We Are Designers

Overview

Unit: Designing Solutions for Our World
Lesson: 10 of 10 – Reflection: We Are Designers
Year Level: 0-1 (Foundation)
Subject: Technology
Duration: 30 minutes
Class Size: 10 students

This final lesson in the technology unit offers young learners an opportunity to reflect on their journey as designers using science and technology. Students will consolidate their understanding by creating a reflection artefact—such as a drawing or class book page—that expresses their experiences and learning as young designers.

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Curriculum Alignment

Learning Area: Technology (Te Mātaiaho – New Zealand Curriculum Refresh)

• Strand: Technological Practice (levels appropriate for years 0–1)
• Achievement Objective:
  • Years 0-1: Explore and represent roles and activities associated with technology and design as they investigate and share ideas for simple technological outcomes based on their experiences and observations.
• Key Competencies:
  • Managing Self: Reflection on own learning and setting personal goals
  • Relating to Others: Sharing ideas and listening to peers
  • Participating and Contributing: Collaborating to create shared class artefacts
  • Thinking: Making sense of and reflecting on their design experiences
  • Using Language, Symbols, and Texts: Creating drawings and texts to communicate ideas

Specific Curriculum References for Reflection and Metacognition from NZ Curriculum Refresh:

• Emphasise opportunities for young learners to make statements about what they notice and wonder, share ideas, and develop collective understandings through reflection .
• Encourage discussions, sharing, and analysis of experiences to connect learning with prior knowledge and contexts beyond the classroom .
• Support emerging literacy skills by allowing students to use drawings, mark-making, or dictated text to accompany their creation of reflection artefacts .

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Learning Objectives

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

1. Reflect on their learning journey as designers throughout the unit.
2. Express their ideas and feelings about technology and design through a personal creative artefact (drawing or class book page).
3. Share their reflection artefacts with peers, contributing to a collective understanding of what it means to be a designer.
4. Use simple technology-related vocabulary and demonstrate curiosity about the design process.

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Lesson Structure

1. Welcome and Introduction (5 minutes)

• Gather students in a comfortable circle.
• Briefly review the unit topic: “We have been designers—people who create and solve problems using science and technology.”
• Explain that today they will think about their learning and create something to show what they remember and enjoyed.
• Use guiding questions:
  • What did you like about being a designer?
  • What was your favourite thing you made or learned?
  • What does a designer do?
• Activate prior learning by sharing a few examples of their past work or photos from the unit.

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2. Reflection Creation Activity (15 minutes)

• Provide each student with materials: paper, crayons, markers, stickers, and other crafting supplies.
• Offer choice for reflection artefact:
  • Personal drawing showing something they designed or a favourite experience.
  • Contribution to a class book page, where each student completes a simple prompt such as “I am a designer because…” or “I liked making…” (Teacher writes student’s words if needed).
• Prompt children to think about phases of designing they encountered (e.g., imagining ideas, making something, testing it).
• Circulate, encouraging students with questions and helping them put words to their ideas.

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3. Sharing and Discussion (7 minutes)

• Invite students to share their reflection artefacts with the class in a supportive environment.
• Encourage simple sentences or phrases, prompting with questions if needed.
• Highlight themes noticed in their reflections (e.g., problem solving, creativity, working with tools).
• Celebrate each child’s contribution verbally and link back to what it means to be a designer.

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4. Conclusion and Connection (3 minutes)

• Recap the key idea: “We are all designers who use our ideas and tools to make things better.”
• Highlight the importance of reflection as part of learning: “Thinking about what we do helps us learn.”
• Explain how their reflections will be kept as a memory of their learning journey (display in classroom or add to a digital portfolio if available).
• Encourage students to continue noticing and creating in their daily lives.

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Assessment and Evidence of Learning

• Formative Assessment:
  • Observe student participation in reflection discussion, noting use of relevant vocabulary and ability to express feelings/ideas about design.
  • Review artefacts for evidence of connection to design experiences and thoughtful reflection, appropriate to age.
• Teacher Notes:
  • Use observational checklists to record engagement and communication during sharing.
  • Provide positive, specific feedback that reinforces the technological learning and key competencies demonstrated.

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Resources Required

• Large paper sheets or individual drawing papers
• Crayons, markers, coloured pencils, stickers
• Example photos or items from earlier lessons
• Class book or large sheet for collaborative reflections
• Comfortable group meeting space

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Teacher Tips for Success

• Encourage all students to contribute, respecting different communication levels; allow drawing or mark-making as valid reflection expressions.
• Use positive reinforcement to affirm effort and engagement.
• Scaffold vocabulary by providing simple descriptive words related to design and creation.
• Incorporate Māori perspectives by inviting students to include any pepeha, korero, or symbols about their identity or environment if appropriate.
• Consider capturing photos or video to document sharing for assessment and reflection.

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This lesson aligns strongly with the New Zealand Curriculum Refresh focus for early learners to develop curiosity, confidence, and the ability to share and reflect on their learning using age-appropriate strategies and media. It fosters foundational technological practice and key competencies in a supportive and engaging way.

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If teachers continue this work into other learning areas, explore linking reflections to literacy goals (oral language, mark-making) and social competencies developed during the unit, encouraging holistic development consistent with the curriculum priorities .