Children with like interests were placed into a construction

pathway. At the beginning of the pathway children were

presented with a variety of construction materials so further
observations could be taken. There were three distinct
groups: wheel construction, marble construction and creative
construction. We had to create a pathway that would cater
for all three constructive groups. INITIAL PROVOCATION
To develop an interest for the construction pathway
the children were presented with a variety of
matchstick cars. Children were given free exploration
within a set boundary. Children then drew models of
the matchstick cars with black fine-line markers.

INTERPERSONAL DEVELOPMENT: Students learn to play constructively together and are encouraged to
DOCUMENTED CONVERSATIONS develop friendships with peers.

Teacher: How might we make a car?

Tom: Roll paper up, cut it first in four pieces After much discussion the children decided that they would all make
then stick it on. a model of a car with moving wheels. They planned to showcase their
Teacher: Stick it onto what? cars with a display at school assembly. For children to gain a greater
Tom: A small box. Sticky tape wheels first and
understanding of cars we brought one into the learning
then onto a box.
Zane: How about we could get a piece of environment. Children drew their own diagrams of the car. Then
sticky tape, put it on then cut it off. Put they shared this with the group. At first children just had basic
some blocks on, put a battery in there shapes of the car and not a lot of detail. After much discussion and
and switch it on. revisiting the car to check we noticed their were a lot of parts to
Noah: I think you could put some sticky tape
the car that we did not represent. Children began to notice the
on the car when you build it. And when
you build it you might make a heavy car. indicators, bonnet, exhaust pipe, hub caps, mirrors. They were given
Put your finger on it and push it. It might more time to add these details to their diagram. DESIGN, CREATIVITY AND TECHNOLOGY: Students play with and manipu-
go a little bit. late materials/ingredients in both a free and focused manner to foster development
of their design and technical skills.
Teacher: That is interesting! You are saying to
use finger energy.
We took photographs of the teacher’s
Tahkin: You get spray paint, paper and some
sticky tape. cars in the car park. We discussed the
Teacher: What could we use instead of using different shapes and sizes. Children drew
sticky tape? models of their favourite shapes. This
Matilda: Glue, because that’s what you use with prepared them for using clay to design
paper.
their own car. The manipulation of clay
PERSONAL LEARNING: Students begin to reflect on themselves as learners, in particular on their feelings was difficult at first, but children
about learning, by responding to open-ended statements such as “I’m proud of this because...” managed to use the tools more
effectively as the session proceeded.
The fun part! Children used clay to create a model of their car.
At first they found manipulating the clay rather difficult, but Matilda: You make the wheels loose and I
the use of water and tools assisted them in this area. Children can see a little pipe.
were very proud of their final products. Teacher: What could we use as the pipe?
Matilda: We’ll use a piece of paper and cut
it off to make it little.
Emily: I can hear it rattling.
Matilda: A stick?
Emily: You make the wheels soft and
black and circle shape.
Matilda: Mmmmmm
PERSONAL LEARNING: Students begin to take initiative as learners by asking questions when needed and Emily: I might cut a bit of strip off
Constructions in attempting small projects. They begin to solve problems and complete work using their initiative as a first
step and asking for teacher assistance as required. something

progress!

THE ARTS: Students make and share visual art works that communicate observations , personal ideas, feelings and experi-
ences. They explore and, with guidance, use a variety of arts elements, skills, techniques, processes, media, materials ,
technologies in a range of art forms.