Context
This project was designed for a Year 6 class of 32 students at Rostrata Primary School. The teacher and creative collaborated to develop a learning journey that was responsive to the students’ interests and tied to their personal development. They aligned the project to the United Nations Sustainable Development Goal 12: Ensure sustainable consumption and production patterns. The goal was to foster critical and creative thinking by guiding students to explore sustainability through toy design, an area that was both engaging and relatable.
Project overview
Students were challenged to design and build sustainable toys using recycled or upcycled materials, with the final goal of pitching their products to younger Year 2 "buddy" students in a Shark Tank-style showcase. Throughout the project, they engaged in research, hands-on prototyping, critical reflection and peer collaboration. The project concluded with an event where students presented their toy designs to their Year 2 buddies.
How did we make the curriculum come alive?
The project wove together design, sustainability, digital literacy and collaboration in a meaningful and practical context. Students brainstormed, prototyped, built and pitched toys while engaging with the real-world environmental issues around waste and production. The design process was enriched with research into materials, hands-on construction using recycled items from REmida and persuasive speaking strategies during the Shark Tank pitch.
How did we make the 5 Habits of Learning come alive?
● Persistence: Students revisited, refined and rebuilt their designs across multiple sessions.
● Collaboration: Group tasks required students to problem-solve together and share tools and materials respectfully.
● Imagination: Students invented original toys with moving parts, integrating creative thinking with practical design.
● Discipline: Students followed safety protocols, managed materials responsibly and met clear deadlines.
● Inquisitiveness: Students asked insightful questions about environmental impacts and material choices, driving their own research.
How did we activate student voice and learner agency?
From the outset, student voice shaped the direction of the project, while the open-ended design brief invited original ideas. The project culminated in students pitching toys they had built for their Year 2 buddies, real users, which gave them ownership and purpose.
How did you develop creative and critical thinking skills in the students?
Activities were intentionally structured to provoke design thinking. Students engaged in tasks that required sequencing (production planning), comparing and sorting (materials), problem-solving (toy mechanisms) and persuasive communication (Shark Tank pitch). Students reflected using the Five Habits of Learning.
How did you link your project to the UN Sustainability goals?
The project was grounded in SDG 12, asking students to rethink how products are made and discarded. Students learned about landfill, non-renewable materials and chemical use in manufacturing. Their toy designs had to consider longevity, environmental impact and packaging waste, with most materials sourced from community donations and ReMida.
WHAT WAS THE IMPACT?
Students developed a deeper understanding of sustainable design and expressed genuine excitement about using recycled materials. They built confidence through hands-on building, reflection and presenting their ideas to a real audience.
Mariya reported high levels of student engagement, increased teamwork, and stronger ownership of learning. The use of a real-world scenario (designing for a buddy) helped deepen motivation.
Students who previously held back stepped forward to present their toys. The project was energising and affirmed the power of creative, cross-curricular learning.
Year 2 teachers commented on the positive energy and depth of student thinking during the Shark Tank presentations. The event fostered stronger links between year groups and brought the Five Habits of Learning to life.
Quotes
“The projects we completed this term were really fun. I wish we could keep doing more!” (Student)
“Thank you for all the new things I’ve learned in these sessions. It’s been awesome! I love the creative side of these projects. I’ve opened up and felt more confident because of this.” (Student)
“I think Creative Schools is fantastic! The students are definitely being exposed to a wide range of tasks, and it’s been really interesting to see them embrace it. At the beginning, there was a lot of uncertainty. They were asking, “What are we doing?” and weren’t quite sure.” (Mariya Konig - Teacher)
“Creative Schools at Rostrata has been an incredible journey of collaboration and creativity. The students are designing and building sustainable toys for their Year 2 buddies, using imagination and innovation every step of the way. They’ve taken ownership of the process, from gathering feedback and planning, to testing materials and problem-solving, all while developing key skills like persistence and teamwork. The excitement peaks with a ‘Shark Tank’ style pitch, which motivates them to push their ideas further. It’s been inspiring to see the students take risks, lead their learning and grow in confidence as they bring their ideas to life.” (Kristy Nita Brown - Creative)
“I think it’s invigorated the teachers involved in the program. It’s been a refreshing way for them to think differently about how they teach and how they approach different curriculum areas. It’s probably just been—yeah—a bit of a shift for them. It’s changed how they approach things, and what that means for them as teachers. It’s given them permission to let go a bit, to follow the students’ lead more, and not be too concerned about the end game, but to focus on the process of learning.” (Tamara Doig - Principal)
“My child comes home sharing stories about Creative Schools and the project they’re working on. It’s wonderful to see their enthusiasm and curiosity. I’m looking forward to seeing the toy they’ve created.” (Parent)
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