REIMAGINING OUR SCHOOL SPACES
About the project
Class V students voyaged through a journey of exploration into the mathematical concepts of area and perimeter through the lens of their everyday environment-the school spaces. They began by observing and mapping various areas within the school. They used mind maps to cognitively understand the purpose and spatial features of each. This process helped them realise that every space serves a function and has measurable physical elements. Building on these insights, students selected different areas of the school to redesign, using their learning to reimagine these spaces with creativity, functionality, and purpose.
Driving Questions
- How can we, as young designers, apply our knowledge of mathematics to reimagine our school spaces so they are more functional, engaging, and sustainable?
- What design elements will make our spaces more creative, purposeful, and enjoyable for everyone in the school community?
- How can we present our redesign ideas in a way that convinces others to support and invest in them?
Process
Our students began their exploration of the concepts of area and perimeter by engaging with their immediate environment-school spaces. As an entry event, they went on a guided walk around the campus, closely observing different areas and identifying their function, size, and usability. They created detailed mind maps to reflect on the purpose of each space and brainstormed what could be added or improved.
Building on these insights, students worked collaboratively to design their own versions of reimagined school spaces. They drafted the first layouts of their floor plans and thoughtfully included unique and sustainable elements to make their designs more creative and meaningful. Each group then calculated the area and perimeter of the redesigned spaces, applying mathematical skills in a real-world context.
As their designs developed, students constructed 3D models to bring their ideas to life. They shared constructive feedback with one another and used this input to refine their work. To conclude the design process, students created Shark Tank-style pitches where they presented their innovations to ‘investors,’ showcasing both their creative and logical reasoning behind each redesign.
Through this structured and hands-on process, students deepened their understanding of mathematics, space planning, teamwork, and design thinking, transforming classroom learning into a real-world application.
Project Culmination
As the final step of their learning journey, students brought together their ideas and reflections into well-structured project files and detailed 3D models. They showcased their understanding by confidently presenting their redesigned spaces and sharing their insights with peers, teachers, and visitors.
Teacher Reflection
Guiding the students through this PBL journey has been an incredibly enriching experience. What began as a simple exploration of area and perimeter evolved into a meaningful application of mathematics, design thinking, and collaboration. Watching the students observe their surroundings with fresh eyes, map their ideas, and build thoughtful 3D models reflected not just their understanding of concepts, but also their ability to work as a team, express ideas confidently, and problem-solve creatively.
The Shark Tank pitches were a proud moment, showcasing their growth in communication and persuasive thinking. What stood out most was their ownership of learning, every decision made and design presented carried their unique thought and purpose. As a teacher, it was heartening to witness this transformation and to see the classroom come alive with curiosity, dialogue, and joyful learning. This experience has reaffirmed my belief in the power of experiential learning and student voice.