|
Design |
Implementation: making it happen |
|
|
Be involved in the implementation of their design (e.g. collecting materials, creating a garden, hosting a party, organising an event). |
|
|
Design |
Maintenance: looking after your creation |
|
|
Observe other people looking after a system (e.g. gardens etc), to see 'What is working well', 'what is taking a lot of work'. Where appropriate, consider questions such as 'Where are the tools placed, are they in the right place?' 'Does it taste good?' 'Do the people look happy?' |
|
|
Design |
Maintenance: looking after your creation |
|
|
Use imagination to come up with interesting names for the jobs that have to be done and create costumes for them e.g. knight is responsible for the tools in the shed. |
|
|
Design |
Maintenance: looking after your creation |
|
|
Document a project's process in order to enable other people to continue your work. |
|
|
Design |
Maintenance: looking after your creation |
|
|
Create own rituals about working together. |
|
|
Design |
Maintenance: looking after your creation |
|
|
List the tasks that will need to be done in the long term and create a chart for getting them done (e.g. watering garden, who'll do it in term-time and holidays?). |
|
|
Design |
Maintenance: looking after your creation |
|
|
Be involved in maintaining a system you designed (e.g. sell harvests to parents in a garden project, visit the local library in a reading project). |
|
|
Design |
Maintenance: looking after your creation |
|
|
Show gratitude to people who have helped with the project by inviting them to the site and offering a gift of the children's choosing (e.g. herbal tea from the garden). |
|
|
Design |
Making choices |
|
|
Appreciate and celebrate the group work we have done together (whether making choices, collective artwork etc.). |
|
|
Design |
Making choices |
|
|
Be involved in making choices that are the best for all. |
