Quality Education Projects Based Curriculum Design 2019

About the IDEA collective initiative

The IDEA Collective team believes that the role of design and other creative activities and tools are vital to develop core life skills in all children and promote lifelong learning through 21st for South Africa and Africa at large. This is the backbone of developing human capital en masse and a workforce that is better equipped to deal with future challenges confidently and efficiently, no matter their career path. This will in turn develop and grow the social, economic and environmental  (triple) bottom line in our country

The IDEA Collective consist of a multifaceted team of design education specialists and lifetime design activists represented by Professor Des Laubscher co-founder of Greenside Design Centre and board member of Ico-D (International Council of Design); Maria Thiel, principal and founder of Bridgeway High School and Vikki Ericksson a service deign expert and a tenured member of staff of the Cape Peninsula University of Technology, supervising students across disciplines.

The community and its context

Students will be working with Welridge Academy, a pre-primary and primary school that focuses on a holistic approach to education. The principle of the school, Janine has identified various spaces within the school to be redesigned to encourage ‘play’ and ‘learn’ (https://welridge.co.za/).

Brief

Students are tasked to incorporate the IDEA collective’s approach to design education and redesign the current identified spaces at Welridge in accordance to the UN’s sustainable development goals no.4 ‘Play in Education’. Students need to consider the following within their designs:

  • DESIGN THINKING as a methodology must be used to solve complex problems, and find desirable solutions for the community before resolving the final design work.
  • The role of design and other creative activities and tools are vital to develop core life skills and self-learning in all children and promote creative intelligence
  • Design’s core purpose is to improve people’s lives through proactive problem solving and the creation of appropriate solutions that take cognizance of social, cultural, environmental and economic factors
  • A holistic approach embracing all learning areas by de-siloing and encourage project based, innovative learning and thinking

HOW WE HELPED

PROBLEM STATEMENT:

The problem identified in the current education system is that CAPS does not implement design thinking, thus our education system is not providing student who think analytically or is able to solve real life problems. The problem is found in South Africa as a whole and not specifically to Weldridge.

 

AIMS & OBJECTIVES:

Design a project/game where 21st Century learning is highlighted. Make use of design thinking and the 6 C’s of education, to raise up children who become analytical thinkers and life-long learners.

 

Character, Creativity, Citizenship, Communication, Critical Thinking, Problem Solving And Collaboration.

 

The Design Thinking Process: Step 1
HOW MIGHT WE…?

  1. How might we design a new education system for teaching holistically and for problem solving.
  2. How might we design a system that bridges logical and physical.

WHAT WE DID

The Design Thinking Process: Step 2: Design

Young People Yoga Curriculum Design

Yoga is a good and functional way for a child to build self-awareness, self-esteem and strengthen their minds.

Various yoga routines enables students to develop a greater level of concentration, balance and composure in their daily academic lives.

 

How May It Be Implemented?

Designing, making, and using visual yoga cards. To memorize different yoga poses or for teacher to show kids what pose they’ll start the day with.

 Making yoga a part of their daily classroom routine.  Example: Start each day with a calming yoga pose, such as the easy pose.

May also be implemented into their personal trainer lessons.

 

Origami Project Curriculum Design

  • For this project the participants will be tested in the skill of patience and to equip the learners with knowledge of long term and short-term goals as well as realistic goals. This will be accomplished using origami.
  • Your job is to try fold two hundred paper cranes by the end of the final term. You must accomplish this by making a promise to yourself that you will fold a certain amount of paper cranes per week. But, before you even start, remember to make your wish, it must be like a long-term goal which means it has to be realistic and achievable.

 

Agricultural Project

  • Students are required to use the vegetable/herb garden in the outside area. Learn how to look after a seedling, just as you take care of your own body, by feeding and watering it daily. In this project students will need to incorporate sharing their feelings and emotions and think analytically.
  • The main focus of this project is to adjust the assessment criteria to incorporate the 6 C’s of education.

 

LEARNING OUTCOMES:

Natural Sciences:

  • Grow plants from seeds and measure their growth and record it in a data table.
  • Identify and describe the different parts of plants.
  • Sort between living and non-living things.

 

Life Sciences:

  • Learn how to handle conflict.
  • Self-identify your strengths and weaknesses.
  • How to respect and look after your own body.
  • Communicate your feelings when working in a group.

 

Social Sciences:

  • Learn the importance of farming in South Africa.
  • Research recycling and available resources and implement it in project.

 

Mathematics:

  • Data handling
  • Learn how to use and fill in a data table
  • Incorporate recycling.

 

Themed Project Curriculum Design

AIMS AND OBJECTIVES:

Design a project where students use the internet and work in groups to solve problems and improve their computer literacy with the intention of exciting them and grooming them to be techies that will possibly change or influence the South African Digital Market. Ultimately this project will be focused around informing students about African nations and the different cultures in these nations.

 

LEARNING OUTCOMES
By the end of the project the students are able to:
Demonstrate an understanding of Citizenship by learning about another culture’s customs ; Identifying cultural landmarks as either manmade or natural.
Conduct independent research around the Egyptian culture in the form of a show-and-tell presentation in order to build Character.
Communicate through a) drawing short journeys, b) providing written instructions to direct tourists from one place to another c) and describing settlements and their uses within various geographical locations.
Collaborate in groups of four to produce the final outcomes: poster design, research journal, written instructions, map-finder
Critical thinking through research in the form of a mapping project conducted through the use of technology.
Creativity through poster design and model making