| Name | Roman Mosaics |
|---|---|
| Owner | dorf |
| Level | 4 |
| Topic | Design Technology |
| Unit | Romans |
| Description | |
| File 1 | 279_DT medium term plan.doc |
| File 2 |
☝️ Download Planning |
Week/session | Learning Intention | Activities | Differentiation | Success Criteria/ Assessment | Resources |
Session1 | * To research from a variety of sourcesto inform their designing * To write a design specification;
| Intro: Introduce mosaics, how and wherethey are used today as well as in ancient times. Show the childrena variety of pictures and discuss patterns and pictures withinthem.
Main: Where required the children can usethe internet to look at further mosaic designs. Children shouldeach write or draw a design specification for their own mosaic,including for whom it is being made. This can be as simple as thethree statements below.
My mosaic will be a present for myMum. My mosaic will have a repeatingpattern. My mosaic will have my Mums initial onit.
This specification will be used to evaluatetheir final product in Session 7. During the following sessions,children should have the opportunity to record their planning andtheir progress on paper, so that more able children can demonstratetheir capabilities. These plans can be used for assessment.
Plenary: The children will present anddiscuss their designs.
| Lessable children will be given support with their designs. They willwork with an adult to verbalize their design ideas which will thenbe sketched for them to copy.Thechildren will be scribed for where necessary. | Thechildren will be able to generate ideas from looking at otherproducts.Thechildren will be able to state what they want their design toachieve. | pictures of modern and ancientmosaics
computers Internet |
Week/session | Learning Intention | Activities | Differentiation | Success Criteria/ Assessment | Resources |
Session2 | *To design and model on screen. | Intro: Explain to the children that theyare going to use the computers to produce their designs.
Main: The children will produce, and thenprint their designs using the computer. Any changes that they havemade from their original designs will be recorded in theirbooks.
Plenary: Discuss the advantages of beingable to model the designs and change and move shapes as well aseasily alter colours. Briefly show the children the drawing toolsthat they will need to use.
| Lessable children will be paired on the computers with more abled peerswho will help and support them. | Thechildren will use ICT to communicate their design ideas in adifferent way. | ComputersChildrensinitial designs |
Week/session | Learning Intention | Activities | Differentiation | Success Criteria/ Assessment | Resources |
Session3 | * To work with a mouldable material,clay; | Intro: Explain that the aim of this session is to learn tohandle and to cut clay to make regular sized tiles for themosaics. Introduce the tools and materials and then split thechildren into groups.
Main: A group will work with an adult whowill teach the children: how to rollout the clay; how to use adowel or other aid to regulate the thickness of the rolledclay; how to usethe card strip to measure and cut the correct width of rolledclay; how tohandle the soft tiles and store them on trays ready for dryingout The clay will then be left todry out. Each child will make about 52 tiles.
Plenary: Children will beasked to discuss what they liked and disliked about working withthe clay in this way.
| Lessable children will work closely with the adult supporting theirgroup. | Thechildren will measure,mark out, cut and shape clay. | clay, roller, spacer dowel, card strips for measuring,shallow trays, knife or cutting tool, protectivecover for worktop, overalls or aprons forchildren |
Week/session | Learning Intention | Activities | Differentiation | Success Criteria/ Assessment | Resources |
Session4 | * Tomeasure accurately, mark and cut corrugated card to make aframe; | Intro: The making of the frame will bemodelled for the children. They will be shown how to use a ruleraccurately to measure and how to mark accurately by holding the pencil atan angle.
Main: The children will work in groups tocreate their frames. They will be supported by an adult who willinstruct and model for the children.
Plenary: We will discuss the importanceof accurate measuring.
| Lessable children will work closely with the adult supporting theirgroup. | Thechildren will measure,mark out, cut and shape corrugated card. | basesready cut, glue, rulers, pencils, corrugated card |
Week/session | Learning Intention | Activities | Differentiation | Success Criteria/ Assessment | Resources |
Session5 | * To follow a printed plan to paint tilesin the required colours;
| Intro: Explain to the childrenthat aim of thissession is to use the printed mosaic design from Session 2 to paintthe clay tiles in the colours needed for thepattern/picture.
Main: The children will be asked to count thenumber of tiles required in what colour. They will then be askedto mix paints to make the colours needed. Time will be given todiscuss colour mixing. The children will then paint their tiles.When dry the tiles will be collected in envelopes with thechildrens names on them.
Plenary: The children will be given rolesand responsibilities for tidying the classroom.
| Supportwill be given to the less able children to ensure that they canaccurately count the number of tiles required in each colour andthat they paint the accurate number. | Thechildren will use and mix paint to create the colours required fortheir design. | Tiles,paints, aprons, childrens designs. |
Week/session | Learning Intention | Activities | Differentiation | Success Criteria/ Assessment | Resources |
Session6 | * To assemble and join thecomponent parts of the final product, being aware of the quality of thefinish; | Intro: Explain that theaim of this session isto put together the final product.
Main: The painted tiles should be arranged on theframed base, and then one by one lifted, glued and replaced. Somechildren will find this difficult to do, especially spacing thetiles out evenly. PVA glue can be brushed over the whole thing,frame and tiles, and will give a glossy finish. There might be aproblem with paint colour running if the brushing istoo slow or too vigorous. The most likely colour to run is oftenred or pink.
Plenary: The children will be asked todiscuss any difficulties they had and how they wereovercome.
| Children with poor spatial awareness orpattern-making skills they should show the tiles on their basebefore they stick them down, in case they have not been able tofollow their printed design. Those who have had difficulties willbe given adult support. | Thechildren will assemble their mosaics by following their ownplans.Thechildren will reflect on the design and make process as theywork. | frames from Session 4, printed designs, painted clay tiles, glue,framed bases, PVA glue, |
Week/session | Learning Intention | Activities | Differentiation | Success Criteria/ Assessment | Resources |
Session 7 | * To evaluate the finalproduct against the design specification. | Intro: Explain to thechildren that the aim of this session is to evaluatethe finished mosaics against the design specification produced inSession 1.
Main: Give the children thefollowing questions:
Ask them to discuss these intheir groups before recording answers in their books.
Plenary: Children will beasked to share their evaluations with the class.
| Less able children will complete a tick list of criterion toevaluate their tile. They will then verbalize their answers to thequestions to an adult who will then scribe for them. | The children will reflect on the progress of their work as they design and make,identifying ways they could improve their products. | finished mosaics, designspecifications, printed designs from computer |
Session | Comments | Action |