Technologies · Year 6

Active learning ideas

Designing for Accessibility

Active learning helps students grasp accessibility concepts because they experience barriers firsthand rather than just hearing about them. By manipulating physical prototypes or role-playing user needs, students connect design choices to real human impact, making abstract principles tangible and memorable.

• ACARA Content Descriptions
• AC9TDI6K04
• AC9TDI6P07

• 25–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 45 min · Small Groups

Stations Rotation: Feature Exploration

Set up stations for screen readers, voice commands, magnification tools, and colour contrast adjusters on tablets or computers. Students test each feature on sample apps, note pros and cons, and discuss usability. Rotate groups every 10 minutes and share findings.

Explain how technology can be designed to support people with different physical abilities.

Facilitation Tip

During Station Rotation: Feature Exploration, circulate with a timer to ensure students rotate at 8-minute intervals, preventing groups from lingering too long on one station.

What to look for

Present students with images of common interface elements (e.g., a small button, a low-contrast text box). Ask them to write one sentence explaining why this element might be a barrier for a specific user group and suggest one modification to improve accessibility.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 02

• Project-Based Learning
• 30 min · Pairs

Pairs: App Comparison

Provide pairs with two similar apps, one accessible and one not. They list accessibility features, test with simulated impairments like blurred screens, and score each app. Pairs present comparisons to the class.

Compare different accessibility features in common software or devices.

Facilitation Tip

When students work in Pairs: App Comparison, provide a shared document template to structure their analysis of at least five features per app.

What to look for

Facilitate a class discussion using the prompt: 'Imagine you are designing a new app for ordering food. What are three specific accessibility features you would include and why are they important for different users?' Encourage students to justify their choices.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 03

• Project-Based Learning
• 50 min · Small Groups

Small Groups: Interface Prototyping

Groups design an accessible menu for a school app, considering needs like large touch targets and audio cues. Sketch on paper, test with peers using props for disabilities, and refine based on feedback.

Design an accessible interface for a simple application, considering diverse user needs.

Facilitation Tip

For Small Groups: Interface Prototyping, remind students to sketch wireframes first before building, keeping their focus on accessibility over aesthetics.

What to look for

Students create a simple paper prototype of an app screen. They then swap prototypes with a partner. Each partner uses a checklist to evaluate the prototype for accessibility, looking for clear labels, sufficient contrast, and easy-to-use controls, providing one specific suggestion for improvement.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 04

• Project-Based Learning
• 25 min · Whole Class

Whole Class: Empathy Walkthrough

Project a simple interface; class calls out barriers as the teacher navigates with simulated impairments. Brainstorm improvements collectively, then vote on top designs to implement digitally.

Explain how technology can be designed to support people with different physical abilities.

Facilitation Tip

During Whole Class: Empathy Walkthrough, assign roles clearly so all students participate equally, such as a user with low vision or limited mobility.

What to look for

Present students with images of common interface elements (e.g., a small button, a low-contrast text box). Ask them to write one sentence explaining why this element might be a barrier for a specific user group and suggest one modification to improve accessibility.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

A few notes on teaching this unit

Teachers should model empathy by sharing personal stories or videos of users with diverse needs before activities begin. Avoid over-correcting during prototyping; instead, ask guiding questions like, 'How would someone with color blindness see this?' Research shows that hands-on trials reduce resistance to inclusive design, so prioritize experience over theory.

Successful learning looks like students confidently identifying barriers, proposing practical solutions, and justifying their design choices with empathy. They should articulate how universal design benefits all users, not just those with disabilities.

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Watch Out for These Misconceptions

• During Station Rotation: Feature Exploration, watch for students assuming accessibility features are only for people with disabilities.

  After students test screen readers or voice controls, ask them to record one way these features benefit all users, such as using voice commands while cooking, then discuss as a class.

• During Pairs: App Comparison, watch for students believing modern apps are fully accessible.

  During their comparison, have pairs identify one feature they believe is missing or poorly implemented, then justify their choice with examples from both apps.

• During Small Groups: Interface Prototyping, watch for students overcomplicating designs to 'look impressive' rather than focusing on accessibility.

  Provide a checklist of three simple but critical features (e.g., high-contrast buttons, clear labels) and require groups to mark off each one before finalizing their prototype.

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Methods used in this brief

• Stations Rotation
• Project-Based Learning