🚀 Community Action Project (Project-Based Learning)
A flexible 6–8 week framework for student-led action, civic participation, and real-world impact
Te Ao Māori lens: Strong community action is relational. It draws on whanaungatanga (relationships), manaakitanga (care), and rangatiratanga (agency), while keeping everyone’s mana intact.
Localisation note: Do not assume iwi/hapū knowledge or local stories. Localise with your community, and seek appropriate guidance/permission where needed.
What This Is
- A ready-to-teach project brief and process (research → plan → act → reflect)
- A full assessment rubric that works across year levels (with adaptation notes)
- A culturally sustaining framing that prioritises ethical community engagement
Core Resources
How to Adapt (Year Levels + Curriculum Phases)
This project can be taught in multiple ways. Choose the version that matches learner readiness and your school context:
Phase 1 (Highly scaffolded)
- Teacher-curated issue options and sources
- Short action (one-week micro-action)
- Simple evidence: photos, logs, short reflections
Phase 2 (Guided inquiry)
- Learners choose from themes; teacher supports source evaluation
- Medium action (two–three weeks, community touchpoints)
- Evidence includes feedback and basic impact measures
Phase 3 (Student-led)
- Greater independence in research and community engagement
- Stronger ethics: consent, representation, and accountability
- Impact evaluation and high-quality communication outputs
Teacher Readiness Checklist
- Clarify what “community” means for your learners (school, whānau, marae, neighbourhood, online communities)
- Confirm safeguarding: consent, photography/media permissions, school policy, and risk management
- Identify who needs to be involved early (whānau, local organisations, cultural advisors)
- Plan two checkpoints per week (evidence-based progress checks)