Criterion A: Planning
Students will:
i. Develop a proposal for action to serve the need in the community
ii. Plan and record the development process of the project
iii. Demonstrate self-management skills
i. Develop a proposal for action to serve the need in the community
ii. Plan and record the development process of the project
iii. Demonstrate self-management skills
Lesson 7: The Planning Process - Part 1
Task: Mood Board my Issue
Images are powerful and can be a very effective way of presenting the need/issue that students are focusing on. Groups has 20 minutes to create a mood board that represents their Community Project. They should use a full page in their process journal to complete this.
Images are powerful and can be a very effective way of presenting the need/issue that students are focusing on. Groups has 20 minutes to create a mood board that represents their Community Project. They should use a full page in their process journal to complete this.
Investigating the Need
It is important to remember that as a group you should be continuously investigating your issue from as many perspectives as possible. Just because your teacher has not set you an investigation task, does not mean that it should not still be going on in the background throughout this project.
Goals & Objectives
A Project goal and objectives establish the criteria against which you can determine the success of your actions. You should be reviewing your overarching goal and objectives throughout the project process and evaluate these at the end to determine how effective you have been.
It is important to remember that as a group you should be continuously investigating your issue from as many perspectives as possible. Just because your teacher has not set you an investigation task, does not mean that it should not still be going on in the background throughout this project.
Goals & Objectives
A Project goal and objectives establish the criteria against which you can determine the success of your actions. You should be reviewing your overarching goal and objectives throughout the project process and evaluate these at the end to determine how effective you have been.
GOAL |
OBJECTIVE |
A broad statement about the long-term expectation of what should happen as a result of your project (the desired result). Serves as the foundation for developing your project objectives. |
Statements describing the results to be achieved, and the manner in which they will be achieved. You usually need multiple objectives to address a single goal. |
E.g. You want people to use less plastic and become conscious consumers. |
E.g. Twenty percent of Year 9 students will make an active decision not to buy items from 7/11 stores that use single use plastics over a two week period. |
TASK: GOAL & OBJECTIVES
You have by now already set your goal for this project. The task now is to set some specific, measurable, achievable, relevant and timely objectives so that you can evaluate the success of your project at the end of this process. Use the next slide to help you develop no more than two or three objectives.
You have by now already set your goal for this project. The task now is to set some specific, measurable, achievable, relevant and timely objectives so that you can evaluate the success of your project at the end of this process. Use the next slide to help you develop no more than two or three objectives.
Attributes of SMART objectives:
- Specific: includes the “who”, “what”, and “where”. Use only one action verb to avoid issues with measuring success.
- Measurable: focuses on “how much” change is expected.
- Achievable: realistic given project resources and time.
- Relevant: relates directly to Team Project goal/s.
- Time-bound: focuses on “when” the objective will be achieved.
TASK: Reflection
At the end of the project you will need to develop a presentation that will be delivered to Year 9! This presentation will focus on the project process and how you have changed as an individual. Your process journal will therefore be an invaluable source of information to track your own learning and development. Individually, complete the answers to the questions on the following slides in your process journal.
Social skills:
Self-management skills:
Research skills:
Thinking skills:
Social skills:
- How have I developed as a collaborative learner?
- Has my ability to collaborate with others improved?
Self-management skills:
- How have my organisation skills developed?
- How have I been able to develop the way in which I manage my state of mind? Am I more resilient? Can I better manage my emotions?
- How have I developed as a reflective learner?
Research skills:
- How have I developed as a researcher?
- How has my ability to find, interpret, judge and create information improved?
- How have my technology and media skills developed to use and create ideas and information?
Thinking skills:
- How have my critical thinking skills developed? Am I able to analyse and evaluate issues and ideas in a more thorough manner?
- How have my creative thinking skills developed? Am I able to generate new ideas and consider new perspective?
- How have my transfer skills developed? How is my ability to transfer primary and secondary research, classroom learning and “real-life” learning to my product/outcome?