Trial, Test, Improve

Overview

This 30-minute lesson is designed for year 0-1 students as lesson 8 in the unit Designing Solutions for Our World. It focuses on helping students understand and experience the process of trial, testing, and improving their designs. Students will observe what didn’t work in their previous designs, share their thoughts, and collaboratively improve their solutions. The lesson promotes foundational technology concepts aligned with the New Zealand Curriculum Refresh, incorporating key learning objectives, competencies, and positive dispositions towards problem-solving.

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Curriculum Links

Learning Area: Technology – Technological Practice and Technological Knowledge
Level: Level 1 (Years 0-2)

Technological Practice

• Use prior experiences of design to create and trial simple technological outcomes.
• Recognise that designs can be trialled, tested, and need improvements.
• Work with others to share ideas and reflect on design decisions.

Technological Knowledge

• Understand how simple products and systems work and how they can be improved.

Key Competencies

• Thinking: Show curiosity and seek to understand why designs may not work as intended.
• Using language, symbols, and texts: Communicate ideas about what worked and what didn’t.
• Managing self: Develop perseverance and resilience when devices or designs don’t work the first time.
• Relating to others: Collaborate and listen to peers’ ideas for improvements.

Dispositions

• Foster attitudes of curiosity, persistence, and a positive mindset about failure being a step towards improvement.

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Learning Objectives

By the end of the lesson, students will be able to:

• Understand that designs can fail and need improvements.
• Identify what aspects of their previous design did not work as expected.
• Test their original design and describe its function.
• Suggest simple ways to improve their design.
• Create and trial an improved version of their design with support.

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Resources

• Previous designs or prototypes created by students (preferably simple physical objects like paper models, block constructions, or simple assembled objects).
• Basic craft tools and materials for improvements (paper, tape, glue, stickers, building blocks).
• Visual aids with simple steps for testing and improving (pictures or icons representing “Test,” “Look,” “Think,” “Improve”).
• Recording sheets with smiley faces or thumbs up/down for students to mark test results.
• A safe open space for performing testing activities.

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Lesson Outline

Time	Activity	Description	Purpose
5 min	1. Recap and Introduction	Gather students on the mat. Recall last lesson’s designs briefly. Explain that today we will test our designs to see what works and what we can improve. Use simple language and visual aids to reinforce the idea.	Connect prior learning; engage students; introduce key vocabulary (test, improve).
10 min	2. Test and Reflect in Small Groups	In small groups (2-3 students), each child tests their design by trying it out or showing how it works. Encourage them to say one thing that worked well and one thing that didn’t. Teachers support with prompting questions (e.g., “What was easy? What can be better?”). Students mark a simple “happy/sad” face on their sheet for how it worked.	Hands-on testing and reflection encourage critical thinking and self-evaluation in a safe environment.
10 min	3. Improve and Rebuild	Provide materials for improving the designs. Children try simple changes such as adding parts, fixing weak areas, or decorating to make the design stronger or better. Teachers support children verbally to describe what they are changing and why.	Encourage creativity and application of feedback. Show iterative design process as ongoing and fun.
5 min	4. Share Improvements and Close	Students show their improved design to the group, share what they changed and why, and if it works better now. Reinforce that “it’s okay if it still needs improving.” Praise effort and persistence. Summarise key ideas (testing helps us find ways to improve).	Reinforce learning points, build confidence, and foster a supportive growth mindset.

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Assessment

• Formative Assessment:

  • Observe students’ engagement in testing and their ability to communicate what worked or didn’t.
  • Listen for use of vocabulary related to testing and improving (“my design broke here”, “I fixed it by…”) during sharing.
  • Check simple test-recording sheets for understanding of success or failure.

• Teacher Notes:

  • Provide positive feedback focusing on effort, experimenting, and problem-solving.
  • Scaffold student reflections with prompts for those who find it difficult to articulate ideas.

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Inclusive Practices

• Use visual prompts and simple language to support all learners.
• Allow additional support or pairing for students needing help with communication or fine motor skills.
• Provide multiple ways to participate (talking, drawing, showing).
• Encourage peer support in group activities.

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Extension Ideas

• Introduce simple digital tools such as a tablet camera for children to record or take photos of their designs before and after improvements.
• Create a “feedback wall” where drawings or photos of designs and suggested improvements are displayed.
• Explore cause-effect by predicting design changes before testing.

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This lesson encourages young students to develop early technological literacy by actively engaging in trial, test, and improve processes in age-appropriate ways, closely aligned with the New Zealand Curriculum Refresh's vision and objectives for Technology at level 1 .