GENERAL EDUCATION AND GENERAL EDUCATION AND TRAININGTRAINING

TECHNOLOGY EDUCATION TECHNOLOGY EDUCATION ATAT

ATHLONE SCHOOL FORATHLONE SCHOOL FORTHE BLINDTHE BLIND

Principal: Mr F.H. Fisher

Physical Address: Athlone StreetBeroma Estate/GlenhavenBellville South7533

Telephone: +27 (021) 951-2234/5Fax: +27 (021) 951-5118E-Mail: info@asftb.org.za / letcher@asftb.org.za

A full Service Comprehensive School catering for A full Service Comprehensive School catering for a diverse group of learners with diverse Barriers a diverse group of learners with diverse Barriers to Learning:to Learning:

Total enrolment: (Grade R-12)Total enrolment: (Grade R-12) 374:374: Male: Male: 190 190 Female: Female: 184 184

Blind Learners :Blind Learners : 7070 Partially Sighted Learners:Partially Sighted Learners: 198198 Other Barriers:Other Barriers: 106106

““THE RIGHT FOR ALL CHILDREN TO QUALITY THE RIGHT FOR ALL CHILDREN TO QUALITY EDUCATION”EDUCATION”

LEARNING BARRIERSLEARNING BARRIERSPRIMARY BARRIERS:PRIMARY BARRIERS: Visual impairment inclusive of Visual impairment inclusive of

Blindness, Low Vision and Partially Blindness, Low Vision and Partially SightedSighted

SECONDARY BARRIERSSECONDARY BARRIERS Neurological Degenerative Disease Neurological Degenerative Disease Cognitive Mental DelaysCognitive Mental Delays Physical Disability Physical Disability Learners with Visual impairment in Learners with Visual impairment in

addition to Neurological and mental addition to Neurological and mental conditions for e.g. Autismconditions for e.g. Autism

““POLICY IN ACTION”POLICY IN ACTION” The Learning Area The Learning Area

Technology, often Technology, often misunderstood by misunderstood by principals and principals and teachers, has a lot to teachers, has a lot to offer all learners.offer all learners.

Athlone School has Athlone School has demonstrated that demonstrated that implementation is implementation is possible if the possible if the intention of the intention of the teacherteacher is positive. is positive.

Learners are supported Learners are supported in in small class sizessmall class sizes

Further support is Further support is given by the given by the teacher teacher readingreading the text out the text out aloud and translating it aloud and translating it into either Afrikaans or into either Afrikaans or EnglishEnglish

Lots of Lots of individual individual supportsupport is given is given

NOTE: Products are made NOTE: Products are made in classin classThe 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.

Mrs ENGELMrs ENGEL Mrs Engel has taught Mrs Engel has taught

Technology across the GET band Technology across the GET band since 2003.since 2003.

On advice from a Curriculum On advice from a Curriculum Adviser she completed a part Adviser she completed a part time time ACE courseACE course in Technology in Technology and Natural Sciences at the and Natural Sciences at the University of the Western Cape . University of the Western Cape . This gave her the confidence to This gave her the confidence to start teaching Technology.start teaching Technology.

Her biggest Her biggest challengechallenge is the is the development of resources for the development of resources for the visually impaired learners. visually impaired learners.

Grade 4: 4.2.2 ProcessingGrade 4: 4.2.2 Processing

AS 4.2.2.1AS 4.2.2.1 Demonstrates Demonstrates knowledge and knowledge and understanding of the understanding of the properties of common properties of common materials (e.g. wood, materials (e.g. wood, food, clay, plastic, food, clay, plastic, paperpaper, , fabricfabric), and how these ), and how these properties influence the properties influence the effectiveness of products.effectiveness of products.

Resources:Resources: fabric (felt), fabric (felt), paper, gluepaper, glue

Grade 4: 4.2.3 Systems and Grade 4: 4.2.3 Systems and ControlControl

AS 4.2.3.1AS 4.2.3.1 Demonstrates Demonstrates knowledge and knowledge and understanding of how to understanding of how to use simple mechanisms use simple mechanisms (e.g. (e.g. wheels and axleswheels and axles, , pivots, hinges) to make a pivots, hinges) to make a product move in some product move in some way.way.

Resources:Resources: 2Lt plastic 2Lt plastic bottle for the body of the bottle for the body of the car, bottle caps for car, bottle caps for wheels, corrugated card wheels, corrugated card for wheel grip, wooden for wheel grip, wooden dowel for axlesdowel for axles

Grade 5: 5.2.2 ProcessingGrade 5: 5.2.2 Processing

AS 5.2.2.1AS 5.2.2.1 Demonstrates Demonstrates knowledge and knowledge and understanding of how understanding of how simple processing (e.g. simple processing (e.g. plaster casting, plaster casting, paper paper mâchémâché, moulding) can , moulding) can be used to transform be used to transform materials into products.materials into products.

Resources:Resources: paper, glue paper, glue past, paintpast, paint

Grade 5: 5.2.2 ProcessingGrade 5: 5.2.2 Processing

AS 5.2.2.1AS 5.2.2.1 Demonstrates Demonstrates knowledge and knowledge and understanding of how understanding of how simple processingsimple processing (e.g. plaster casting, (e.g. plaster casting, papier, mâché, papier, mâché, moulding [moulding [WeavingWeaving]) ]) can be used to can be used to transform materials transform materials into products.into products.

ResourcesResources: paper, wool: paper, wool

Grade 6: 6.2.1 Grade 6: 6.2.1 StructuresStructures

AS 6.2.1.1AS 6.2.1.1 Demonstrates Demonstrates knowledge and knowledge and understanding of materials understanding of materials suitable for supporting suitable for supporting loads (e.g. stiffness, loads (e.g. stiffness, strengthstrength), how structures ), how structures can be made can be made stablestable (e.g. (e.g. base size,base size, ground ground anchors), and how they anchors), and how they can be can be reinforcedreinforced (e.g. (e.g. using appropriate using appropriate cross-cross-sectionssections, cross-braces, , cross-braces, triangular webs, folding).triangular webs, folding).

Resources:Resources: wood, glue wood, glue

Grade 6: 6.2.3 Systems and Grade 6: 6.2.3 Systems and ControlControl

AS 6.2.3.1AS 6.2.3.1 Demonstrates Demonstrates knowledge and knowledge and understanding of how understanding of how different different types of movementtypes of movement (e.g. linear, (e.g. linear, turning to and turning to and frofro, swinging) can be , swinging) can be achieved and how achieved and how mechanicalmechanical, pneumatic or , pneumatic or hydraulic systemshydraulic systems can be can be used to change the used to change the type and type and magnitudemagnitude of an of an input input movementmovement into a different into a different output movement.output movement.

Resources:Resources: card, corrugated card, corrugated card, paper, balloons, card, paper, balloons, adhesive tape, glue. hand adhesive tape, glue. hand pumppump

Grade 7: 7.2.1 StructuresGrade 7: 7.2.1 Structures AS 7.2.1.1AS 7.2.1.1 Demonstrates Demonstrates

knowledge and understanding knowledge and understanding of structures in terms of:of structures in terms of:

• • specific properties and use of specific properties and use of materials (e.g. materials (e.g. water water resistanceresistance, thermal , thermal insulation, fire resistance);insulation, fire resistance);

• • stability (e.g. base size, stability (e.g. base size, centre of gravity)centre of gravity)

• • strengthening (e.g. strengthening (e.g. corrugation, laminating, corrugation, laminating, reinforcing);reinforcing);

• • joining techniquesjoining techniques..

Resources:Resources: card, paper, card, paper, straws, skewer sticks, glue, straws, skewer sticks, glue, paintpaint

Grade 8: 8.2.1 StructuresGrade 8: 8.2.1 StructuresAS 8.2.1.1AS 8.2.1.1 Demonstrates knowledge Demonstrates knowledge

and understanding of frame and understanding of frame structures:structures:

• • the use and application of basic the use and application of basic structural components (e.g. structural components (e.g. columns, columns, beamsbeams,, arches, arches, buttresses, struts, stays, guys, buttresses, struts, stays, guys, ties);ties);

• • reinforcing techniques for frame reinforcing techniques for frame structures (e.g. structures (e.g. triangulation,triangulation, webs and fillets, orientation and webs and fillets, orientation and cross-sectional area of cross-sectional area of membersmembers););

• • how frame structures can be how frame structures can be made stable? (e.g. relationship made stable? (e.g. relationship between the size and shape of the between the size and shape of the base, the base, the centre of gravity and centre of gravity and stabilitystability).).

Resources:Resources: straws, string, glue, straws, string, glue, plastic bottles, dowel sticksplastic bottles, dowel sticks

Grade 8: 8.2.1 StructuresGrade 8: 8.2.1 StructuresAs 8.2.1.1As 8.2.1.1 Demonstrates knowledge Demonstrates knowledge

and understanding of frame and understanding of frame structures:structures:

• • the use and application of basic the use and application of basic structural components (e.g. structural components (e.g. columns, beams, arches, columns, beams, arches, buttresses, struts, stays, guys, ties);buttresses, struts, stays, guys, ties);

• • reinforcing techniques for frame reinforcing techniques for frame structures (e.g. structures (e.g. triangulationtriangulation, , webs and fillets, webs and fillets, orientationorientation and and cross-sectional area of cross-sectional area of members);members);

• • how frame structures can be how frame structures can be made made stablestable? (e.g. relationship between ? (e.g. relationship between the the size and shape of the base, size and shape of the base, the centre of gravity and the centre of gravity and stabilitystability).).

Resources:Resources: sucker sticks, paper, sucker sticks, paper, card, glue, stringcard, glue, string

Grade 8: 8.2.2 ProcessingGrade 8: 8.2.2 ProcessingAS 8.2.2.1AS 8.2.2.1 Demonstrates Demonstrates

knowledge and understanding of knowledge and understanding of how materials can be processed how materials can be processed to change or improve their to change or improve their properties by adapting them to properties by adapting them to suit particular purposes:suit particular purposes:

• • to withstand forces (e.g. tension, to withstand forces (e.g. tension, compression, bending, torsion, compression, bending, torsion, shear);shear);

• • to to increase strengthincrease strength or life-span; or life-span;

• • how specific properties how specific properties suitable for packaging can be suitable for packaging can be achievedachieved..

Resources:Resources: paper, card. string, paper, card. string, glue plasticglue plastic

Resource Task: Resource Task: Grade 8: 8.2.1 Structures Grade 8: 8.2.1 Structures

AS 8.2.1.1AS 8.2.1.1 Demonstrates knowledge Demonstrates knowledge and understanding of frame and understanding of frame structures:structures:

• • the use and application of basic the use and application of basic structural components (e.g. structural components (e.g. columns,columns, beams, arches, beams, arches, buttresses,buttresses, struts,struts, stays, guys, ties); stays, guys, ties);

• • reinforcing techniques for frame reinforcing techniques for frame structures (e.g. structures (e.g. triangulation,triangulation, webs webs and fillets, and fillets, orientation and cross-orientation and cross-sectional area of memberssectional area of members););

• • how frame structures can be made how frame structures can be made stable? (e.g. relationship between the stable? (e.g. relationship between the size and shape of the base, the size and shape of the base, the centre of gravity and stabilitycentre of gravity and stability).).

Resources:Resources: plastic straws, string, plastic straws, string, glue, adhesive tapeglue, adhesive tape

Grade 9 Resource Activity:Grade 9 Resource Activity:Electronics!Electronics!

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

Resource Activity: Resource Activity: CommunicationCommunication

Sucker sticks, matches Sucker sticks, matches or tooth picks are or tooth picks are used on the lines of used on the lines of drawings of three drawings of three dimensional shapes.dimensional shapes.

The blind learner is The blind learner is now able to feel the now able to feel the axis of the drawing. axis of the drawing.

Magnetic strips can Magnetic strips can also be used and also be used and placed on the metal placed on the metal green chalk boardsgreen chalk boards

Resources Activity: Resources Activity: CommunicationCommunication

Learners are taught Learners are taught different shapes by different shapes by having sighted having sighted learners glue string learners glue string or rope onto the or rope onto the drawn shapes drawn shapes

The blind learners The blind learners who are involved who are involved with the team feels with the team feels the shape when the shape when completed.completed.

Resource Activity: Resource Activity: StructuresStructures

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

Resource Activity: Resource Activity: StructuresStructures

Learners Learners strengthen strengthen material by material by laminating and laminating and using different using different shapes to make a shapes to make a honeycomb pattern honeycomb pattern board.board.

Resource Activity: Resource Activity: Structures Structures

How to make box?How to make box? The lines to be The lines to be

folded are marked folded are marked by sighted learners by sighted learners with thin cotton.with thin cotton.

Blind learners are Blind learners are then able to fold then able to fold and make the box.and make the box.

Resource Material:Resource Material: Illustration of gears, Illustration of gears,

pulleys and levers are pulleys and levers are embossed onto special embossed onto special paper so that the paper so that the blind learner can feel blind learner can feel the shape of the the shape of the component.component.

NOTE:NOTE: This sheet has This sheet has too much information too much information for the blind learner for the blind learner to focus on and is best to focus on and is best presented with an presented with an illustration on illustration on separate sheets. separate sheets.

Resource Material: Text Resource Material: Text BookBook

Written text and illustrations are Written text and illustrations are translate into Braille for Blind learners. translate into Braille for Blind learners.

Pictures are described in words.Pictures are described in words.

Grade 9 Lesson Grade 9 Lesson Observation!Observation!

“Preservation of Materials”“Preservation of Materials”

This Grade 9s class of 14 learners has three 40 minute This Grade 9s class of 14 learners has three 40 minute periods in a five day cycle. One single period and a periods in a five day cycle. One single period and a double period (80 min) is allocated on the timetable.double period (80 min) is allocated on the timetable.

3 learners were absent on the day, one being a blind 3 learners were absent on the day, one being a blind learner.learner.

Instruction (LoLT) is in English and Afrikaans.Instruction (LoLT) is in English and Afrikaans.

In ConclusionIn Conclusion When I asked Mrs Engel what keeps her When I asked Mrs Engel what keeps her

motivated, she replied: “ The feeling of motivated, she replied: “ The feeling of success expressed by learners when success expressed by learners when they have achieved”they have achieved”

Mrs Engel is commended for her commitment Mrs Engel is commended for her commitment to teaching the knowledge, skills and values to teaching the knowledge, skills and values related to Technology Education to the related to Technology Education to the learners in her care.learners in her care.

Compiled byCompiled by Alistair MatherAlistair Mather DCES/SCP Technology : GETDCES/SCP Technology : GET Western Cape Education DepartmentWestern Cape Education Department APRIL 2009APRIL 2009