Technology Association of South Africa for Teachers and Educators
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Organising Technology at your school
Technology will succeed if the following needs are considered and included: the facilities, equipment, organisation of time, budget and who will teach Technology. As the learning area involves hands on work and is practical in its nature adequate space needs to be provided, sufficient storage needs to be arranged, the availability of tools and materials and the careful integration of time to do justice to the tasks to be covered.... read more.

Equipment to Consider for A Intermediate and Senior Phase Technology Classroom:

• Classroom
• Facilities
• Tools & Equipment
• Storage
• Safety
• When working with Materials
• If you are starting Technology at your school

The organisation for technology in a general for Intermeidate Phase classroom, could work in two ways:

• Full class approach:
The full class approach would mean that there must be enough tools and materials for the whole class to work on their projects at the same time. The class could work as a whole, within a specific technology time, when everyone does technology. This type of appropriate would also work, if low-tech and non-specialist tools are required to solve the problem.

• Small group approach:
The tools and materials needed for this approach would be sufficient for a group at a given time.
The teacher needs to plan the time management very well. For example: The learners could rotate and work in groups throughout the week, so that by the end of the week each group has worked on their technology task.
This work be most useful when using the specialist equipment such as the soldering irons.

Workstation approach for small groups:
The workstation approach allows a small area in the room where activities are set out. Learners can work individually or in groups. The activities would be on going. Learners would need to be taught to manage this area tidily and well, not to leave it in a mess.
Learners would need to be taught and to develop a responsible work ethos.

A workstation is an area within a general or ordinary classroom. The workstation is where the content is set out, with pictures or illustrations. The resource material related to the topic being covered. It is displayed at the workstation. There may be safety posters. There may be a trolley with the appropriate or relevant tools on it.

The learners do not do their making at the actual workstation unless specialists tools are being used, e.g. soldering irons, which they could not safely take to their own desks.
But on the whole the learners would do most of the making at their own desks.

The workstation equipment does not need to be more than a desk or table on which a display could be placed. Occasionally a plug point may be needed. The work station table could be moved to where the plug point is in the classroom.

If the school has decided not to have a specialist room, workstations could be used in the existing classroom.

It would be useful, if there could be one dedicated storeroom for Technology tools and materials, with one teacher in charge of the technology tools and materials. When the other teachers need to use the tools, that teacher could record who has the tools. This would cut down on tools being lost and misplaced.

The teacher in charge could also control the ordering of Technology equipment. This could be done once a term, the other teachers could provide a list of materials required. Then the teacher orders the necessary equipment.

There may be a trolley with the appropriate or relevant tools on it, which can be borrowed from the general technology storeroom.

Mobile work unit approach:
With this approach a mobile workbench / unit / trolley is shared between a number of classroom. A wide range of tools and materials are housed on this unit to be shared. The unit could be stored in a neutral place, ensure that it is securely locked away!! The mobile unit is moved from class to class, or area to area, to be used. This would alleviate the pressure on a full classroom with little space. The learners could still work in either the small group or full class approach depending on the amount of tools and equipment housed on the trolley.

In all these approaches the teacher needs to plan and manage the situation carefully. A set control mechanism needs to be put into place and it needs to be monitored and run efficiently for the approach to be successful.

Points to be considered:
• is there an area that could be used for Technology Education, e.g. a veranda.
• label tools, materials and equipment clearly. Have a specific area where they could be stored or kept.
• find space for storage, vertical space is useful.
• consider where finished work could be displayed, hanging from the ceiling or the school entrance.
• re-arrange furniture in the classroom to make space. Stack the chairs.
• protect the desktops with sheets of hardboard or rubber mats.
• teach SAFETY at all times.

Specialist Room for Intermedioate or Senior Phase:
If a room is available to be converted into a specialist room - preferably a large room.
Plan very carefully before alterations are made, consider those areas of technology you will be teaching and how to accommodate these into your room.
A room with its own storeroom is preferable.
Control by the teacher of the learners is of utmost importance. Learners must acquire a responsible and tidy work ethos: workstations must be left tidy, tools and materials must be stored away in their correct places. Safety must be the key aspect at all times.

Basic facilities for a specialist room should include:
• adequate lighting
• space to work, and to move around easily
• flat-top work areas
• movable seating, needed for designing, stack away when ‘making’
• access to water, a basin in the classroom is preferable
• access to electricity. A few extra plug points. Remember to cover plug points not in use with safety covers.
• tools cupboards or other means of storing tools and equipment
• storage of materials.
• disposal of waste
• storage space for unfinished projects
• space to display completed work. Shelves that are high up against the walls.
• space to display reference books or resource material
• space to store learners’ workbooks
• the area should be able to facilitate various types of activities: designing and planning, construction, painting or finishing off of constructed articles, working with food, working with textiles, working with wood and plastic.
• careful consideration must be given to safety features

An example of a Specialist Room:

The Technology Centre could be used by Foundation, Interemdiate and Senior Phase learners:
Ideally a building built for Technology should be constructed.

General characteristics:
• The building should have more than adequate light and visibility between as many rooms or areas as possible.
• The building should be spacious with much space for free movement, learner ‘traffic’ flow and easy access.
• The building should be able to be well secured against theft.

Areas that could be included:
Design Room / Area:
• This is the ‘clean’ area where designs are created, and possible solutions to problems are worked out.
• Large tables and chairs or benches that could easily seat a full class.
• A chalk or white board
• Facilities for an overhead projector and screen
• Drawing equipment and materials should be easily available to all learners.
• A resource area for books and other sources of information to assist in the investigation.
• Bookshelves for learners’ workbooks or files.
• ‘Clean’ construction work could also be done here.
• Textiles could also take place here if no special or dedicated room is available.

Multi-purpose work Room:
• Workbenches or work tops to comfortably to accommodate a class of learners.
• Storage facilities for the tools and equipment
• Necessary tools and equipment
• There is no set design for this area. However the following needs to be considered: good lighting, good ventilation, water supply with at least a single sink (a double sink is preferable) and numerous electrical points.

Machine Room / Area:
The room is where the larger and electrical tools and pieces of equipment are housed. Special safety rules and codes of conduct apply to this area.
• This area must be clearly demarcated or separated from the multi-purpose workshop.
• Possible tools: electric pillar drill, fretsaw, jigsaw, buffer, belt sander, milling machine, grinder, lathe, etc. This depends greatly on the age group being taught and the fields of interest to be taught.

Food Technology Room / Area:
This area should have work surfaces where food can be prepared in a clean and hygienic way.
Consideration should be given to:
• The storage and refrigeration of the food stuff.
• Washing of cooking equipment and food stuffs
• Cooking of foods, e.g. stoves, microwaves, open fires outside.
• Storage of utensils and equipment.

Storage Room or Rooms:
This area is of vital importance. It is where materials, some equipment, and all uncompleted projects will be stored. It should be one very large area, or several smaller areas, attached to various rooms.

Display Area:
This area is not a ‘must’ but it is very important to ‘show off’ and display the learners’ completed work.
This can be a yearlong ongoing process, it could take up a lot of space!!
If no particular area is available then space in the school entrance or school hall should be made available.

Other Areas or Rooms that could be included:
Computer Room:
This room could be included into the design room, if the school does not have a computer room. There should ideally be sufficient computers for every child to have their own computer to work at, however if that is not possible, one for two children will do. The children could either work together, or work in shifts. One half of the class attends computers while the other half of the class attends another activity or learning area and visa-versa.

There should be enough space for the computer, a mouse pad and mouse, to be positioned comfortably and for the learner to be seated comfortably!!

Electronic Room:
Possible facilities / equipment:
Many plug points to accommodate all the soldering irons, work areas for learners to work comfortably with adequate light, while working on the small components. Examples or models of electronic and electrical circuit boards, and systems. The room should be able to accommodate both AC and DC power.’

Textile Room / Area:
Possible equipment:
Ironing boards, sewing machines, large layout tables, shelves and cupboards for storage of equipment, adequate lighting, and many plug points to accommodate the sewing machines.

Horticulture / Agriculture Area & store room:
• This would be an outside area, where learners could work freely.
• It should be close to the building so that plants can be cared for adequately
• It should have water supply, at least one outside tap close by.
• A storeroom to store tools, seeds, etc.

Other specialist areas, involving any of the technological fields
E.g. vehicle repair, plumbing, jewellery, ceramics.
Depending on the angle or framework the school wants to work in or move into, could be added or included.

The Foundation Classroom used for Technology
In the Foundation Phase classroom, there are various work areas. Numeracy area with games and activities. Literacy corner – with excitng books and stories to read and word games and a Lifeskills area, with a nature table or experimental table where natural objects, activities or experiments related to the theme being covered.

Technology Education can be taught quite easily in a Foundation Phase classroom. It is very important to consider the needs for a FP classroom: electric points – for overhead projectors or tape recorders or a glue gun. Water - in or very close to the classroom for washing of brushing and tidying up. Technology Education can be taught using few tools. A small resource area for technology - a table with resource materials appropriate to what is being taught - pictures, charts, books.

The materials the learners will be using:
The small materials could be stored on empty, clean ice-cream tubs.
The larger materials could be stored in cardboard boxes.
All the containers need to be clearly ; labelled. Sating what is stored in them.
The everyday items or the items the learners will be using for their product be to be easily accessible to the learners.

The excess materials or materials not needed at present should be stored in a cupboard or storeroom.

The tools the learners will be using.
The tools need to be stored in lock-up cupboards.
Depending on the tools the school has, you would probably need narrow tools cupboards where the tools can be hung up.
Labelled, this is to ensure easy control of when the tools are replaced by the learners. the teacher needs to check after each lesson that all the tools are present.

The larger cupboards would be for large tools such as planes.

The other alternative is to have a lock-u storage cupboard, at each workbench, instead of large central tool cupboards.

The learners work in progress.
Storage for the learners work in progress needs to be very secure. The worst thing a teacher has to do is explain why someone else broke a learners piece of work.
Storage cupboards in a classroom or a dedicated storeroom needs to be available for the work learners are still busy with, considering that most projects take a few weeks to complete.

Another alternative is to have a trolley, that is able to fit through a door, with shelves on it, for learners to place their work on. There should be one trolley per class. If there are more than 35 learners in a class, you would need two trolleys per class.

Display areas for the completed work, that the learners have done.
The completed work is generally the pride and joy of the learners.
This needs to be shared with other learners and other staff members. An area in the classroom or in another part of the school, e.g. the reception area, would be good, to display the completed work of the learners. It is also good in developing positive self esteem.

At the end of the term or at prize-giving parents could be invited to come and look at the completed works of the learners.

The learners written books.
The learners need to keep a record of work. If learners are expected to carry these books or files home, they are often forgotten at home which means that previous work can not be referred too. Also learners do most of the research and other work at school so there is no real need for the books to go home or to increase the weight of already heavy school bags!!!

So a set of shelves or a shelf area needs to be available for the books to be stored on in the classroom.

Tip: Colour codes
Colour code each grade’s cover in a different colour for easy recognition.

Colour code the spines of each classes books. Then you can easily see which books belong to which class and which grade. This is especially useful in a specialist room or area.

A reference and research area for books and other information, e.g. models.
Learners should be able to research the topics they are busy with. A small reference area should be included in the classroom to “wet the learners appetites” and if they require further knowledge they would use the school or public library. Reading, researching and acquiring knowledge is very important! The learners should be encouraged to do that as much as possible!!!

Storage Trolley for learners' work in progress One trolley per class • Total height should be about 40cm below the height of the door-frame. • Total width: trolley should fit through a standard door. • Distance between each shelf should be about 40cm. • Each shelf should be able to be removed from the trolley, if needs be. • Each shelf should have a lip of about 5 cm. • The trolleys should be on wheels or coasters for easy mobility.

Tool Cupboard - wall mounted (front view) • Tools to be hung on hooks, nails or in clips, in this narrow cupboard. • Tools to be hung on both the back and the doors of the cupboard. Each tool should have a shadow drawn onto the cupboard for easy control and management

Tools & Equipment for the Foundation Phase Classroom The equipment for the Foundation Phase. Remember that good quality equipment is preferred as it will last longer. 1. Tools for about 40 learners in the class. 2. Suggested for small group work in a classroom for the Technology Corner (about 6 learners) This is a list of suggested equipment list for the Foundation Phase. * Tools you could make!	Remember to store the tools away safely! You do not want to buy tools again next year that were bought this year!
Tools for designing 1 2 Tools for Structures & Systems 1 2 Cutting tools: 1 2 Measurement:     Holding tools for using wood:     Must haves . .     Plastic Ruler (30cm) 20 2 Bench vice (engineers - small) 20 2 Pairs of scissors 20 6 Metal safety ruler (30cm) 1 1 Bench hooks (make own) ? 20 2 Awls (bradawls) *  20 6 3m tape 4 1 G clamps (G4) 10 2 Polystyrene cutters *  40 6 1m rule *  4 1 G clamps - small 10 2 Craft knife with retractable blade (for educator’s use) 1 1 Pencils (HB) 40 6 Safety when cutting     For working with wood!     Centre finder *     Rubber mats or boards *     Saws- junior hacksaw * 10 2             Safety glasses / goggles 10 6             For doing simple electricity                 Side cutters 10 2
Tools for Processing: 1 2 For doing Food Processing (Kitchen utensils)     General: 1 2 For working with Textiles:     measuring spoons - cups (sets) 10 2 stapler 10 1 Pairs of scissors 8 1 kitchen knives 10 2 Other:     measuring tape 2 1 cutting board 10 2 Safety googles 10 2 needles - cotton (sets) 40 6 bread knife / large knife 1 1 FIRST AID KIT 1 1       Metal spoons (various sizes) 10 2 Aprons *  40 6       wooden spoon 10 2             mixing bowls 10 2
Tools for the Foundation Phase Classroom Tools To Begin With • It is extremely important that we pay particular attention to safety in the technology workshop. • Store blazers and bags away from the work area. • Store tools and equipment in a safe manner. • All tools should be in good working order, sharp edges where applicable and undamaged handles. • Always use the correct tool for the appropriate job. When using a tool correctly, only reasonable effort needs to be applied. If you need to exert too much force something is wrong: E.g. the tool is not sharp enough. Pairs of scissors Quality: 1 for every 2 children in the class. • Purchase good quality pairs of scissors. • Use to cut thin sheets of paper, thin card and thin sheet soft plastic. • They have sharp edges use accurately and carefully. General rules for Cutting and shaping timber (wooden) edges with a saw: 1. The finer the saw teeth the cleaner the cut. 2. The thicker the material the larger the teeth need to be to cut it. 3. The narrower the blade, the tighter the possible cutting curve. Types of saws: Junior hacksaw: Quality: 1 for every 4 children in the class. The teeth of the blade should point towards the handle, so that the saw cuts on the pull stroke. Hold firmly with one hand, and hold work firmly in a vice or with a clamp. Coping saw: Quality: 1 for every 4 children in the class. Hold the saw with both hands and hold work firmly in a vice or with a clamp. The teeth of the blade should point towards the handle, so that the saw cuts on the pull stroke. Good for interior cuts and curves because the blade can be removed or turned and inserted into a hole. Polystyrene cutters: Quality: 1 for every 3 children in the class. Make your own using small junior hacksaw blades and wrapping a small handle around the one side, using masking tape or insulation tape. Drills and drill bits. • Make sure that the material you are drilling is held down firmly. • Fix the drill bit firmly into the chuck. • Always mark the centre of the hole clearly. • Mark the hole on metal with a centre punch. • Mark the hole on wood with a bradawl. • For big holes, drill a small pilot hole first. The hand drill: Quality: 1 for every 6 children in the class. Use for drilling holes up to 8mm in diameter in wood, plastic and thin metal. It uses bits called twist drills. Turn the handle in a clockwise direction while applying pressure when drilling a hole. Check that the hole you are drilling is the correct size for the chosen function. Electric pillar drill: Quality: 1 or 2 in the class. Used for drilling holes of varying sizes. Make sure that the material you are drilling is held down firmly. Work must always be clamped in place into drill base, before drilling. Fix the drill bit firmly into the chuck. Always mark the centre of the hole clearly. Remember: 1. Always wear goggles. 2. Always clamp or hold your work in a vice. 3. Never leave the chuck key in the chuck. 4. Sleeves must be rolled up and lose clothing tucked away or taken off, e.g. ties. Goggles: (Only necessary if you have pillar drills in classroom) Quality: 1 pair for every pillar drill. Safety protection for the eyes. Always wear goggles when working with tools and materials where bits may fly around. Table Vice: Quality: 2 per table – one on each end – if working on large flat tables. If working on classroom desks - 1 for every 4 / 6 children in the class. To hold work for cutting, sawing or for drying. Bench hook: To push / press against when sawing wood. ‘G’ clamp: Quality: 1 for every 4 children in the class. Whatever material you are cutting it is important to hold it firmly. grip the material firmly in the G clamp before you begin cutting or sawing. To hold work for cutting, sawing or for holding two pieces together to dry accurately. Sanding blocks: Quality: 1 for every 2 children in the class. Sand wood until smooth, going in one direction. (Make your own by gluing strips of sand paper onto strips of pre-cut wood – about 4cm wide by 20cm long) “Sand” the polystyrene to smooth the edges of the polystyrene, use the sanding blocks. Centre finder: Quality: 1 for every 2 or 3 children in the class. To find the middle of circles when making wheels. (Make your own by drawing a right angle, with long arms on an A5 sheet of paper, divide that angle into 45 degree angle, and draw a long 45 degree angle. In the middle) To use: the learners place their circle carefully into the 90 degree angle and draw a line along the 45 degree line, then they turn the circle and draw another line along the 45 degree line, where the two lines cross, is the centre of the circle. The awl: Quality: 1 for every 2 children in the class. The simplest way of making a small hole in plastic, card, etc. is to use an awl (bradawl). It is useful for making a ‘starter’ hole for screws. Make your own by cutting thick dowel sticks into 5cm lengths, drilling a hole in it and placing a pop-rivet into the tight fitting hole. OR by hammering long nails of varying thicknesses into the different wooden handles and taping the handle with insulation tape. Rubber mats or pressing boards or carpet off-cuts for pressing on: To press onto when making holes with the awls. (Make your own by cutting thick corrugate cardboard boxes into 20cm squares for children to press into) Full Aprons: To protect learners’ clothes when working. This is a MUST have!!! Safety Report all accidents to the teacher, no matter how small.

First Aid Suggestions:

The Technology Teacher should have a Basic First Aid knowledge. If possible they should have a First Level First Aid Certifiate, so that if an accident happens she / he will know what to do.

Remember that NO medicine may be given orally!

If a serious accident happens, stop the bleeding and get the learner professional medical assistance as soon as possible!

Suggested basic first aid kit for in the classroom. (This is NOT the school First Aid kit). It is small for minor injuries during a the Technology lesson.

•	10 pairs of surgical gloves – dust inside of each glove with a little baby / talc powder to put on easily. Always use the gloves when there is blood.
•	Antiseptic – to clean cuts ( if there is no antiseptic, use diluted household bleach)
•	Pair of nail or small scissors – for cutting plasters
•	1 pair of tweezers – for removing splinters from wood.
•	1 Roll of Elastoplast
•	1 Roll of Mycropore (if possible)
•	1 Small box of plasters
•	2 rolls of gauss bandage
•	1 small roll of cotton wool – for cleaning the wounds
•	Burn ointment – if you are going to use soldering irons or glue guns.

Record Book of Injuries:
Keep a record book in the First Aid kit, of children who have hurt themselves, how they hurt themselves and what you did to help the child.

Possible columns in the Technology First Aid record book:

Always send a note home if a child is hurt, so that the parents know that you know the child was hurt and explain how you helped the child.

Learners, their health and safety in the Technology classroom:
Learners must be taught to use tools and materials correctly, and for the appropriate task. They must be made very aware of safety and the importance of safety. This is to prevent unnecessary accidents.

Safe behaviour and appropriate clothing to wear in the technology classroom:

• Always wear an apron

• Always wear closed, shoe shoes.

• Never run with a tool.

• Loose clothing should be tucked away or taken off.

• Long hair should be tied up.

• Never talk or distract someone who is working with tools.

• Always tell the teacher when there is an accident no matter how small.

It is the responsibility to ensure that the learners are taught safety and appropriate behaviour in the Technology classroom. It is an area where free thinking and creativity are developed, but responsibility, self-discipline and safety awareness play a critical role, for the learning experiences to flow smoothly and without accidents.

Get the learners to design and evaluate safety posters for the classroom.

Rules when working with materials. Mark: Mark materila carefully, check measurements twice, only cut once! That way no material is wasted. Remember mark twice! Mark your material, and then check your markings before cutting!!
Hold: Material should be securely held in place before you begin cutting. You could use a vice, a g-clamp or a bench hook. Always hold the material well in place!
Cut: Work carefully with the cutting tools. Cut safely, using the correct tools. Remember if you have marked carefully and the material is held securely in place, so that you will only cut once!!! Always use material economically, to save!
So check your markings before cutting! Always clean and pack tools away after use If you are starting Technology at your school – discuss and decide: What does the school have and what does the school need? Think about: • Educator: • who will co-ordinate the Technology in the school? • what will be the role of the other teachers? • Materials: • what materials does the school have? • what needs to be collected or bought? • what books will the learners work in? • who will supply the materials for the projects? • Tools: • what tools and equipment does the school have? • what needs to be collected or bought? • How will the tools and equipment be obtained? • Facilities: • Can the Technology activities take place in the Foundation classrooms? • Do extra amenities need to be installed, e.g. water, electricity, extra plug points • Does a moving tool trolley or two need to be bult / bought and equipped for the various teaches to share?