As work began on a new infrastructure project, the natural habitat of platypuses was at risk. The girls of Year 5, were tasked with designing a suitable solution that would not only serve to fulfil the goal of protecting the platypus, but would be sustainable and ecologically sound in their environment, and have minimal effect on surrounding stakeholders. The project offered a unique juncture for students to turn classroom learning into a real life experience, seamlessly connecting what students learn in school with the world around them. 

Students could view their central idea, competing interests shape places as they looked at the transdisciplinary theme, Sharing the Planet. After a visit to Tara from the team, and a visit to the site for a greater perspective, the girls were ready to ideate, create and innovate. They were eager to tackle the problem and set out to design and build solutions that would help the platypuses.

The project had two components:

1. Creating a Platypus Bypass:

• The students designed a bypass that would allow the platypuses to safely move around the construction site. This involved learning about platypus behaviour, how they use their habitat, and figuring out how to keep the bypass as natural as possible. The bypass was built using eco friendly materials and was carefully designed to blend in with the surrounding environment. 

2.  Building an Alternate Habitat:

• Knowing that the platypuses needed a safe place to live during the construction, the students also created an alternate habitat. They made sure it had everything a platypus needs, like water access, food sources, and safe spots for nesting.
• With the help of Mrs Paul, the students researched what platypuses eat and where they like to live and included features like submerged logs, aquatic plants, and soft soil banks in the habitat design. 

This project was more than just about protecting platypuses; it was an invaluable learning opportunity for the students. They were able to closely examine one of the lines of inquiry; environmental conflict, resolution and management and see how their learning could be applied in real life. They learned about the importance of protecting wildlife and how to balance construction needs with environmental conservation. By working with Fulton Hogan, the students also gained insight into how large construction projects are planned and managed, especially when it comes to minimising environmental impacts and another line of inquiry, how humans and environments determine what places become. 

This project provided opportunities for the girls by helping them develop into agentic learners—students who take an active role in their learning, set their own goals, and confidently make decisions. Through the project, Year 5 had many opportunities to take on leadership roles and being open minded. They have proven themselves to be critical thinkers in this complex challenge and approach the problems systematically and consider multiple perspectives. Off the back of Talkfest, the girls showed that they are confident speakers as well as developing their interpersonal skills as they presented their work to the team at Fulton Hogan and parents. 

After six weeks, it was finally, time for the girls to share their learning with the community. There was a buzz in the air, as students were excited about their learning, and thrilled to have the opportunity to share back with the Fulton Hogan team and parents. During the presentation, the girls were able to impart their expert knowledge of platypuses and impressed the team at Fulton Hogan with their knowledge. Girls learned that platypuses are bioluminescence, which means that they glow in the dark, female platypus sweat milk, and because they don’t have teeth, when they collect food, they also collect gravel in their mouths which helps them to ‘chew’ their food. They also learned the challenges of working in a group and learning negotiating skills and managing time. This was an opportunity for girls to also develop their Approaches to Learning. 

By participating in such a project, girls are not just passive recipients of knowledge—they become active creators of solutions, advocates for their ideas, and confident learners ready to take on new challenges. 

A project like the platypus habitat collaboration aligns perfectly with the goals of the Primary Years Programme (PYP) and the International Baccalaureate (IB), which emphasises inquiry based learning, global awareness, and student agency.

The Year 5 team is thankful for the support of students by the Fulton Hogan team, and especially grateful to Mr Athar (Year 4 parent) for bringing the project to the Tara girls in Year 5.