illuminate education australia case studies
Moree Plains | New South Wales
In June 2022, illuminate Education Australia partnered with the University of New England’s SMART Region Incubator to deliver a transformative learning experience for primary school students across the Moree Plains. The illuminate Community Challenge brought together young minds for a week-long innovation program designed to build problem-solving, entrepreneurial thinking, and community leadership skills—all while empowering students to shape the future of their region.
This immersive challenge was more than just a classroom activity – it was a catalyst for change. With the support of mentors and facilitators, students explored the values they believed should define their community. From safety and wellbeing to cultural celebration and sustainability, these young changemakers identified what mattered most to them and set out to design solutions that could bring those values to life.
Throughout the week, students proposed a range of creative and impactful ideas. These included initiatives to create safe spaces for youth, promote healthy living through community gardens and fitness programs, and celebrate the region’s rich Aboriginal heritage through cultural events and storytelling installations. The challenge encouraged students to think critically, collaborate effectively, and communicate their ideas with confidence – skills that are essential for lifelong learning and leadership.
As the challenge culminated, students presented their ideas to local stakeholders, including educators, community leaders, and government representatives. The response was overwhelmingly positive. Local organisations pledged support to further explore and develop the students’ concepts, recognising the depth of insight and innovation on display.
One standout moment came from Gravesend Public School, whose students’ proposals captured the attention of their local representative. Impressed by the clarity of their ideas and the financial literacy demonstrated in their business plans, the NSW Government awarded the school a $10,000 grant to begin implementing their solutions. This tangible outcome highlights the real-world impact of the illuminate Community Challenge and the power of student-led innovation.
The Moree Plains experience exemplifies how regional communities can benefit from authentic, hands-on learning programs that connect education with local development. For teachers, the challenge offers a fully facilitated, curriculum-aligned experience that requires no additional preparation. For community leaders, it provides a platform to engage with youth voices and foster intergenerational collaboration.
Beyond the ideas and presentations, the true legacy of the challenge lies in the mindset shift it creates. Students leave the program not only with new skills, but with a renewed sense of agency and purpose. They see themselves as contributors to their community—capable of identifying problems, designing solutions, and driving positive change.
Our experience in Moree showcases illuminate Education Australia’s commitment to reaching regional and remote communities, ensuring that every young Australian has the opportunity to be confident, creative and capable. By embedding innovation into the learning journey and aligning with local priorities, the illuminate Community Challenge continues to inspire students and strengthen communities across the country.
“[The illuminate Challenge] addresses many current real world issues and skills through effective and engaging curriculum. The students learn about understanding community values, solving real world problems, financial literacy, pitching an idea and working as part of a team; all vital skills for todays workplace and tomorrows. The students came up with an idea and developed it into a business because the illuminate team listened and supported them and their school community got behind them.“
– Jackie Todd, Learning Leader, Gravesend Public School.



What Others Say…
FROM COMMUNITY PARTNERS & COLLABORATORS
FROM THE STUDENTS THEMSELVES