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

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GENERAL EDUCATION AND TRAINING TECHNOLOGY
EDUCATION ATATHLONE SCHOOL FORTHE BLIND
Principal Mr F.H. Fisher Physical Address
Athlone Street Beroma Estate/Glenhaven Bell
ville South 7533 Telephone 27 (021)
951-2234/5 Fax [phone] E-Mail info_at_
asftb.org.za / letcher_at_asftb.org.za
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• 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

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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

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POLICY IN ACTION

• 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

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.
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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.

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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Grade 9 Resource ActivityElectronics!

• 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.

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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

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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.

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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.

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Resource Activity Structures

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

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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.

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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.

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Resource Material Text Book

• Written text and illustrations are translate
  into Braille for Blind learners.
• Pictures are described in words.

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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.

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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