Po: Could Launceston be home to Tasmania’s first small footprint, vertical school – “Changemaker High”? Could citizen science and social innovation labs excite, engage, and educate all who go there?

paul mallett proposes the development of a new public school in Launceston – “Changemaker High”.

Ideally located in close proximity to the University of Tasmania (UTAS), this world class campus would be Tasmania’s first “vertical school”. With a small building footprint, and located on a well resourced bus route, this facility could be integrated into an established suburb on the city fringe like Invermay or Newstead.

Establishing itself as a leader in Social Labs (see separate post) and STEAM (Science, Technology, Engineering, Arts and Mathematics) education, the faculty would connect UTAS academics and community based citizen scientists with primary and high school students across Launceston and Northern Tasmania.

Most importantly, learning would occur through collaboration on citizen science projects that engage young people in solving real-world problems.

Funded and staffed by the Tasmanian Department for Education, Children and Youth People (DECYP), the facility would attract passionate teachers and function very differently to a traditional school.  It would include:

1. Multi-age, cross-group teams:

• Primary and high school students collaborate — older students mentor younger ones.
• Community members (e.g. farmers, Elders, local government officers) join student teams.
• University researchers provide guidance, tools, and knowledge.
• Industry experts share technology and real-world constraints.
• Charities help align projects with social good and equity outcomes.

2. Shared labs, makerspaces, and gardens

• Flexible spaces equipped with 3D printers, robotics kits, environmental sensors, microscopes, and multimedia tools.
• A roof top community garden co-managed by students and residents.
• Renewable energy demonstration sites (e.g. microgrids, solar and wind installations).

3. The focus on ‘citizen science projects’ could see the whole learning community unite around big challenges, such as:

• Public health – combating lifestyle diseases, safe fat loss, fall prevention for the elderly.
• Pollution – waste management and the circular economy.
• Regenerating local ecosystems — restoring wetlands, reforesting, supporting pollinators.
• Protecting water quality — citizen science monitoring, water-saving tech innovation.
• Fighting climate change — designing zero-carbon buildings, energy efficiency campaigns.
• Ending homelessness — designing tiny homes or community shelters with local charities.
• Food security — growing and distributing food to those in need.
• Urban planning and sustainability

4. Public exhibitions and pitches

• Regular “solution showcases” where teams present to local government, businesses, and the public. See also proposal on “visualise your thesis” and “five minute thesis” events.
• Projects often secure funding or implementation through these partnerships.

The benefits of this type of “citizen science” based collaborative learning would include:

• Builds STEM skills through hands-on, authentic research.
• Connects classroom learning to real-world issues.
• Empowers students to act on environmental and social challenges.
• Strengthens links between schools, universities, and communities.
• Provides researchers with large-scale, diverse data, and accelerates research by connecting academics with communities and lived experience.
• Encourages critical thinking and problem-solving.
• Fosters teamwork across age groups and regions.
• Inspires future STEAM careers.
• Promotes environmental stewardship.
• Helps shape policy with evidence from the next generation.
• Attracts academic and teaching workforce to the region.
• Advances solutions to local issues that can be shared globally.

The outcomes of this type of learning setting would include:

• Breaks down age, social, and institutional barriers.
• Fosters pride, ownership, and community cohesion.
• Prepares students for future careers, social enterprise, and leadership.
• Amplifies the impact of local charities through youthful energy and innovation.
• Inspires industries to adopt more sustainable and inclusive practices.
• Supports positive mental health by giving all participants purpose and connection.

Po: Could it operate two shifts per day to maximise the use of the facility? An 8.30 am to 2.30 pm session and a 3.30 pm to 8.30 pm cohort.

Po: Could upper primary students build their knowledge and capability in advance of high school? Could high school students do advance placement prior to tertiary study? Could community members return to study through this facility?

Po: Could this model be replicated around the State?

Po: Could the campus be built on the old velodrome next to York Park? Or on the site of an old car yard on the opposite side of the road?

Po: Could the Tasmanian Institute of Sport co-locate on campus and have it’s technology used, and projects supported by citizen scientists?

Po: Could the teaching spaces and labs be set up to enable live streaming of activities to engage student audiences in our regions and islands?

Po: Could the engagement of students from across ‘communities of schools’ occur in a manner consistent with how ‘inter-school sport’ is coordinated – with dedicated times each week that students engaged in common pursuits would be available to participate at the new campus?

Po: Could “citizen science” extend to “citizen social science” and engage in social research activities supporting deeper understanding of people’s lived experiences?

Po: Could the new campus include a lecture theatre named after Richard Scoyler?

Inspiration

paul has been inspired by the Botanical High School on Adelaide’s city fringe, and the Maths Science High School at Bedford Park on the campus of Flinders University in South Australia. Furthermore, paul is aware of the The Australian Citizen Science Association (ACSA) and its partnerships with STEM-focused education institutions like the Queensland University of Technology (QUT) through initiatives such as the STEM Futures Citizen Science Program and the School of Earth and Atmospheric Sciences outreach projects. Addition examples include

• Hi Tech Schools Network (Victoria, Australia) — where students collaborate with community and industry on STEM challenges.
• School as a Community Hub models (Canada, NZ) — schools open their doors to the whole community as centres of innovation, culture, and support.
• The Global Design Challenge (Ireland) — unites schools, universities, and communities to address the UN Sustainable Development Goals.