Project Title: The Home Tree & Firehawks

School: Curtin Primary School

Teacher: Carlene Bishop

Year Group: 4

Creative's Name: Stephanie Reisch

Creative Practice: Visual Artist

Main Curriculum Area: Science

At Curtin Primary School, nestled within a vibrant bushland just outside of Perth, a small cohort of Year 4 students embarked on a transformative journey, exploring deep ecological connections and the art of storytelling inspired by First Nations peoples.

“It has helped me work together in a team and be more imaginative. It’s helped me create new ideas. That way you make new stuff which will gives you more opportunities.” (Student)

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The Home Tree – Term 2

The adventure began beneath the branches of a very special Peppermint tree, dubbed 'The Home Tree' by the students. This tree not only provided shade but also served as a living classroom where students could engage with nature directly. The process began with selecting the tree based on its accessibility, maturity, and the presence of low-hanging branches, which made it ideal for interactive learning.

Activities under The Home Tree were diverse, joyfully messy, challenging and hands-on. Students created sensory maps to document the tree’s features—from the texture of its bark to the sound of the wind through its leaves. These maps helped students articulate their observations and reflect on the tree's ecological role. A significant aspect of this term was learning about the cycles of reciprocity and survival, themes that resonated deeply as students explored how everything in nature is interconnected.

“It’s more outside based and more fun. We get to have two teachers! Usually, we have one teacher for each classroom. I like it because we get to go outside. Creative Schools is only for certain classes in certain schools. I think the rest of the school should do it.” (Student)

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Firehawks – Term 3

Building on the connection to nature, Term 3 introduced 'Firehawks’, a project that delved into the ephemeral and transient methods of record-keeping used by Australia's First Nations people, such as body painting, sand drawing and dance. Students explored the infamous Australian firehawks, the arsonists of the avian world and the important role they play in bushland ecology, alongside the school mascot, the banksia. The class enjoyed working with natural materials such as clay, charcoal, and bushfire ash to capture their understanding of the subject.

This term was deeply infused with respect for indigenous traditions and emphasised the ingenuity of First Nations cultures in preserving their heritage through oral and visual record-keeping practices. The project culminated with an original dance performance, telling the story of the firehawks bringing fire to the people and the diverse characters that play a role in the bushland’s life cycle, such as water, seeds, pollinators and cockatoos.

“You get to experience so many different things. Like using your imagination. We don’t usually do these things in school. A Creative comes and that is a privilege. People coming to your school is a privilege and they come and do different projects with us. Being creative is fun. It’s important because when you grow up you need to be creative. Creative Schools is about experiences.” (Student)

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Reflections and Educational Growth

Over the two terms, students learned about their local environment as well as traditional practices and how they can potentially inform modern sustainability efforts. The projects fostered a deep respect for the environment with students reflecting on how these lessons could be applied to their daily lives.

The program’s success was evident in the students' newfound enthusiasm for nature and their increased confidence in expressing complex ideas through creative mediums. The Home Tree project highlighted how learning in nature’s classroom could enhance understanding and retention of environmental concepts.

Through 'The Home Tree' and ‘Firehawks’, Curtin Primary School students developed a comprehensive view of how culture, creativity, and ecology intersect. These projects not only enriched their academic knowledge but also nurtured a sense of responsibility towards preserving cultural heritage and the environment.

“The students have really led every aspect of this project. Everything has come down to a class voting system. We are looking at making this outdoor learning space a broader school project. A place for sharing learning and reflection. We are going to add to the newsletter that this space is for learning.” (Stephanie/Creative Practitioner)

“Creative Schools is really cool it’s challenged the kids to be more open minded. It has allowed us to develop a space to explore the sciences out in the environment. It’s very hands-on learning and making learning real. It has encouraged a sense of play encouraging the kids to just be kids and connect to nature. They are learning a new respect for nature. I’ve found working with Steph fun.” (Teacher/ Carlene Bishop)

“It’s so different. We get to do fun things. Normal lessons are about learning. It’s different in Creative Schools because we learn in a different way. We are outside and we learn from nature. We see different things outside. When you are inside, you only see desks, you see technology and students working. I’m not impressed when I’m inside. But when you learn outside you can’t run and learn and give it a go.” (Student)

“Steph has taught us a lot. From my heart she has taught us so much. When I draw I lose a little of my stress. That is a way that has really helped. When Steph came, she taught me so much. I’ve been practising drawing at home. Creativity is putting your heart into your learning.” (Student)

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