Primary CAD/CAM: Implementing QCA Units of Work

Primary CAD/CAM:

Implementing QCA Units of Work

Newtown CE Primary School David BarnardGareth Pimley

In this session:

• Background to Techlink

• Recent work in primary CAD/CAM

• Embedding the Craft ROBO cutter/plotter in QCA units

• Trialling the hardware/software at Newtown CE Primary

• Next steps

• DATA Practice article

• Questions

Development of TECHLINK

• Request by KS2 teachers for a CAD-CAM pack, to address National Curriculum outcomes.

• Partnership created between Education/Business.Hayesfield School & its Cluster Primaries.Medlock Charitable Trust.David Barnard Partnership & Denford Ltd.

• Agreed priorities. Must address CAD-CAM outcomes at KS2.Low cost equipment & software.Low running costs.Easy to embed into curriculum, with support materials.Quick for Teachers to learn how to use.Create professional style outcomes.To be used across the curriculum.Fun to use.Two years research & development programme.

Research & Development

• What equipment & Software ? stage 1 CAMM 1 & Techsoft 2D Design Tools.

stage 2 Graphtec CE3000 & Techsoft 2D Design Tools.

stage 3 Graphtec CE3000 & Techsoft 2D Primary Licence.

stage 4 Graphtec Craft Robo & Techsoft 2D Primary Design.

stage 5 Graphtec Craft Robo & Master Robo Design.

stage 6 Graphtec Craft Robo & Master Robo Design. plus Techsoft 2D Primary Design for extension activities.

Curriculum areas involved

• Numeracy.• Geography.• History.• ICT.• Design & Technology.• English Language.• Science.• Drama.

Partnership Schools

• Since April 2005 40 Secondary with 200 Cluster Primary schools have been involved with TECHLINK.

• Airbus & BA systems along with The Medlock charitable Trust are sponsoring schools.

• Shropshire, South Gloucestershire, Bath & NE Somerset, Bristol, Somerset, Devon, Dorset, Kent, Wiltshire, Newport & Leicestershire LEA’s are supporting the project.

Funding of TECHLINK

• Medlock Charitable Trust (Bath, Bristol, Gloucestershire, Somerset & Wiltshire).

• Secondary School, as part of their Community aspects funding.

• DfES Primary Networks.• Individual Primary Schools.

Achievement at KS1 Achievement at KS2

Use of ICT in primary schools

Subject-specific applications:

• Computer control • Computer-aided design (CAD)• Computer-aided manufacture (CAM)

Generic applications:

• Using websites and CD-ROMs• Using a digital camera, digital

video and scanner• Using multimedia software• Using desktop publishing/word

processing • Using spreadsheets• Using databases• Using an interactive

whiteboard• Using a webcam• Using email

General purpose paint software

Specialist CAD software

Specialist CAD software

Simulation software

Simulation software

When to use CAD

• Where children see the value of using it• Where it achieves learning objectives

more efficiently or effectively• Where children have been taught and

practised the necessary ICT skills• Wherever possible to design to the

functional and aesthetic features of a product

When not to use CAD

• Until children have sufficient understanding of

the product they are designing

• As a substitute for children’s practical activities

with actual materials and components

• Where a unit of work can be delivered just as

effectively without it

Planning to embed the Craft ROBO cutter (1)

• Unit 3A Packaging

Planning to embed the Craft ROBO cutter (2)

• Unit 4B Storybooks

Planning to embed the Craft ROBO cutter (3)

• Unit 6A Bridges (adapted from Shelters)

Newtown Primary – Y5/6

IDEAs and FPTs“The children began by carrying out IDEAs and FPTs which we linked to science and maths by first creating nets and then testing them to see which were the strongest, including various prisms and cylinders of different sizes, as well as cubes and cuboids.”

“They also used straws to make a simple cube which they then reinforced using diagonals or triangles.”

DMA

• Whole staff training using software/hardware

• Children found program quite accessible

• They quickly learnt how to troubleshoot

• ‘To start off with, I found the shape I wanted quite difficult to draw, which was an arch. Eventually using the program, it became easier with the more practice I had.’

Arianne aged 10

+ves

• Children were challenged to produce workable nets on the screen, but were easily able to realise these in 3-D with the cutter/plotter

• Developed key D&T-related attitudes and skills

• Produced a very professional finish to the children’s final products

Next time …

• Triangular frames they created were often more decorative than functional

• Knowledge and understanding children develop about structures through IDEAs and FPTs needs to be more fully applied in their designing and making

• Equipment could be used to more accurately reflect the principles used in bridge design

Future Developments

• TECHLINK Web-site to be launched in July 2006.

• Annual Celebration day every July in Bath.

• Further QCA units teacher support materials.