Design Reflection Time

Year Levels

Foundation, Year 1 & 2

Duration

60 minutes

Class Size

30 students

Lesson Overview

This is the final session in the "Creative Design Adventures" unit. In this lesson, students will reflect on their design and making experiences throughout the unit, identify what they learned about the design process, and celebrate their creative work. They will share their designs with peers and family members through a multimedia showcase, practising communication and presentation skills aligned with the Australian Curriculum (v9) capabilities for foundation to Year 2 students.

Learning Intentions (WALT)

We are learning to reflect on the stages of the design process.
We are learning to share and explain our design ideas and creations.
We are learning to use multimedia tools to present our work effectively.

Success Criteria

Students will be able to:

Talk about what they enjoyed and learned during the design and making process.
Describe key steps they took to create their designs.
Use images, drawings, or simple digital tools to present their design.
Show confidence when explaining their work to others.
Use respectful listening and question-asking during peer presentations.

Australian Curriculum Links

Technologies - Design and Technologies

AC9TDEFP01 (Foundation): Generate, communicate, and evaluate design ideas, and use materials, equipment and steps to safely make a solution for a purpose.
AC9TDE2P01 (Years 1-2): Generate and communicate design ideas through describing, drawing or modelling, including using digital tools.
Emphasis on reflecting on design decisions, processes and outcomes.

General Capabilities

Literacy: Oral communication for sharing ideas and presenting.
ICT Capability: Use simple digital tools to create presentations.
Personal and Social Capability: Working collaboratively, listening and expressing ideas clearly.

Differentiation Strategies

For diverse learners: Use dyslexia-friendly reading materials—large print, clear font, visual support cards for key vocabulary (e.g., "plan," "design," "make," "evaluate").
Use multimodal options for sharing (e.g., speech, drawing, photos) to suit diverse communication styles.
Provide sentence starters or scaffolded reflection questions.
Use peer support for technology use.
Adjust presentation time per student to accommodate confidence levels.
Extension for advanced learners:
Invite students to create a short digital slideshow or video explaining their design.
Encourage them to use labelled diagrams or recorded audio in their presentations.
Challenge them to include elements of "what I would improve next time."

Materials and Resources

Students’ completed design projects or photographs/photos of their work.
Tablets/laptops with simple presentation or drawing apps (e.g., Seesaw, Book Creator, or an age-appropriate slideshow tool).
Large display area or digital screen for showcasing.
Reflection prompt cards (questions to guide thinking).
Print/digital supporting sentence starters.
Cameras or tablets for recording or photographing artworks.
Comfortable seating arrangement for audience.

Lesson Breakdown

1. Introduction (10 minutes)

Teacher gathers students in a circle.
Brief group discussion: “What did you enjoy most about designing and making in this unit?”
Introduce the idea of reflecting on the design process: Plan, Make, Evaluate.
Use a visual chart depicting the design cycle to recap.
Set the purpose: Today, we will share and celebrate our creative work with family and friends using pictures and digital presentations.

2. Reflection Activity (15 minutes)

Provide reflection prompt cards with simple questions such as:
What was your favourite step in designing?
What was hard to do? How did you fix it?
What would you do differently next time?
Students discuss in pairs or small groups.
Teacher supports with scaffolded sentence starters, e.g., “I liked... because...”, “Next time, I want to...”.

3. Preparation for Showcase (15 minutes)

Students gather their designs and photos of their work.
Using tablets/laptops, students create simple multimedia presentations:
Insert photos or drawings of their project.
Add short captions or record a brief audio explaining their design.
Alternatively, they can draw or label paper posters if digital options are limited.
Teacher and aides provide technical help as needed.

4. Sharing and Celebration (15 minutes)

Arrange a gallery walk or share presentations on a digital screen.
Invite a small group of family members and peers (real or simulated) to listen.
Each student or pairs present their design, focusing on what they made and what they learned.
Encourage positive audience feedback and questions.
Teacher models asking questions: “Can you tell me how you made this part?”, “What was your favourite tool to use?”

5. Conclusion and Affirmation (5 minutes)

Gather students to share one thing they liked about others' work.
Recap the WALT and success criteria.
Celebrate with certificates or stickers recognising their effort and creativity.
Encourage students to keep exploring design and creating happily.

Additional Notes on Teaching Approach

Keep activities varied and hands-on to maintain engagement.
Use positive language and praise effort rather than perfection.
Foster a supportive environment where all students can express their ideas confidently.
Integrate digital technology not only as a tool but as a platform for storytelling and creativity.
Combine oral, visual and written communication aligned with students’ literacy development stages.
Use clear, simple language and maintain consistent routines for reflection and sharing.

This structured, multimodal lesson plan celebrates student creativity while reinforcing key learning phases of design and technology in line with the Australian Curriculum Version 9. It supports inclusive participation, encourages digital fluency, and values expressive communication appropriate for Foundation to Year 2 learners.

Teaching Instructions