Last Thursday, Grade 7 students took part in the STEAM Car Racing Event, showcasing and racing the cars they designed and built as part of a long-term STEAM project. Students competed for 1st, 2nd and 3rd place in two categories: racing performance and best car construction, recognising both technical success and thoughtful design.
The project was a strong example of hands-on STEAM learning. Over several weeks, all Grade 7 students worked through a full design cycle, taking their cars from initial concept through to final testing and racing. The process began with hand sketches and design planning, encouraging students to think carefully about structure, materials, and functionality. These designs were then developed into 3D models using TinkerCAD, allowing students to refine dimensions and test ideas digitally before moving into physical construction.
Alongside the design work, students explored electronics and coding. They worked with TinkerCAD electric circuits and Codeblocks, and applied Python Turtle programming concepts to support their understanding of logic, sequencing, and problem-solving. Throughout the project, students built prototypes, tested their designs, collected data, and made adjustments based on their findings, learning the value of iteration and evidence-based decision-making.
Students also documented their learning by creating presentations and posters that outlined their engineering journey. These materials explained their design choices, challenges encountered, and how their ideas evolved over time, supporting both reflection and communication skills.
The project concluded with a race day and awards ceremony. Medals and trophies were awarded for racing performance and design quality, and all students received certificates recognising their effort, creativity, and engagement throughout the project.
Overall, the STEAM Car Racing Event gave Grade 7 students the opportunity to apply skills across science, technology, engineering, art, and mathematics in a meaningful context. The project highlighted problem-solving, persistence, and practical application of knowledge, and students took clear pride in what they had built and learned.