Take what you learn beyond the classroom.
Explore real problems, make meaningful choices, and build understanding you can use.
The maths, biology and economics you learn in school give you tools for life beyond it. You can use them to manage your money, understand your health, and make decisions at work and in everyday life.
Have a say in how you get there.
Your teacher sets the learning goals. There can be several ways to reach a good solution. You have room to find your own approach.
Which question will you investigate? How will your team approach it? What will you make to share what you discover?
Bring your interests, explore different possibilities and explain why your approach makes sense.
The learning has a purpose. You help shape the path.
Move at your own pace.
You won’t always need the same amount of time or the same next challenge as someone else.
We’re working toward a way for what you’ve shown you understand to inform your next project or role. You might go deeper into a concept, take on a more complex problem, or spend more time building understanding before moving on.
Your teacher would guide those next steps, helping you practise when practice helps and stretch when you’re ready.
The work should help you move forward instead of just keeping you busy.
You don’t have to get it right first time.
Start with an idea. Test it. Notice what doesn’t fit.
New evidence might challenge your assumptions. A teammate might see something you missed. Changing your mind can be part of understanding more.
As a project unfolds, new information and perspectives give you reasons to rethink your approach. Your questions, decisions and revisions help your teacher understand the thinking behind your final result.
What did you try? What changed? What would you do differently?
Get help that helps you think.
Sometimes the question is simply: “I don’t understand. Where do I start?”
We’re building an AI tutor that could use the concepts you’ve shown you understand, and those you’re still working through, to find explanations and questions that help you. Its support would adjust as your understanding grows.
It might offer a hint, explain something another way, or ask you to show what you understand.
The help should change as your understanding grows. The thinking stays yours.
Design a cooler classroom
What is wrong with the reasoning in this paragraph?
Original quote: 10 m² of shade cloth at $20 per m². Total: $200.
“The price of shade cloth has gone up by 20%. If we buy 20% less cloth for our classroom windows, the two changes cancel out. We’ll still spend $200.”
A question from your tutor
What is each 20% a percentage of? Work out the new price per square metre and the amount of cloth, then check the total.
And if you use less cloth, what might that change about your classroom’s shade?
Your learning. Your right to understand.
You should understand how AI and your information are used at school, and be able to question observations about your learning. Your school should explain its arrangements and name the person who can answer your questions.
If you’re unsure who to speak to, start with your teacher and ask who handles these questions at your school.
Your information
- What information is collected about me?
- Why is it needed?
People and AI
- Who can see it?
- Is AI involved?
Your voice
- Can I correct something?
- Who do I talk to if I am uncomfortable?