DESIGNING AND
IMPLEMENTING SCHOOLBASED PROJECTS(SBP)
PRESENTED BY WARIKANDWA GRACE CURRICULUM DEVELOPMENT AND
TECHNICAL SERVICES NYATSIME COLLEGE 27 JANUARY 2025
Introduction

The Heritage Based Curriculum Framework for Primary and Secondary
Education 2024 - 2030 builds on the strength of the Competence Based
Curriculum and fosters the acquisition of 21st century competences. Multidimensional pupil centred learning strategies shall be used to enable
pupils acquire the targeted knowledge, skills, values and positive
dispositions in the various learning areas.

The thrust of the curriculum is to ensure pupils are able to produce goods
and services for self, family, community and nation using our tangible and
intangible heritage.
Designing effective School Based
Projects

A School Based Project is a learning activity that provides pupils with opportunities to
analyse, synthesise and apply knowledge in a real-life (hands — on) situation. It is geared at
solving problems in the classroom, school, community and the world at large.

It fosters pupils' creativity, innovation, critical thinking and their ability to work with others to
solve real life problems. A School Based Project shall mainly be done within the school
environment using locally available resources as much as is possible.

The teacher acts as a facilitator directing pupils throughout the project as they acquire skills.
These include skills for collaboration, teamwork, problem solving, critical thinking, research,
leadership, technological, analysis and synthesis among others.

Pupils develop portfolios, models, write-ups, reports or performances as they progress with the
project.
Implementing School based projects:
Strategies and best practices
Project activities shall be done in stages and will allow adjustments and re-adjustments as
pupils get feedback from the teacher, peers and even from parents or guardians. Progressive
scoring guides and learner progress reports shall be used in every stage of project execution
and marks shall be awarded based on the Progressive Scoring guide that will be provided.
The
project shall be carried out in the school environment using locally available
materials. Consider safety. No one should be left behind
The teacher acts as a facilitator in the execution of the project.
Certainly! Here's the comprehensive project plan, now with a section for the literature review:### Project Title: Investigating Waterborne Illnesses in Chitungwiza#### Background:Chitungwiza, a densely populated
urban center, has been grappling with an alarming surge in waterborne illnesses. Residents have fallen ill after consuming both borehole water and tap water, exhibiting symptoms such as diarrhea, typhoid, and other
gastrointestinal issues. This situation has raised concerns about the quality of the water supply and the potential contaminants present. Understanding the chemical composition of the water and identifying the sources of
contamination are crucial steps in mitigating these health issues and ensuring the well-being of the community.#### Problem Statement:Chitungwiza has been experiencing a surge in waterborne illnesses, with residents
falling sick from both borehole water and tap water. Symptoms include diarrhea, typhoid, and other gastrointestinal issues. As a chemist, you've been tasked with investigating the source of the contamination and
identifying potential solutions.#### Theme:Enhancing Water Quality and Public Health in Chitungwiza#### Aim:To investigate the chemical contaminants in borehole and tap water in Chitungwiza and identify effective
solutions to reduce waterborne illnesses.#### Objectives:1. To analyze the water quality of borehole and tap water for various chemical parameters, including pH, turbidity, total dissolved solids (TDS), and bacterial
contamination.2. To identify potential chemical contaminants in the water using techniques such as gas chromatography-mass spectrometry (GC-MS) or inductively coupled plasma mass spectrometry (ICP-MS).3. To
assess the correlation between water quality parameters and the incidence of waterborne illnesses in Chitungwiza.4. To investigate effective disinfection methods, such as chlorination, ozonation, or ultraviolet (UV) light
treatment, for removing bacterial contaminants and improving water quality.5. To design and propose a water treatment system tailored to the community's needs.6. To educate the community on proper hygiene practices,
water handling, and storage to prevent waterborne illnesses.7. To establish a regular water quality monitoring program to ensure the safety of the water supply.#### Literature Review:1. **Waterborne Diseases and Public
Health:** - Review articles and studies on the prevalence of waterborne diseases globally and specifically in urban areas like Chitungwiza. Highlight the impact of water quality on public health. - Key sources might
include WHO reports, journal articles on epidemiology, and research papers on waterborne pathogens.2. **Water Quality Parameters:** - Summarize research on the importance of monitoring chemical parameters such
as pH, turbidity, TDS, and bacterial contamination in drinking water. Discuss how these parameters are linked to health outcomes. - Refer to guidelines from organizations like the WHO, EPA, and local health
authorities.3. **Contaminant Identification Techniques:** - Discuss the methodologies and effectiveness of GC-MS and ICP-MS in identifying chemical contaminants in water. Review case studies and research articles
demonstrating their application in real-world scenarios. - Highlight key publications in analytical chemistry and environmental science journals.4. **Disinfection Methods:** - Provide an overview of different
disinfection methods (chlorination, ozonation, UV treatment) and their effectiveness in removing bacterial contaminants. Compare their advantages and limitations. - Cite relevant studies from journals on water
treatment and environmental engineering.5. **Community Health and Education:** - Review literature on the role of community education in improving water handling and storage practices. Discuss successful
interventions and programs that have led to reduced waterborne illnesses. - Reference public health studies and reports on community engagement initiatives.#### Methodology:**1. Water Quality Analysis:**- Test the
borehole and tap water for pH, turbidity, TDS, and bacterial contamination (e.g., E. coli, Salmonella).- Collect and record data for each parameter.**2. Contaminant Identification:**- Use GC-MS or ICP-MS to identify
potential contaminants, such as heavy metals, pesticides, or industrial pollutants.**3. Correlation Study:**- Analyze the relationship between the water quality parameters and the incidence of waterborne illnesses in the
community.**4. Disinfection and Treatment:**- Investigate and evaluate different disinfection methods to remove bacterial contaminants from the water supply.**5. Water Treatment System Design:**- Design and
propose a water treatment system that addresses the identified contaminants and improves water quality.**6. Community Education:**- Develop educational materials and conduct workshops to inform the community
about proper hygiene practices, water handling, and storage.**7. Water Quality Monitoring:**- Establish a regular monitoring program to ensure the water supply remains safe and clean.#### Data Collection:Create
tables to record water quality parameters, contaminant levels, and incidence of waterborne illnesses. Calculate averages and analyze trends.#### Analysis:- Plot graphs to visualize the data and identify patterns.- Discuss
the findings and their implications for water quality and public health.#### Conclusion:Summarize the key findings and their significance. Provide recommendations for improving water quality and reducing waterborne
illnesses in the community.#### Discussion:- Identify potential sources of error and suggest improvements.- Explore the real-world applications of the project.#### References:List all the sources used for gathering
information and conducting the research.---I
Stage 1
Stage 2
Investigation of related ideas
A pupil carries out a research or investigation on the current situation of the problem to find out existing
solutions that might solve or are related to the problem, situation, passion, interest or intended innovation.
Activities include a pupil:
i)
searching for information on related existing ideas that might be an intervention to the problem or situation
ii) collecting and recording data using various methods including drawings, illustrations, pictures, audio visuals, performances, writings and objects
iii) analysing each item on whether it will solve the problem by considering its strengths and weaknesses and
give recommendations
Stage 3
Generation of Ideas
A pupil creates own possible ideas or solutions to solve the problem.
Activities at this ideation stage include a pupil:
 analysing the possible ideas created through experimenting and testing iv) presenting
the possible solutions using drawings, illustrations, pictures, audio visuals, and
performances among others
 analysing, synthesising and establishing connections and relationships
Stage 4
Development of ideas
 A pupil chooses the best possible solution or idea generated in stage 3. The chosen idea
will have the most impact as an intervention to the problem, situation or innovation. After
selection a pupil will:
 refine or develop the chosen idea to ensure it meets the design specifications stated in
stage 1
 continue to analyse and synthesise information as one improves the idea iii) experiment
and test the refined idea through the production of a mock-up, demonstrations, drawings,
performances, audio - visuals and other forms of presentations
Stage 5
Presentation of Results
 A pupil presents final solution (goods and services) in the form of drawings, artefacts,
portfolios, flyers and banners, demonstrations, performances, audio and visuals, write-ups,
reports and musical pieces.
Stage 6
Evaluation and Recommendations
At this last stage, pupil's activities include:
 commenting on achievements, and challenges faced in coming up with the product,
linking to the statement of intent and design specifications
 Suggesting recommendations for further improvement of the solution, or the innovation
Activity:Developing School-Based
Projects proposals

In groups, come up with SBP proposals in any learning area of your choice
per selected level.

Report back group by group
Conclusion
CONCLUSION
School-Based Projects are of paramount importance in the implementation of the Heritage
Based Curriculum Framework for Primary and Secondary Education. It provides a hands on
approach to learning that fosters a wide range of life skills. Therefore, all schools are urged to
effectively implement the provisions of this circular according to the guidelines spelt out. The
teacher should just guide and facilitate the learning process while the pupils actively take part.