Our Year 4 and Year 6 students have been putting their problem-solving skills to the test this term through engaging Design-Centred Learning projects that combined science, digital technologies, and design and technologies. These experiences gave students the chance to tackle real-world challenges, apply their learning in creative ways, and see firsthand how knowledge and innovation can come together.
In Year 4, the focus was on the timely problem of speeding e-bikes. Students were challenged to think like designers and empathise with police officers and e-bike riders, asking the question: How can we slow down or stop e-bikes safely? This sparked conversations about forces, motion, and safety. Linking directly to the Australian Curriculum, Science, students investigated the effects of friction, gravity, and inclines. To deepen their exploration, they coded Spheros to travel on ramps, testing how angle and surface type affected speed and if they could code it to stop. The project was also connected to Digital Technologies as students programmed their Spheros, and Design and Technologies as they brainstormed and sketched prototypes of possible inventions. The combination of hands-on experimentation and digital problem-solving gave students a taste of how scientists and engineers work in the real world.
In Year 6, the 3D printers have been running around the clock as students stepped into the world of product design by creating torches. Starting with Tinkercad, students designed 3D models, carefully considering shape, function, and ergonomics. But the project didn’t stop there; students also constructed the internal circuitry to ensure their torches were fully operational. The pride on their faces as their digital concepts became a reality!
Year 6 students have also been tackling the idea of how to stop an umbrella from being stolen. Lots of creative ideas with coding, sketching and empathising in the mix from exploding umbrellas, GPS trackers and in-ground locking systems. There has been a flurry of excitement.
Both projects highlighted the strength of our Design-Centred Learning model: students began with empathy for a real problem, researched and experimented, and then created practical solutions. Whether tackling the dangers of speeding e-bikes or designing a functional torch, students experienced the joy of learning with purpose.
At the heart of these projects is something even greater: a reminder that we are all made in God’s image. Just as He is the ultimate Creator, we too are designed to imagine, design, and build. It is a joy to see our students living out this calling—using their creativity to make the world a better place.
Jamie Simmonds, Primary Teacher
Year4 students explored friction, gravity and inclines by coding Spheros to race up ramps and test surfaces.