Building Bridges: Enterprise
Learning in the Middle Years
Bexley North Public School
and
Kogarah High School
Brief: To develop a water efficient garden for the
enjoyment and benefit of the school community.
Students identified areas of each
school and conducted a site analysis’ in
order to ascertain the next step for their
project.
We had long talks with the Principal. He was
like our client and we talked about where we
should locate our garden.
Links to Curriculum
K-6 Science & Technology Syllabus
Stage 3 - D&M S3.8
Develops and resolves a design task by planning, implementing , managing and evaluating design
processes.
• Researches needs that influence the development of built environments and establishes criteria
for the evaluation of produced designs.
• Generates design concepts that reflect the consideration of aesthetic, cultural, safety, and
functional requirements.
• Selects tools, equipment and resources to meet the requirements of production and use.
Stage 3 BE S3.1
Creates and evaluates built environments demonstrating consideration of sustainability, aesthetic,
cultural, safety and functional issues.
• prepares a photo study of an area to inform the process of designing a garden that is in keeping
•
with existing landscape
selects and uses primary and secondary sources to find information about water conservation
and the local environment
Links to Curriculum
Stage 3 LT S3.3
Identifies, describes and evaluates the interactions between living things and their effects on the
environment.
• plans and manages the construction of a native Australian garden, identifying and resolving the need
for funds and expert advice
• develops a detailed plan to conserve or improve a local nature reserve using a simple scale, symbols
and annotations
• uses a water testing device to check the water pollution level in a local waterway and discusses
findings, eg with an expert
• selects the most appropriate medium to record and investigate local plants used by an Aboriginal
community
Stage 3 - IC S3.2
Creates and evaluates information products and processes, demonstrating consideration of the type
of media, form, audience and ethical issues.
• writes and sends an e-mail with an attachment to an expert seeking advice and information for a task
• collects information and develops a plan for a native Australian garden
• selects websites and other reference material and checks their accuracy through identifying sources,
currency of information, purpose and bias.
Also links with the K-6 PD& Health PE Syllabus, 7-10 Life Skills
Communicating, Problem Solving, Interacting & Decision Making Outcomes and Indicators, K-6
HSIE Syllabus, 7-10 Geography Syllabus, K-6 English Syllabus, 7-10 English Syllabus, K-6 Mathematics Syllabus &7-10 Mathematics Syllabus
Links to Curriculum
Mandatory Technology Years 7-10
Stage 4 Objectives
• knowledge, understanding and appreciation of and skills in design processes, design
•
•
•
•
theory and the work of designers
knowledge of and skills in researching, experimenting, generating and communicating
creative design ideas and solutions
knowledge and understanding of and skills in the responsible selection and safe use of
materials, tools and techniques
knowledge, understanding and appreciation of the impact of innovation and emerging
technologies on the individual, society and the environment
knowledge of and skills in managing quality solutions to successful completion .
Area of study: Built Environments
• The focus of this area is on space, place and use. People create, construct and modify
their surroundings for a wide range of purposes. The environments people build are an
important part of our communities and culture. When designing environments, it is
important to consider the functional, physical and material properties, aesthetic, ethical,
environmental, socio-cultural, human form and scale and safety aspects of the
development.
Building an Enterprising Culture
• The students are involved in every aspect of the process of design and
development. This project is STUDENT CENTRED. They
make their own decisions and come to the teacher for guidance.
Students from Bexley North
discussing the layout of their garden
with students from KHS.
Building an Enterprising Culture
• The students are involved in every aspect of the process of design and
development. This project is STUDENT CENTRED. They
make their own decisions and come to the teacher for guidance.
Students from Bexley North exchanging
information with students from KHS about
the process and purpose of mulching.
Partnerships
Business, Community & Parents
Involving Local Businesses
• Students from each of the 5 groups have contacted local businesses including
local garden centres; water tanks companies and landscape gardeners.
• They’ve conducted extensive research using the internet, the local yellow pages
and some students have even approached family members.
Students from KHS obtaining advice
from Alistair Duncan of the EcoLiving
Centre on the size and location of water
tanks. The tanks will be used to store
storm water from the school building.
Involving Local Businesses
• They’ve conducted extensive research using the internet, the local yellow pages
and some students have even approached family members.
Students from KHS using rainfall
charts to work out the appropriate
capacity of tanks for the storage of storm
water.
Involving Local Community
• Students contacted Rockdale Council ~ Organised school visit
to see the site and discuss project.
• Participating in National Tree Day.
• Students have researched, identified and contacted local
community groups who have expertise and resources;
• Students contacted the Bureau of Meteorology, in order to
research weather patterns and Sydney’s rainfall over the last 6
months.
Involving Parents
• Parents are very supportive of this project and many have shown a
keen interest and willingness to be involved; e.g. coming to help on
the weekend for a “Working Bee”.
• All parents are aware of program and are supporting their children
by allowing them time and resources to work on project.
Progress
• Students from BNPS and Kogarah High have communicated by
e-mail and have worked together at each school.
Students from Bexley North
showing KHS students how they
read the school water meter.
Water usage will be monitored to
assess water saving after the water
storage tanks have been installed.
Progress
• Students from BNPS and Kogarah High have communicated by
e-mail and have worked together at each school.
Students from Bexley North showing
KHS students how they manage the
worm farm that they have established to
turn food scraps into compost.
Progress
• Students from BNPS and Kogarah High have communicated by
e-mail and have worked together at each school.
Students from KHS researching native plants that will
suit conditions in the site selected for their garden.
Each school has an excursion planned to the Heathcote
Native Nursery and the Mount Annan Botanic
Gardens.
The Mount Annan Botanic Garden specialises in
native plants and flora.
Progress
But we have not finished yet.
We still have to:
• Purchase our plants and soil
• Install the stormwater tanks and watering system
• Layout our gardens
• Plant and mulch
…………… and, of course, carry out a final evaluation to measure the
success of our projects.