BACHELOR OF EDUCATION (P-12)

PROJECT PARTNERSHIPS
APPLIED CURRICULUM PROJECT - REPORT
Pre-service teachers are required to complete the Applied Curriculum Project (ACP) Report at the end of the project.
Reference should be made to the ACP Plan developed earlier in the year. A brief comment by the mentor teacher (for
the ACP) is also required. Pre-service teachers must submit a copy of the report to the Praxis Inquiry VU Collaborate
space for their Course / Year Level, according to the submission date specified in The Essentials. This document must
be word processed.
This report must:
describe the project and its outcomes
provide evidence of how the aims of the project were met or not met and why with reference to the relevant
educational theory and / or literature or policy cited in the plan
comment on the progress according to the action plan and advise of any changes to the plan and the reasons for
such amendments
evaluate the success or otherwise of the expected measurable outcomes with reference to the evaluation
methodology described in the plan, and
describe how each of the five, or more, professional skills nominated in the plan were used / applied during the
ACP.

PRE-SERVICE TEACHER AND SCHOOL DETAILS

Pre-service teacher name Jessica MacDonald

Student ID 3909432
VU campus Footscray
ACP title STEM Bridge Project
ACP submission date 15th of September
Partnership school St Albans North Primary School
School Partnerships Coordinator Robert Guppy
Mentor teacher (for ACP) Elicia Favlo
VU Praxis Inquiry lecturer

ADDITIONAL PRE-SERVICE TEACHER ACP TEAM MEMBERS (add more rows as required)

Pre-service teacher name / ID / Campus Ivy Vo / 4496486 / St Albans

Additional mentor teachers participating in the ACP (add more rows as required)

Mentor teacher name Sharon Zammit

SECTION A: PRE-SERVICE TEACHER TO COMPLETE 1-5
[Type here note that additional space can be added as required]
1. Give a brief description of the Project and its outcomes
This project was centred on STEM and bridge construction for 3/4 students. The project involved students using
their critical and creative thinking skills, collaborative skills and planning skills. The students linked the bridge
construction to bridges they have interacted with in real life circumstances such as the Westgate bridge and the
Western Ring Road. During the first session, students explored the structures and details relating to real life
bridges. They then had to compose a plan of how they were going to build the strongest bridge. In students plans,
they had to include a detailed and thought out drawing of what their intended bridge was going to look like at the
commencement of the project. Students had to take into consideration the foundation of the bridge, the length and
width of the bridge and the overall notion of how they were going to construct it using popsicle sticks. The
students were intended to have access to an iPad to conduct their research however these were not used in the
process due to time constraints. Setting up iPads, noting down which iPad students had, printing, etc. would have
impacted the limited time that we had. Hence, students had to use their prior knowledge of bridges and creative
thinking skills to plan out their bridge.

After the first session, students began building their bridge. The students were given 80 popsicles sticks each and
invisible tape. Using the aforementioned materials, students had to work collaboratively with their partner to build
the strongest bridge. They continued to do this throughout the course of four sessions. The students began in
pairs originally however two groups lost their partners and worked solo, despite this, all the students showed
collaborative thinking and learning.

In the last session, students bridges were put to the ultimate test. Their bridges were tested on how much weight
it could withstand. Most bridges withstood more than 2 kilograms, the most withstanding 3.5 kilograms, two iPads,
three pencil cases and other objects to increase the weight. Overall, this project was successful as our main goal
and intention was to expose students to a STEM based activity. In doing so, students were able to partake in a
collaborative process that involved all four subject areas. This project also encouraged and allowed students to
utilise their prior knowledge, creative thinking skills, problem solving skills, critical thinking skills and collaborative
skills.

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2. Provide evidence of how project aims were met or not met and why with reference to
relevant educational theory / or literature or policy cited in the plan.
To expose students to the field of STEM by engaging in all four disciplines and to build their foundational
skills in STEM and to engage in problem solving strategies.
The overall project centred on STEM as students central goal was to build a bridge that could withstand
the most weight using limited amount of materials. As such, this relates to physics as students had to
utilise their problem solving skills and prior knowledge of force and weight to construct a sturdy bridge.
As previously mentioned, the original plan was to give students the opportunity to conduct research
through accessing an iPad. Despite not following through with this due to time constraints, students
watched various online videos relating to real life bridges and bridge building during the first planning
session. From this, they were able to access their creative minds and essentially create an invention. In
addition, students had to utilise their knowledge of length, width and weight to ultimately construct a
bridge. Therefore, students indisputably engaged in all four disciplines relating to STEM. Importantly, a
strong base of STEM skills and knowledge will equip learners to engage in modern workplaces and
society (Education 2017).
To challenge students, to inspire creativity and curiosity and to generate a high level of interest in STEM.
To engage students in critical, creative and collaborative thinking practices.
Undoubtedly, the above aims were achieved. Students continuously informed us that the project was a
lot more challenging than they had originally thought it would be. Students only had 80 sticks, moreover,
the tape was difficult to use. In order to construct a sturdy bridge with limited materials, students had to
think outside of the box. As such, this definitely inspired their creative thinking skills. Students were
highly interested in the project as they were being challenged. During the last session, students inquired
about whether there was going to be another bridge building session as they were highly interested to
partake in the project again. During the construction of their bridges, students had to think critically and
creatively in order to strategically build the strongest bridge. Students also had to work together with
their partner to communicate and problem solve, hence, students definitely engaged in collaborative
thinking practices and processes.
To engage students in a group design activity that encourages them to plan, self-assess, monitor and
reflect
As previously mentioned, students engaged in planning during the first session. Throughout the whole
process moreover, students were constantly encouraged to self-reflect on their bridges. We continuously
encouraged them to analyse their bridges. We posed questions such as What can you do to make the
bridge stronger? Is there a reason why your bridge is not standing? What else could you add? Think
about bridges in real life,etc.
To use their investigative skills, to organise and apply their knowledge and to become self-directed
learners.
Students engaged in little investigating. This was supposed to take place during the first planning
session where the original plan was for students to have access to an iPad. In relation to applying their
knowledge, during the planning session, students had to organise and apply what they knew in a
manner that would enable them to construct an effective plan that would ultimately allow them to build
the sturdiest bridge. This was a student driven project. We were simply facilitators which gave students
the opportunity to effectively take control of their own learning. Therefore, the above aim was effectively
met.

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3. Comment on progress according to your Action Plan and advise of any changes to this
plan and the reasons for any changes.
The project was intended to take place in the computer lab, this complimented the ICT component of the project.
However, this needed to be changed as the computer lab room was cleared. To combat this, we showed a video
using a fishbowl for each student to see video. In addition, the project commenced during Camp Week which
was one week after the date we originally planned to start. We decided to change the date to limit the number of
students, this also gave students who were not able to attend camp the opportunity to partake in an activity that
they would enjoy.
30th of September to 5th of October: Moreover, the project was extended for two days to ensure the students could
finish their bridges. Furthermore, we did not have the students complete their evaluation as there was not enough
time. Nonetheless most students arrived every session and worked effectively.

4. Evaluate the success or otherwise of the outcomes with reference to the evaluation
methodology described in the plan.

Overall, the project was a major success. Students engaged in STEM related practices, critical thinking practices,
creative thinking practices, collaborative practices and problem solving strategies. Hence, the majority of the aims
of the project listed in the plan was successfully met. Our main evaluation method stated in our plan was to have
the students complete an evaluation survey. Due to time constraints, we were not able to do this. However, as
mentioned, the project was successful.

5. Professional Skills Utilised

Describe how each of the 5, or more, professional skills nominated in your plan were used / applied during the
ACP.

Tick
(as applicable) Professional skill How the skill was used / applied

Planning We planned the structure for each lunch time session the students had. As we
only had 25 minutes each session, we had to ensure the planning was done
well.
Negotiating We negotiated about where to place the ACP for the period needed. We also
negotiated with members of staff to supervised.
Project management We used project management skills when planning for activities, finding a
location and organising advertisement for the program.
Problem solving We used problem solving skills as our original time frame was too short. We had
to lengthen the project to ensure the students could complete their bridges.
Team work We used team work skills to successfully team teach and prepare for the ACP.

Time management We used excellent time management skills to ensure the students could finish
their bridges by the end of the sessions.
Evaluating We received feedback from teachers in the room with us. We also evaluated our
own practice via reflection.
Communicating Communication skills were used between 4th year pre-service teachers and
members of staff. 4th year pre-services teachers also communicated with 3/4
students explicitly about the expectations and what the activity was.
Researching We researched extensively about STEM activities and how to explain the
concept to Grade 3/4 students. The 4th years also researched about hands-on
learning and inquiry teaching practices.
Reporting We reflected on our experiences in the ACP and reported our findings verbally
back to our mentor teachers and 3/4 staff. We acknowledged the unit would
have been more successful if the students had more time.

SECTION B: MENTOR TEACHER (FOR ACP) TO COMPLETE

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1. Please comment on the professional skills displayed by the pre-service teacher in the
completion of the project [refer to Section A, item 5 above in your response - note that additional space can be
added as required]. Were the expected outcomes, as identified in the ACP Plan, met?

Professional skills displayed include:

Collaboratively learning and thinking
Engaging with students not in their mentor grade
Planning and scaffolding the project
Structured lessons
Learning goals and criteria established.
Assistance and feedback given during the constructions process.
Collegial discussions between mentor coordinator and mentors.
Self-reflecting.

Jessica and Ivy worked collaboratively together to come up with a project that would best work for the
students at St Albans North Primary School. After discussions with both mentors they decided a STEM
project was the best way to go.

The girls put their plan into motion and meet with Robert Guppy (placement co-ordinator) to discuss the
project. The project was then implemented and the 3/4 students were informed of the opportunity to
participate in the STEM project.
As mentors, we observed the girls conducting their ACP. They used five lunchtimes to space out their
ACP to give the students time to fully engage in the project and to enhance their teaching and learning
capacity. The girls spent the first lesson explaining the aim of the project and how the participants would
engage in the project. Students were then instructed on different ways the bridge could be constructed
but the aim was for students to be creative and let their curiosity take control. The following lessons were
hands on from both the students and the girls. The girls ensured that they were organized for these
sessions with all the equipment ready and starting on time. The final session was a celebration of the
bridge construction, it was at this point the bridges were weighed and the winners were congratulated.
As a future area for improvement it would be good for the girls to allow more time for research and
planning this way the use of digital technologies, such as iPads, could be included.
Well done girls the students enjoyed the project and it was run well.

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