Project planning template 3

Stage: ,Term: , 20XX

Big idea/s and why does this learning matter?	What is the overarching big idea? (for example, altruism, sustainability) Why does this learning matter?
Driving question:	Teachers may present a DQ for students to adapt or teachers and students may co-create a DQ based around a big idea and syllabus content.
Central syllabus ideas/concept:	The main content that forms the basis of the project/will definitely be covered.
Hook/entry event:	This occurs at the beginning of the project to ‘hook’ the students (incursion/excursion, connecting with an expert etc). Students may play a role in choosing/planning an entry event. Some examples of entry events include: scientists visiting the school to do a sustainability workshop; an organic food truck visiting the school; connecting to other schools via connected classrooms; connecting with the local councillor visiting a museum, park.
Possible experts:	Experts are people who have direct experience of this topic and may include: members of the school community who could support the project such as designers, gardeners, historians, people who have lived in the area or experienced this activity or event previously (for example, Kindergarten transition, Harmony Day, Anzac Day). It is important to think about if an expert plays a role in giving feedback at some point. Making these connections requires forward planning and collaborating with school staff, the community and external experts.
Audience:	The audience for the project should be the people the PBL will present an idea to or resolve an issue for. For example: senior citizens who will learn to use an iPad; landscape architects who will select a design to build in the school playground; members of the community who use the local park; or preschool students who will use the new playground facilities.
Culminating event:	The culminating event is when the product of the PBL is shared either through pitching an idea to experts or audience representatives, running an event or performing a particular task. This will very much depend on what the purpose of the PBL is and how that purpose can best be achieved in a way that makes the learning meaningful for students. Some examples include: pitching ideas to the local council; putting designs for changing a classroom or an outside space into action by holding a working bee or setting up the space; running sports events; running transition sessions for pre-schoolers; or pitching a prototype of a book to a publisher. When planning the culminating event it is important to involve students in the planning process and consider how you will involve the parent community either to share the learning or to get feedback and support. You may need more than one event – one where experts are involved and one where community members are presented with the products as a more final activity and reflection on the PBL process.

Possible outcomes that could be covered (in high school settings these may come from one subject area or across subjects):

Subject	Subject	Subject	Subject	Subject	Subject

Additional programs/events to be aware of for the term (for example, athletics carnival, Book Week, swim school etc)

Open-ended assessment opportunities

(To capture conceptual understanding around the Big ideas and key/driving syllabus content).

Week	Task	Evidence to collect
Pre
Midpoint
Post