Slide into Design

Curriculum Context

Learning Area: Technology
Curriculum Level: Level 2 – The New Zealand Curriculum (Years 3–4)
Strand: Technological Practice
Progress Outcome 2:
Students will understand that technology involves a set of connected practices. They will develop and record their ideas, plan their work, and evaluate their outcomes with support, learning to use digital tools to communicate and present information in appropriate ways.

Big Idea

Digital tools like Google Slides can help us communicate ideas clearly and creatively while allowing us to reflect, refine, and support each other through collaboration.

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Lesson Overview

Duration: 40 minutes
Year Level: Year 4
Location: Queenstown, Aotearoa New Zealand
Class Profile: 27 students, diverse cultural backgrounds, with a range of learning needs including dyslexia, autism, and ADHD.

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Learning Intentions

• We are learning how to use Google Slides to present information.
• We are learning how to add and edit text, images, background colours, and animations.
• We are learning to give and receive feedback to improve one slide.

Success Criteria

• I can create at least one slide in Google Slides with text and an image.
• I can change the background colour and add an animation.
• I can share my work with a buddy and give helpful, kind, and specific feedback.
• I can improve one slide based on the feedback I receive.

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Materials and Equipment Needed

• Devices (Chromebooks/iPads/laptops) – one per student
• Projector/Smart TV to demonstrate Google Slides
• Student Google accounts (pre-logged in if possible)
• Headphones for sensory-sensitive learners (optional)
• Peer Feedback Template (printed or digital)
• Visual Instructions Sheet (step-by-step screenshots)
• Timer or visual countdown clock

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Preparation for Neurodiverse Learners

• Provide headphones for students with auditory sensitivity.
• Offer printed or visual instructions and models for each step.
• Allow alternative forms of text input (speech-to-text, typing, dictation).
• Allow flexible seating—some may prefer to sit independently or in a buddy pair.
• Use clear student-friendly language and chunk tasks.

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Lesson Sequence

⏰ 0:00–5:00 | Mihi & Motivation

Whole Class (Carpet or Seated Area)

• Begin with a class mihi and a personal connection:
  “Today we are going to learn how to use Google Slides to tell our own stories, ideas, or interests—like favourite animals, holidays, or our cultures!”
• Show a quick, fun sample slideshow (1–2 slides) you’ve made—about your dog, a holiday, or a cultural meal. Narrate:
  “See how I added a background, some animation, and a picture?”

🧠 Why: Great for engaging students of all cultures and learning styles by rooting the learning in personal expression.

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⏰ 5:00–15:00 | Guided Digital Discovery

Whole Class Demonstration with Parallel Work

Using the projector:

1. Open Google Slides and create a new slideshow.
2. Add a Title Slide – Model typing your name and a subject (e.g., “My Favourite Food is Sushi”).
3. Add a New Slide – Show how to:
   • Insert Text Boxes
   • Add an Image (from web or upload)
   • Change Background Colour
   • Add Simple Animations (e.g. fade-in title)

💡 Differentiation Tip: Buddy neurodiverse students with peers who can demonstrate hands-on.

👩‍🏫 Teacher/TA circulates with the instruction sheet and support cards (green/yellow/red: green = fine, red = need help).

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⏰ 15:00–25:00 | Independent Creation Time

Paired or Independent Task – Students Create

Students begin creating their own two-slide slideshow:

• Slide 1: Title and name
• Slide 2: A personal topic (e.g., a pet, favourite food, country they’re from, sport, etc.)

Encourage choice and celebration of different backgrounds. Students should:

• Add text (e.g., “My whānau comes from Japan”)
• Insert a photo or drawing
• Change background colour
• Add at least one animation

🧠 Support Notes: Use time check-ins and encourage students to use the visual instructions if stuck.

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⏰ 25:00–32:00 | Tuakana-Teina Peer Review

Small Group Sharing – Groups of 3 or 4

Students share their slideshows within small same-level working groups. Use feedback templates to guide:

What I liked	One Idea to Make it Even Better
“Nice colour choices”	“Try moving the picture so the text is easier to read”

Have one student present at a time while peers give feedback.

✍️ Simplified Option: Use emojis/icons for those struggling with written feedback.

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⏰ 32:00–38:00 | One-Slide Revision

Students Revisit Work

Ask students to return to their devices and revise one slide based on feedback. Encourage them to ask:

• Does the background help or distract?
• Are the images clear?
• Is the animation helpful or too much?

👂Prompt: “Choose one thing your friends suggested and try it out. It’s OK to experiment!”

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⏰ 38:00–40:00 | Reflect and Celebrate

Whole Class – Circle Time or Mat

Quick sharing circle:

• What did you enjoy the most?
• What was tricky?
• What feedback helped you the most?

📸 Take class photos of students’ favourite slides (optional: display on a class wall or share with whānau in a newsletter).

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Assessment and Reflection

Formative Assessment:

• Observation of student interactions and collaboration
• Completed slide with required elements (text, image, colour, animation)
• Quality of peer feedback
• Evidence of applied revision

Teacher Reflection Prompt:

• Which students demonstrated new confidence with digital tools?
• Did any design elements spark strong engagement from neurodiverse learners?
• What kaupapa Māori values (manaakitanga, whanaungatanga) were visible?

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Extension Ideas

• Connect to Visual Arts: Students can draw their images and scan or photograph them to use in their slides.
• Cross-Curricular: Create slideshows on “How my whānau celebrates…” for a Social Sciences connection.
• Te Ao Māori: Introduce whakatauākī connected to creativity and knowledge-sharing.

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Final Thought

This lesson empowers creativity while introducing foundational digital design skills in an inclusive setting. It aligns with Level 2 of the Technology Curriculum and reflects a localised, student-centred approach that supports communication, identity, and collaboration—core values for 21st-century learners in Aotearoa New Zealand.