The Year 5 and 6 teaching teams have created engaging programmes that aim to nurture and develop a love of learning, a social conscience, Christian values and a healthy sense of self-respect. The students have engaged in inquiry based projects that consider futuristic possibilities whilst promoting “Leading the Way”. This semester Year 5 students have focused on the social issue of refugees, democracy and sustainability. The Year 6 students have shared many collaborative opportunities and shown innovation when designing and building their powered Concept Cars.
Year 5 Snapshot: Sustainability Inquiry Project
Designing an eco friendly home
After discussing how an Eco-friendly home works, the students investigated a website that enabled them to experiment with various city planning features that would assist them to create a sustainable environment within a city. They then selected the most effective city wide initiatives that would support the environment. The students then used a “smallblueprinter” to create a technical composition of their design. Each home was required to have a minimum of 15 eco-friendly features highlighted on the plan.
Building Eco-Friendly Homes
Students were required to bring in all of the materials needed to build the homes/ buildings that they had designed. They created an interior and exterior of their houses. They were also required explain all of the eco-friendly features they had designed for their home.
Recycle City
All the model homes from the Year 5 classes were placed together so that they could be displayed as a completed city. During our Learning Journey parents were able to directly experience the carbon neutral and eco-friendly city.
Year 6 Snapshot: Electric Car Project
Investigation
The students investigated how electric circuits worked through a series of practical activities. They created different circuits using batteries, wires, globes, conductors and insulators and evaluated various types of “switches” to maintain the flow of electricity.
They explored the complexity of car manufacturing on a global level, learning about the importance of quality control and adhering to financial budgets. The students discovered the importance of aerodynamics and how concept cars are designed.
Designing Concept Cars
In pairs, the students applied their learning and collaboratively designed different concept cars. They had to design the car’s chassis, its electric circuits and aerodynamic features. The students had the choice of the design options:
• To create a car that would go as fast as possible (speed),
• To create a car that had the best aesthetic appearance (looks)
• To create a car addressing both criteria (speed & looks).
Each design brief came with a separate budget. The students would enter the cars into their selected competition at the end of the term.
Creating and Evaluating Concept Cars
The students were supplied with the materials to construct their chassis and the electrical components needed to run the motors. They were very innovative when supplying their own materials for the appearance of the cars with some using papier-mâché, balsa wood or plain card (as the weight of the vehicles were also considered). The students displayed a lot of initiative, and negotiating skills, when it came to working within their budgets. Evaluating and reflecting on their initial designs was an integral part of this process.
The Grand Finale…. is yet to take place
The first stage will involve class heats, where students will race their cars 20 metres, with the winner of each gaining a place in the Class Final. The winner of the Class Final will then race off against the winners of the other two classes for a chance to win the overall competition. At the same time, those who have entered the Aesthetics Competition will participate in a class vote and then proceed to a final where the teachers will agree on an overall winner.