Encouraging STEM creativity at Berry Public School

Nurturing creativity through technology

At Berry Public School, a small rural primary nestled in the Shoalhaven network, technology is giving students new ways to explore their creativity and curiosity. With a focus on STEM learning, the school is committed to providing opportunities for every child to discover their strengths. Teacher Adam Simpson has been instrumental in driving this work through the popular Tech Club, which celebrates the school’s philosophy that “every student deserves their time in the sun”.

The Tech Club has become a central feature of this vision. It offers students a safe and welcoming space to collaborate, experiment and build confidence. For many, it has become a place of belonging, particularly for students who have found it challenging to connect in the playground. Through Tech Club, they are discovering new passions and friendships while building the digital fluency to thrive in a changing world.

Each term, Tech Club takes on a new focus, keeping students engaged and inspired. The club, which runs during lunchtimes, is primarily open to Stage 3 students, with Stage 2 invited to join depending on numbers. The program has explored a wide range of tools and platforms, including Ozobots, Dash and Blue Bots, VR kits, Hour of Code, filmmaking with green screen, Delightex, Scratch, Minecraft Education, LEGO, MakeCode, and podcasting. The variety allows students to experience technology as a creative and flexible medium.

One of the most popular activities has been the Delightex term, which saw close to 40–50 students attending each session. The program gave students the chance to design environments, code interactive games and tell digital stories. Similarly, the use of Ozobots provided an accessible entry point to coding. The simple, colour-based system helped students and staff alike understand the basics of programming and problem-solving in a hands-on, visual way.

Through these programs, students are developing a broad set of skills. They learn to collaborate, think critically, and approach problems with persistence and creativity. These experiences extend well beyond digital literacy as they build confidence, teamwork and communication. Teachers have also benefited, growing more comfortable integrating STEM into everyday lessons and seeing how technology can support diverse learners.

Adam believes that the success of Berry PS’s STEM journey comes from a balance of ambition and practicality. The school has focused on setting achievable goals, considering its context, and making the most of available resources. He encourages other schools to do the same, starting small and building momentum through shared enthusiasm and curiosity among staff and students. Importantly, the focus remains on the process rather than perfection. This mindset has helped create a culture where innovation feels natural, not forced, and where everyone has a role to play in the school’s digital growth.

By learning alongside students, teachers model curiosity and resilience, showing that technology is not just about coding or robots, but about creativity, confidence and collaboration. The result is a community of learners who see themselves as capable, adaptable, and ready for the future, a school where innovation shines brightly, and every student truly gets their time in the sun.