North Sydney Public School

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Real Engagement in Active Problem Solving (REAPS)

In today's society, it is important that students develop the ability to solve multi-faceted problems that they will later face in the increasingly complex world. Equally important is for students to understand that all problems have multiple perspectives and involve stakeholder groups. The REAPS model is a learning framework that allows students to access learning content through the context of real world problems. The model is comprised of 3 main components: DISCOVER, Problem-Based Learning and TASC.

The DISCOVER model caters to students with different strengths and intelligences and has a strong emphasis on diversity. It also incorporates a range of Problem Solving Situations from the known to the unknown in order to introduce students to the problem solving process.


TASC (Thinking Actively in a Social Context) provides students with a problem solving method in order to implement, evaluate and communicate their ideas.  It allows students to understand the processes involved in the problem solving method and not jump to a solution too quickly.



The REAPS model focuses on encouraging students to become problem finders and problem solvers in a real world context. They are able to look at problems from multiple perspectives and devise solutions to meet the needs of their stakeholder groups.

Our Professional Learning Journey

In 2013, a team of teachers worked under the guidance of Dr. June Maker and her research team, to explore this new innovative model for providing differentiation within classrooms. This involved the completion of a three day workshop where these teachers actually participated in completing their very own REAPS project! This invaluable opportunity allowed them to develop further insight into the process involved and helped them to build the necessary knowledge and skills to be able to apply this model to their classroom practice. It also allowed time for discussions based around how the TASC wheel could be introduced to students across all key learning areas and ways in which we could support staff with integrating this model into Conceptual Learning programs.

Following on from this, this team of teachers worked collaboratively with the research team, to design REAPS projects for their individual classes. They also spent time experimenting with introducing the TASC wheel to their students, which they later were able to feedback to the whole staff. The staff were amazed at the quality of these learning experiences and the work that the students had produced! Their experience helped to guide the whole staff in developing an understanding of the REAPS model and it highlighted the many innovative opportunities for students to engage in deep and meaningful learning tasks that facilitated high levels of student creativity.

Last term, all NSDS staff attended professional learning sessions on ways to integrate the REAPS model into Conceptual Learning programs. This term, REAPS projects have been embedded into all Conceptual Learning programs.

To find out more about the REAPS project that your child is involved in, please refer to the term overview page or the grade newsletter.

Please also refer to the attached information which was sent home with every child in August 2014.

 REAPS Project Parent Info (pdf 358 KB)

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