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Project: Barter

Introduction

Students organise a class or school-wide ‘barter project’ where students exchange goods or commit to providing a service.

Organisation

Depending on whether the project is a class or school-wide initiative it may involve some of the following elements:

  • Brainstorm ideas for the types of goods and services which students might bring into class/school for trading/bartering.
  • Draw up a Barter Charter laying out a list of acceptable behaviour for the barter experience (display in prominent position during barter activity).
  • Design a Voucher for Service for trade of services during barter activity.
  • Agree a suitable date/venue, etc.

Divide the class into small teams and allocate responsibilities. Team responsibilities may include some of the following:

  • Organise necessary permissions (e.g. from principal, teachers, school administrators, etc.)
  • Organise and decorate venue (e.g. assembly hall)
  • Design and distribute a Voucher for Service for barter
  • Create a series of eye-catching posters advertising the school barter project and including the necessary information (e.g. title of event, rationale, date, venue, acceptable goods/services, Barter Charter rules, etc.)
  • Marketing team (advertise event over the intercom, via school’s website, newsletter etc.)
  • Barter facilitators (to monitor barters between students and intervene with advice regarding Barter Charter if required)
  • Reporters (to photograph and record the event)
  • Barter registers (to register successful trades)

Class/School barter activity:

Students bring item(s) and/or Voucher(s) for Service and then they barter with one another.

Presentation:

Facilitators, reporters and registers, etc. present their findings from the school barter event.

Debrief

Class discusses what worked well; what did not work well; what they learned; what they would do differently, etc.

Reflection journal

At the conclusion of their Barter Project, each student should reflect on the experience, using written, audio, visual or digital format. Student reflections should include:

  • A summary of information they have learned
  • Reflection on skills they have developed
  • A record of particular insights they have gained
  • Questions with which they are still left
  • Reflection on what they have learned from this and what it means for their own lives, or for the future
Project record

Students are required to complete at least three projects relating to different sections of the course and must create a Project Record for one action taken during the short course. [NB: work completed in First Year cannot be submitted for certification].


If students decide to produce a Project Record for the Barter Project they can do so in written, digital, audio or visual form. Regardless of the format chosen, students should ensure that their individual Project Record communicates:


  • Why I chose this project
  • What the aims of my project were and what means I chose to achieve the aims
  • How I sourced and used research
  • How I worked with others in carrying out the project activities
  • How I organised and managed myself
  • Key moments or milestones
  • Any challenges I encountered
  • Evidence of my individual participation in the project activities
  • My overall reflections on what I have learned through planning and participating in the project activities
  • What I/we achieved

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