Playful spirit

Universal Design for Learning (UDL) is based on principles that empower everyone to have agency over their own learning. It is based around three principles: engagement, representation, and action and expression. Wishing to extend it’s value in the classroom, two of our teachers applied to the SIS Spirit Fund for a grant for materials that would specifically allow them to develop its use in the classroom. The impact has been significant in Grade 2, as students set about incorporating the new materials into their learning.

The range of materials includes Magna Tiles, plastic animals, Brio Mechanics kits, and Lego – a product still as much loved by today’s children as it was to their parents. Collectively, the materials were dubbed ‘Learning Toys’ by the students as they got to grips with using them in their play.

The use of the materials goes far beyond the play element itself. One of the early stages in their introduction was for the students to create an agreement on how the resources would be used and shared. The students were called upon to organise the resources, clearly labelling and safely storing them so nothing would go astray.

Beyond their physical use, the pieces act as a stimulus to conceptual learning. In one of the early lessons, the students considered a car through conceptual lenses, examining it through form (shapes, material colours), function (how the engine moves the car, how lights indicate turning), and responsibility (safe driving and environmental impact).

The students then have the opportunity to demonstrate their understanding of these various concepts, working collaboratively to create scenes, build mechanisms, or create objects that demonstrate change over time. 

Leading the application to the SIS Spirit Fund were Ms Lindsay Nicander and Ms Priya Tanpuria. They are thrilled by the value the resources offer to enhance the learning experience. ‘The result has been a real learning buzz in the classroom. One of our students with ADHD has been fully engaged throughout the process, showing incredible higher-order thinking skills. It’s been amazing to witness. The students have taken ownership of their learning and are already beginning to take action—they’ve even asked to redesign our classroom layout and want to visit KV to learn how their rota for sharing resources works!’

These students are a prime example of how SIS is striving to embed student-driven learning across the School. Supported by the teachers, moments like these show how creativity, inclusivity, and critical thinking can flourish when students are trusted to lead their own learning journeys.

If you would like to support our students, opening up more possibilities for enhanced learning  experiences and innovation in the classroom, why not consider a donation to the SIS Spirit Fund? Visit our community portal to discover more about the Fund, the activities it supports, and how you can donate and join one of our Giving Circles.