Overview:
The first project explored the legacy of Ancient Rome as seen through its architecture, engineering, art and culture. In groups, students brought the empire to life by designing Roman-style villas, bridges and gladiators, as well as creating laws, standards and coin currency.
In Term 2 the class operated within a constructed stock market to sell and trade junk items using monopoly money. In groups, regular trading rounds were held, market trends emerged, and embargoes were created. As the sculptures began to take shape, consumer demand and prices sky-rocketed, and budgets were placed under pressure.
The works culminated in a creative showcase event and Junkyard Sculpture Auction that gave students the opportunity to present their projects to another year group and sell their junk creations to the highest bidder.
Main Curriculum Focus –
Project 1: Ancient Roman architecture, engineering, lifestyle and people of influence
Project 2: Wants and needs, trading, supply and demand, markets, profit and loss
WHAT WE DID
Project overview: In Term 2 we explored the Roman Empire through its engineering and architecture as well as its influence on language, literature, and artistic styles. Students worked towards reconstructing iconic Roman bridges, aqueducts and villas using cardboard and plasticine but with a modern twist. They also designed their own gladiators based on a 20-point scoring system for height, speed, strength, agility, strategy, lethalness of weapon and ability to work with others. The gladiators of the Joseph Banks Gladiator Ludus came to life using collage from fashion magazines and later became central to the development of a gladiator battle game.
In Term 3, the students traded in a constructed marketplace made of junk. Students brought in rubbish and recyclable materials from home to work with, trade or sell. Each group was given $1000 in monopoly money and asked to keep a budget. Items were priced based on consumer demand and trading rounds were held each week. From these materials, the students worked in groups to design and construct a sculpture entirely made of junk. Sometimes new and high-end materials would enter the marketplace, or we would have a flash sale. Occasionally we would force
students to trade an item and then find a way of working it into their designs. The class were also charged for every single item used in the sessions, such as scissors, glue sticks, glue guns, paper and masking tape, hence putting pressure on their budgets.
The project culminated with a lively Junkyard Traders Art Auction showcase, where each group presented the concept behind their artworks before it went to auction. The buyers were the other Creative Schools class, who were also given monopoly money to spend, with prizes going to the most strategic bidder and group that sold their work for the highest price.
How did we make the curriculum come alive?
The curriculum came alive by focusing on activities involving building and construction with parallels made to everyday life to make the content relatable. We tried to keep the warm-ups on topic and used them as little tasters for the main activities. The program was very fluid and organic, with many trading ideas being made on the spot or in response to what was happening in the class at that moment. We encouraged innovation and tried to vary the materials to keep things exciting.
How did we make the 5 Habits of Learning come alive?
We regularly implemented feedback sessions, both for ourselves and the creative work. Students gave constructive advice and were given opportunities to craft and improve. We liked to create trading embargos to shake things up and keep everyone on their toes, as well as take a material through multiple steps to foster more dynamic expression.
How did we activate student voice and learner agency?
We encouraged all students to share their ideas for future lessons and took on board suggestions for how to make the learning more interesting for them. Each week we asked groups to share any trading strategies that worked for them.
How did you develop creative and critical thinking skills in the students?
Creative and critical thinking skills were developed through a variety of activities that challenged students to think beyond the first response and encourage multiple iterations of a design. We focused on connections between materials and set specific objectives, such as creating invisible joints or creating the tallest structure using a limited amount of tape.
How did you link your project to the UN Sustainability goals?*
Our projects linked to the UN Sustainability goals of creating less waste by exploring ways of repurposing common household trash for learning and profit.
WHAT WAS THE IMPACT?
“I’m disciplined. I worked hard on my gladiator and kept crafting and improving it. I need to practise being persistent. When things are difficult, it’s hard to keep going—but persistence is important, and it connects with being inquisitive because you have to ask questions.” (Student)
“In normal lessons, there’s more writing and the thinking feels harder. In Creative Schools, we think differently, I like doing the learning this way.” (Student)
“In the beginning learning about the villas and thinking of ideas was hard. But now I’m getting ideas quicker.” (Student)
“I improve more when I’m in Creative Schools.” (Student)
“Creative Schools keeps me on my toes! Honestly, I feel like I really needed it, and I think the kids are really enjoying themselves too. It’s definitely something different. I’m outside my comfort zone—and I’m hoping to stay out there! Working with the Creative Practitioner has been great. It’s brought in more ideas, and I feel like we bounce off each other really well. If we don’t like an idea, we can say so openly—we’re able to voice it. We can add things, take things away. The collaboration amongst the students has improved so much—compared to the first Creative Schools lesson, it’s a huge shift. At the start I thought, “This could be a disaster,” but it’s come such a long way. The biggest improvement has been in how the students work together. The students are a lot more attentive and engaged in the learning now and more willing to have a go. They’re definitely less reserved than when we started the Creative Schools program.” (Chloe Murray – Teacher)
“These students have come so far with their creative bravery and business acumen. Their collaboration skills and willingness to work together towards a common goal has completely shifted this term. I’ve had the best time witnessing the wheeling’s and dealings, hustling and bankruptcies.” (Stephanie Reisch, Creative Practitioner)
“The students have become very engaged—and I’ve really loved it as well. I enjoy being creative, so I’ve really enjoyed this kind of work. What I’ve noticed is that the students are definitely more engaged with what they’re doing. They’re taking the learning on board more and really showing their creative thinking side—especially compared to the kind of work they were doing before the program.” (Education Assistant)
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