John Farrell has been doing amazing work for the past few years with his students at Lanesfield School in Wolverhampton. He has started an origami club and the work they are producing is amazing! He writes:

I invited Nick Robinson down to our school to do some folding with the children. The book he donated to the class is very popular – one child takes it home for a night, then another the next day and so on. Baljit – my little expert with her own display area, was the first one to take it and she came in the next day with 3 models from the book. Another of the girls in my lunchtime group told me on Tuesday that she was only asking her parents for origami related things for Christmas. Another of the girls came in on Friday last with 3 Jackson cubes that she had made at home. Finally, I followed up on Nick’s suggestion about contacting Maria Sinayskaya and she replied! She said she was delighted to hear what we were doing with her star, and she sent me a diagram for another of her stars for the children to fold.


Nick Robinson works every friday in a school in Sheffield. Here is one of his young students showing their own design 😉

Here’s a nice photo of Joan Sallas teaching in a school near Weimar…


or, Integrating Origami in Lesson planning

Our children love origami, and as school librarian in South Africa, I foster that love wherever possible. In addition to our afternoon Origami Club, with the help of my colleagues, I integrate origami into regular lessons.

Recently our grade 4s have been studying the topic of Food Chains in Science. I arranged for the classes to visit the library and use our resources to find answers to a number of questions. The children worked in groups of 3 or 4 at different stations, and one of the stations included instructions for making the face of either an origami cat or dog. (The children were free to choose.)

As I would not be able to supervise the origami station closely, needing to be available to assist any children with difficulties, I set up a board with each step represented by the paper folded to that point, glued in place, but with the section needing to be folded loose, so the children could manipulate the paper.

The children were supplied with paper of the same size as that used on the board, so that they could compare their work with the examples. I left the boards up in the library after the class sessions, and they have proved so popular with other library visitors, that I have created a permanent origami maker space with instructions and recycled paper.

Although some children had difficulty and needed help from myself, another teacher, or peers, they all produced a recognisable piece of origami. This they glued to their question papers, adding details and pictures of the animal’s food. Then there was a sentence to complete, and this page was added to the rest of the work and formed part of their science assessment for this unit, counting for 10 marks out of a total of 30. 4 out of the 10 marks were allocated for neat and accurate folding.

The children really enjoyed the activity, and it was an opportunity for those who attend the extra mural club to help their peers, and show off their own proficiency in reading diagrams without adult assistance.

Cheryl Gibbs