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GENERAL EDUCATION AND TRAINING TECHNOLOGY EDUCATION AT ATHLONE SCHOOL FOR THE BLIND

GENERAL EDUCATION AND TRAINING TECHNOLOGY EDUCATION AT ATHLONE SCHOOL FOR THE BLIND. Principal: Mr F.H. Fisher Physical Address: Athlone Street Beroma Estate/Glenhaven Bellville South 7533 Telephone: +27 (021) 951-2234/5 Fax: +27 (021) 951-5118

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GENERAL EDUCATION AND TRAINING TECHNOLOGY EDUCATION AT ATHLONE SCHOOL FOR THE BLIND

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  1. GENERAL EDUCATION AND TRAININGTECHNOLOGY EDUCATION ATATHLONE SCHOOL FORTHE BLIND Principal: Mr F.H. Fisher Physical Address: Athlone Street Beroma Estate/Glenhaven Bellville South 7533 Telephone: +27 (021) 951-2234/5 Fax: +27 (021) 951-5118 E-Mail:info@asftb.org.za / letcher@asftb.org.za

  2. A full Service Comprehensive School catering for a diverse group of learners with diverse Barriers to Learning: • Total enrolment: (Grade R-12) 374: • Male: 190 • Female: 184 • Blind Learners : 70 • Partially Sighted Learners: 198 • Other Barriers: 106 “THE RIGHT FOR ALL CHILDREN TO QUALITY EDUCATION”

  3. LEARNING BARRIERS PRIMARY BARRIERS: • Visual impairment inclusive of Blindness, Low Vision and Partially Sighted SECONDARY BARRIERS • Neurological Degenerative Disease • Cognitive Mental Delays • Physical Disability • Learners with Visual impairment in addition to Neurological and mental conditions for e.g. Autism

  4. The Learning Area Technology, often misunderstood by principals and teachers, has a lot to offer all learners. Athlone School has demonstrated that implementation is possible if the intention of the teacher is positive. Learners are supported in small class sizes Further support is given by the teacher reading the text out aloud and translating it into either Afrikaans or English Lots of individual support is given NOTE: Products are made in class “POLICY IN ACTION” The purpose of the next set of slides is to give an overview of aspects from LO 2 achieved within the school context. LO 1 and 3 is evident in Learner files used as Evidence of Performance.

  5. Mrs ENGEL • Mrs Engel has taught Technology across the GET band since 2003. • On advice from a Curriculum Adviser she completed a part time ACE course in Technology and Natural Sciences at the University of the Western Cape . This gave her the confidence to start teaching Technology. • Her biggest challenge is the development of resources for the visually impaired learners.

  6. Grade 4: 4.2.2 Processing AS 4.2.2.1 Demonstrates knowledge and understanding of the properties of common materials (e.g. wood, food, clay, plastic, paper, fabric), and how these properties influence the effectiveness of products. • Resources: fabric (felt), paper, glue

  7. Grade 4: 4.2.3 Systems and Control AS 4.2.3.1 Demonstrates knowledge and understanding of how to use simple mechanisms (e.g. wheels and axles, pivots, hinges) to make a product move in some way. • Resources: 2Lt plastic bottle for the body of the car, bottle caps for wheels, corrugated card for wheel grip, wooden dowel for axles

  8. Grade 5: 5.2.2 Processing AS 5.2.2.1 Demonstrates knowledge and understanding of how simple processing (e.g. plaster casting, paper mâché, moulding) can be used to transform materials into products. Resources: paper, glue past, paint

  9. Grade 5: 5.2.2 Processing AS 5.2.2.1 Demonstrates knowledge and understanding of how simple processing (e.g. plaster casting, papier, mâché, moulding [Weaving]) can be used to transform materials into products. Resources: paper, wool

  10. Grade 6: 6.2.1 Structures AS 6.2.1.1 Demonstrates knowledge and understanding of materials suitable for supporting loads (e.g. stiffness, strength), how structures can be made stable (e.g. base size, ground anchors), and how they can be reinforced (e.g. using appropriate cross-sections, cross-braces, triangular webs, folding). Resources: wood, glue

  11. Grade 6: 6.2.3 Systems and Control AS 6.2.3.1 Demonstrates knowledge and understanding of how different types of movement (e.g. linear, turning to and fro, swinging) can be achieved and how mechanical, pneumatic or hydraulic systems can be used to change the type and magnitude of an input movement into a different output movement. Resources: card, corrugated card, paper, balloons, adhesive tape, glue. hand pump

  12. Grade 7: 7.2.1 Structures • AS 7.2.1.1 Demonstrates knowledge and understanding of structures in terms of: • specific properties and use of materials (e.g. water resistance, thermal insulation, fire resistance); • stability (e.g. base size, centre of gravity) • strengthening (e.g. corrugation, laminating, reinforcing); • joining techniques. • Resources: card, paper, straws, skewer sticks, glue, paint

  13. Grade 8: 8.2.1 Structures AS 8.2.1.1 Demonstrates knowledge and understanding of frame structures: • • the use and application of basic structural components (e.g. columns, beams, arches, buttresses, struts, stays, guys, ties); • • reinforcing techniques for frame structures (e.g. triangulation, webs and fillets, orientation and cross-sectional area of members); • • how frame structures can be made stable? (e.g. relationship between the size and shape of the base, the centre of gravity and stability). • Resources: straws, string, glue, plastic bottles, dowel sticks

  14. Grade 8: 8.2.1 Structures As 8.2.1.1 Demonstrates knowledge and understanding of frame structures: • the use and application of basic structural components (e.g. columns, beams, arches, buttresses, struts, stays, guys, ties); • reinforcing techniques for frame structures (e.g. triangulation, webs and fillets, orientation and cross-sectional area of members); • how frame structures can be made stable? (e.g. relationship between the size and shape of the base, the centre of gravity and stability). Resources: sucker sticks, paper, card, glue, string

  15. Grade 8: 8.2.2 Processing AS 8.2.2.1 Demonstrates knowledge and understanding of how materials can be processed to change or improve their properties by adapting them to suit particular purposes: • to withstand forces (e.g. tension, compression, bending, torsion, shear); • to increase strength or life-span; • how specific properties suitable for packaging can be achieved. • Resources: paper, card. string, glue plastic

  16. Resource Task: Grade 8: 8.2.1 Structures AS 8.2.1.1 Demonstrates knowledge and understanding of frame structures: • the use and application of basic structural components (e.g. columns, beams, arches, buttresses,struts, stays, guys, ties); • reinforcing techniques for frame structures (e.g. triangulation, webs and fillets, orientation and cross-sectional area of members); • how frame structures can be made stable? (e.g. relationship between the size and shape of the base, the centre of gravity and stability). • Resources: plastic straws, string, glue, adhesive tape

  17. Grade 9 Resource Activity:Electronics! • Research Activity : Learners are presented with text and a range of electronic equipment from which they can source various electronic components. Learners illustrate the symbol and the picture of the actual component and give the function of the component in a table.

  18. Resource Activity: Communication • Sucker sticks, matches or tooth picks are used on the lines of drawings of three dimensional shapes. • The blind learner is now able to feel the axis of the drawing. • Magnetic strips can also be used and placed on the metal green chalk boards

  19. Resources Activity: Communication • Learners are taught different shapes by having sighted learners glue string or rope onto the drawn shapes • The blind learners who are involved with the team feels the shape when completed.

  20. Resource Activity: Structures • Learners use plastic drinking straws, card strips or sucker sticks to investigate the principles of strengthening structures by using triangulation and strong triangular webs.

  21. Resource Activity: Structures • Learners strengthen material by laminating and using different shapes to make a honeycomb pattern board.

  22. Resource Activity: Structures How to make box? • The lines to be folded are marked by sighted learners with thin cotton. • Blind learners are then able to fold and make the box.

  23. Resource Material: • Illustration of gears, pulleys and levers are embossed onto special paper so that the blind learner can feel the shape of the component. NOTE: This sheet has too much information for the blind learner to focus on and is best presented with an illustration on separate sheets.

  24. Resource Material: Text Book • Written text and illustrations are translate into Braille for Blind learners. • Pictures are described in words.

  25. Grade 9 Lesson Observation!“Preservation of Materials” • This Grade 9s class of 14 learners has three 40 minute periods in a five day cycle. One single period and a double period (80 min) is allocated on the timetable. • 3 learners were absent on the day, one being a blind learner. • Instruction (LoLT) is in English and Afrikaans.

  26. In Conclusion • When I asked Mrs Engel what keeps her motivated, she replied: “ The feeling of success expressed by learners when they have achieved” • Mrs Engel is commended for her commitment to teaching the knowledge, skills and values related to Technology Education to the learners in her care. Compiled by • Alistair Mather • DCES/SCP Technology : GET • Western Cape Education Department • APRIL 2009

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