Teacher Background Information

This unit is underpinned by Project-Based Learning (PBL), providing students with an authentic, real-world problem that requires collaboration, sustained inquiry and the creation of a public product (Kaldji et al., 2011). Students act as climate design consultants, giving purpose and relevance to their learning while promoting ownership and agency. Inquiry-based learning is embedded throughout the project as students ask questions, investigate Earth's systems, analyse evidence and construct scientific understanding before designing a solution (Mackenzie, 2018). Additionally, the unit is also informed by design thinking, encouraging students to empathise with users, define the problem, ideate, prototype and test solutions. This iterative process develops creativity, critical thinking and innovation (Luka, 2020; Goldman & Zaza Kabayadondo, 2017). Furthermore, explicit teaching is incorporated to introduce key scientific concepts before students independently apply their understanding during collaborative inquiry and design activities. Collectively, these pedagogical approaches create a student-centred learning environment that promotes sustained inquiry, critical and creative thinking, collaboration and authentic problem-solving. Thus, enabling students to apply scientific understanding through the design and production process. 

Assessment for learning 

Activities 1 and 2 provide ongoing opportunities for teacher observation, questioning, conferencing and feedback. Students demonstrate their understanding through investigations, research, design planning and scientific reasoning. 

Assessment as Learning 

During Activity 3, students participate in self-assessment and peer feedback using the peer feedback form and reflections within the climate design portfolio to refine their designs. 

Assessment of Learning 

Students demonstrate their achievement through the final climate-ready school design proposal, prototype and presentation. 

The unit incorporates Universal Design for Learning (UDL) principles by providing multiple ways for students to access information, engage with learning and demonstrate understanding (NSW Department of Education, 2023). 

Differentiation strategies include: 

• Visual scaffolds such as the climate design portfolio. 

• Multimodal resources, including videos, images and interactive activities. 

• Flexible grouping to promote peer collaboration and support. 

• Teacher conferencing and guided questioning to scaffold learning. 

• Multiple options for students to communicate their learning through written explanations, labelled diagrams, oral presentation and physical models. 

• Extension opportunities through independent research and more complex design solutions. 

These strategies ensure all students can meaningfully participate in the inquiry while being appropriately supported and challenged.