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Solving real-world problems
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Through the Local Urban Project, our Year 9 students investigate challenging social and environmental issues – and come up with remarkable solutions.
As part of the Kew Term Forum, students in Year 9 spend the term identifying a social need and developing a creative solution to the problem, culminating in a ‘Shark Tank’ style presentation day.
With great alignment to Marshmead, the Local Urban Project is about students getting out there and expanding their awareness.
“It’s a hands-on and enquiry-based program,” says Kam Kenny-Jones, Kew Term Project Coordinator and Humanities teacher. “It’s also student-led. Students, within their own groups, pick various social or environmental issues to explore based on their own interests. It’s meaningful learning to them.”
Kam credits the success of the Local Urban Project to its format, which is split across three forums. Forum 1 sees students work with small social enterprises, such as Clothing the Gaps, so they can see for themselves what can be achieved through the combination of out-of-the-box thinking and determination.
Forum 2 sees students embark on data collection relevant to their project, which ties into the Geography curriculum, and enables students to analyse data and find solutions. Then, in Forum 3, they present their findings and project proposal to an assessment panel, just as they would if they were pitching an idea or prototype to an outside organisation. For Eric Ryan, Head of Humanities, this process of investigation, data collection and presentation mirrors the skills students will need beyond their College years. “The Local Urban Project imitates the process of applying for funding, whether that’s seed funding for a start-up or a scholarship for post-graduate studies by research.” According to Kam, students continually impress him with the quality of their ideas:
“Each group and each student consistently demonstrate the courage to use their voice to present solutions and work together as a team.”
In Term 3, one memorable proposal was titled ‘Fleuregion’. In this group, students found that there was an absence of green spaces in the CBD and proposed the introduction of flower boxes and flower crates to green our city buildings. Notably, they recommended the use of native plants suitable to Melbourne’s climate and the creation of rooftop gardens. “Their proposal was specific and detailed enough to have real-world application,” says Eric. “I think one day one of our groups will get funding.” Kam agrees and adds: “I’ve told every group that if they become millionaires, their teachers get 1% commission!”
