Nuffield Design & Technologyworking in the curriculum

Will your party hatbe funny orfantastic?seven and a half hours work

SECTION ONE

learning context

SECTION TWO

tasks for learning

SECTION THREE

children’s decisions

SECTION FOUR

teaching the unit

SECTION FIVE

resources and links

1

2

3

4

14

primaryyear

3solutions in design & technology

© The Nuffield Foudation, 2001

SECTION 1

learning context

1

design context

learning purposes

Most children enjoy a party and the funof wearing party hats. This enjoyment isenhanced if the children have someresponsibility for the party’s success. Soin this task the children are responsiblefor the party hats. The party can be heldto celebrate a particular calendar eventsuch as Christmas or Easter, the end ofterm, the beginning of summer, or tocelebrate some aspect of learning such as“What we have learned about animals”.The children will attend the party andwear the hats as part of the celebration.

In this unit children will learn:

t to consider reasons for parties;(Session 1)

t to construct a basic headpiece frompaper strip using a stapler, scissorsand a “best fit” approach;

(Session 2)

t to develop their ideas throughobservation and simple sketching;

(Session 3)

t to carry out two simple ‘on to paper’decoration techniques – potato printingand appliqué;

(Sessions 4 and 5)

t to use simple templates;(Sessions 3 and 6)

t to use scissors, staples, adhesive tapeand PVA glue to construct simple 3Dforms from sheets of paper.

(Sessions 6 and 7)

SECTION 2

tasks for learning

the small tasksthe focused practical tasks

the big taskthe design and make task

2

1 Thinking about parties30 minutes

2 Making a simple headpiece60 minutes

3 Finding shapes for hats60 minutes

4 Learning potato printing60 minutes

5 Learning simple appliqué60 minutes

The big task is to design and make adecorated paper party hat that they willwear at a party they have helped toorganise.

up to 2 hours in 30-minute or60-minute lessons

The evaluation 30 minutes

Unit review 30 minutes

effective stapling is the key to thisfantastic party hat. A simplesupporting structure made from asingle sheet of white card hasbeen attached to the headpieceusing staples. It is kept in a shapeby a card “tie” also attached bystaples. Several lines of corrugatedcard feathers are attached acrossthe front of the white card usingstaples. The comb of the cockerelis given 3D form by careful stapling

SECTION 3

children’s decisions

design decisions

3

The children can decide on the following:

t who the hat is for:

either themselves or a friend

required learning in Session 1,

design decision made in Session 6;

t how the hat will be constructed

although the underlying headpiece isgiven, there is ample opportunity forchildren to develop different means ofattaching the hat to the headpiece

required learning in Session 2,

design decision made in Sessions 6 and 7;

t the appearance

the overall nature of the hat – the typeof head wear worn by a particularoccupation e.g. crown for a king orqueen, helmet for a fireman orpolicewoman, an animal head e.g. acockerel, a giraffe, a cat

required learning in Session 3,

design decision made in Sessions 6 and 7;

t the decoration required to make thehat look realistic and attractive

required learning in Sessions 4 and 5,

design decision made in Sessions 6 and 7.

thinking about parties

4

SECTION 4

teaching the unit

suggested timing30 mins

sessionone

Teacher input

Tell the class that they could have a partyif they can think of a good reason. Youcan ask the class to think about thefollowing questions.t Could it be a birthday party?

t Could it be a “thank you” party?

t Could it be a “farewell” party?

t Could it be a time of year party?

t Could it be a faith celebration party?

t Could it be fun party?

t Could it be a theme party?

Write a list of possiblereasons on the board.

Ask the class if they canthink of any otherreasons to have a party.Put any suggestions onthe board.

Pupil activity

Tell the children to sit ingroups of four to six andtalk about possiblereasons to have a party.Explain that at the end often minutes you will beasking the class to vote on

reasons to have a party. Note that there mightbe more than one reason for a class party.

Teacher input

Now ask for a show of hands for each typeof party. For each type of party write downthe number of votes. Use the votes to decideon the reason for the class party.

Homework

For homework the children can talk tomembers of their families about parties andparty games. Each child should bring in the

name of a party game with shortnotes on how it is played.

ResourcesNone required.

Health and safety checkDiscuss the hazards and risks involved in working as a group and how these can be controlled by theway the children behave and treat one another.

SECTION 4

teaching the unit

5

suggested timing60 minsmaking a simple headpiece

Teacher input

Explain to the class that each one of themis going to design and make a paper partyhat either for themselves or for a friend andthat it will be important for the hat to matchthe reason for the party. Tell the class thatthe best way to get an interesting lookinghat is to make a simple headpiece whichfits on the head to that they can add theparts that make up the hat. Show them asimple headpiece like this:

Pupil activity

Show the children how to mark the paperstrip for each part to the right length fortheir own or a friend’s head allowing for ashort length of overlap. Demonstrate howto cut the paper strip to the right length usingscissors. Show the children how to use thestapler to join the paper strips to form theheadpiece.

When the children have finished they shouldget into groups of four and look at thecompleted headpieces to see if they fit, arewell made and could be improved. Someof the finished pieces can be put on displayto illustrate difficulties and successes.

finding the length neededfor the head band

cutting to length with anallowance for joining

joining the ends withthe stapler

sessiontwo

SECTION 4

teaching the unit

sessiontwo

6

making a simple headpiece (continued)

Resources

Consumables: paper or thin card strip in lengths of about 1 m, staples;

Tools: pencils, scissors, stapler.

Health and safety check

Discuss the hazards and risks involved in using scissors and staplers and how these can be controlledby being careful and using the correct procedures.

joining to the head band with the stapler a good fit

finding the length of the crown band cutting to length with an allowance for joining

SECTION 4

teaching the unit

sessionthree

7

finding shapes for hats

suggested timing60 mins

Teacher input

Tell the class that the shape of their hatswill be very important, but imaginingshapes without anything to help is difficultso you have provided them with lots ofpictures. Explain that on each table is acollection of pictures of animals, plantsand people wearing hats.

Pupil activity

Ask the children to choose a picture thatwill help them with their hats – it could bea picture of a crown because you want aroyal party, it could be a picture of a catbecause you want an animal party hat,etc. Every child should cut out the picturefor the hat and stick it onto a piece of A4paper. Then using the pictures to help,they should draw on a large sheet ofpaper (A2 or newspaper) an outline sideview (or silhouette) of the hat life-size.Each child should check that the bottomof the hat is the right length to fit onto the

headpiece. When the drawings ares theright shape and size, the children shouldwrite their names on them, cut them outready for the class display of hat shapes.Tell them that they will be able to usethese as templates for the party hats.

Resources

Stimulus: collection of pictures of animals, plants and people wearing hats;

Consumables: quantity of A2 paper or old newspapers, A4 paper;

Tools: pencils, scissors.

Health and safety check

Revisit the discussion about controlling risks when using scissors. Discuss the hazards and risks involvedin using glue and how these can be controlled by taking care and using the correct procedures.

8

learning potato printing

suggested timing60 mins

sessionfour

SECTION 4

teaching the unit

Teacher input

Tell the class that they will need todecorate the party hats to make themlook attractive. One way of decorating isto produce a pattern using a printingblock and it is easy to make a printingblock from a potato.

Show the class how to cut a potato in halfand produce a simple printing block.Geometric shapes are easy to produce.

Show the class how to paint the end ofthe potato with some poster (or similar)paint and make a print.

Pupil activity

Show the class how to produce differentsorts of repeat patterns.

Tell the class that they should each try toproduce a pattern that could be used tomake their hats look more attractive. Inthe case of an animal hats the patterncould make the hat look like the animal’sfur.

The patterns should be printed on piecesof paper cut into the shape of the hat.

The finished patterns can be put ondisplay to illustrate difficulties andsuccesses.

cut the potato in half shape the end of the potato

paint thick paint onto the end of press onto paperthe potato

9

learning potato printing (continued)

sessionfour

SECTION 4

teaching the unit

ResourcesConsumables: potatoes, paint (poster or powder), old newspapers to work on;

Tools: school canteen dinner knives, dishes for mixing paint, brushes.

Health and safety check

Discuss the hazards and risks involved in using knives and paint and how these can be controlled bybeing careful and using the correct procedures.

lift off to reveal the print. Repeat the process the resulting pattern

10

sessionfive

SECTION 4

teaching the unit

learning simple appliquésuggested timing60 mins

Teacher input

Tell the class that you are going to show themanother way to decorate their party hats. It iscalled appliqué and involves cutting outcoloured shapes and sticking them onto paperto make a picture or a pattern.

Pupil activity

Show the class how to cut out shapes fromcoloured gummed paper. Show the classhow to wet the paper using a damp sponge.Show the class how to build up a picture orpattern by sticking down the shapes.

Tell the class that they should each try toproduce a pattern or picture that could beused to make their hats look moreattractive. In the case of a crown theymight produce shapes that look likejewels.

The patterns or pictures should beproduced on pieces of paper cut into theshape of the hat.

The finished pieces can be put on displayto illustrate difficulties and successes.

Resources

Consumables: plain paper, coloured gummed paper;

Tools: scissors, wet sponge.

Health and safety check

Discuss the hazards and risks involved in using scissors and gummed paper and how these can becontrolled by being careful.

suggested timingup to 2 hras 30- or60-minlessons

the big task: designing and making a party hat

11

sessionsessions6 + 7

SECTION 4

teaching the unit

Teacher input

Explain to the class that now each one of themis going to use all that they have learned todesign and make a paper party hat for theclass party, either for themselves or a friendin the class. Remind them that they thoughtabout this at the beginning in terms of:

t the reason for the party;

t a hat that matches the reason for the party.

And that now they have to make firm decisions.

Pupil activity

Each child should produce a specification. Youmay wish to use the ready-to-copy ‘Party hatspecification’ sheet for some children.

Teacher input

Remind the class of the following points.

t They should start by making the simpleheadpiece.

t They can use the display from Session2 to remind them how to do this.

t They use the template from Session 3to draw out the shape they need forthe hat. If they use folded paper theyneed mark out and cut only once.

ResourcesStimulus: templates from Session 3;Consumables: ‘Party hat specification’, ‘Party hat evaluation’, potatoes, paint (poster or

powder) paper, old newspapers to work on, coloured gummed paper, adhesivetape, PVA glue, staples;

Tools: pencils, scissors, school canteen dinner knives, dishes for mixing paint, brushes,stapler, glue-sticks, wet sponge.

Health and safety checkRevisit the discussion about controlling risks when using scissors, staplers, knives, paint and gummed paper.

t They will need to decorate theseshapes BEFORE they attach them to theheadpiece. They can use the displaysfrom Sessions 4 and 5 for inspiration.

t They will need to work out how toattach the shapes to the headpiece sothat they form a hat.

Pupil activity

Each child should try to make a party hatthat meets this specification.

When they have completed the party hatseach child should ask another child to lookat the hat to see if it meets the specification.

Each child should then make a record ofthis evaluation. You may wish to use the

ready-to-copy ‘Party hatevaluation’ sheet for some

children.

12

suggested timing30 mins

sessioneight

evaluating the final product

SECTION 4

teaching the unit

Teacher input

Tell the class that now is the time to thinkmore carefully about the evaluation of theparty hats. Use the following questions tostimulate comments.

t Who produced a party hat that metthe specification?

t How did you ensure that it met thespecification?

t How did you know that it met thespecification?

t Who produced a party hat that didn’tmeet the specification?

t Where did it go wrong?

t What could you have done to preventthis happening?

Pupil activity

Try to ensure that everyone has a turn toadd to the discussion.

Ask every child to write a short sentencesaying what they like best aboutdesigning and making a party hat.

ResourcesStimulus: party hats designed and made by the class, ‘Party hat specification’ and ‘Party hat

evaluation’ sheets from previous session;Consumables: plain paper;Tools: pencils.

Health and safety check

Discuss the hazards and risks involved in using the party hats and how the risks can be controlled.

suggested timing30 mins

session nine

unit review

SECTION 4

teaching the unit

13

Teacher input

Explain to the class that it is important tothink about how to get better at design &technology and that they can do this bydiscussing the following questions.

t What did you enjoy most?

t What did you find easy?

t What did you find difficult?

t What did you get better at?

t Did you help each other?

t What could have been done better?

t How could these be done better?

Resources

Stimulus: party hats designed and made by the class;

Consumables: paper;

Tools: pencils.

Health and safety check

Discuss whether the class used hazard recognition, risk identification and risk control to design andmake safely.

Pupil activity

The children should discuss the questionsin groups and when they have finishedyou should ask each group to make ashort report to the class. The class shouldagree a statement based on these reportsfor improvement for their next design &technology unit.

Session 1 Session 2 Session 3 Sessions 4-8

party, birthday, headpiece, stapler, shape, size, template printing, pattern, appliqué,celebration scissors, strip, join, specifiation, evaluation

best fit

Stimulus materials Consumable materials Tools

Session 1 none required

Session 2 paper or thin card strip in lengths pencils, scissors, staplerof about 1 m, staples

Session 3 collection of pictures of quantity of A2 paper or old pencils, scissorsanimals, plants and people newspapers, A4 paperwearing hats

Session 4 paint (poster or powder) or old news- school canteen dinnerpapers to work on, potatoes knives, dishes for mixing

paint, brushes

Session 5 plain paper, coloured gummed scissors, wet spongespaper

Sessions templates from Session 3 ‘Party hat specification’, ‘Party hat pencils, scissors, school6 and 7 evaluation’, potatoes, paint (poster or canteen dinner knives,

powder), paper, old newspapers to dishes for mixing paint,work on, coloured gummed paper, brushes, stapler, glue-sticks,adhesive tape, PVA glue, staples wet sponges

Session 8 ‘Party hat specification’ and plain paper pencils‘Party hat evaluation’ sheetsfrom previous session, partyhats designed and made bythe class

Session 9 party hats designed and paper pencilsmade by the class

SECTION 5

resources and links

vocabulary

resources summary

14

15

links to other subjects

SECTION 5

resources and links

Literacy

This work supports the objectives in Yearthree from the National Literacy Strategyregarding note making. The children arerequired to make notes about the purposeand features of hats, which could thenlead into a short non-chronological pieceof writing about hats.

Speaking and listening

There are plenty of opportunities in thismodule for the children to practisespeaking and listening in small groupsituations, making contributions andtaking it in turns to discuss in the group.

Role play could be developed by childrenwearing the different hats and puttingthemselves in the situations the wearersmight find themselves in.

Numeracy

The children will be able to practisemeasuring skills in a range of contexts,e.g. to get the correct length of strip ofpaper to put around someone’s head andto make the decoration the correct size tofit onto the hat.

Art and design

With the print making and appliqué thechildren will have the experience of usinga range of materials and processes. Thiswork links well with the QCA scheme ofwork 3B ‘Investigating pattern’ where thechildren explore ways of making andcreating their own patterns, experimentwith block printing and printing withmore than one colour.

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Party hat evaluationName Class

Do I like my party hat? Yes/No

Did my friend like the party hat? Yes/No

My party hat was meant to look like a ………Did it? Yes/No

My party hat was meant to fit well and be comfortable.Did it? Yes/No

My party hat was meant to be strong.Was it? Yes/No

To make my party hat even better I could

Acknowledgements

Nuffield Curriculum Project Centre Team

David Barlex, Director Nuffield D&T Senior Lecturer Brunel University

Jane Mitra, Deputy Director and Educational Consultant

Nina Towndrow, Project Administrator

Authors and contributors

Eileen Birkenhead, Educational Consultant

Daniel Davies, Bath University

John Garvey, Brunel University

Rob Johnsey, Warwick University

Teresa Linton, Grasmere C of E Primary School

Lynne Orford, Holtspur School, Beaconsfield

Chris Purdie, Townsville Junior Grammar School, Queensland, Australia

Cy Roden, Educational Consultant

Marion Rutland, Roehampton Institute University of Surrey

Joy Simpson, Whipton Barton Middle School, Exeter

John Twyford, Exeter University

Design

Dave Mackerell, Studio Communications

Evaluation

Patricia Murphy and Marion Davidson of the Open University

Health and Safety guidance

Anna Wojtowicz and Caroline Reynolds from the Health and Safety Executive

Illustration and 2D/3D model making

Nathan Barlex

Proof reading

Joanne Jessop, Sue Byrne

The Project appreciates the efforts of all those teachers who taught trial units of work and provided valuablefeedback. The Project is grateful for all the support it has received from the Advisory Services.