groups were penalised points if they purchased extra supplies and were tested based on amount of weight the bridge could support. Another activity was the building of single pulse DC motors. The biggest highlight was the high voltage room which had a Faraday cage and large Tesla coils to produce lightning bolts. The demonstration of the lightning was very entertaining as they had programmed the bolts to Star Wars The Imperial March (Darth Vader’s theme)! The students had an exciting day. They were delighted to hear that the local university has also adapted many of its courses to Project-based Learning (PBL) and Design Based Learning (DBL). Engineering students presenting their projects were thrilled to engage with students learning in the PBL style as they are, because that is what real world jobs- and engineers- do!

- Samantha O’Keeffe-Science Domain Leader.