Walliston Primary School is located in a bushland setting at one of the highest points in the hills, east of the city of Perth. Their school motto, “Aim High,” reflects not only their geographical location but also the high expectations educators have for themselves and for their students. Every child who attends Walliston Primary School is supported to flourish in an environment that nurtures the whole child, helping them become creative, confident, capable, and connected contributors to the world. The school’s mission of “engagement, empathy, and empowerment” guides students into their future, while the use of the 3C inquiry framework promotes problem-solving, creativity, student voice, and authentic learning.
Project overview:
Term 2
Year 5 students were inspired by the remarkable conservation work on Dirk Hartog Island, learning how conservationists are restoring the land to its state in 1616, before European arrival introduced sheep and goats, which had devastating impacts on the ecosystem. Students explored their own school environment, investigating the natural surroundings and making connections to broader conservation efforts.
Using field books, students were introduced to William Dampier, the English explorer, pirate, and naturalist who first charted part of the Australian coastline and studied its flora and fauna scientifically. Lessons began with examples from Dampier’s field books, and students engaged in hands-on warm-ups such as whittling drawing sticks and making ink from rocks and leaves. During this activity, the Dreamtime story of how the birds got their colours was shared, linking cultural storytelling with observation and creativity.
Students recorded scientific observations, studied local plants and animals, and reflected on human impact on their environment. They conducted a survey of the living flora and fauna at the school, noting whether species were native or introduced and whether any were threatened with extinction. Throughout the project, students developed their creative habits — being inquisitive, persistent, imaginative, disciplined, and collaborative — while working together to create 3D models in little book nooks and a final class display, celebrating the importance of protecting life on land close to home.
Term 3
In term 3 students dived into the cultures and ecosystems of the Indian Ocean Rim exploring both Asian legends and the region’s rich marine life. They invented mythical ocean creatures inspired by Asian legends and real marine animals, then collaborated to write original legends and bring them to life in a shadow box stage set.
To visualise their ideas, students experimented with art techniques such as ink splats and scratchboard, developing imaginative water dragons with unique characteristics. They then created collaborative storyboards that structured their narratives around a conflict—often caused or influenced by the dragon—and a resolution, where balance was restored to the world. They constructed intricate shadow puppets with moving parts. The final presentations featured the students performing or narrating their new myths using their handmade box theatres, combining storytelling, visual art, and performance in a rich, collaborative learning experience.
How did we make the 5 Habits of Learning come alive?
In Term 2, students reflected on the creative habits they used during each lesson by cutting out the shadow shape of an animal they had observed. Each shape was coloured to represent the habit they had developed the most during the session, and the shapes were displayed on the learning wall, making their learning visible and tangible.
In Term 3, students continued to bring the habits to life by colouring sections of the Great Wave Poster with the creative colours representing the habits they had used in that day’s session. This activity reinforced awareness of their creative processes and provided a visual record of habit development over time.
How did we activate student voice and learner agency?
In Term 2, students were given choice and ownership over how they explored the environment, conducted surveys, and recorded observations, allowing them to follow their curiosity. They contributed ideas, field books, and 3D models of their chosen animal habitats, ensuring their discoveries shaped the outcomes. Linking learning to real-world issues, such as human impact on ecosystems and conservation on Dirk Hartog Island, fostered confidence, independence, and responsibility.
In Term 3, students contributed ideas and made decisions when planning and creating dragon-inspired storyboards and shadow puppets, ensuring their collective perspectives shaped the final outcomes. Through discussions, reflection, and collaborative problem-solving, they were encouraged to ask questions, make decisions, and express ideas creatively, reinforcing their role as active participants in their learning.
How did you develop creative and critical thinking skills in the students?
In Term 2, students were encouraged to observe, question, and analyse their environment, comparing it with historical ecosystems on Dirk Hartog Island. Recording observations, identifying native and introduced species, and reflecting on human impacts fostered critical thinking and problem-solving. Creative thinking was developed through hands-on activities, including whittling sticks, making natural inks, and designing 3D models, allowing experimentation, risk-taking, and multiple ways of representing ideas. Collaborative work on displays and book nook models promoted imaginative thinking, negotiation of ideas, and evaluation of solutions, helping students combine creativity with analytical reasoning.
In Term 3, students developed critical thinking skills by researching the cultures and ecosystems of the Indian Ocean Rim, analyzing real marine animals alongside Asian myths, and considering how to adapt these influences into their own stories. They planned and created storyboards that mapped conflicts and resolutions in their dragon myths, requiring problem-solving, sequencing, and evaluation of ideas. Creative thinking was fostered through hands-on experimentation with art techniques such as ink splats and scratchboard, designing imaginative water dragons, and constructing shadow puppets with moving parts. Collaborative work on storyboards and puppet theatres encouraged negotiation, idea refinement, and inventive solutions, allowing students to merge creativity with analytical reasoning and bring their mythical stories to life.
How did you link your project to the UN Sustainability goals?
The Term 2 project aligned with UN Sustainable Development Goal 15: Life on Land, focusing on protecting, restoring, and sustainably managing terrestrial ecosystems, conserving forests, combating desertification, reversing land degradation, and halting biodiversity loss.
The Term 3 project connected to UN Sustainable Development Goal 6: Clean Water and Sanitation, encouraging students to reflect on the importance of caring for oceans, rivers, and aquatic life, and understanding the role of clean water in sustaining ecosystems.
WHAT WAS THE IMPACT?
“Our school beliefs and purpose really align with what we value about having the Creative Schools practitioner in the school. They don’t just add something extra — they take our inquiry based model to another level. The resources and approaches they bring help challenge our thinking. We already have outstanding teachers, but the practitioner pushes us further, and of course the kids love it. Every week they’re excited for the sessions, they talk about it at home, and they come in the next morning eager to share their ideas.Successful change doesn’t happen in just 12 months. If you want sustainable creativity, you need to manage the Creative Schools partnership well and plan for a two- to three-year process. That’s especially important with the high staff turnover we’re facing in the system and the challenges of finding teachers.” (Craig Mainard - Principal)
“I’ve really enjoyed collaborating with like-minded creative people and being able to use the curriculum in a more creative way. It’s been good because it reinforces what we’re already doing in school with our inquiry work, but it also adds another layer. It’s been a long process, but Creative Schools helps kids take their content knowledge and apply it in a creative way. For me, authentic learning comes from using the environment around us — going out, exploring, and then bringing that back into the classroom for reflection. That’s what keeps the cycle alive and meaningful for the kids. At the heart of it, school is about learning and about building those dispositions so students can keep growing.” (Nathan Bushby - Teacher)
“What I’ve noticed about their creative and critical thinking skills is that this group is incredibly imaginative. They soak up the different creative habits and apply them not just in Creative Schools but across their daily work. You can see it spilling over into the classroom—for example, one student took our reflection tool and decorated the entire window with it. It feels like we’re planting little seeds and watching them blossom.” (Claire Davenhall - Creative Practitioner)
Students developed scientific observation skills, creative thinking, and problem-solving abilities. They became more engaged and confident in their learning, expressing ideas through both art and inquiry. This was evidenced in student reflections, surveys, and the quality of the final class display demonstrated curiosity, persistence, and collaboration.
“Creativity is not something you learn, it is something you unlock.” (Student)
“Creative Schools is interesting because you get to do a lot of different things. Some people do creative things, some people do writing, and there’s always something for everyone. You get to do things from all different perspectives, and it’s always different.” (Student)
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