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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?