Checklist for Determining the Scope of your Project

The program offers year round programming, with the all-inclusive community musical mud stomp taking place during the warm weather outdoors. During the cold weather the focus shifts towards developing teamwork, artistic content, the small scale model, and a plan and strategy that can be applied once the weather warms up.

Components of a program

Construction design and build, including local community assets, skills and natural resources, educational curriculum and training.

Goals of the program

meeting curriculum goals and creating youth leadership
engaging & strengthening community
building a community asset

Reasons for bringing the program to your community

To introduce the CPT (construction project as teacher) axiom to your community
To introduce Project Based Learning to your school.
To create a strong sense of ownership in the building and belonging to place.
To raise funds from various funding pools and combine them to multiply the benefits to all stakeholders.

Funding

In addition to construction funds, how will program be funded?

Fee for service for each participant.
Government funding for various purposes.
Corporate sponsorship.
Foundation support.
Local business sponsorship.

Youth leadership (High School adolescents)

What process will be used for finding youth leaders. Who will drive this process?
How much time per week is to be allocated to those who wish to participate?
What incentives can we provide students who undertake and fully embrace the program.
Can they be given TAFE equivalent certificate?
What mix of in-school time vs out of school time is appropriate?
Can we offer educational credits like as in the case of South Australia?
Can we offer other incentives such as “Principals Award” or “Mayor’s Award” for work done?
Can we offer students cash or gift incentives for some weekend/after school hours/holiday work?
What steps will we take to ensure that the status and profile and perceived value of the project is raised to make it seem worthwhile. A public forum with youth team present is necessary to do this.

Adult mentors

To what degree will we use involve local tradies, artists, musical director/choreographer/drummers?

Community engagement

The program adopts a more-the-merrier approach which can be used to strengthen community, build youth confidence and reduce per participant costs. To what degree does each stakeholder support a "more the merrier approach?" How many people do we aim to engage?
How often will programming take place? weekly, monthly, each term, each year?
How many of each age group are we aiming for?
How much involvement (time) do we expect from each participant on average?
When do we want this engagement to take place?
How many hours during school time, weekdays and weekends?
How will we enrol adult mentors?
What community focused organizations will we invite?
How will transportation be addressed?
How do we plan on engaging and drawing upon the local artistic community?
Which businesses will be invited to participate as sponsors?
Can youth become involved in this process and be given incentives?

Building a community asset / structure

Who are the site hosts - caretakers of the land that the project will take place on?
Who are the stakeholders of this site?
Is the space and it’s organization accessible to the general public?
Is expanded public accessibility part of the charter for this space?
Is it connected to a place of higher learning?
What kind of structure would you/they like to have built?

Future

What is the commitment for on-going involvement in the program through public access to the site?
What structure is proposed? What function will it serve? Who will it serve? Which communities? How will it serve this population? What is the proposed structure?

Building process

Lets get clear about when and how the site changes from a community play-space to a construction site. How construction workers interface with education workers.

Time Frame

What is the ideal time-frame for the project?