Through the adoption of a collaborative and iterative human-centred design process, the Schools in Fire Country project developed a program framework that centres the needs and priorities of students, educators, and fire managers. While an initial trial at Harkaway Primary School provided support for the desirability, feasibility and viability of this framework, issues surrounding scalability and sustainability required further investigation. An additional trial at Chewton Primary School provided further opportunities for mutual learning which informed additional refinements to the program framework.
This Practice Note describes the process and outcomes of a school-based trial of Schools in Fire Country at Chewton Primary School. It highlights the importance of local relationships and partnerships for successful implementation and emphasises the program’s value in relation to student learning and community connectedness. The Practice Note concludes with practitioner reflections on the Chewton trial and what has been learned from the experience.
Access the full suite of Schools in Fire Country Practice Notes here.