ICTS : NOF Training : Exemplar activities : Unit A Activity 2 - Create a pro forma

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Unit A Activity 2 - Create a pro forma - Exemplar 1

I teach design technology at Erw'r Delyn and really wanted to simplify my scheme of work and recording methods.

At the moment I am using 2 sheets for my scheme of work and another one for recording a classes information. It is important for me to show how I am differentiating between pupils (as it is for everyone in schools these days). It took me absolutely ages to type out at the beginning of the term, and I know have much more teaching commitments with a primary class of PMLD kids, so time was definitely an issue for me.

The NOF training has helped a great deal as firstly I visited the DFE standards web site and got some good ideas regarding schemes of work for DT. There were however 3 pages in length and although the structure of their long term planning appeared useful 3 pages is a lot. I am also not happy about 'stealing' the work of others as I am keen on producing my own schemes of work so that it is more personal to the needs of my pupils and I feel like I have more ownership over work I've developed. There was also a problem with some of the content lacking relevance for disabled pupils, such as playground activities etc.

Secondly I joined the discussion forum on the NOF site. I was posting a request for information on the site and I happened to notice that someone had recommended a site from Kent for DT for special needs Kids. What a find! The format was excellent and they also had lots of ideas for topics that related to disabled pupils (e.g. make your own hand warmers for travelling on the school bus).

I sent an e-mail to the person who posted the info (works in a school in Hong Kong) to say thanks, it was that good. He/she (name was Chris) wrote back to say thanks for the thanks!

This was the lay out of their scheme of work:

Project Name: Puppets	Term: No. /KS12345
Aims: To link D&T with literacy. To design and make a puppet and put on a show. To engender a sense of enjoyment in choosing materials for a purpose.
To design and make: A paper bag puppet with an expression. Interpret a range of book characters design a stick puppet and put on a play.
Brief/Specifications: Paper bag puppets must fit over a hand. Stick puppets must fit inside the box theatre.	Resources: Paper bags, sticky labels, felt pens, boxes (for theatre/s), (extension textiles, threads).
Stimulus/preliminary activities: Art painting activities of faces. Puppet show.	Display: Prior Puppets, faces After Puppets
Sequence of taught activities:	Skills (differentiation):
1. Look at puppets (hand).	1. Respond and explore through tactile means Puppets of various characters.
2. Give out bags and explore them.	2. Pupils to drop things into the bag, scrunch it Up, both hands/one hands in bag etc.
3. Talk about expressions.	3. Using mirrors make facial expressions and gestures and mimicry.
4. Cut out shapes, draw, crayon.	4. Using suitable equipment for making facial features.
5. Introduce puppet theatre.	5. To participate in production.
6. Develop characters on sticks, choose materials.
7. Fix materials.
8. Use stick puppets, modify and compare.
9. Put on a play.

Although this was very helpful I felt it could be improved. I decided that this format could work well as a mini IEP for each pupil, which would set out what they were going to do and also record attendance and relevant information about their progress. Other considerations were Health and safety and links to the National Curriculum.

Below is my final draft of the scheme of work. I started with their basic model and added/subtracted boxes as I felt appropriate.

I'm quite impressed and it will cut down on paper work and repeating the same info over and over again. The section marked differentiation will be highlighted so that it is specific for individuals.

Although I have completed other activities from the booklet I felt this was quite beneficial as altogether I Researched on the Web, sent, e-mails with attachments, down loaded from the web, adapted a document and made connections with a school in Hong Kong. Not bad for as many of these things were firsts for me. I am also sending this as an attachment which I've just taught myself to do.

Project Name: Under the sea	Term: autumn 2000	Name-
Aims: To link D&T with events around school To design and make an under the sea mobile To develop basic DT skills of designing, making and evaluating Pay attention to aesthetics and finishing techniques			National curriculum 1-1 2-3, 4, 5 3-1, 2, 3, 5, 6
To design and make: An under the sea, theme mobile to be displayed in the sensory spa room
Brief/Specifications: Top to be 2D and laminated. Bottom to be made of paper mach		Resources: Paint, scissors, newspaper, flour water, hob, glue, string, hole punch, glitter, brushes, aprons
Stimulus/preliminary activities: visit spa room and meet the Raleigh international volunteers
Evidence- Keep designs in folder Take photos of finished work Display Written evaluation	Health and safety- Scissors Hob Hole punch		Assessment- See separate sheet for examples
Sequence of taught activities:	Skills (differentiation)	Comment if appropriate /attendance	date
Introduce topic	Discussion, observation, feely bag
Things you find under the sea	Draw, cut out from mags, rubbings, verbal directions
Design the mobile	Draw, verbal directions, ask for help
Produce the top of the mobile	Cut out, paint, laminate, apply finishing techniques glitter etc
Prepare 3d shapes for bottom of mobile	Draw, cut out, staple, stuff
Make paper mache mixture	Measuring, mixing, feeling
Cover shapes	Smoothing shape, Building layers, cleaning
Apply finishing techniques to bottom	Painting, mixing colours, sand etc, waiting
Assemble mobile	Selecting, tying, hanging
Evaluate work and have photo taken	Writing, evaluating, ticking box preparing work for photo
Review

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