[ContextVariable] 0=Wood [OutcomeIniFilesVar] 0=techproc.ini 1=materials.ini 2=information.ini 3=systems.ini 4= 5= 6= 7= 8= 9= 10= 11= 12= 13= 14= 15= 16= 17= 18= 19= 20= [Title] 0=Folding Camp Stool [Author] 0=Mr Norgrove [Date] 0=11/10/04 [YearGroup] 0=10 [Context] 0=Wood [Duration] 0=Term [TaskDescription] 0=Brief 1= 2=Students are to design and manufacture a camp stool. 3=Situation 4= 5=This project will have set sizes as per drawings 6=and materials as per cutting/costing list. Students are required to investigate design aspects for the 7=canvas seat and the legs. Students are required to cost the stool and set out materials used. Evaluation of the project will be completed on the evaluation sheet and digital photos' of the production stage will be imported into the evaluation booklet. Time management will be noted in the appropriate pages. [RestrictOutcome] 0=1 [TargetOutcome1] 0=5 [OutcomeDetail1] 0=Understands the relationship between the needs of individuals, communities and environments and assesses the appropriateness of existing technologies; considers functional, aesthetic, social and environmental issues in design and production proposals; safely and effectively organises, implements and controls production so specified standards are achieved; and evaluates in an ongoing way and includes assessment of how results meet design requirements, including appropriate codes of conduct. [GeneralOutcome1] 0=Students apply an understanding of how attitudes towards technology, its development and use are influenced, when they pursue and realise opportunities through the development and application of innovative strategies. They apply a technology process and appropriate technology skills to create or modify technologies to meet human needs. [Aspect01Title] 0=Investigating [Aspect01Detail] 0=Investigates and explains how the design, production and use of technologies are affected by the needs of communities and environments. [Aspect01Tag] 0=1 [Aspect01PointerNot] 0=Research a number technological products, identifying key features of design, processes of manufacture, how they operate in normal working conditions, their expected service life, aftercare, cost, their appeal or community value and whether they meet the needs of their intended consumer. 1=Identify different situations in which a technological product can be used. Consider short and long term effects of using the product. 2=Explore the impact of a technological product within its operational environment. 3=Understands how the community and environmental needs affect technologies. 4=Brainstormed for ideas. 5=Researched construction techniques. 6=Individual research of the problem. 7=Explores existing technologies available for production of the product under investigation. 8=Analyses the environment in which the completed product will be placed. 9=Examine the needs of individuals, groups and communities to determine how the design features of a technological product can be varied to meet a specific consumer group’s needs. [Aspect01PointerIn] 0=Identify the uses made of shape and form in the design of a technological product and relate this knowledge to own design when considering such things as function, comfort, impact and individual or community personal preferences. 1=Examine a range of commercially-available products, such as personal, household or recreational articles. Investigate their evolution and current trends to identify the distinguishing features; the sources of the ideas, the target consumer group and assess the impact of the design on the user and others. 2=Locates relevant existing designs from a variety of sources and clearly annotate those with the individual group or communities requirements in mind. [ExampleFile01] 0=tppointers1-5.ini [Aspect01Examples] 0=~OtherFiles\pmi.doc 1=Q Matrix encourages effective questioning and divergent thinking. This is a great tool to use to improve questioning when students are asking questions about peer’s news or reports.~OtherFiles\q matrix.doc 2=Venn Diagram allows students to compare and contrast between two objects, topics,… etc. it can used with words, pictures and can be done physically in hoops with card clusters for students to cater for learning styles.~OtherFiles\venn diagram.doc 3=BDA allows the teacher to have a clear understanding of what the students already know (Before), what strategies they are going to use (During), and how will students show understanding of the concept (After). It is also used from the student perspective of understanding a new project or topic within the classroom.~OtherFiles\bda explanation.doc [ChosenExamples01] 0=Q Matrix encourages effective questioning and divergent thinking. This is a great tool to use to improve questioning when students are asking questions about peer’s news or reports.~OtherFiles\q matrix.doc 1= 2=BDA allows the teacher to have a clear understanding of what the students already know (Before), what strategies they are going to use (During), and how will students show understanding of the concept (After). It is also used from the student perspective of understanding a new project or topic within the classroom.~OtherFiles\bda explanation.doc [Aspect02Title] 0=Devising [Aspect02Detail] 0=Creates and prepares design and production proposals that include an examination of a range of options; demonstrates consideration of functional, aesthetic, social and environmental issues; and communicates using graphics and technical languages associated with particular fields of technology. [Aspect02Tag] 0=2 [Aspect02PointerNot] 0=Present design and production proposals based on their investigations that include representation of the image or ‘look’ being sought; design options represented graphically, tested materials and processes, illustrating alternatives; sample construction techniques; and written steps in the construction plan recorded and labelled graphically; all demonstrating how the desired functional and aesthetic qualities of the article are achieved. 1=Using investigation techniques creates and prepares a range of appropriate design possibilities that considers functional, aesthetic, social and environmental issues within its layout. 2=Plans production processes based on available materials and technologies. 3=Creates a portfolio with accurate drawings, correct terminology and a range of solutions. [Aspect02PointerIn] 0=Create and prepare an appropriate design proposal that considers functional, aesthetic, social and environmental issues within its layout. 1=Consults with teacher about materials and processes. 2=Produces final orthogonal and pictorial representation of product. [ExampleFile02] 0=tppointers2-5.ini [Aspect02Examples] 0=BAR is a useful strategy for generating new or alternative ideas. A simple version of a SCAMPER.~OtherFiles\bar.doc 1=Hot Potato is a rapidly moving exercise which keeps interest and participation levels maximised. It is great for brainstorming topics/concepts and cooperative group work.~OtherFiles\hot potato.doc 2=KWL exercise helps activate the student’s prior knowledge before exploring a topic, concept, investigation…etc. It allows students to link new knowledge with experiences and emotions. This helps the student to recall new learning. It also helps the teacher to assess how much learning has occurred.~OtherFiles\kwl.doc 3=Scamper is a useful strategy for generating new or alternative ideas.~OtherFiles\scamper.doc 4=Graffiti exercise allows students to brainstorm their prior knowledge about a concept/topic which about to be explored. It allows for divergent thinking and each person’s input is equal and valued.~OtherFiles\graffiti.doc 5=Handout sheet on different materials with pros and cons. Student needs to verbalise or write selection and reasons for. 6=Worksheets to prompt and create diverse ideas. [ChosenExamples02] 0=BAR is a useful strategy for generating new or alternative ideas. A simple version of a SCAMPER.~OtherFiles\bar.doc 1= 2=Scamper is a useful strategy for generating new or alternative ideas.~OtherFiles\scamper.doc [Aspect03Title] 0=Producing [Aspect03Detail] 0=The student organises and implements production processes to own specifications, recognising hazards and adopting safe work practices. [Aspect03Tag] 0=3 [Aspect03PointerNot] 0=Organise and implement a detailed work plan and use appropriate techniques and manufacturing methods, adjusting processes where necessary so that production time is short, efficient, minimal energy is consumed and the finished product is of the expected appearance and quality. [Aspect03PointerIn] 0=Use appropriately-annotated construction plans, cutting layouts and resource lists, adjusting processes to address any difficulties and constantly checking manufacturing standards against test construction samples when making the product. 1=Creates a product safely & accurately from detailed plans and production procedure. [ExampleFile03] 0=tppointers3-5.ini [Aspect03Examples] 0=Card Cluster activity is Useful for collating ideas in small groups. Teaches students how to classify, categorise and organise ideas.~OtherFiles\card cluster.doc 1=Action Plans Provide a focus for group planning. Develops cooperative skills.~OtherFiles\action plans.doc [ChosenExamples03] 0=Card Cluster activity is Useful for collating ideas in small groups. Teaches students how to classify, categorise and organise ideas.~OtherFiles\card cluster.doc [Aspect04Title] 0=Evaluating [Aspect04Detail] 0=Investigates and explains how the design, production and use of technologies are affected by the needs of communities and environments. [Aspect04Tag] 0=4 [Aspect04PointerNot] 0=Judge the effectiveness of their design proposal and production plans by reflecting on their management of difficulties encountered and assessing whether their finished product meets the design specifications, including ethical criteria related to consumer expectations of quality of fabric and their finishes, notions used and accuracy of sizing; and comparing it to commercial equivalents to assess whether the qualities expected by the target user are evident. 1=Compare their product with others that are similar. [Aspect04PointerIn] 0=Assess their product against planned design criteria, generalising about present-day improvements in overall similar product design and specifically how well they have incorporated features into their designs for the intended user. [ExampleFile04] 0=tppointers4-5.ini [Aspect04Examples] 0=The Six Thinking Hats exercise was developed by Edward De Bono developed to extend and direct thinking. Each hat encourages thinking from different points of view. It helps students explore or revisit key ideas.~OtherFiles\six thinking hats.doc 1=PMI allows students to explore different points of view and provides a framework for exploration of an issue. It can be very useful when students are evaluating products or experiences.~OtherFiles\pmi.doc 2=Invite an outside professional people to evaluate. 3=Hold a design competition. [ChosenExamples04] 0=The Six Thinking Hats exercise was developed by Edward De Bono developed to extend and direct thinking. Each hat encourages thinking from different points of view. It helps students explore or revisit key ideas.~OtherFiles\six thinking hats.doc [TargetOutcome2] 0=5 [OutcomeDetail2] 0=Understands that when meeting aesthetic, functional and environmental requirements, materials selection is based on the appropriateness of their properties and suitability for the design; and applies this understanding to the selection of appropriate equipment, skills and techniques to precisely and safely achieve specified results. [GeneralOutcome2] 0=Students use appropriate technology skills when selecting and using materials which are appropriate to achieving intended solutions to meet a technology need. [Aspect11Title] 0=The Nature of Materials [Aspect11Detail] 0=Understands that the properties of materials must meet functional, aesthetic and environmental requirements. [Aspect11Tag] 0=1 [Aspect11PointerNot] 0=Accurately match properties of materials to a task including environmental impacts. 1=Compare a range of modern materials with those used in the past, relating properties such as strength, durability, and cost, to their performance and suitability for the demands of the intended use and the desired appearance of their design 2=Investigates a number of possible types of wood for a design project. [Aspect11PointerIn] 0=Select and justify their choice of materials, demonstrating how the properties make them suitable for different parts of design project, having considered the limitations of each material, such as 1=Describe the properties of the resistant materials to be used in their design projects. [ExampleFile11] 0=matpointers1-5.ini [Aspect11Examples] 0=A Card Cluster exercise is Useful for collating ideas in small groups. Teaches students how to classify, categorise and organise ideas.~OtherFiles\card cluster.doc 1=An Action Plan provides a focus for group planning. Develops cooperative skills.~OtherFiles\action plan.doc 2=Provide information sheets on types of wood working joints and when/where they should be use. 3=Provide property Sheets on different woods. 4=Would show investigation of materials in folio including a costing for selected materials. [ChosenExamples11] 0=Would show investigation of materials in folio including a costing for selected materials. 1= 2=Provide property Sheets on different woods. [Aspect12Title] 0=The Techniques Associated with Materials [Aspect12Detail] 0=Selects and uses techniques and equipment to work materials with the precision and safety required to achieve detailed specifications. [Aspect12Tag] 0=2 [Aspect12PointerIn] 0=Uses techniques and equipment with precision to achieve detailed specifications. [ExampleFile12] 0=matpointers2-5.ini [Aspect12Examples] 0=Jigsaw provides structure for group work discussion. Maximises engagement and participation. Gives each student responsibilities.~OtherFiles\jigsaw.doc 1=PMI allows students to explore different points of view and provides a framework for exploration of an issue. It can be very useful when students are evaluating products or experiences.~OtherFiles\pmi.doc 2=Student correctly follows safety rules for the workshop and for the machines they are using. 3=Demonstrate different clamping methods. 4=Demonstrate different cutting methods. 5=Use a Proforma Design Folio which includes a section on process. 6=Documentation of conversations in folio. [ChosenExamples12] 0=Student correctly follows safety rules for the workshop and for the machines they are using. 1= 2=PMI allows students to explore different points of view and provides a framework for exploration of an issue. It can be very useful when students are evaluating products or experiences.~OtherFiles\pmi.doc [TargetOutcome3] 0=4 [OutcomeDetail3] 0=Considers the needs of a particular audience when selecting and using appropriate techniques, resources and equipment to create information products using, for example, sound, images and text. [GeneralOutcome3] 0=Students design, adapt, use and present information that is appropriate to achieving solutions to technology challenges. [Aspect21Title] 0=The Nature of Information [Aspect21Detail] 0=Understands that information is used, created, constructed, presented, stored and transmitted in different ways for particular audiences and users. [Aspect21Tag] 0=1 [Aspect21PointerNot] 0=Make comparisons between existing examples of displaying information, identifying features of the information. 1=Survey consumers to establish preferences, comparing the factors which influence their decision and identifying any links between age and familiarity with different technologies. 2=Considers people who may see the design ie. Family, peers, teacher,self 3=Actually compares the good, bad and interesting aspects of each presentation method. [Aspect21PointerIn] 0=Consider the target audience in preparing appropriate information selected from their research. 1=Identify the types of information to be presented, considering the need for modification and presentation to reinforce the key points of their report to increase its suitability for a younger or older audience. [ExampleFile21] 0=infopointers1-4.ini [Aspect21Examples] 0=Through class work and homework students undertake small tasks that allow them to consider the various types of information that can be displayed in a design folio, such as; photocopied/cu-out pictures related to the design task, freehand sketching to put ideas on paper, written notes to explain sketches, material lists, manufacturing plans, digital photos of the finished product, written evaluation. Students then identify the information they will use in their design folio. s research and find 3 different forms and types of information communication for a product and a service. Eg. Product-junk mail, web page, TV advert. Service - Poster, mail flyer, yellow pages. Students then consider and develop an improved alternative form of communication for either the product or the service. 1=Six Thinking Hats - Edward De Bono developed the thinking hats to extend and direct thinking. Each hat encourages thinking from different points of view. It helps students explore or revisit key ideas.~OtherFiles\Six Thinking hats.doc 2=Jigsaws - Provides structure for group work discussion. Maximises engagement and participation. Gives each student responsibilities.~OtherFiles\Jigsaws.doc 3=Venn Diagram - Allows students to compare and contrast between two objects, topics,… etc. it can used with words, pictures and can be done physically in hoops with card clusters for students to cater for learning styles.~OtherFiles\Venn Diagram.doc 4=Students research and find 3 different forms and types of information communication for the type of product they are going to make. Product-junk mail, web page, TV advert. Students then consider and develop an improved alternative form of communication for the product. 5=Student must state and or discuss who his audience is and relevant methods with respect to his target audience. [ChosenExamples21] 0=Through class work and homework students undertake small tasks that allow them to consider the various types of information that can be displayed in a design folio, such as; photocopied/cu-out pictures related to the design task, freehand sketching to put ideas on paper, written notes to explain sketches, material lists, manufacturing plans, digital photos of the finished product, written evaluation. Students then identify the information they will use in their design folio. s research and find 3 different forms and types of information communication for a product and a service. Eg. Product-junk mail, web page, TV advert. Service - Poster, mail flyer, yellow pages. Students then consider and develop an improved alternative form of communication for either the product or the service. [Aspect22Title] 0=The Techniques of Information [Aspect22Detail] 0=Selects and uses a range of techniques when transforming information and creating information products. [Aspect22Tag] 0=2 [Aspect22PointerNot] 0=Selects features of the information to create information that has the intended impact. 1=Consider the target audience when using techniques that will maximise the effectiveness of a simple but significant message. [Aspect22PointerIn] 0=Selects appropriate information from the researched information. 1=Selects and use techniques for modifying and presenting information to display the concept for a solution to a design problem. [ExampleFile22] 0=infopointers2-4.ini [Aspect22Examples] 0=Task: Students making a CO2 Dragster undertake a web-quest to research information about vehicle Aerodynamics and present their findings in a digital format. Ie Power Point presentation or a Word document.~YEAR_8_Web_Quest_Word.doc 1=Students present solutions to a design problem using a variety of techniques; written explanations, freehand sketches, simple C.A.D. 2=Students create a folio with simple freehand sketches showing their design ideas/solutions, a list of materials used and a digital photo of the finished product. 3=Sample Task - wood~OtherFiles\work examples\Yr9_Wood_ Brief_2004.doc 4=Students create a modern design folio to display their development of a solution to a design task the folio clearly shows the development of the design using appropriate techniques to display the various aspect of the information. [ChosenExamples22] 0=Students present solutions to a design problem using a variety of techniques; written explanations, freehand sketches, simple C.A.D. 1= 2=Students create a modern design folio to display their development of a solution to a design task the folio clearly shows the development of the design using appropriate techniques to display the various aspect of the information. [TargetOutcome4] 0=5 [OutcomeDetail4] 0=The student understands that the elements of a system, including people and components, are related and can work in a variety of sequences; and relates this understanding to their design and creation of non-linear systems and associated sub-systems. [GeneralOutcome4] 0=Students design, adapt and use systems that are appropriate to achieving solutions to technology challenges. [Aspect31Title] 0=The Nature of Systems [Aspect31Detail] 0=The student understands that the elements in non-linear systems work together through a variety of sequences to use inputs and feedback to provide optimal outputs to meet human needs for communities. [Aspect31Tag] 0=1 [Aspect31PointerNot] 0=Recognise how the features of a presentation are most effective for a selected product. 1=Identify specific forms of information such as sketches, annotated procedural diagrams, photographs, videos and text comparing the style and particular features 2=Quality working drawings, either by instrument or CAD. Showing details eg joints or hidden features etc. [Aspect31PointerIn] 0=Detailed cutting list, with an associated costing sheet. 1=Analyse and identify the significant elements of information and its presentation. 2=Identify from relevant information sources the key features. [ExampleFile31] 0=infopointers1-5.ini [Aspect31Examples] 0=Through class work and homework students undertake small tasks that allow them to consider the various types of information that can be displayed in a design folio, such as; photocopied/cu-out pictures related to the design task, freehand sketching to put ideas on paper, written notes to explain sketches, material lists, manufacturing plans, digital photos of the finished product, written evaluation. Students then identify the information they will use in their design folio. s research and find 3 different forms and types of information communication for a product and a service. Eg. Product-junk mail, web page, TV advert. Service - Poster, mail flyer, yellow pages. Students then consider and develop an improved alternative form of communication for either the product or the service. 1=Six Thinking Hats - Edward De Bono developed the thinking hats to extend and direct thinking. Each hat encourages thinking from different points of view. It helps students explore or revisit key ideas.~OtherFiles\Six Thinking hats.doc 2=Jigsaws - Provides structure for group work discussion. Maximises engagement and participation. Gives each student responsibilities.~OtherFiles\Jigsaws.doc 3=Venn Diagram - Allows students to compare and contrast between two objects, topics,… etc. it can used with words, pictures and can be done physically in hoops with card clusters for students to cater for learning styles.~OtherFiles\Venn Diagram.doc 4=Students research and find 3 different forms and types of information communication for the type of product they are going to make. Product-junk mail, web page, TV advert. Students then consider and develop an improved alternative form of communication for the product. 5=Give examples of different ways of designing – different points of view – different ways of presenting results. Charts / brochures / websites / posters / demonstrations. 6=Demonstrate some drawings to students. 7=Have high quality samples available to students to help them make informed decissions. [ChosenExamples31] 0=Through class work and homework students undertake small tasks that allow them to consider the various types of information that can be displayed in a design folio, such as; photocopied/cu-out pictures related to the design task, freehand sketching to put ideas on paper, written notes to explain sketches, material lists, manufacturing plans, digital photos of the finished product, written evaluation. Students then identify the information they will use in their design folio. s research and find 3 different forms and types of information communication for a product and a service. Eg. Product-junk mail, web page, TV advert. Service - Poster, mail flyer, yellow pages. Students then consider and develop an improved alternative form of communication for either the product or the service. [Aspect32Title] 0=The use of Systems [Aspect32Detail] 0=The student explores and operates a range of non-linear systems and their sub-systems. [Aspect32Tag] 0=2 [Aspect32PointerIn] 0=Prepare an information which promotes safety in the workshop. (Context type: MATERIALS) 1=Select and use recognised techniques when developing a step-by-step set of instructions, including samples of construction techniques to be used when manufacturing. [ExampleFile32] 0=infopointers2-5.ini [Aspect32Examples] 0=Students create a modern design folio to display their development of a solution to a design task the folio clearly shows the development of the design using appropriate techniques to display the various aspect of the information. [ChosenExamples32] 0=Students create a modern design folio to display their development of a solution to a design task the folio clearly shows the development of the design using appropriate techniques to display the various aspect of the information. [Aspect33Title] 0=The Development of Systems [Aspect33Detail] 0=The student efficiently designs, modifies and constructs non-linear systems and their sub-systems for specific purposes, controlled through a variety of means, choosing appropriate resources and based on developed design criteria. (Practically demonstrates understanding) [Aspect33Tag] 0=3 [Aspect33PointerNot] 0=Select and use appropriate techniques to assemble components for the electrical system of their battery-driven toy for use under different indoor and outdoor conditions; arrange and protect the components for user safety, enhanced performance and easy maintenance; identify and correct faults; and ensure that the toy meets the design requirements. [Aspect33PointerIn] 0=Selection/Justification of material properties/finishes for indoor or outdoor environment/shock resistance/durability [ExampleFile33] 0=syspointers3-5.ini [ChosenCoreValue] 0=0 [CoreValuesSummary1] 0=The pursuit of personal excellence: Each person should be encouraged to achieve his or her personal best in all undertakings and to respect the achievements of others. [CoreValuesSummary3] 0=Compassion and care: Each person has a right to receive care and compassion and have a life of dignity, free from harassment and discrimination.Respect: Each person should respect those of different opinion, temperament or background.Open learning environment: Each person has the right to a friendly learning environment free of coercive or indoctrinative elements, whether in the explicit or implicit curriculum. [CoreValuesSummary5] 0=Conservation of the environment: The management of the environment should take into account the need to preserve its diversity and balance for the future.Diversity of species: Each person should recognise a need to preserve native habitats and arrest the extinction of presently-surviving native species. [ValuesSummaryColor1] 0=-16777211 [ValuesSummaryColor2] 0=-16777201 [ValuesSummaryColor3] 0=-16777201 [ValuesSummaryColor4] 0=-16777201 [ValuesSummaryColor5] 0=-16777201 [OverArchingOut] 0=0 1=0 2=0 3=0 4=0 5=0 6=0 7=0 8=0 9=0 10=0 11=0 12=0