彰化縣社頭國小—從家鄉出發：走進生活的市集行動課

(1) Background, meaning and importance of unit design
Shetou Township is renowned for its two traditional industries: guava and socks. This course, designed to help students understand these local industries, aims to foster a deep appreciation for and appreciation for local culture, fostering cultural confidence. Through creative thinking and hands-on activities, students will learn how to apply skills such as teamwork, problem-solving, and creative thinking in real-world situations. This allows learning to transcend the classroom and connect to real-life experiences and the future.

The curriculum further integrates SEL (social and emotional learning) collaborative learning to strengthen students’ self-awareness, empathy, emotional management and teamwork skills, and create a learning atmosphere of mutual trust and support.

At the same time, the course echoes the concept of SDG 12, "Responsible Consumption and Production", allowing students to think about resource reuse, sustainable production and consumption behaviors, and learn how to become future citizens who are responsible for society and the environment.

2. Cross-disciplinary curriculum planning
The course focuses on Shetou's local industries, "guava" and "socks," integrating content from aesthetic design, lifestyle economics, art appreciation, environmental education, and entrepreneurial literacy, implementing a cross-disciplinary approach. Students work in groups, discussing, conceptualizing, designing, and implementing their work, culminating in a real-life demonstration of their learning outcomes through participation in a flea market at Shetou Elementary School.

Through integration with Quanta's "Traveling in Art" theme exhibition "Life and Painting at the Market", students observed the market appearance, cultural exchanges and human interactions presented in the artworks, further understood the cultural and artistic value of the market as a living space, and reflected on the stories and emotions that their own stalls can convey.

In order to connect local entrepreneurial stories with real social situations, we specially invited the owner of the local store "Hao Coffee" to give a speech at the school to share his entrepreneurial journey in his hometown and his experience in founding the "Shetou Songshi Festival", so that students can understand the true appearance of local creation and think about the relationship between themselves and the place.

This curriculum was led by a multidisciplinary team of teachers at Shetou Elementary School, working in collaboration with Qingshui Elementary School teachers. Qingshui Elementary School implemented the introductory curriculum, "Guava Stories 2.0," developed by Shetou, while Shetou Elementary School implemented an extended, themed curriculum. Future collaborations will continue to expand this curriculum to six other schools, fostering Shetou Township's unique curriculum brand of "local industry x aesthetic education x sustainable action."

3. Teaching Strategies and Assessment Methods
1. Teaching Strategies
2. The course is centered around problem-based learning (PBL) and incorporates the following diverse teaching strategies:
• Interdisciplinary learning: Integrate knowledge from fields such as art, language, society, environment and mathematics for product design, pricing, marketing strategy and visual expression.
• Application and expression: effectively introduce products to customers, present marketing concepts and local connections
• Situational learning: By participating in the flea market activities in the school shopping street, simulating the actual market situation, and experiencing real entrepreneurship and local cultural practices.
• SEL Collaborative Learning: Focuses on team communication, conflict resolution, emotional regulation, and empathy training, allowing students to establish positive interpersonal interactions through collaboration.
• Introduction of sustainable education: Emphasis on resource recycling and reuse, low-carbon consumption and promotion of local specialty products, echoing SDGs 12: Responsible Consumption and Production.
• Model learning: By inviting the owner of Hao Coffee to share his entrepreneurial journey in his hometown and the story of organizing the "Songshi Festival", students are inspired to think about local practices and future possibilities.
3. Assessment Method
Emphasis is placed on both formative and summative assessments to foster opportunities for students to develop diverse abilities and engage in in-depth reflection:
Formative Assessment:
• During the process, teachers observe students’ emotional management, team interaction, division of responsibilities and problem-solving abilities
• Group discussion, design process record, self- and peer feedback form (integrated with SEL core competencies
• Design and implement products and stalls with creative expression and environmental awareness (integrated with SDGs 12)
Summative Assessment:
• Flea market results presentation: overall stall design, product features, visual presentation and on-site sales capabilities
•Learning process archive: including design sketches, product descriptions, poster design concepts, learning reflections
•Aesthetic literacy three-dimensional results:

Perception and Appreciation: Observing Artworks and Marketplaces in Local Culture
Creation and Practice: Design and implement market products with creative and sustainable concepts
Application and expression: effectively introduce products to customers and present marketing concepts and local connections