 The walking neighbourhood, I would position it as a good example of place-based learning and that because it's going out into the community. So typically in a school all learning happens in the four walls of the classroom. Whereas place-based learning, and this is a relatively new term in the last 10, 20 years and it is much typically connected with nature, but it doesn't always have to be. We live in very complex spaces and our urban communities are very rich spaces as well. So recognising that a place offers rich learning opportunities because of, for one, you're physically emplacing your whole body in there and then all the sensory input. So you're switching on your whole body, all your senses, not just your head. My schooling is just focusing on the head and so you ignite everything and also out there in the real world, it's all unpredictable. So in a classroom environment it's very controlled and largely stays the same. So being out in urban spaces, in nature, there is this plethora of sensory input and then there's this plethora of wonder that then can ignite those wonderings. Why is that so? And start inquiries, which lead to this very deep, rich learning. So place-based learning does ignite student motivation simply because, as I said before, you are switching on your whole body. If you will notice the unusual, you are notice the surprising. You will notice your things out of place, you will notice and wonder and go, why is that? Where has that come from? What was happening before? And the whole string of questions just starts rolling and the people in the places as well, the interactions with people. So it's the environment and the interactions of people, animals, everything because it's all completely unpredictable and anything can happen at any time and will lead you to all kinds of new thinking and new connections. So working in community space encourages deep learning but what I've already said in terms of sparking that wondering and those inquiries is that you also recognise that it is very individually steered. So you come into that place with your own socio-cultural experiences, knowledge and world views and so you interpret the space with those lenses. So each person that you're entering in that learning space with will also have those unique readings of the space and the intersections. So when you have these conversations with your co-learners in the space that immediately magnifies your learning because your reading is one reading then that other person says another reading and that other person is another reading so it just grows and grows and multiplies. So in the walking neighbourhood hosted by children project some of the walks that the children went on are such a plethora of walks and as I've mentioned they chose them themselves the destination and it wasn't an immediate choice. It was about weeks of going for walks in the neighbourhood and seeing what spoke to them. You know what places did they really connect with? So one young girl she let her walk to her bookshop a very tiny bookshop that was probably, she could be an example of our size, probably only the size of a bathroom. It was really extraordinary but by being small that also had its fascination and she wrote a poem that she wrote about the neighbourhood and she did a poetry reading in the bookshop which was absolutely divine to see and it was clearly an adult practice of performing arts and it was incredibly well received and it took people to this bookshop because this bookshop was quite hidden in a little lane way as well so it also took them to this space and speaking to audience members that went along one that really stuck in my mind was a well known Brisbane artist so he's a dancer, actor so he's very much aware of the arts but he came along expecting to engage it was a children's thing so he'd be talking about children's kind of topics but what really surprised him was that there was equal concepts so they could be talking about what they were seeing in the neighbourhood they could be talking about the books that they liked the literature that they liked the art of writing poetry so it was a really significant outcome from these walks I also went along to the walks in Chiang Mai in Thailand so the children there were part of this project to revitalise a neighbourhood in Old Chiang Mai so there have been previous projects that architects had been working with artisans in the community and this was the walking neighbourhood so they had an opportunity for children to be part of this revitalisation work and some other walks the children actually worked in small groups there so they would have a couple of destinations in a group walk and what's coming to mind now is most people would probably just walk past so what was beautiful is that this young boy I'd say 10 took a group of 10, 15 adults to show them a vine on a wall so it's a vine that just grows on a wall and it has these sticky claw bits and it's very popular you'll see it all around the world but what intrigued him and what he wanted to share and get everyone to appreciate was its form so the lines that it made the shapes that it made and the fascination and power that stuck to the wall so it's bringing wonder to the everyday to what's normally past and that the audience members really had these awakenings going walk around this neighbourhood all the time I never know