|In order to discuss
with children the structure of projects and the different
kinds of thinking and learning involved - we have
attempted to describe what constitutes a project, in
terms of the 'roles' played by children at different
stages of the project. These roles are described in more
detail on the following pages.
In an idealised project the order of roles taken by children would be as shown in this diagram.
The Explorer stage
involves children producing a rough map to act as a guide
to the rest of their project.
The final stage of Story-Maker allows the children to reflect on the progress of their project and develop a story of it for presentation to an audience for example as a written text, a play, web-pages for the Cabinet web-site or as Idea Sheets for use by other children.
real projects the flow from one role to another is likely
to take a more complex route with many eddies
as children backtrack to reconsider the project as they
hit problems. For example it may be that while doing
research in the Detective phase they come to
realise that the original plan developed in the
Explorer phase is going to be impossible to
achieve; they will need to revisit the
Explorer phase and map out an alternative
route for their project. The Detective phase may be
revisited as children need to do further research to
solve particular problems encountered later in their