Using Smash as a stimulus, ask children what kind of clothing they should wear to be seen on the roads. Ask them to bring in these items and if possible make a display. Use a collection of both good and bad choices, and use different types of material, including exploring foil, coloured paper and so on, for the first lesson.
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Learning objectives | Activity suggestions | Assessment opportunities |
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To explore a starting point for practical work.
To investigate a range of materials with regard to their use.
To evaluate properties of materials.
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Ask children to group or sort the safety clothing items by varying criteria: good/bad safety choices, bright colours/dull colours, fluorescent/not fluorescent, reflective etc.
In groups ask children to choose two articles or safety clothing - one very good example and one bad.
Children should give reasons for their choices, and as a class build up a clear set of objectives in order to design a good piece of safety clothing. Ideas might include fluorescent bands, light clothing, safety helmet designs etc.
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Observe reasons children give for good/bad clothing choices. Each child could write two objectives for a good piece of safety clothing.
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To design a piece of safety clothing.
To plan design.
To select appropriate materials.
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Group the children (into groups of three to five). Using the attached plan as a graphic, show the children the shape of the safety jacket and the size it will be.
Provide children will a selection of materials (these need not all be textiles; gummed paper, foil etc. make excellent safety/reflective parts to the jacket).
Ask children to produce a design, colouring and labelling parts of the jacket and detailing which materials will be put in which place. Encourage children to bring in left over pieces of foil or fluorescent paper etc.
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Identify children who make realistic plans and who show an awareness of resources.
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To create a safety jacket following plan/design as appropriate.
To collaborate with others and work as a group.
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Allow two sessions of art and design time for children to actually build their safety jacket. Use good card for the children to stick their materials on or alternatively simply use a bland colour of sugar paper.
Children should cut out the basic jacket and follow their plans to put the appropriate materials in the right place. You may wish children to place all their bits of paper or material on the jacket first, before glueing. If so, use this time to encourage the children to assess their jacket and make any changes to their design in order to improve it.
You may wish children to go round and look at each other's jackets and offer positive suggestions.
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How closely are children sticking to their plans? Observe group work and interaction.
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To present their designs to the group.
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Create your own ‘fashion show’. In order to involve all the children as models, one person from each group should wear the designed jacket and others could bring in safety clothing from earlier. Choose exciting music, and perhaps involve others in the school to be competition judges!
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To evaluate their own work.
To evaluate the work of others.
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Give out the evaluation sheet to each group. Ask them to write a few sentences for each section and then share them with the class.
Each group should identify two other groups’ work to evaluate, giving positive praise and one area which could be changed next time.
This could work rather like a show and tell session. Each group gets 10-15 minutes to fill in their evaluation sheet and then presents their jacket and their evaluations to the class. Members of the class are then asked to comment on the jacket and offer suggestions for improvement. (A maximum of two improvement suggestions and a minimum of three praises!!)
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Evaluation sheets can be filed or used as part of a display. They offer useful insights to the pupils’ understanding of the task and their planning process.
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