8-10 yrs old
11-13 yrs old
14-18 yrs old
Art and Design
Physical Health & Wellness
Social and Emotional Health
This lesson devised by Dr Bron Stuckey and Lauren Arkley, Department of Education Victoria Australia is collective design challenge between classes.
April 27, 2021
Connected Community World of the Future
See the Connected Community World of the Future as it unfolded across the 6 schools that contributed.
Sustainability Shuffle is an example of Build and Pass project supporting the United Nations Sustainable Development Goals, designed by Benjamin Kelly
Connected Communities Guidelines
Core starter guidelines used to kick off the project
With the Covid-19 pandemic it has never been more important to feel connected to your local community and interact in ways that keep us all safe, happy and healthy.
The curriculum asks students to develop “knowledge, understanding and skills to enable students to analyse contextual factors that influence the health and wellbeing of communities critically. The content supports students to access information, products, services and environments to take action to promote the health and wellbeing of their communities.”
This project can be run across teams, or classes within a school or indeed across classes in different schools. In this case the Build and Pass project was conducted between 6 primary schools in Victoria.
Student teams were challenged to design and build attributes of a connected happy and healthy community of the future. The contact teacher for each volunteer school selected a week on the calendar for their build focus. The roster and guidelines were shared online with all participating schools. The first school was to set the groundwork for the community space.
In turn, each project team discusses, designs and builds their part of the world then passes the world file back and pitch video on to the central teacher to be backed up and sent on to the next school/team.
Working as a class/team students will:
Decide how many teams of students are optimal for such a Build and Pass world project. We found that 6 was a comfortable number to accommodate during a single school term, with each group having control of the world for one week.
Teachers will need to set the guidelines and parameters for the challenge (see our simple guidelines document). One person needs to be the centre for all project communication. Each world file is sent to and from that person and retained, checked and then sent on to the next school/class.
We found it was important for classes to create signage for their contributions with added labels to show which team contributed key items.
It was also important to set a protocol for version numbering of the world files to avoid overwriting work. 2-5-minute videos should serve ‘pitch’ the main features each class is most proud of in their part of the build and pose interest and questions for the next team of builders.
Student teams design, build and justify what they think will add to the health and happiness of a small community. Students make a 2-5-minute video walkthrough of the design features of their community.
This project incorporates the capabilities of Critical and Creative Thinking and the key learning areas of Humanities, and Health and Physical Education.
This build is an opportunity for students to demonstrate creativity in Minecraft at many levels. They may simply build with blocks, but they may also build in interactive elements like NPCs (as guides, community characters or to deliver a narrative) or Redstone powered features (to add interactivity) or even add coded elements (for animation or interaction).
Proposed Assessment Team – in-world build and video walk though of features. Individuals students write a reflection on what it means to live in a happy, healthy connected community. Possible question: If you lived in the community, we designed in Minecraft would you feel happy healthy and connected? Why?
Humanities: Civics and Citizenship Strand - Citizenship, Diversity and Identity Level 3&4 Investigate why and how people participate within communities and cultural and social groups Level 5&6 Investigate how people with shared beliefs and values work together to achieve their goals and plan for action
Strand - Personal, Social and Community Health
The curriculum develops knowledge, understanding and skills to enable students to analyse contextual factors that influence the health and wellbeing of communities critically. The content supports students to access information, products, services and environments to take action to promote the health and wellbeing of their communities.
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