Week one of the Primary QUEST Program started with a gentle problem solving warm up, where students were asked to work in groups to solve some challenging numeracy puzzles. We then moved onto a discussion around Newton's Laws of motion in the lead up to presenting the students with a Rocket Building Challenge. All students approached the task with excitement and the creative ideas were flowing as all worked to incorporate what they had learnt about the physics of motion into their designs, 

Week Two of the Primary QUEST Program began with the launching of the rockets that were designed in the previous session. There were some spectacular designs and some impressive engineering on display as the groups competed to achieve the highest scores on both the "hang time" and "aesthetic" measures. The longest hang time recorded was 3.55 seconds. The second half of the sessions involved two engineering challenges, the first was to build the highest tower possible using only marshmallows and spaghetti, the second was to balance six nails on the head of one nail. We had some fantastic team work on display during these challenges are ideas and successes were shared. 

Week Three of the Primary QUEST Program involved some thorough investigative work, as students were guided through a host of ways to identify whether a solution was acidic or basic. Several pH indicators were used including one derived from red cabbage. Students used their various sources of evidence to estimate the specific pH of solutions and create their own set of pH standards. Finally, they wrote secret messages on paper and used what they had learnt about pH indicators to reveal the message. 

Week Four of the Primary QUEST Program started with an escape room, which put everyone's understanding of what life is to the test. We then discussed what elements are required for life (as we know it) on a planet, and how those elements amove through geochemical cycles to sustain the huge array of diversity that we see on this planet. We then headed to the horticultural area to create our own closed ecosystem by creating terrariums by recycling  old soft drink bottles. The students have taken these back to school to watch how this enclosed system is able to survive with no water or nutrients being added. Finally, we discussed the diversity of organisms in a freshwater environment and the students were introduced to how some freshwater species were more sensitive than others and could be used as a measure of stream health. They then spent time finding and identifying invertebrate species from samples that had been taken from our local Ginninderra creek. 

Week 5 of the Primary QUEST program introduced all participants to F1 in Schools. This is an international STEM (science, technology, engineering, mathematics) competition for school children (aged 11–19), in which groups of 3–6 students have to design and manufacture a miniature car out of the official F1 Model Block using CAD/CAM design tools. Developed to introduce students to STEM subjects in the most engaging way possible – through the creation of a miniature F1 car – F1 in Schools is an educational project like no other. Designed for teachers, informed by engineers, and endorsed by F1, this programme sets students on the fast track to STEM success; and provides a lot of fun on the way there.  

Week 6 of the QUEST program included a challenge relating to gathering evidence from various sources to solve a series of mysteries.

Week 7 of the QUEST program explored a range of poetry styles and writing techniques.

Week 9 of the QUEST program modelled a trading strategies within an indigenous context. Students had to strategise and trade with neighbouring groups to acquire all the resources their group needed to survive. They then reflected on this process to examine where they could have made improvemnents. 

Week 9 of the QUEST program modelled a trading strategies within an indigenous context. Students had to strategise and trade with neighbouring groups to acquire all the resources their group needed to survive. They then reflected on this process to examine where they could have made improvemnents.