This document provides an agenda and information for the Schools Innovation Symposium 2018 hosted by Curtin University. The symposium aims to promote collaboration between schools and organizations to drive transformation and innovation in STEM education through learner-centered initiatives. The agenda includes presentations from schools on innovative projects involving areas like AR/VR, drones, esports, design/making, robotics, and more. It also covers breakout sessions for schools to connect with specific projects and opportunities for higher degree research partnerships between teachers and Curtin University to measure STEM program outcomes. The goal is to take teaching practice and students to the forefront of innovation.

1. SCHOOLS INNOVATION
SYMPOSIUM 2018
TAKING OUR PRACTICE AND OUR STUDENTS TO LEAD THE WAY
FORWARD
NOVEMBER 29, 2018

2. ACKNOWLEDGEMENT OF COUNTRY
We acknowledge the Nyungar
Wadjuk people as the traditional
owners of country on which
Curtin’s Bentley campus sits.
We acknowledge their continuing
connection to land, sea and
community and pay our respects
to them and their culture; and to
elders, past present and
emerging.

3. WIFI ACCESS
SSID - CURTIN GUEST
Username - Password -

4. WHY AN INNOVATION SYMPOSIUM?
• Collaboration to bring scale and momentum to transformation
and innovation
• School and learner led initiatives
• Consortia-approach to draw extended engagement from non-
school organisations
• STEM priority (incorporating DIGITECH)
• CAPABILITIES priority

5. 10 SHIFTS OF PRACTICE OF FUTURE-
FOCUSED-FOCUSED LEARNING
• Essential and Herding Questions
• Connection Through Context and
Relevance
• Learning is Personalized
• Challenge of Higher-Order Tasks
• Information Fluency Research
Component
• Process Oriented Using the Essential
Fluencies
• Learning Intentions are Clear
• Learner-Creation Focus
• Assessment is Mindful

6. THE 3 CARDINAL RULES OF USING FUTURE-
FOCUSED TEACHING PRACTICES
1. Give students problems that matter -
to them.
2. Give them access to the tools they need.
3. Have the courage to stand aside.

7. LEARNING INVISIBLY: THE VALUE OF
UNSTRUCTURED EXPERIENCES
We identified a growing ecology of approaches, which include
problem-based learning, socially-connected laboratories and
idea incubators, learning communities that are decentered
from top-down pedagogies, and building direct connections
between tacit and explicit knowledge. Together, these form
the foundation in developing sound personal knowledge,
which is crucial for success in a knowmad society.
- John Moravec (Knowmad, Education Futures)
https://mag.e-180.com/2016/03/learning-invisibly-the-value-of-
unstructured-experiences/

8. TIMETABLE
• PRESENTATIONS 13.40 – 14.30
• COFFEE BREAK 14.30 – 14.45 (PRESENTERS AVAILABLE for Q&A)
• BREAKOUT SESSION 1 14.45 – 15.15
• BREAKOUT SESSION 2 15.15 – 15.45
• WRAP-UP AND NEXT STEPS 15.45 – 16.00
• GOODBYE 16.00
• NETWORKING 16.00 – 16.30
(WEBEX CROSS TO MAURITIUS FOR BALANCE OF THE PLANET LAUNCH)

9. PRESENTATIONS
• 13.40 - Tim Rowberry (John Curtin College of the Arts) – AR/VR Extended/Immersive
Realities
• 13.45 - Cara Fugill (Scotch College) – Drones
• 13.50 - Stella Jinman (Cecil Andrews College) – eSports (based on Jeremy Lu’s efforts)
• 13.55 - Tomaz Lasic (Yule Brook College) and Phil Casas (Comet Bay College) - Design,
Making and Technical Challenges
• 14.05 - Andrew Hannah (Curtin University STEM Outreach) - Space Science/Astronomy
• 14.10 - Tim Keely (Curtin University STEM Outreach) - FIRST Tech/Robotics/Lego
14.15 - Dr Martin Cooper (Curtin University School of Education) – Assessment strategies
• 14.20 – Professor John Williams (Curtin University STEM Research Group) – Higher Degree
by Research opportunities (M.ED/PhD) for teachers
• 14.25 - Kim Flintoff (Curtin University Learning Futures) – Global Sustainability Challenges

10. AR/VR EXTENDED/IMMERSIVE REALITIES
TIM ROWBERRY (JOHN CURTIN COLLEGE OF THE ARTS)
• John Curtin College of the Arts and Curtin University are currently engaged
in the development of an immersive technologies consortium that will bring
affordable and accessible VR & AR opportunities into ALL learning areas. We
are currently working on 2 industry connected projects in these fields.
• Project 1: “Leeuwin Tallship VR experience for the public” collaborating with
the Leeuwin Ocean Adventure Foundation. This project will then move into
the development of VR training aids.
• Project 2: “Devise an AR tourist trail for the Margaret River Wine Region”
collaborating with the Western Australian Fishing Industry Council (WAFIC)
to produce an AR experience for travellers to our Southwest.

11. STEM AND DESIGN THINKING WITH DRONES
CARA FUGILL (SCOTCH COLLEGE)
Scotch College and Curtin University have partnered on the
curriculum for a new elective that asks year nine students to use
Science, Technology, Engineering and Mathematics (STEM) to
explore drone technology as a solution to real-life issues.
The curriculum is the first joint initiative to be undertaken after
Scotch College signed on to Curtin’s newly established Innovative
Schools Consortium (ISC), which recognises the commitment of
secondary educators to identify and support talented students
through innovation in learning and teaching.

12. ESPORTS FOR ENTERPRISE LEARNING
STELLA JINMAN (CECIL ANDREWS COLLEGE)
Cecil Andrews College has embarked on an eSports program.
Overall vision of the eSports club was to set up a network, train
for events and integrate assessment tasks into the overall
project, using student assigned roles and authentic learning to
develop both a physical room as well as the eSports culture,
linking with Flaktest Gaming as the external collaboration
partner.
This lays a foundation that might be used to create a WACE
Endorsed program around eSports and related activities.

13. DESIGN, MAKING AND TECHNICAL
CHALLENGES
TOMAZ LASIC (YULE BROOK COLLEGE)
PHIL CASAS (COMET BAY COLLEGE)
Yule Brook College has established a Makerspace as an integral
part of their Big Picture approach to learning and learner
development.
Comet Bay College has embraced a comprehensive program that
integrates design and making across the entire school.

14. Our journey into STEM begins with our common understanding of what STEM means to us. We focus on the problem
solving, and the critical and creative skills, and use a problem solving approach as our vehicle.
Projects may be simple and confined to a single learning area or may be much larger and target whole year groups across
multiple learning areas. The commonality is that students are tasked with solving a problem … and having the opportunity
to apply their design process skills, make a prototype and test it, refine and produce a final product, and present it.
The drawing of a solution is one of the keys. We look for higher level skills and support AutoCAD across the College, but
the laser cutters work just as effectively from a scanned image on graph paper.
Students are then able to 3D print, laser cut, plasma cut or CNC mill a prototype for testing. Many of the early prototypes
are laser cut from 3 mm MDF as it is really cheap and resembles many of the properties of the final material.
We have added a second Maker Space room and plan to include such a room in each learning block in the school.
Presentation and / or competition play a big role in the process. Here are some of the things we have staff and students
involved in ….
PHIL CASAS (COMET BAY COLLEGE)

15. Comet Bay Professional Learning Community – Four partner primary schools –
4500 students K-12
Mechatronics/robotics/coding delivered to Year 5 students at Golden Bay PS
through the Comet Bay Professional Learning Community (CBPLC)
60 2
Nautilus Year 1-4 students attend the College focusing on
Science/Maths/ICT/Robotics feeds into PEAC, CBC funded
80 1
Nautilus Year 5/6 Master Class doing secondary work with a
science/maths/engineering/forensics focus)
42 1
Nautilus Showcase 200 + 2
Comet Bay Professional Learning Community Science Expo at Golden Bay PS 8 3
First Lego League Junior and First Lego League competition teams – mentoring
partnership through the CBPLC with Lego EV3 kits funded by School Pathways
Program
30 3
CBPLC – STEM and Digital Technologies Team – Meeting twice a term and
planning for staff professional learning and student engagement
8
Professional Learning – school staff and partnerships
STEM for educators everywhere CONNECT Community 239
Staff Professional Learning modules through TDS Partnership 27
Critical and creative thinking workshop – STEM Team members 8
Arduino Group – teachers learning coding 16
Lesson design workshops using Class VR headsets 12
Design workshop for CBPLC schools – enhancing design drafting and prototyping
skills
9
Gender awareness training for staff – specific STEM focus 9
First Lego League – Competition team 17 1
Hosting FLL South Metro Competition in partnership with Curtin University and
School Pathways Program
400 +
40 teams from multiple schools
20
Volunteer judges
STEM Think Tank with the Institute for Professional Learning – designing PL
modules for schools and whole school integration of STEM
3
STEM Learning Expo 10
Robot in 3 Days workshop with FRC Team from Curtin University – for all schools
interested in participating in the FIRST Robotics Competition
12
STELR – wind turbine and solar panel professional learning 2
Teachers can Code – participant and trainer 1
Drone Technology and Operations professional Learning – presentation at the
2018 DATTA conference, numerous PL opportunities through TDS
20+
School activities Yr 7 - 12
After school engineering extension club 12 1
After school Girls Creative Design & Technology club 14 1
After school EV Challenge Race Team club 22 3
After school subs club (Subs in Schools) 14 1
Peel / Peron corridor schools participating in an Interschool Design Problem
Challenge – from Hovercar design and racing, aerodynamics and glider design,
propulsion and water pressure rockets.
40
Multiple schools
5
Speed Careering Expo for all Year 10s focusing on Engineering/Technology
funded by School Pathways Program (SPP)
340 8
UWA Engineering Day for GAT Maths students 4 1
Maths e-learning Year 11 course online 38 3
Curtin University delivers 2 terms for GAT Science students focusing on
engineering/science solving 3rd world problems
24 2
Summer schools/camps funded by SPP 6 1
Electronic Vehicle (EV) Challenge (D&T teacher Clay Woolcock is the State
Chairman)
2017 Overall Grand Champion Team
22 1
Delivery of ATAR Engineering and General Engineering through D&T 24 1
Year 11 and 12 Metals 54 3
Year 11 and 12 Wood 71 4
Year 11 Dimensional Design – CAD 17 1
Strategic Games Club 20 1
Scitech STEM Learning Project - Urban Shade STEM project – all Year 9s – as
part of their Science curriculum
329 12
Water for Living STEM Project – all Year 7’s – a collaboration and alignment of
Science and HASS curriculum
334 26
STELR Wind Turbine – STELR Solar panels – Electrical measurement and
Renewable Energy Project – all Year 8’s
320 12
Maths extension – Serapinski pyramid design project 24 1
Delivery of Lower school Computer Assisted Drawing (CAD) and Computer
Numerically Controlled (CNC), Plasma cutter, laser cutter, electronics,
mechatronics, coding, Pick Axe, electrical interfacing sensors and actuators
through D&T
- Mechanics
- Metalwork
- Woodwork
- Mechatronics
148
162
208
86
4
5
2
4
Electrics / Electronics
- Year 9
- Year 10
21
22
2
2
Robotics through Computer Science – after school club – Curtin Robotics 22 1
Extension Computing, coding offered through IT & Design 48 1
Coder Dojo club - after school club 15 1
Earthquake safe housing … Year 9 Science & Geology project – Student model
houses are tested to destruction on a shaker table.
329 7
Urban development project – building a model of Springfield using Lasercut
models
20 1
Computing
- Year 7
- Year 8
- Year 9
334
320
329
12
10
11
Design Photography 180 3
Media Studies and Digital Technologies
- Year 7
- Year 8
- Year 9
- Year 10
97
36
42
25
3
3
3
3
Certificate II in Information and Digital Media Technology 22 1

17. SPACE SCIENCE / ASTRONOMY
ANDREW HANNAH (CURTIN STEM OUTREACH)
Curtin University has been increasingly establishing its
leadership in the growing interest in all manner of unearthly
activity.
Astrophysics, planetary science, space science, Fireballs in the
Sky, the Murchison Wide Array, The Square Kilometre Array, the
Mission Discovery (Space Science) Program, Space Science and
Technology Research Centre and more.
These programs link Curtin to the new Australian Space Agency,
NASA, JSA, ESA and the developing Space Science and

18. FIRST (TECHNICAL / ROBOTICS / LEGO)
TIM KEELY (CURTIN STEM OUTREACH)
Curtin University has led many of the FIRST activities

19. ASSESSMENT STRATEGIES
DR MARTIN COOPER (CURTIN SCHOOL OF EDUCATION)
• Escaping the subject silo-ing gives the opportunity for some truly
innovative assessment methods
• Firstly ask the question: What should we be assessing?
• Chance to assess performance rather than product (those 21st
century skills we all talk about)
• ‘Live’ portfolios: data collected digitally during a design process over
time (this could be a single lesson or a number of weeks)
• We should apply our own STEM skills to the job of designing better
assessment!

20. HIGHER DEGREE BY RESEARCH
OPPORTUNITIES (M.ED/PHD) FOR TEACHERS
PROFESSOR JOHN WILLIAMS (CURTIN STEM EDUCATION RESEARCH GROUP)
A deficiency in STEM programs is the measurement of outcomes. One
way of enabling this is to have a supervisor assist in framing the
research around a STEM project. A school coordinated approach has a
number of advantages. Options are:
• MEd: coursework and research project
• MPhil: research project
• EdD: coursework and thesis
• PhD: thesis

21. GLOBAL SUSTAINABILITY CHALLENGES
KIM FLINTOFF (CURTIN LEARNING AND TEACHING, LEARNING FUTURES)
Challenge-based Learning “is a pedagogical approach that
actively engages students in a situation that is real, relevant and
related to their environment, which involves defining a challenge
and implementing a solution.” (Observatory of Educational Innovation)
Global Sustainability Goals have underpinned many of our ACES
programs and partnerships: UNEP-DHI Eco Challenge Australia,
Global Water Challenge, Balance of the Planet, Global Goals
Challenge, UNAA(WA) Global Citizenship and Sustainability
Program, Young Persons' Plan for the Planet (ANU).
These programs can combine to create a rich and relevant,

22. NEXT SESSIONS
COFFEE BREAK – use it as a chance to caffeinate and to Q&A with
presenters
BREAKOUT SESSION 1 14.45 – 15.15 | BREAKOUT SESSION 2 15.15
– 15.45
Use the breakout sessions to meet with the two key projects your
school would like to be associated with. If you are interested in
more than two – please make sure you get contact details from
others and follow-up.