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Prep - 6 (2 teacher school)
Students used Bee-Bots in variety of ways - to create maps (school, town, local area) and show direction in Prep-2.
3-4 needed to problem solve the fastest route through town
5-6
Designed and planned a world tour - travelling to each continent

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Students created maps and used Beebots to move through them showing direction

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Students interrogate the market with respect to toy planes, then do market research with

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Students interrogate the market with respect to toy planes, then do market research with

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Using cardboard boxes, students designed something that would move without a motor

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Using cardboard boxes, students designed something that would move without a motor

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Using spheros and recycled materials to design an obstacle course.

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Students had to design a game where they decided what the aim of the game was and coded all aspects of the game incuding players movements, scoring points, end of game ect.

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STudents designed a cushion cover, then had to work and materials to use and then cut and made design. The next stage was actually blanket stiching the cushion to make end design. Was amazing how far they stretched their ability.

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Students desinged and constructed a waterproof lunchbox that could hold a sandwich and an orange.  The lunchbox needed to be strong enough to carry these two items for 5 mt.

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Student were asked to design a serious game for a prep level class to assist in one of the core subject areas.

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Student were asked to design a serious game for a prep level class to assist in one of the core subject areas.

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Students used their problem solvongn knowldege to design a race course so that a sphero could manouvere itself through it.

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Students plan, design and test a solution to an erosion problem on the school oval

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Students were asked to design a puppet theatre to use as part of the end of term celebration. It needed to be strong enough, and large enough, to use with the puppets they made as part of the unit

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Students designed a water filtering device to treat dirty water consumed my miners in the Gold Rush era.

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Use problem solving to design and build a model  intelligent wheelchair to navigate rooms in house.  Robot, wooden house room model, safety  and autonomous voice operation

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Use problem solving to design and build a model  intelligent wheelchair to navigate rooms in house.  Robot, wooden house room model, safety  and autonomous voice operation

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Examine the feasibility, and issues, of having post delivered by drones.

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Year 5 students were asked how they would control water runoff from streets if the councils plan for a retention basin in a park was rejected by the residents.

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Year 5 students were asked how they would control water runoff from streets if the councils plan for a retention basin in a park was rejected by the residents.

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Students investigate, design and 3D print an object that solves a biomedical problem

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Students designed a vehicle
and were required to change aspects of the vehicle to overcome friction in a variety of settings.

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Look at the impact of The Lorax and cutting down the trees for the environment.

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Students are ask to make a quiz based game in scratch.

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Student planned using a member of their team, by being a robot and then writing a program to get the robot to make and sandwich. This took about three lessons of coding in maths to plan, design create and show. It was great fun for unplugged technology of coding.

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Students design, create and evaluate a moving toy.

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Students design, create and reflect on a push/pull toy made with recycled materials

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Students design and create a waterproof lunch box that needs to hold a sandwich and orange for 5 meters. They then reflect on what worked well and how they would  change it differently next time.

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Our class is using Scratch Junior creating their own sprites.

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Students are given client profiles that they are required to analyse and produce prototypes both in the forms of Digital and Physical solutions based on the clients needs wants and opportunities students are given creative. For example this could entail a program design, information package software or game controller.

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Students required to plan and run a fundraising food store at our College’s fete with all proceeds going to school based projects or to support school athletes representing Queensland. Students are split into project teams and required to manage the following activities: marketing research to determine product selection, product research on ingredients and manufacturing, store operations and finances to outline costs and pricing.

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Students were given challenges faced by settlers on another planet, City X, under the topics of Health, Education, Food, Transport, Safety, Communication, Environment and Energy. They had to brainstorm inventions to solve the challenge, choose the best, design a prototype, model in clay, create a 3D model using 123D Design app, and finally print in 3D.

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Students designed own musical instrument using Makey Makey and their own orchestral instrument recordings.

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Students were asked to do a project on protecting the reef and given any scope to do so. They were taken to an island and shown what Tourism bodies currently do, and given other human and information resources. Students focused on issues that appealed to them and solutions that they felt worked best. Outcomes were community awareness radio ads for the local community radio station, an education based game created on scratch, online petitions and surveys, a short video, a community fundraising event for a clean up organisation etc. Students worked with experts to complete these projects.

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Students were asked to create a smart house using basic wood and be controlled using Arduinos.
They formed teams such as house creation, security system, lighting...

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Students were given a house and asked to "Create the winning christmas light display" for the street's light show. Students then had to research lights, the size of the house, what the 'client' liked, etc. More information was fed to groups as they went along which allowed for differentiation such as different budgets, store deals and discounts, etc.

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The students were required to research and investigate how to conserve water when attempting to grow plants as part of a design and technologies challenge. the students worked individually to investigate hothouses/ glasshouses and terrariums. The students had to use that information to design a system that would allow a single strawberry plant to grow and survive over 6 weeks using a single cup of water. They were supplied with a strawberry plant, soil and mulch but had to draw and justify their design, predict any issues that may arise over the 6 weeks and then reflect on the design and any changes in future developments and the real world applications that it could be applied to.

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The students were required to research and investigate how to conserve water when attempting to grow plants as part of a design and technologies challenge. the students worked individually to investigate hothouses/ glasshouses and terrariums. The students had to use that information to design a system that would allow a single strawberry plant to grow and survive over 6 weeks using a single cup of water. They were supplied with a strawberry plant, soil and mulch but had to draw and justify their design, predict any issues that may arise over the 6 weeks and then reflect on the design and any changes in future developments and the real world applications that it could be applied to.

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Students had to create an animal, that would survive in a desert environment following given characteristics of animal features.

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After competing a science unit on materials students had to design, chose a sutitble material and build a house for the 3 little pigs then reflect on their choices.

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As part of a Design Technologies unit children worked in teams to create puppets. Students were given time allowances to view you tube clips of how to make different puppets. Students choose their teams. Socks, 3D paper and stick puppets
Teams created a list of resources required and submitted this list to the teacher. As part of the xproblem, the teacher removed one item from each list so the team had to form an xsolution and create a new idea /resource to finish design. Children shared designs with their buddy 5/6 class discussing PMI and how they would improve the design in the future. Children evaluated whetheer they worked effectively in their team using a smiley face grid.

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Students worked together to move a bee bot through a series of obstacles.

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Students were to research native bees and understand how they adapt to the environment by developing a beehive using re-purposed materials.

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Students design and create a model of an animal enclosure for an Australian animal. Students must consider the diet and habitat of their chosen animal to ensure its specific needs are met.

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Food Chain graphics
Ask students to think about a better solution  to estimate for the quantity and the  type of food the animals would consume daily and monthy in one of the zoo in Australia.

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It was explained to students that due to recent weather events the bridge between their house and the local shopping centre had been destroyed.  Students were then put into small groups and using the design process were required to create and build a suitable replacement bridge.  For this the students were provided with straws, tape, string, and paper. Each group had to work collaboratively to undertake the project.  At the conclusion of the lesson, students were able to test the durability of their bridge (which had to cover a 30 cm span) with a toy car.

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Students worked in teams to design, create and display a school mural. Students were responsible for all aspects of the project including resource management.

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Students work in pairs to design a poster that encourages a healthy lifestyle.

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By the end of term 3, students design, make and appraise a bridge that is built from chosen materials, spans a 30 cm gap, be built to the height of at least one tissue box, and holds the weight of a 500 gram can of food.

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By the end of term 3, students design, make and appraise a bridge that is built from chosen materials, spans a 30 cm gap, be built to the height of at least one tissue box, and holds the weight of a 500 gram can of food. timeline.

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By the end of term 3, students design, make and appraise a bridge that is built from chosen materials, spans a 30 cm gap, be built to the height of at least one tissue box, and holds the weight of a 500 gram can of food., a timeline made with Timetoast's free interactive timeline making software.

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Year 3 - Students use a collaborative design approach to design, plan and build their own Putt Putt course.

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Year 3 - Students use a collaborative design approach to design, plan and build their own Putt Putt course.

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Students taught basic engineering concepts then asked t create their own tall tower in groups using set materials.

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Students used the design process to create a diorama of the habitat for an endangered Australian animal they had been researching. They then explained their design decisions and reflections along with their key research findings using the Green Screen App.

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Students worked in pairs to design a simplified game using Kodu Game Lab.

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By the end of term 3, students will create an eBook for use in class. They will create images and text pages using a variety of digital technologies (both software and hardware). timeline.

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By the end of term 3, students will create an eBook for use in class. They will create images and text pages using a variety of digital technologies (both software and hardware)., a timeline made with Timetoast's free interactive timeline making software.

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Students will be introduced to coding using Hour of Code activities in order to create their own game using Scratch.

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Our students designed and created environmentally sustainable homes. They researched and planned using computers. they presented their homes in various formats based on team individual knowledge and skills. They set a time frame and selected members based on skills and confidence. They were encouraged to dream big and think outside of the box

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As a project management team, students were required to identify/ assign team project roles to design, build (using a variety of supplied materials) and test a model aircraft that could fly the greatest distance. Students identified what might be appropriate ‘flying’ variables, what would be a fair test and how to accurately measure, analyse and present team findings (for comparison purposes) using Digital Technologies.

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Students worked in teams to design and build the tower (using given materials) which would support a particular item. After building, they tested and evaluated their design, reflecting on challenges, successes and modifications which could be made to improve the design

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Students worked in teams to design and construct a treasure map for the Beebots to go on. After constructing the maps they were asked to swap maps with another group and find the treasure, allowing them to learn directions and apply this knowledge to complete the task.

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Students are introduced to writing code through assigned activities on the code.org website. After completing a series of coding activities, students are challenged to create their own mini program.

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Students were required to design a city with roads and then navigate the Beebots around the roads. Allowing them to learn directions and use their creative thinking to create a city.

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Our students, until recently, are given very little exposure to programming. We have therefore started our year 7 students with the Scratch Program. We introduce them to the different things they could possibly use and then ask tham to create an educational highly interactive game. We then invite the local primary school to play their games and provide feedback.

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Student are given a Lego EV3 Robotic Kit. Together they build and modify the kit in order to have it perform a completely different function from the original instructions. Once built, the group then need to reprogram.

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Students design a map for the Beebot to follow using grid paper. Students get a friend to program the Beebots from their directions.

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Students investigate apps and creatively design an app or game or software that incorporates all the things they want in an app. May be a mash-up of favourites or something completely new. "There should be an app for that"

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Students design and build a lunchbox which can hold an apple and a sandwich.

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Students had to verbally instruct another student on how to draw a given shape, without either of them being able to view the others' drawing. Pairs then shared the different types of instructions they had used and which had worked best.

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Students used different materials to create objects that made light and sound so that when they were placed in a garden, it would make it look cared for and beautiful.

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Students used Beebots to map out the trail Hansel and Gretel could take through a forest.

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Student were required to work together in small temas to create a suitable controller for a game they had already created usng the Makey Makeys.

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Students create a vegetable garden for the school. They decide on the materials, plants and a roster of who will mulch, water and look after the garden.

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Students were given a project to identify an environmental impact on the Great Barrier Reef and use a web based multi modal and design a visual piece using clay or modelling clay to demonstrate their chosen impact.

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Students were asked to create a pathway for a drone to examine their property fence line for any damage or repairs

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Students were asked to create pathway directions for Ozebots. Studnets were to use coloured markers to direct the Ozebot

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Students were asked to design a stationery storer for their desk using makers empire software.This was then 3D printed and used in the classroom by the students.

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Students work in small groups to create a Scratch game suitable for primary school students. They have meetings each lesson to ensure roles are allocated, record or decisions and changes made due to challenges and initial timeline of when tasks are to be completed.

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As a project, students were to design a straw bridge of one span of any design that would withstand as much as weight possible.

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Students were asked to create a Scratch game to solve a problem experienced by students their age.  Students worked in teams to identify the problem, brainstorm solutions, research, plan, create, evaluate and shar

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A wheel chair bound student wishes to pick something off the ground. Students need to construct a tool to help the student pick up a rubber (then various objects),  using lego; coding lessons, using lego robots.

Students will have a considerable amount of lego robotics from previous years study.

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Students had to create a moving toy. They had  to use their creative thinking to plan & build their toy using recycled materials. As they encountered problems in building their toys from their plan, they had to find their own solutions. In the end, they self-evaluate their toys &
suggested ways for future improvements.

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Students had to use a range of materials to create the largest cube possible. They had to use communication skills, had specific roles and had to design and redesign based on the materials at hand.

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Exploring the decline of bees worldwide students goal was to support and increase the local native stingless bee population with recommendations and design of a habitat within school grounds.

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Emergency air drop of supplies during disaster/war was the real world challenge. Students to design parachute/carrier that will enable a soft boiled egg to be dropped from a height of 5 metres. Students were able to use their own materials (recycled preferred).

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After completing a unit on energy and electricity, students formed own research groups to identify renewable or non-renewable electricity production and how this effects the community and landscape. Present the information using an embedded video, interactive map and digital tools.

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Students had to design and construct a sculpture ( max 1m x1m ) to inspire the community to protect our wildlife, rainforest and reef. Only recycled material or clean litter could be used. The students chose the theme for the sculpture based on the Digital Technologies Unit 'What's your waste footprint?' The sculpture will be on display to the community this week.

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Students worked in teams to design and build a bridge (using given materials) which would support a particular item. After building, they tested and evaluated their design, reflecting on challenges, successes and modifications which could be made to improve the design.

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In HASS students were asked to report on a place of significance. Students used virtual excursions through Nearpod to explore their place and gain important information to be used in their report. They used screenshots taken within their virtual excursion and a green screen to insert photos of themselves and their friends at the places they visited. Once their formal report was finished, students were given the opportunity to create a flyer about their significant place explaining why it would be a great place to visit. This part of the activity was optional however most students chose to complete it.

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Students investigated how strong and waterproof a range of materials were. They used this knowledge of material properties to design a costume for a superhero.

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Students had to design a lego add on for an Edison robot, then program or use one of the programs already on the Edison to get it to move across a model soccer field and score a goal.

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Student had to design and build a bug catcher to catch and keep alive bugs to feed a lizard. They then tested and had to reflect on what did and didn't work and how they could improve their design

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Students were given the opportunity to plan and conduct an open investigation to apply and extend their understanding of electrical circuits. The investigation was designed for students to test materials to establish which are conductors of electrical energy.  The scenario was "Imagine that you are a research scientist whose team has been given the task of completing a top-secret investigation that was left incomplete by a previous team. Due to security restrictions, the original team cannot be contacted. The only details available are contained in the following email:"

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Students had to design a series of paths for a BeeBot to go from one place to another.  They had to learn directions and overcome difficulties of perspective.

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Some examples include:
- designing a stationery holder using makers empire and then 3D printing it.
- designing a dust jacket cover for a short story written by students.

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Weeks 1-4 Year 1 students were required to investigate materials and changes that could be made to alter the properties of the material with the aim of building a boat that floats.
Weeks 5-6 Students then selected a material of their choice and planned and constructed their boats.
Week 7-8- Students tested and evaluated their boats and then made changes to allow their boats to carry marbles before retesting and evaluating the effectiveness of the changes they made.

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Students had to use their knowledge on how objects move and what influences that movement to design a toy that was suitable for a Prep student. The children designed, made and tested their toys. They reflected on what worked well and where they could improve their design to make it move better.

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Students had to design a boat that would hold 3 figurines. Students had to choose their materials and justify why they chose them. Students then tested their boats and changed them accordingly.

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Students designed the quickest route from home to school stopping into the certain places. They had to create a program to move a beebot to show the quickest route.

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Just begun a teaching contract with a 5/6 class. Have never taught any digital tech

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Just begun a teaching contract with a 5/6 class. Have never taught any digital tech