Core Skills Analysis
Design and Technologies
The student planned a Year 3 design and technology project connected to a coin mint excursion. They explored how coins may be designed and produced as human-made products, while considering the purpose, appearance, materials, and users of a coin. The project encouraged them to identify a design need and develop ideas before making or presenting a possible coin design. They practised describing design choices and thinking about how a manufactured object could communicate meaning.
Mathematics
The coin-mint connection provided opportunities for the student to examine familiar mathematical features of coins, including shape, size, patterns, value, and comparison. They could have organised coins by attributes, used measurement language to compare designs, and considered how denominations represent different values. Designing a coin also supported early understanding of symmetry, repeated motifs, and geometric features.
History
The excursion link helped the student connect coins with Australian history and civic identity. They considered how coins can represent people, places, animals, symbols, or events that are important to Australia. By learning through a mint visit, they connected a contemporary manufactured object with changing representations of the past and present.
English
The student used language to plan, explain, and communicate a design connected to the excursion. They could have recorded observations, written design requirements, labelled a coin sketch, and explained why particular symbols or images were selected. These tasks developed vocabulary associated with materials, production, symbolism, audience, and evaluation.
Science
The project introduced the student to materials and the ways physical properties affect manufactured products. They could investigate why a coin needs to be durable, recognisable, and suitable for repeated handling. The activity also encouraged them to distinguish between observing a production process and explaining how material properties support a product’s use.
Tips
Tips: Before the excursion, invite students to create an observation checklist for coin shapes, symbols, inscriptions, and apparent materials. During or after the visit, have them sketch one production stage and sequence the process using picture cards. Students can then design a commemorative Australian coin, write a short explanation for its target audience, and use peer feedback to revise the design. Finish with a small class exhibition where students compare how effectively each design communicates its chosen Australian idea.
Book Recommendations
- The Story of Money by Martin Jenkins: A child-friendly introduction to how money developed and how people have used different forms of currency.
- A History of the World in 100 Objects by Neil MacGregor: A richly illustrated resource showing how objects can reveal stories about people, cultures, and history; selected sections can support discussion of coins.
- The Big Book of Australian History by Peter Macinnis: An accessible overview of Australian history that can help students investigate people, places, and events suitable for coin designs.
Learning Standards
- Australian Curriculum: Design and Technologies — ACTDEK002: Students explore how technologies use forces and materials to meet people’s needs and wants, linking to the design and manufacture of coins.
- Australian Curriculum: Design and Technologies — ACTDEP005: Students create designed solutions for an identified need or opportunity, such as designing a commemorative coin.
- Australian Curriculum: Design and Technologies — ACTDEP006: Students generate and communicate design ideas using sketches, models, labels, and explanations.
- Australian Curriculum: Design and Technologies — ACTDEP007: Students use materials, components, tools, and techniques to safely produce designed solutions, where a coin model or prototype is made.
- Australian Curriculum: Mathematics — ACMMG065: Students connect with shape and spatial reasoning through investigating the circular form and design features of coins.
- Australian Curriculum: English — ACELY1671 and ACELY1672: Students create and present informative or persuasive explanations about their coin designs and communicate ideas to an audience.
- Australian Curriculum: History — ACHASSK062: Students investigate aspects of Australian history and identity represented through people, places, symbols, or events selected for a coin design.
Try This Next
- Coin-design worksheet: label the denomination, symbols, inscription, shape, and intended message.
- Sequencing activity: place illustrated mint-production stages in the order observed or researched.
- Maths investigation: sort coin images by shape, size, value, and repeated design features.
- Writing prompt: Explain why your coin design represents Australia and who would use it.