Overview:
Our two major projects for Terms 2 and 3 were the Entrepreneurial Product Challenge and the Ancient Egypt Artefact Discovery.
In the Entrepreneurial Product Challenge, students worked collaboratively in dynamic “business teams” to conceptualise, design, and market their own innovative products. They developed logos, designed packaging, produced marketing materials, and filmed persuasive commercials. The project culminated in The BEST Game—an immersive, gamified experience that challenged students to apply entrepreneurial thinking, teamwork, and persuasive communication in a competitive yet supportive environment.
Meanwhile, the Ancient Egypt Artefact Discovery transported students back in time, inviting them to step into the role of archaeologists. They researched ancient civilisations, examined historical artefacts, and crafted their own replicas using a blend of art, science, and storytelling. Each artefact was encased in plaster and “buried” according to carefully drawn excavation maps. The project concluded with an exciting archaeological dig and discovery session, where students uncovered and analysed each other’s creations—celebrating creativity, curiosity, and historical understanding.
Project overview:
Across Terms 2 and 3, we delivered two interconnected, hands-on learning projects. Students engaged in weekly creative workshops that combined collaboration, design thinking, and inquiry-based exploration.
In Term 2, they brainstormed product ideas, formed business teams, created marketing materials, filmed commercials, and participated in The BEST Game, simulating the roles of producers and consumers within a classroom micro-economy.
In Term 3, students shifted focus to Ancient Egypt, researching artefacts, documenting findings, crafting replicas, and creating maps before encasing and burying their artefacts for excavation. The final session involved unearthing discoveries, reflecting on learning, and celebrating our achievements.
How did we make the 5 Habits of Learning come alive?
We printed Mel Cash (named after the Creative Practitioner) in the five colours of our Creative Habits of Learning. Each week, students chose the coloured cash they connected with most and wrote a short reflection explaining why. This linked nicely to our classroom economy in The BEST Game. Over time, students could see patterns in their choices and recognise which habits came naturally and which needed more focus. They made their own paper wallets to keep their Mel Cash, a visual reminder of their strengths and growth as learners.
How did we activate student voice and learner agency?
Students had the freedom to choose their products, the direction of their projects, and how they delivered their marketing strategies and archaeological artefacts. Their ideas shaped the learning, and they were so absorbed in creating that they often didn’t realise how much they were learning along the way. Working collaboratively sparked new friendships and encouraged the sharing of ideas. Multiple group presentations built confidence in public speaking and communication. We provided the scaffolding, and they made the projects their own. The classroom became a shared creative space where students were co-designers of learning—pitching ideas, debating approaches, and taking ownership of their outcomes. This sense of agency deepened engagement, confidence, and pride in what they achieved.
How did you develop creative and critical thinking skills in the students?
Students were challenged to think both creatively and critically through open-ended inquiry and hands-on experimentation. In the business simulation game students were responsible for making decisions in how their business operated and became accountable for their decisions and experienced the consequences of these decisions. In the Entrepreneurial Product Challenge, they generated original ideas, evaluated feasibility, and refined their concepts based on feedback and testing thus mirroring real-world design and business processes. In the Ancient Artefact project, critical thinking was developed through historical research, interpretation, and analysis of artefacts,all the while creativity flourished in reconstructing and presenting their findings. Reflection, questioning, and storytelling were woven throughout, allowing students to see how imagination and analysis work together to produce meaningful outcomes.
How did you link your project to the UN Sustainability goals?
The Entrepreneurial Product Challenge connected to the UN Sustainable Development Goals by encouraging students to consider responsible production, ethical consumption, and sustainable innovation.
Quote:
“Creative Schools has been a lot of fun so far, and the kids are really enjoying it. They love doing these creative tasks—especially the making side of things. They’ve done so well, and it’s been really nice to see, particularly some of the students who aren’t usually creative. They’ve been doing something practical, working really well together, and showing great persistence. They haven’t needed much guidance—they’re thinking more for themselves and approaching the design process with real independence. Creative Schools is about teaching for creativity—helping students build creative and critical thinking skills—and I can see that happening in class. They’re collaborating more, problem-solving, and sticking with challenges in ways that are really positive. I’ve also noticed a difference in terms of assessment. One of my students said that because of the hands-on and positive experiences, she’s been able to remember more content. And I’ve seen that come through. They’ve just completed their first assessment—working with ancient sources and timelines—and I was really impressed with their results. They recalled a lot more, especially the things we’ve been exploring here. I think that bit of repetition, paired with learning in different ways, has made it more engaging and meaningful for them.
Going forward, I’ll definitely continue to include more hands-on and creative activities. The students absolutely loved making artefacts connected to Ancient Egypt. Even my other class, who aren’t part of the program, saw what was being made and got really excited about doing something similar. I’d like to build that in for them too, just as a way to break up the routine and keep learning fresh. I’ll also make space for more collaboration, giving students that bit of agency, because I’ve seen how well they respond to it.
Another thing I’ve noticed is how their relationships with each other have developed. Transitioning into Year 7 can be tricky, but activities like the group games they did last term helped them connect with classmates they didn’t know as well. It’s been great to see them becoming friendlier, and I’ve even noticed some of those new friendships carrying over outside of class. That’s been really great to see.” (Jessica Ganza, Teacher/HASS)
“I’ve noticed a growing ease in the way students approach the creative habits of learning. They’re becoming more confident at identifying which habits support them, and more willing to share their ideas and questions openly with the class. It’s clear that they flourish creatively when given the chance to work collaboratively, and their growth in both confidence and creativity has been inspiring to witness.” (Melanie Maclou - Creative Practitioner)
“It feels like we go more in-depth into the things we’re interested in. It gives us the chance to learn about what we actually want to, instead of just following the regular curriculum. I’ve loved looking at artefacts from the past and imagining what they mean. It’s really incredible. I’ve definitely learned to be more imaginative and more relaxed with projects. Usually, I’d be really stressed about assignments, but this makes them fun. It’s helped me enjoy learning a lot more. It puts more responsibility on us instead of the teacher. It’s more independent, where we get to answer questions in our own way instead of sticking to a set format. That can be challenging, but I really like it.” (Student)
“They get us moving and actively engaged, instead of just sitting at desks and taking notes. Creative Schools helps things stick in your memory, not by repetition, but by making learning fun. When you remember it as a good experience, it’s easier to recall during tests. I think the enjoyment—even the dopamine hit from fun activities—makes the learning stick. People are more willing to work with others they don’t know, not just their friends. They’re more cooperative and open. Creative Schools has also helped me make new friends. For example, during our economics unit, I worked with people I didn’t know very well at first, but now they’re some of my best friends.”(Student)
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