World of Discovery & Your Place in the World: Learning in Stage 4 (Years 7-8)

Create

In a project-based learning environment, the key is to CREATE opportunities for students to unleash their creativity in diverse and meaningful ways. Whether through creative writing, where students weave stories from their imagination, or in visual arts, where they express themselves through painting, sculpture, or digital media, the process is designed to foster original thinking. Creative and performing arts offer avenues for self-expression, allowing students to explore rhythm, movement, and sound in innovative ways, while performance art brings ideas to life on stage, blending physicality and emotion. Beyond the arts, project-based learning encourages CREATE-ive problem-solving, where learners tackle real-world challenges with out-of-the-box thinking. By engaging in collaborative projects, students not only master content but also develop critical thinking skills, adaptability, and a deepened appreciation for their own unique creative potential.

Discover

In a project-based learning design focused on experiential learning, students DISCOVER new knowledge through hands-on experimentation and problem-solving. They actively engage in empirical inquiry, engineering challenges, or quantitative problems, where each step in the process leads to new insights. By conducting experiments, testing hypotheses, and analysing data, students DISCOVER how theoretical concepts apply to real-world situations. This approach encourages critical thinking and innovation as they learn not just by observing but by actively doing and reflecting on the results of their learning.

Inspire

In the INSPIRE stream of learning, students are driven to grow personally while making a tangible impact on the world around them. Through project-based learning, they engage in meaningful challenges that require collaboration, creativity, and critical thinking, all with the goal of developing themselves and helping others. This hands-on approach fosters a sense of responsibility and purpose, as learners actively contribute to solutions that address real-world problems. As they work on projects designed to improve communities or the environment, they not only acquire new skills but also develop empathy, leadership, and a deeper understanding of the positive change they can INSPIRE in society.

Quest

Embarking on a QUEST in project-based learning invites students to explore the past, present, and future in a dynamic and immersive way. Each student becomes a traveller, delving into historical challenges to uncover the lessons of yesterday, applying these insights to solve present-day problems, and innovating for a brighter tomorrow. As they progress on their QUEST, they gather knowledge not as isolated facts but as tools — gaining wisdom from past successes and failures, honing their present-day skills, and crafting solutions that will shape the future. This journey becomes a narrative where learning is more than a destination; it is an evolving adventure driven by curiosity, creativity, and collaboration.

Navigate

In the journey of education, students must NAVIGATE a dynamic stream of learning that encompasses a wide range of essential skills. At the heart of this stream are the 4 Cs — critical thinking, communication, collaboration, and creativity — which provide the tools needed to thrive in a rapidly changing world. Alongside these, literacy and numeracy form the foundational pillars of understanding, allowing students to interpret, engage with, and respond to the vast information around them. Jerrabomberra High School also emphasises the importance of learning how to learn, fostering self-awareness and resilience in students. These tools, combined with structured guidance and real-world applications, allow them to NAVIGATE challenges, adapt to new information, and continue growing as capable, successful learners.

Guided Authentic Learning Design

At Jerrabomberra High School, we deliver our Stage 4 and 5 curriculum through our model of Guided Authentic Learning Design (GALD).

GALD is a blend of guided inquiry and project-based learning, taking the best elements and blending them into a model which delivers the curriculum in an authentic and real world context.  Our framework is about creating purposeful hands-on and authentic learning experiences, allowing students to explore, question, prove or create in a structured environment.

Key elements include

• Real-world projects
• Cross-curriculum linkage and design
• Collaborative learning
• Explicit teaching – skills and content
• Formative assessment
• Student choice

Learning and assessment

Stage 4 combines project-based and traditional approaches, with ongoing formative assessment to track progress and guide growth. Teachers provide clear feedback and help students develop the skills to reflect, adapt, and improve.

In Stage 4, we begin embedding the New Metrics for Success framework with Melbourne University. This future-focused approach helps students grow capabilities such as ethical decision-making, active citizenship, communication, collaboration, and creativity, alongside traditional subject knowledge.

Read more about Assessment and Reporting

Preparing for Stage 5

Stage 4 is designed to spark curiosity and build strong habits of learning. By the end of Year 8, students are ready to take greater ownership of their education through electives, career exploration, and independent learning.

We support students in the transition to Stage 5 by:

• Introducing the concept of Career Clusters
• Encouraging reflection on strengths and interests
• Building skills in collaboration, research, and communication
• Preparing students for more choice and responsibility in their Year 9 electives
• Offering the option to apply for Big Picture Education in Year 9

Students make their Year 9 subject selections during Year 8, with guidance provided through mentoring and parent information sessions.

Read more about learning in Stage 5 (Years 9–10).