Firstly, no two Makerspaces should be made the same because no two schools are the same. I can make recommendations about tech supplies and resources to buy as well as how to set up and run the space but a Makerspace and whole school Maker culture will only be sustainable if you have student and staff buy-in, which means that they are a crucial part of creating the space.
I am very fortunate that at Canterbury Primary School, our Principal David Wells and Assistant Principal Carly Pluck, are strong advocates for student-voice. Teachers are given a huge amount of autonomy and countless opportunities for leadership and learning. This environment has been central in my growth as a teacher and leader and my work in Makerspaces and Deep Learning.
Students and Teachers Working Together
When I opened the Canterbury Primary School Makerspace in 2016, I was teaching a Year 5 class, Together we researched Makerspaces, brainstormed and surveyed other students about what they were interested in and came up with a plan for the space. My students each had an important role in this process and through it, they were empowered.
In 2017 and 2018, those students led our Makerspace. They became ‘Maker Ministers’ in Year 6 Parliament, ran workshops at lunch time to build the skills of younger students and informed me when we were ever running low on supplies. In short, they have true ownership over the space.
The Maker Difference 