Originally posted by supersonic_ibu

Year 5 Design & Technology

This year 5 class worked on another aspect of Greek art for a Design & Technology project:

Using RM Colour Magic the Y5 children designed a picture to go with their myths they had written and we printed them onto t-shirts as part of ‘Talking Textiles.’

I expect they were really proud and excited to have t-shirts they had designed themselves! This display is a very authentic celebration of their hard work and an interesting way of combining Literacy, History and DT, not to mention integrating ICT! A real cross curricular project.

More Displays about Ancient Greece

Lots of people seem to be looking for displays about Ancient Greece at the moment so this is the second of a number that I will be highlighting over the next week or so.

Group 6 - Pimp My Neigborhood, originally uploaded by Red Colander.

Just look at the wonderful things this school in Amsterdam have been getting up to!
Nienke says:

Our entire school just finished a project around the theme “I Live In… Amsterdam”. Every class examined a different subject.

The youngest kids (Group 1/2) made pieces of art and placed them around the school, they also examined animals that live around the school.

Group 3/4 (Grade 1/2) looked at buildings/roofs in Amsterdam.

Group 5 (Grade 3) went to the film museum, made a movie of grade 1/2 working and also did research of animals in the city.

Group 6 (my class, Grade 4), did the project “Pimp My Neighborhood” (’pimp mijn buurt’). They had a workshop in making photos, they made photos of ugly places in the neighborhood, made drawings of how to improve these place, they made statues of LEGO and K’NEX and they crafted items to pimp up the hood….

Group 7 (Grade 5) looked into the VOC (East-Indies Trading Compagny), did a VOC-walk in Amsterdam and made a radio play.

Group 8 (Grade 6) looked at the streetnames in the neigborhood, which are all names of people that died in World War II, and wrote about their lives. They also made sculptures about peace.

In the end, all the children of the school gave a presentation to (grand)parents, friends, classmates and kids from other grades.

Have a look at the slideshow of everything else they did too.

This is a lovely history classroom wall display for a key stage 1 class. The Then and Now topic is interesting but can be tricky for Year 1. They have so little concept of the past at this age. Last year seems an age ago to some of them
It’s a great opportunity for embedding ICT though. It’s worth remembering that ICT in Key Stage 1 isn’t all about computers. I’ve seen it taught very effectively using the following resources:

Magic Grandad Seaside Holiday (Magic Grandad) used on the IWB

Originally by Elly - added to Sparklebox Gallery

This is a lovely display for an ICT suite or a classroom. Databases are revisted every year in the current KS2 curriculum but it can be hard to make an interesting display out of them. In some ways I like the approach taken in the Greenwich scheme where the intial concepts are explored without using the computers at all. Greenwich uses clowns but the display could easily be adapted. The teddies (or clowns) could be used as visual teaching aids before then being moved onto the display.

Making the teddies can be a time consuming business especially if it’s done by a lone teaching assistant. Much better to have the teaching assistant make them with groups, especially children who need a multi-sensory approach to their learning. During the making of the teddies the teaching assistant can help the children start to explore the concepts they will need for the sessions. This is really valuable learning time and shouldn’t be overlooked. Ideally this can be fitted in before the actual topic starts. It’s always tempting to keep the teddies for next year but it’s much better to do it fresh otherwise the learning opportunity is lost.

A display like this can be built up over a number of sessions which helps to keep it fresh and interesting. Referring to it in session introductions can refresh children’s understanding of concepts and it can even help to form part of the final assesment if a formative approach is taken.