TERM 2
Students explored the power of active citizenship and critical thinking in shaping society. Through inquiry-based activities, debates, real-world political analysis (with a focus on the 2025 Australian Federal Election), and advocacy projects, students examined how facts, beliefs, and opinions influence political messages and public discourse. They engaged in creative and collaborative activities, culminating in student-driven campaigns for positive change within their school and community.
TERM 3
Farming the Future – Solving the Global Food Puzzle was a hands-on geography unit exploring where our food comes from and how it’s produced. Students investigated global farming challenges, created news reports on food security issues, and designed their own innovative farming solutions. The unit finished with a fun Shark Tank pitch session and class showcase of their creative work.
Project overview:
Students explored the power of active citizenship, critical thinking, and creative advocacy through a series of scaffolded, hands-on learning experiences. Each activity built towards a deeper understanding of how individuals can influence positive change within their communities and beyond.
They began by creating Mind Map Portraits, illustrating their evolving beliefs, knowledge, and values. This was followed by the Fact, Belief, or Opinion Debate Wall, where students publicly questioned assumptions and refined their critical thinking skills.
Building on this foundation, students designed campaign posters addressing issues within their school or local community, then created and promoted petitions for real change — collecting genuine signatures from peers and staff. They extended their civic voice by writing letters or emails to local Members of Parliament, advocating for action on chosen causes.
Students also analysed political advertisements from the 2025 Federal Election to uncover persuasive techniques and bias, and led brainstorming sessions to identify authentic local and global challenges. Research tasks encouraged them to connect these real-world issues directly to relevant UN Sustainable Development Gaols, deepening their understanding of global responsibility.
Students also became responsible farmers, they planted broad bean seeds and nurtured them into seedlings, giving them hands-on opportunity to work with the elements in order for their ‘crop’ to survive.
The project culminated in a showcase event where students presented their news reports and innovative tech solutions through a collaborative Shark Tank Pitch, celebrating their creativity, courage, and commitment to change.
How did we make the 5 Habits of Learning come alive?
Students created a "Belief vs Knowing" Mind Map Self Portrait – incorporating their individual reflections into their portraits. Students were encouraged to decorate their mind map self-portraits with symbols, words and drawings that represent their personal knowledge and beliefs, drawing inspiration from the Creative Habits of Learning they have explored each week. What we believe and what we know are not always the same. Critically reflecting on their learning and beliefs using the Creative Habits of Learning was a good way to make the 5 habits come alive.
How did we activate student voice and learner agency?
We connected classroom inquiry to real-world political and community issues. Students identified issues they care about and took action to develop positive change in their world.These activities provided opportunities for students to become passionate about things that matter to them. We fostered empowerment by taking action in creating school petitions and actively seeking signatures from fellow students and also by writing emails to local MP’s.
How did you develop creative and critical thinking skills in the students?
From the first session, we explored the difference between beliefs, opinions and knowing. This set up a good foundation for students to question the information presented to them and the way they wished to think about the issues they focused on. The class was enthusiastic and passionate and our sessions were often hijacked by impromptu debates between different groups of students. Students developed voices and more importantly, power behind their voices.
How did you link your project to the UN Sustainability goals?
Students connected their learning to the United Nations Sustainable Development Goals by exploring global issues around food security and sustainable agriculture. They asked critical questions about where food comes from, why challenges exist, and how both innovation and traditional practices can address these issues. Working collaboratively, students researched, planned, and produced news reports highlighting key sustainability challenges, then co-designed creative technologies and solutions to support the SDGs. The final “Shark Tank”-style pitch and class showcase encouraged entrepreneurial thinking, global awareness, and practical application of the SDGs through real-world problem solving and innovation.
WHAT WAS THE IMPACT?
“Creative Schools, is part of our Deep Learning focus—collaboration, community, and being active citizens. We have spread the impact of the program by working with the wider HASS team, we developed an assignment for the Year 7 cohort using a STEM framework, but reframed it as the House Designing Process. Instead of just completing an inquiry booklet, students now define the problem, plan solutions, make a model, test it, and then reflect. This year is about planning and mapping; next year, they’ll move towards building prototypes that can actually be tested. In that way, they’re learning more creatively, and it’s also building their capacity for reflection, which is at the heart of creativity.
What I’ve noticed is that having a model really helps the students. It’s not abstract or separate from their learning—it’s something practical they can use. That’s why we’re being explicit about teaching creativity. It’s not about us being creative—it’s about showing them how to do it, giving them a framework, and supporting them step by step. The posters, the templates, and the lesson models make creativity visible. That way, students can see the process, practise it, and talk about it, which helps embed creativity and critical thinking into their learning.
It also means we can support teachers. When teachers meet for professional learning, they need something concrete they can take away—like a template, a lesson idea, or even a simple activity like a survey. These practical tools give them confidence to embed creativity into their planning. By sharing resources on our drive and showcasing the work on Facebook, we’re building momentum across the school
With our AEP students, the challenge has been helping them move beyond simply relying on their strong content knowledge. We want them to use content to analyse, to make connections, and to think outside the box. There’s sometimes a fear of failure—because they’re used to being measured by test grades—but by introducing new criteria, like portfolios aligned with our Deep Learning competencies, we’re encouraging them to show citizenship, collaboration, and critical thinking in practical ways.
All of this reinforces the idea that Creative Schools sits right at the centre of 21st-century learning. It connects with our Deep Learning work, builds explicit skills, and gives students and teachers a model for learning that is creative, reflective, and future-focused.” Rebecca McClelland (Creative Schools Coordinator/Head of HASS)
“What I’m noticing about the students is that they are trying to think outside the box. A lot of them are beginning to look at ways of working where they’re asking themselves, “Are we using collaboration? Are we being inquisitive?” They’re definitely becoming more aware of the 5 Habits of Learning and how to bring them into whatever they do.
We’ve also spread the impact beyond this project. For example, with Year 7 we are designing a whole new liveable city, and we’re using the habits to come together and brainstorm." Deborah Williams - Teacher (HASS)
"Deb and I have cultivated a quiet confidence in the students. The class as a whole are more confident to speak their minds in front of the rest of the class. They no longer get shy when delivering their presentations and collaborate and support each other well. Groups were not shy to include singing, dancing and acting in the delivery of their presentations. Working collaboratively has been a major stepping stone in breaking divides between groups and now the class is more cohesive and flexible as a whole." Melanie Maclou - Creative Practitioner
Students
“Creative Schools makes me feel like I have a purpose. It’s given us the opportunity to think much wider and broader. We just finished Civics and Citizenship, so learning about politics and how our voice actually matters really connected. I even managed to get an application sent through to the Western Australian Student Council because I realised I actually can have a say and contribute to something bigger.
We can approach problems differently than we would in a normal classroom. I also get to interact with people I might not usually talk to, but when we realise we have similar ideas we can work together—for example, on getting a petition signed for the school. It's been a challenge because we’ve really taken charge. We’re given a task to complete in two or three hours, but then we have to take it into our own time and keep solving the problem. That means learning self-discipline, figuring out when to set aside time, and working independently. In a standard classroom the teacher says “1 + 1 = 2,” but here it’s like, “What if 1 + 1 wasn’t 2? What’s your answer and why?” It forces you to think differently.” (Student)
“We have more power in the classroom. We get to think outside the box, work with others, and not just take notes. It makes me feel like I have a purpose. We’ve learned about global problems, where people come from, and what we can do to help. I’ve realised that small actions can add up to big change—and even though not all the responsibility is on us, we do have the chance to make a difference. It’s a great opportunity. I’d say take everything that’s given to you and make the most of it. At first it’s a bit daunting to be told, “You have the freedom to do whatever you want—here’s your task.” But if you really think about it, you understand where you come from, what your values are, and that you have your own way of completing the task. Creative Schools lets you follow your heart and do what feels right for you. We’ve always been social, but now the whole class mixes more. Friend groups have broken down a bit because we have to work with different people—sometimes just a partner, sometimes a group of 15. We’ve learned to listen to everyone’s ideas and realise that even if someone approaches a problem differently, we often share strong similarities too.” (Student)
“I’d say Creative Schools is Expressive. It’s different from normal education because you can show yourself in indirect ways through better learning methods—like visual, auditory, or active participation. It gives you a chance to express your identity, your knowledge, and how your skills and intelligence can go further. Learning this way doesn’t just give you direct or formula answers. Even if you start with one topic or question, it can branch out in different directions. From something simple, you get so much more than just writing in a book with a pen. I’ve become more talkative and collaborative. In normal classes, you just watch a slideshow, write it down, and keep to yourself. In Creative Schools, I’ve had more chances to communicate and share ideas, which I don’t usually do in other subjects. Students have had more chances to learn differently and express themselves. We’ve become more connected as a class. For example, when we made a video recently, it was kind of embarrassing, but it made me feel proud and also comfortable with everyone in the class—we were laughing and enjoying it together, and that made it all worth it.” (Student)
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