Solar Sprinters
Not Applicable for Early Years
Australian Curriculum
Learning Outcome Links
The outcomes listed below are some of many we have aligned with this workshop.
Science Understanding
ES1
The way objects move depends on a variety of factors, including their size and shape ACSSU005
S1
Everyday materials can be physically changed in a variety of ways ACSSU018
Light and sound are produced by a range of sources and can be sensed ACSSU020
Different materials can be combined for a particular purpose ACSSU031
Earth’s resources are used in a variety of ways ACSSU032
A push or a pull affects how an object moves or changes shape ACSSU033
S2
Heat can be produced in many ways and can move from one object to another ACSSU049
Natural and processed materials have a range of physical properties that can influence their use ACSSU074
Forces can be exerted by one object on another through direct contact or from a distance ACSSU076
S3
Light from a source forms shadows and can be absorbed, reflected and refracted ACSSU080
Changes to materials can be reversible or irreversible ACSSU095
Electrical energy can be transferred and transformed in electrical circuits and can be generated from a range of sources ACSSU097
Science as a Human Endeavour
ES1
Science involves observing, asking questions about, and describing changes in, objects and events ACSHE013
S1
Science involves observing, asking questions about, and describing changes in, objects and events ACSHE021 & ACSHE034
People use science in their daily lives, including when caring for their environment and living things ACSHE022 & ACSHE035
S2
Science involves making predictions and describing patterns and relationships ACSHE050 & ACSHE061
Science knowledge helps people to understand the effect of their actions ACSHE051 & ACSHE062
S3
Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions ACSHE081 & ACSHE098
Scientific knowledge is used to solve problems and inform personal and community decisions ACSHE083 & ACSHE100
Critical reflection Prompts
How did my own experiences and knowledge influence my understanding and actions of this workshop and activities experienced?
How did I acknowledge and provide opportunities for the needs, perspectives, and opinions of the children in this workshop and interactions?
Is this an experience that I could extend upon?
Is there an area of knowledge I need to extend upon as an educator to further the experience for the children?
Was every child supported to participate in the workshop?
Did every child have the opportunity to work independently or collaboratively within the workshop?
My Time Our Place
Learning Outcome Links
The outcomes listed below are some of many we have aligned with this workshop.
Outcome 2: Children are connected and contribute to their world.
Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation.
Outcome 4: Children are confident and involved learners.
Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating.
Children transfer and adapt what they have learned from one context to another.
Children resource their own learning through connecting with people, place, technologies and natural and processed materials.
Outcome 5: Children are effective communicators.
Children interact verbally and non-verbally with others for a range of purposes.
Children engage with a range of texts and gain meaning from these texts.
Children begin to understand how symbols and pattern systems work.
National Quality Standards
Outcome Links
Quality Area 1.1.3
Quality Area 1.2.2
Quality Area 1.2.3
Quality Area 1.3.3
Quality Area 3.2.2
Critical reflection Prompts
How did my own experiences and knowledge influence my understanding and actions of this workshop and activities experienced?
How did I acknowledge and provide opportunities for the needs, perspectives, and opinions of the children in this workshop and interactions?
Is this an experience that I could extend upon?
Is there an area of knowledge I need to extend upon as an educator to further the experience for the children?
Was every child supported to participate in the workshop?
Did every child have the opportunity to work independently or collaboratively within the workshop?
Mini Mechanics
Risk Assessment
Hazard: Solar Robot Kits: Small Parts and Electrical Components
Risk: Choking hazard from small parts, risk of electric shock from improper handling of electrical components.
Control Measures:
Ensure kits are age-appropriate and all small parts are monitored closely.
Instruct children on proper handling of electrical components and supervise them during assembly.
Provide clear safety guidelines for assembling the robots.
Person Responsible: Workshop facilitators and supervising adults.
Risk Likelihood: Low, with proper instructions and supervision.
Hazard: Sandpaper: Abrasive Surface
Risk: Risk of skin abrasions or irritation from prolonged contact.
Control Measures:
Provide sandpaper with a fine grit to minimise abrasiveness.
Supervise children during use and instruct them on handling the sandpaper safely.
Encourage the use of gloves to prevent direct skin contact.
Person Responsible: Workshop facilitators and supervising adults.
Risk Likelihood: Low, with appropriate materials and supervision.
Hazard: Tape Dispenser: Sharp Edges and Moving Parts
Risk: Risk of cuts from the tape dispenser’s sharp edges or injury from moving parts.
Control Measures:
Use tape dispensers with safety features and ensure they are in good condition.
Supervise children during use and provide clear instructions on safe handling.
Regularly inspect dispensers for wear and tear.
Person Responsible: Workshop facilitators and supervising adults.
Risk Likelihood: Low, with proper equipment and supervision.
Hazard: Screwdriver Set: Sharp Metal Tools
Risk: Risk of cuts or punctures from screwdrivers.
Control Measures:
Ensure screwdrivers are age-appropriate and in good condition.
Provide clear instructions on how to use screwdrivers safely and supervise their use.
Store tools properly when not in use.
Person Responsible: Workshop facilitators and supervising adults.
Risk Likelihood: Low, with appropriate tools and supervision.
Hazard: Superglue: Strong Adhesive
Risk: Risk of skin irritation or accidental bonding of skin and materials.
Control Measures:
Use child-safe, non-toxic glue where possible and instruct children on proper application.
Supervise closely and ensure adequate ventilation in the workspace.
Provide alternatives for younger children if necessary.
Person Responsible: Workshop facilitators and supervising adults.
Risk Likelihood: Low, with appropriate glue and supervision.
Hazard: High Powered Torches: Bright Light and Heat
Risk: Risk of eye strain or burns from the torch’s heat.
Control Measures:
Use torches with safety features and ensure they are not overly bright or hot.
Instruct children not to point the light directly at their or others' eyes.
Supervise use and ensure torches are turned off when not in use.
Person Responsible: Workshop facilitators and supervising adults.
Risk Likelihood: Low, with proper equipment and supervision.
Last Reviewed August 2024
Regular monitoring and supervision by trained staff or educators are essential to mitigate risks and ensure the safety of all participants during the workshop. Risk likelihood is assessed based on the probability of occurrence and potential severity of each risk.
Please list additional risks/hazards and/or considerations specific for your centre.