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South Tyneside DT Coordinators Network meeting Presenter: Tom Mulholland 0790 6402 704 Please e-mail if you would like to receive any updates on ideas for classroom activities etc. Make sure to include details of year group(s) involved. The session in brief A range of activities covering Reception to Year 6 involving simple materials and an increasing range of practical skills, knowledge and understanding. Links to other curriculum areas. Quality in a DT product. Materials: Paper, card, paper fasteners, coloured gel, foam, wooden dowels, elastic bands, straws, plastic tubing, tape, prit glue. Tools: Scissors, thick (12mm or ˝ inch) dowel mandrels or thick pens/pencils, cd’s as templates, rulers, pencils, hole punches. Skills and processes: Measuring, marking, holding, cutting, scoring, folding, symmetrical folding and cutting, punching, joining, smoothing/finishing, Activities Reception Flying fish, spinners, helicopters. Paper, card Year 1 Chinese dragons. Paper, card, straws Year 2 Wind and weather instruments. Card, straws, dowels Year 3 Games with spinner dice. Card, dowels, tubing Year 4 Shadow theatres. Card, tracing paper, coloured gel Year 5 Moving scenes involving levers. Card, paper fasteners Year 6 Anderson shelters and WWII scenes. Card, straws, dowels, Additional demo’s: Foam slippers; Vehicles; Cams. Summary Many thanks to staff for taking part and suggesting ideas for further work. The idea was to get through as many short activities as possible using simple materials in the time available and use these as the basis of project development in your own school situation. The year 5 moving scenes involving levers is to be taken further at the next session as part of the ‘Cams project’. We didn’t have time to try the Anderson shelters although simple techniques using card eg. folding a box shapes etc. was covered. Foam samples for ‘slippers’ were handed out and this may be taken further on another occasion. Example models of the above will be on display at our next meeting. Areas to cover in future sessions. Suggestions from staff: Assessment in DT and more project ideas KS1 and KS2 including Cams.
Useful information: Suppliers of materials in addition to YPO and the common school suppliers Rapid electronics www.rapidelectronics.co.uk Mindsets online www.mindsetsonline.co.uk Tom Mulholland www.technologytom.com
*********************************************************************************************************************** 22-2-12 Chuter Ede Centre The session in brief Assessment in DT using the KS1 ‘Winding up’ project and KS2 ‘Cam toys’ project as case studies. Staff to design and make a wind up a scene or artifact involving a winding mechanism and design and make a scene or artifact involving a cam and follower mechanism. Develop an assessment scheme for the projects which allows the assignment of a national curriculum level. Winding up project Materials required: Modeling foam structure, wooden dowels, string, card, tape/glue, paper fasteners. Tools required: Sandpaper, pencil sharpener, pointed dowel drill, scissors.
Cams project Materials required: Modeling foam structure, wooden dowels, paper roll tubes, plastic or wooden cams, card. Tools required: Sandpaper, pencil sharpener, pointed dowel drill, wooden dowel ‘mandrel’ for paper tubes, paper punch (hand-drills, junior hacksaw, workbench etc. can be used if available). National Curriculum level descriptions Level 1. Pupils generate ideas and recognise characteristics of familiar products. Their plans show that, with help, they can put their ideas into practice. They use pictures and words to describe what they want to do. They explain what they are making and which tools they are using. They use tools and materials with help, where needed. They talk about their own and other people's work in simple terms and describe how a product works. Level 2. Pupils generate ideas and plan what to do next, based on their experience of working with materials and components. They use models, pictures and words to describe their designs. They select appropriate tools, techniques and materials, explaining their choices. They use tools and assemble, join and combine materials and components in a variety of ways. They recognise what they have done well as their work progresses, and suggest things they could do better in the future. Level 3. Pupils generate ideas and recognise that their designs have to meet a range of different needs. They make realistic plans for achieving their aims. They clarify ideas when asked and use words, labelled sketches and models to communicate the details of their designs. They think ahead about the order of their work, choosing appropriate tools, equipment, materials, components and techniques. They use tools and equipment with some accuracy to cut and shape materials and to put together components. They identify where evaluation of the design and make process and their products has led to improvements. Level 4. Pupils generate ideas by collecting and using information. They take users' views into account and produce step-by-step plans. They communicate alternative ideas using words, labelled sketches and models, showing that they are aware of constraints. They work with a variety of materials and components with some accuracy, paying attention to quality of finish and to function. They select and work with a range of tools and equipment. They reflect on their designs as they develop, bearing in mind the way the product will be used. They identify what is working well and what could be improved. Level 5. Pupils draw on and use various sources of information. They clarify their ideas through discussion, drawing and modelling. They use their understanding of the characteristics of familiar products when developing and communicating their own ideas. They work from their own detailed plans, modifying them where appropriate. They work with a range of tools, materials, equipment, components and processes with some precision. They check their work as it develops and modify their approach in the light of progress. They test and evaluate their products, showing that they understand the situations in which their designs will have to function and are aware of resources as a constraint. They evaluate their products and their use of information sources.
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Year 5 ‘Cam Toy’ Design Ideas, Lambton Primary School, Washington. |
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Various cam toys |
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Promotional advert or toy ‘eco rangers superhero’ |
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16-5-2012 |
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DT Coordinator’s file
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Example ‘project rotation’ system
School x Four year groups: F, R, Y1, Y2. Three projects: Playground structures, Winding up, Vehicles. 2010 Playground structures 2011 Winding up 2012 Vehicles 2013 Playground structures |
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Structures practical activity
Focus on playground structures, bridges, shelters and buildings. Explore the possibilities and link to a year group bearing in mind level of skills required to make a satisfactory product. |
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Vehicles practical activity
Make a Land yacht using any or all of the above chassis as the starting points. Develop the project and bring in further challenges to suit your class or a chosen age group.
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E-mail me for powerpoint presentations showing various structures and vehicles projects plus links to science activities.
tom@technologytom.co.uk |