In response to a shortfall of local secondary school places in south-west Hertfordshire, I joined with another local parent and 3 local teachers to found a new local community secondary school. A unique aspect of the curriculum at the resulting Reach Free School is the ‘Community Common Room’ (CCR) in which pupils apply typical project management skills and so develop their own employability.
As part of their CCR project-based learning, pupils work together to design campaigns, or plan and deliver fundraising or other events to give back to their local, national or global community. As well as learning to respect, welcome and contribute to the successes of their local, national and international society, pupils’ involvement in such projects enriches and develops links with the local community, and improves the reputation of young people amongst local community residents.
CCR uses the Buck Institute for Education’s Project Based Learning for the 21st Century model based on the principles of collaboration, communication and critical thinking. Pupils manage project budgets and publicity materials, often working together on their aspect of the project outside of the timetabled weekly slot.
An example of a CCR session:
The session will begin with the class group given a ‘mountain’. At the peak of the mountain is the main event/initiative. Pupils then have to work together in groups to analyse the ‘terrain’ of the mountain.
Once pupils have completed their ‘mountain’, they devise a ‘route map’ for their ‘climb’ which is effectively their business plan.
The class group then subdivides into ‘orienteering teams’ which are responsible for leading different sections of the map for a successful climb.
Each climb lasts for 4 weeks and groups must endeavour to ‘reach the peak’ for the deadline.
At the end of the climb, pupils must present their experience to the other groups and staff, highlighting their milestones and what they would do differently if they had to climb the same mountain again.
Thus, we see the following typical project lifecycle emerge:
Week 1: Survey the mountain and devise the route map - pupils work out what needs to be done and how it can be achieved in the allocated time.
Weeks 2 and 3: Begin the climb and complete pre-summit tasks and checks – pupils work on marketing materials, resources and rehearsals.
Week 4: Reach the peak – pupils launch their event/ initiative.
Week 5: Celebrate climb – pupils reflect on and evaluate the success of their project.
As a change manager, it obviously gladdens my heart to see the principles of project management being introduced into the school curriculum in this way.