Students explored Mathematics through creative activities focusing on patterns, symmetry, shapes, and color. They studied colour theory and used fractions to mix and calculate colour equations, creating individual colours that will be used throughout the project. Students observed nature closely, noticing and drawing the shapes, patterns, and colors in their surroundings. Students also discussed and used natural art materials such as paper, charcoal, and clay throughout the term.
In term 3, we developed a project as part of the HASS curriculum, exploring the Pilbara, specifically Yindjibarndi and Ngarluma Country and the Ningaloo Reef. Students learned about animals, their environments and the interdependence within these systems. Looking at the characteristics needed to thrive in such places. The students used paint, recycled materials, clay, colour, and pattern, they explored these themes to deepen their understanding of place, culture, and environment.
HOW WE MADE THE CURRICULUM COME ALIVE
The curriculum came alive through hands-on creative exploration and play. Mathematical concepts became tangible as students measured, mixed, and made their own “colour fractions.” Geometry emerged through natural forms, spirals, circles, and repeating patterns showing students that maths can be both beautiful and expressive and is all around us.
In Geography, art became a way to investigate place. Students mixed “Pilbara reds,” painted desert creatures, and sculpted imaginary animals that would survive and thrive in their environment. Each lesson connected research, observation, and creativity, transforming abstract ideas and concepts into meaningful creations.
BRINGING THE 5 HABITS OF LEARNING TO LIFE
The 5 Habits: collaborative, persistent, imaginative, disciplined, and inquisitive held the project as it gave language to parts of what was being learnt and developed. We had a big focus on collaboration which grew through shared challenges like creating a single class colour or building a sculpture together or working out a drawing together. Persistence was practised when refining ideas and not giving up when reaching a difficult moment.
Imagination was supported through open-ended prompts, while discipline and care were evident in how students handled materials and interacted with their work and the work of others. Inquisitiveness began with students noticing patterns and colours beyond the classroom, asking thoughtful questions and seeing connections between art, maths, and nature.
ACTIVATING STUDENT VOICE AND AGENCY
Student choice and autonomy were central. Students selected colours, designed creatures, and chose how to represent their ideas through art. By Term 3, students were confidently explaining their creative decisions and sharing skills and discoveries with each other.
The students were supported in their creative ideas and given the space and respect to follow what ideas they came up with, how they wanted to paint or draw their animal, building self-confidence and self-trust in who they are and the decisions they are making.
DEVELOPING CREATIVE AND CRITICAL THINKING
Students developed creative and critical thinking through experimentation and reflection. They tested materials and concepts and discussed what worked and why. Conversations often linked back to questions e.g. “How do you draw something symmetrical?” “Where can I find that in the world around me” “What happens if I try this?” They learned that creativity and learning require curiosity, courage, imagination and problem-solving.
LINKS TO THE UN SUSTAINABILITY GOALS
The project's connection to Quality Education (UN Sustainability Goal 4) was supported through Julie’s incredible teaching and through collaborative teaching as part of the Creative Schools program, where two educators work together to deepen learning and engagement. This collaboration between teacher and artist enriches education by bringing the arts into learning, creating opportunities for play, engagement, problem solving, and curiosity.
Good Health and Wellbeing (UN Sustainability Goal 3) was supported through learning how to collaborate, create, and make together, even when ideas differ. Students nurtured trust in themselves, in how they see and express themselves in the world, and built confidence, respect, and understanding for difference and collaboration with others.
WHAT WAS THE IMPACT?
The project gave students ownership of their learning. They began seeing maths and art not as separate subjects, but as ways to explore and express ideas. Their curiosity and confidence grew.
The students discovered more about their own way of doing things and were free to explore and discover and play without the fear of being wrong or making a mistake.
Fun and play.
The project sparked curiosity and conversations. It inspired deeper learning and engagement. SHOWCASE & LEGACY
By the end of the projects students had made an arrangement of creative projects and had experimented with many different materials and ideas. Their ability to reflect and articulate what they were learning and their overall growth in confidence in expressing themselves and forming a better understanding of how to collaborate and work with others.
IN SUMMARY
Nerrigen Brook Primary School’s Creative Schools project brought together mathematics, geography, art, nature, and the environment through hands-on, creative learning. Using colour, painting, drawing, and sculpture, students explored how creativity is not only about making but about noticing, questioning, and connecting with the world around them. The project showed that learning grounded in play and curiosity and linked to real experiences builds deeper understanding and engagement.
The collaboration between artist and teacher created a dynamic learning environment where curiosity and experimentation were encouraged. This partnership supported deeper engagement and critical thinking, showing how creative practice can enhance academic learning by integrating observation, reflection, and imagination.
.png)