Planning for Learning - Record of Validation

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1 Children s University Planning for Learning - Record of Validation Part A To be completed by the Learning Destination provider prior to the visit / conversation Name of Learning Destination Lead Person and Contact Details Title of Learning Activity (and Children s University Australia - Craft Club details of each site offering activity) Min/max age 7-14 Duration hours and minutes. Is duration fixed? Purpose (including Aims, Objectives and intended Outcomes) 10x 30 minute sessions Yes Aims To introduce students to different forms of craft Objectives The objective of the club is to build students knowledge about different forms of craft and give them the opportunity to create their own pieces of art. These classes will also develop students creativity and fine motor skills. Outcomes Students will develop their skills and confidence in the following areas: Creativity Design Following instructions Fine motor skills Summary of Learning Activity Art is about more than just painting and drawing this club will show you how to create beautiful pieces of art from a range of different materials!

2 Childsafe Environments The Children's University validation process assures the quality of the learning. I acknowledge that Matters of Health and Safety, Public Liability and Maintaining a Childsafe Environment remain the responsibility of the learning provider. I acknowledge that all Public Learning Destinations are expected to operate to their statutory requirements in these areas. Signature Date Organisation Part B To be completed by the Children s University Planning for Learning CU Validator Date and Place of Validation Meeting(s) Issues to be Explored (from Part A and any other pre-validation evidence) Evidence and Resolution of Issues (from Planning for Learning Part B: The Do-ing ) Feedback Provided Next Steps Children s University Planning for Learning CU Validator (sign/print name) Local Children s University Date Part C To be undertaken by the Children s University Planning for Learning CU Validator or Children s University Manager 1. The completed Children s University Planning for Learning - Record of Validation to be: retained by the local Children s University for a period of 3 years sent to the approved Learning Destination as evidence ed to CU Australia

3 Week 1 Each student will require: - Orange A4 paper - Black A4 paper - White A4 paper - Scissors - Glue Be mindful of the dangers that come with primary-age students using scissors. Activity Structure: 5 mins Welcome students to the session and explain the activity for the day. The students will be creating paper penguins using almost entirely love-heart shapes! Show them a picture of what their finished product should look like. 20 mins Students follow the instructions to create their penguins: Step 1. Cut a black oval out for the body, one skinny white heart for the tummy, and three orange hearts. Two will be for the penguin s feet and one for the beak (make that heart pointier at the bottom). Step 2. Glue the hearts onto the penguin s body Step 3. Now, cut out the eyes. You will need two circles of black paper, and two larger circles of white paper. Step 4. Glue the circles onto the penguin to give it eyes. 5 mins Discuss the process with the students. Encourage them think about which aspects were difficult/easy, and as them to suggest potential improvements to the activity.

4 Week 2 Each student will require: - Two paper plates - Black A4 paper - White A4 paper - A variety of different coloured scrap paper - Scissors - Glue - Sticky tape - Coloured pencils/textas Be mindful of the dangers that come with primary-age students using scissors. Activity Structure: 5 mins Welcome students to the session and explain the activity for the day. The students will be creating snowmen using paper plates and coloured paper! Show them a picture of what their finished product should look like. 20 mins Students follow the instructions to create their snowmen: Step 1. Start by flipping one plate over and taping it to another plate that is facing up. We put 4 strips on the back and then rolled up some pieces of tape to put in the front so it would stay Step 2. Cut out some buttons, a nose, mittens, a scarf, a hat and boots with coloured paper. Step 3. Now, cut out the eyes. You will need two circles of black paper, and two larger circles of white paper. Once cut out, glue these pieces on. Step 4. Early finishers may wish to use the coloured textas to further decorate their snowman. 5 mins Discuss the process with the students. Encourage them think about which aspects were difficult/easy, and as them to suggest potential improvements to the activity.

5 Week 3 Each student will require: - Orange and green paper - Scissors - Access to a stapler Be mindful of the risks associated with primary school students working with scissors and a stapler. Activity Structure: 5 mins Welcome students to the session and explain the activity for the day. The students will be creating paper pumpkins! These are extra special pumpkins; however, as the students will decorate each slice with something they are thankful for. Show them a picture of what their finished product should look like. 20 minutes Students follow these instructions to create their pumpkins: Step 1. Cut out 8 pieces of orange paper into 2cm strips. You will also need to cut out 2 leaves and 2 skinny strips of green paper for the vines. Step 2. Have students write something they are thankful for on each strip of orange paper. Be sure to leave about a 2cm space at the end of the strip so the writing isn't covered up when stapled together. Step 3. Use a stapler or tape to attach the orange strips at the top and then at the bottom to form a pumpkin. Step 4. Add your leaves and green vines. Roll up the green construction in a paper to help curl the vines. 5 mins Discuss the process with the students. Encourage them think about which aspects were difficult/easy, and as them to suggest potential improvements to the activity.

6 Week 4 Each student will require - 60 popsticks - Wood Glue - String Activity Structure: 5 mins Welcome students to the session and explain the activity for the day. The students will be creating bird feeders out of popsticks! These feeders can then be placed in students own homes or in the school yard to feed local birds. Show them a picture of what their finished product should look like. 20 mins Students follow these instructions to create their feeders: Step Lay out popsticks to create the base of the feeder. Use a full stick as a guide for length. Step 2. Once all laid out and lined up, add glue to two sticks and place across the base. Step 3. Add two more sticks in the middle for additional support for the bottom. Step 4. Flip base over and add two sticks along edge, perpendicular to base sticks. Step 5. Add dots of glue to all four corners and add to sticks overlapping previous lay, log cabin style. Step 6. Cut one stick in half and glue to base to create a step for the birds. Glue sticks over the top to hold into place. Step 7. Resume adding sticks using the log cabin method, only applying glue to the corners. Step 8. Cut two pieces of string about 30cm long each. String through the bottom of the bird feeder and up through slats in the sides. Tie all four ends in a knot. 5 mins - Discuss the process with the students. Encourage them think about which aspects were difficult/easy, and as them to suggest potential improvements to the activity.

7 Week 5 Each student will require: - Two pieces of A4 paper in contrasting colours - Scissors - Sticky tape Be mindful of the risks associated with primary school students working with scissors. Activity Structure: 5 mins - Welcome students to the session and explain the activity for the day. The students will be experimenting with a type of craft known as paper weaving! Show them a picture of what their finished product should look like. 20 mins Students follow these instructions to create their paper weaves: Step 1. Have the students choose two colours they would like to work with. Step 2. Take your first piece of paper and fold it in half. Cut the folder paper in half but don t cut all the way through. Leave the 3cm or so uncut. Step 3. Next, cut the two halves in half again so you now have four equal cut sections. Step 4. Cut the sections in half again, so now there are eight equal sections. Step 5. Unfold the first piece of paper and you now have a page that has evenly spaced slots for weaving. Step 6. Take a second piece of paper and cut it in the same way as the first, but this time cut it all the way through so that you are left with eight strips of paper.

8 Step 7. Weave the strips of paper through the slots in the first piece of paper. To achieve a checkerboard formation, start by weaving the first strip of paper under then over the slots. For the next strip of paper, alternate the pattern i.e. start the second strip by weaving under then over. Step 8. When you have finished weaving, fold the ends of the strips to the back and tape them down with adhesive tape. Older students (or those who wish to be extended) can be challenged to create a chess board. Tell the students that a chess board is made up of 64 equally sized squares so the students will need to use some basic division skills to determine the length of each strip of paper. 5 mins - Discuss the process with the students. Encourage them think about which aspects were difficult/easy, and as them to suggest potential improvements to the activity.

9 Week 6 Students will require: - Paper/plastic bowl - Yellow, white and black paper - Pipe cleaners of assorted colours (approximately 20 per student) - Hole puncher - Popstick - Textas - Sticky tape Activity Structure: 5 mins - Welcome students to the session and explain the activity for the day. The students will be using pipe cleaners and a bowl to create a lion s head! These will be special lions, however, as they will have multicoloured manes. 20 mins Have the students follow these instructions to create their lion s heads: Step 1. Trace around the bottom of the bowl on yellow paper, and cut out the circle. Glue this onto the bottom of the plate. Step 2. Cut out circles from the black and white paper to create eyes. Glue the eyes onto the bottom of the bowl. Step 3. Use textas to draw the rest of the lions face (mouth, whiskers etc.)

10 Step 4. Ask the students to share the hold puncher around the class, so that each student may punch 20 holes around the edge of their bowl. Step 5. Ask the students to choose 20 pipe cleaners in an assortment of colours. Step 6. Fold each pipe cleaner in half, and thread one half through each hold around the edge of the bowl. Student can either twist the pipe cleaner to secure, or tape them onto the back of the bowl. Step 7. Wrap the other halves of the pipe cleaner tightly around a texta to create curls. Step 7. Tape a popstick onto the bottom of the bowl to act as a handle for the students. 5 mins - Discuss the process with the students. Encourage them think about which aspects were difficult/easy, and as them to suggest potential improvements to the activity. Extension If students finish early, as them to brainstorm (or research) why lions have manes.

11 Week 7 Each student will require: - Coloured A4 paper - Scissors - Ruler - Pencil - Glue Stick - Coloured pencils/crayons or textas to decorate Activity Structure: 5 mins - Welcome students to the session and explain the activity for the day. The students will be using coloured paper to create corner bookmarks! Show them a picture of what their finished product could look like: 20 mins Students follow these instructions to create their bookmarks: Step 1. On a piece of plain scrap paper, draw a square. Use your ruler so its sides are perfectly straight. Don t make it too big 8 cm x 8cm is a workable size. Draw a second square exactly the same size on the right side of the first square (so they share a side) and a third square exactly the same size on the top of the first square. You should end up with 3 squares that compose an L shape. Step 2. Using your ruler, draw a diagonal line across the uppermost square, from its top right corner to its bottom left corner. Scribble out the upper left half (now a triangle) of the square, as you won t be using that part. Step 3. Next, draw a diagonal line across the bottom right square, from its top right corner to its bottom left corner. Scribble out the lower right half (now a triangle) of this square.

12 Step 4. Cut out all parts of the entire shape that has not been scribbled out. This should be a square with two triangles attached to it, one on the top and one on the right. This is your template. Step 5. Trace your template onto a piece of coloured paper, and cut the shape out Step 6. Using your ruler, draw a line along the edges of the square that connect to the two triangles. Step 7. Fold one triangle inwards, so it covers the upper half of the square. Step 8. Apply glue to the underside (the side still facing up) of the second triangle, and fold it over onto the first triangle. Step 9. Add any decorations or illustrations you wish. Use by slipping over the corner of the page you wish to mark, like a pocket. 5 mins - Discuss the process with the students. Encourage them think about which aspects were difficult/easy, and as them to suggest potential improvements to the activity.

13 Weeks 8, 9 and 10 - Internet access - White A4 paper - Pencil - Coloured paper - Cardboard box (print paper or cereal boxes are perfect) - Glue - Textas Activity Structure: Week 8: 10 mins - Explain to the students that the following activity will cover the next three weeks and will be on display for other students to see. The students will be creating an origami diorama. This week the students will need to research websites to find instructions for origami animals, and choose which animal they would like to make. Over the coming weeks, students will draw a draft of their diorama and consider using cardboard to create a 3D background/environment for their animal. 20 mins Students should work through the following steps over the coming weeks. Step 1. Students to research origami animals and choose what they would like to make. Step 2. Once they have found instructions, students should practice making their animal. Step 3. Student should research their animals natural habitat, and began planning their diorama. Week 9: Step 4. Students should use an A4 sheet of paper to plan their diorama. Students can draw out their plan, and label what parts will be in 3D encourage students to make more than just their origami animal 3D. Step 5. Students can use the coloured paper to begin creating their animal. Week 10: Step 6. Students should aim to finish their diorama by the end of the final session. After they have created their animal, student should be focusing on creating the surroundings for their diorama. Some examples of a completed diorama are below:

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