Challenge Based Learning Project at St Patrick’s Marist College, Dundas - Term 4 2009
The project is an interdisciplinary one that draws on specific outcomes and content from three KLAs –
HSIE(Geography), Re and PDHPE. The outcomes and content that will be contributing to the
development of the teaching strategies and learning experiences for the Challenge Based Learning
project are:
1. Geography Syllabus;
Focus Area 4G4 – Global geographical issues and appropriate methods of citizenship for their
management.
Outcomes - A student:
4.2
organises and interprets geographical information
4.3
uses a range of written, oral and graphic forms to communicate geographical
information
4.4
uses a range of geographical tools
4.7
identifies and discusses geographical issues from a range of perspectives
4.8
describes the interrelationships between people and environments
4.9
describes differences in life opportunities throughout the world
4.10
explains how geographical knowledge, understanding and skills combine with knowledge
of civics to contribute to informed citizenship.
2. Religious Education – Sharing Our Story Curriculum ;
Unit - Ways People Pray
Outcomes – Students demonstrate an understanding and appreciation of prayer as having
traditional and contemporary forms of expression.
2
appreciate a range of prayer forms and practices across Christianity, Judaism and other
selected religious traditions
3
identify connections between prayer and personal well being and lifestyle, human
relationships and communal life and mission
5
appreciate the value of personal reflection and of personal and communal prayer in the
Catholic tradition (eg. traditional devotional forms)
6
appreciate and discuss key values developed through prayer such as openness,
compassion, listening, and perseverance.
3. Personal Development, Health, Physical Education
Unit : Health Impacts From Strand 3: Individual and Community Health
Outcomes
4.6 A student describes the nature of health and analyses how health issues may impact on
young people.
4.8 A student describes how to access and assess health information, products and services.
Catholic Christian Values that are central to the project :
1. Positive view of life
2. Community and Common Good
3. Freedom from oppression
4. Search for truth and wisdom
5. Sacramentality or God’s presence in the whole world
6. Reconciliation
7. Hope and Resurrection
7/03/2016
Revised Document No 2.
The Challenge Based Learning process begins with a big idea and cascades to the following: an
essential question, a challenge, guiding questions, activities, resources, processes for determining and
articulating the solution, taking action by implementing the solution, reflection, assessment, and
publishing.
1. Big Ideas - Global Issues and Citizenship
2. Essential QuestionWeek 5 : What are the environmental issues that matter most in today’s world ?
underpinned by the values in the question ‘Am I my brother’s keeper?’
Week 7 : What are the human issues that matter most in today’s world ?
underpinned by the values in the question and the Parable of the Good
Samaritan ‘ Who is my neighbour?’
3. Overview - Why should students learn about global issues, problems, and challenges? All evidence
indicates that global issues and problems are growing in magnitude and will neither go away nor
resolve themselves. They require action. In turn, that action--if it is to be effective--requires citizens
who are trained and willing to deal with difficult and complex global issues. Students should leave
school reasonably informed and concerned about one or more of the major global issues,
problems, or challenges facing the human race. We believe that our students can investigate and
respond to the challenges posed by global issues at different levels (international, national and
local) more effectively when they use the values from the gospels as a lens for discernment and
decision making.
4. Challenge- We want to commit to a better world. What can we do? What can I do?
(the school ? or local community ?)
5. Guiding Questions: to be developed by the students
6. Guiding Activities: activities that assist the students to set the foundation for their investigation and
the development of insightful and realistic solutions.
7. Each day’s formal prayer experience will occur between 9am and 9:30am. Formal reflection
activities undertaken each day by the students will include an opportunity to consider the prayer
experience.
7/03/2016
Revised Document No 2.
Homeroom activities will take place at the Lavalla Centre.
DAY ONE
INTRODUCTION
 Welcome and Introduction to Challenge Based Learning project

Prayer

Ice Breakers (1)

Team building game challenges (1)
LEARNING SEQUENCE ONE
1.
Students/teams split into one of three areas - C119, C121, C12
Simulation Experience:
Week 5 project:
Week 7 project : ‘Needs and Wants’ game
The World Trade Game (Gabrielle’s idea) etc (TBC)
2. Students watch YouTube clip
Week 5 project:
Week 7 project : ‘Miniature Earth’.
Students then watch the clip a second time and record, in their work booklet, three facts from the
clip that they find interesting or disturbing. Share reflection with partner.
2.
Teacher reviews with the students:
–
What is meant by the term ‘ global issue’?
–
What does it mean to be a global citizen?
–
What is meant by the question
Week 5 “Am I my brother’s keeper?”
Week 7 “Who is my neighbour?”
3.
Gallery Activity
Students will be each given 2 images which they will stick up with blu-tack on the walls of
the space they are in.

Teachers model the activity ie fishing boats on the ocean – depletion of ocean resources.
When directed the students will walk around the ‘gallery’ and examine each photograph
to determine the issue that is being depicted. They will record their responses on a
worksheet in their booklet.

In their teams students will share their ideas and come to a group consensus; also
answering the questions

How does the issue impact on peoples lives?

How is this issue relevant to Australian life?
Class discussion will be needed to confirm / modify team responses.
7/03/2016
Revised Document No 2.
LEARNING SEQUENCE TWO
1. Each group to create a folder on the database where their CBL work will be stored.
2. Students to create a mind map of the global issues examined in Session One using the
‘inspiration’ software application.
3. Students/team then select two issues from their mind map that they would like to explore in
further detail. Each team will use a scaffold /recording sheet to complete the following:
4. For each of the 2 issues initially state why it is of interest to them.
For each of the issues that they have identified they investigate each one from a

bookmarked website; they identify the sub issues; add this detail to their mind
map.

Students to decide which of the 2 issues they will use for their CBL project
 Why do we want to investigate this issue further?
 Why do we want to take up the challenge?
5. Teams present their reasons to allocated teacher for authorisation to continue.
DAY TWO
INTRODUCTION
 Welcome

Prayer

Team building game challenges (1)
LEARNING SEQUENCE THREE
[ 9.30am to recess]
Focus : Meeting people from organisations who have taken up challenges to global issues.

Motivational talk on active citizenship and what can and is being done. HOPE: what have been
achieved,

The following are being considered
Week 5: Environment
- WWF
Week 7: Human
- Oak Tree foundation
-
Greenpeace?
-
Marist Youth Care
-
Edmund Rice Centre
-
Edmund Rice Centre
-
Care Australia
-
Caritas
-
Jemma Isisia – St Judes Tanzania
-
Care Australia
-
Friends of St Judes organisation.
-
Father Chris Ryan
-
Jill Finnaine
-
Doctors without Borders
-
Fred Hollows Foundation
-
Saed Razer (a local Afghani man)
7/03/2016
Revised Document No 2.
Four speakers are required – This activity will be jigsawed so that each team will have a representative at
each presentation where they will be come the team’s expert Students will record information in a
prepared scaffold.

Speakers will present for approx 1 hour ;

students will reconvene in their teams at the end of the presentation to share experiences
and insights.

Students to write a reflective personal response on the presentation they have just viewed.
LEARNING SEQUENCE FOUR
Implementation of the 5 P’s process:
1. Plan

Students will need to develop the Guiding questions. Generated by the students, these
questions represent the knowledge students need to discover to successfully meet the
challenge and create a map to guide the learning process.

Students use the tool ‘ Inspiration’ to assist with this phase of their project.

Questions for the students to consider: What do we know about the issue? What do we
need to know about the issue?, Where can we find the answers?, How might we respond
to the challenge ? – what is a solution (s) that is practical ?

Test the solution against criteria

Plan the Presentation / Product – includes:
 Mapping out the journey and the Storyboard)
 Assign roles including the DRI (Directly Responsible Person) and the Team lawyer
(responsible for checking off permissions / copyrights / plagerism

Org Chart (forteacher) * Create a Timeline * Post it somewhere where the team
can see it and cross of tasks as you complete them
2. Produce the Presentation

Consideration of the form of the presentation and all its features

SAM Animation ( free web software for PCs and MACs)
3. Post Production / Editing etc
4. Presentation (all team members have to be part of the presentation)
*
includes talking about the process and reflections on their learning
5. ‘Ph’eedback
7/03/2016
Revised Document No 2.