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School Focus - TASC - Thinking in a Social Context

Children work collaboratively in groups to research an aspect of a learning theme, to complete an investigation or to solve a problem. Everybody plays their part in the team effort and the children choose how they will present their findings, results and new knowledge to the rest of the class.
Learners use their imagination, to represent, design and create, to problem solve and investigate. They learn to work independently and with confidence, to work collaboratively and above all, to have fun as they learn. The TASC wheel gives a structure to the group work.


What are the principles of using TASC?

 The principles of TASC are the principles of good learning:

  • We think best when we are relaxed, reflective and working with our hands. Many of us like to share our thinking but we may sometimes want to develop an idea on our own.
  • Thinking is not a linear process. Expert thinkers are flexible and resilient, so you can jump from segment to segment of the TASC Wheel, miss stages out, revisit previous segments or work in a different order.
  • You are allowed to think whatever you want, so you can’t be wrong. You may wish to rethink as you go, refining and adapting ideas. You may use other people’s ideas and piggy-back your own thinking onto them.

The images below show some of the TASC activities that have taken place at Dore recently.

Y6 World War Two D-Day TASC

Working in groups of 3-6, Y6 researched the facts and stories of interest about D-Day.  As groups, they chose and agreed way of presenting their information to the rest of the year group.  The bottom two photos show a 'lost' briefcase, with letters, diary entries and other artifacts chosen by the group to tell the story of one soldiers life around D-Day.


Y2 Hurricane-Proof Houses TASC


Y3/4 Mary Rose TASC

Y3/4 learnt all about Henry VIII’s favourite battle ship, the Mary Rose. They worked in partners to create their own Mary Rose using lots of different materials, thinking hard about what materials to use to ensure the boat floated for at least 30 seconds. 


Y5 Eggstronauts TASC

Using a limited range of materials purchased with ‘Moon tokens’, Y5 pupils needed to collaborate design and build a device to safely transport an eggstronaut from the school roof launch pad to the landing site on the playground. This needed careful planning and refining of ideas to be successful. Sadly many eggs were lost that day, they didn’t have the white stuff!


Y6 Jamaica TASC
As part of the "We're Jammin'" topic, studying a different geographical area, Y6s worked collaboratively to research and then produce a 'junk model' of one of Jamaica's geographical (human or natural) features.  The presentation aspect of the activity involved placing their feature in the correct place on an outline map of Jamaica.


Y2 - Hibernating Habitats for Hedgehogs

Y5 - Trade and migration TASC

Children in Y5 spent the day in different countries in the continents of Millsonia and Hanksania. The countries had different populations, resources and services and so had different abilities to trade and increase their Gross Domestic Product (GDP). Throughout the day the children experienced a variety of migrations and were able to accurately describe the effect emigration and immigration could have on a country and it’s citizens.


These links will take you to more TASC-based learning at Dore: