Opportunities for Discussion & Planningfor the Revised Curriculum
Raymond Moffatt WELB.
Technology Education Centre: Omagh
North West Cluster Meeting 21st May 2007
Technology & Design
Quality of Learning and
Teaching
MonitoringEvaluation
Data Analysis
KS3 resultsKS4 resultsIdentifying
under- achievement
Target Setting
Professional Development
Team Building/Capacity Building
Leadership Skills
Vision for DepartmentSubject contribution to Whole School Agenda
Management of Change
NI Curriculum
(Revised Curriculum)
Equity and Parity
All subjects have equal recognition e.g. Languages – French, Spanish, Irish, PolishSciences – Physics, Chemistry, Biology
HEADS OF DEPARTMENT
Curriculum AimCurriculum Aim The Northern Ireland Curriculum aims to empower young people to achieve their potentialThe Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives.and to make informed and responsible decisions throughout their lives.
Curriculum ObjectivesCurriculum Objectives To develop the young person as an To develop the young person as an individualindividual
To develop the young person as a To develop the young person as a contributor to societycontributor to society
To develop the young person as a contributor To develop the young person as a contributor to the economy & environmentto the economy & environment
personal understandingpersonal understandingmutual understandingmutual understandingpersonal healthpersonal healthmoral charactermoral characterspiritual awarenessspiritual awareness
citizenshipcitizenshipcultural understandingcultural understandingmedia awarenessmedia awarenessethical awarenessethical awareness
employabilityemployabilityeconomic awarenesseconomic awarenesseducation for sustainable education for sustainable developmentdevelopment
KeyKeyElementsElements
Personal Personal DevelopmentDevelopment
Local & Global Local & Global CitizenshipCitizenship
EmployabilityEmployabilityHome EconomicsHome EconomicsLearning for Life Learning for Life and Workand Work
FORFOR
THROUGHTHROUGH
The The ArtsArts
English (And IrishIn Irish medium
schools) with Media Education
Environment Environment & Society& Society
Mathematics Mathematics with Financial with Financial
CapabilityCapability
Modern Modern LanguagesLanguages
Physical Physical EducationEducation
Science & Science & TechnologyTechnology
Religious Religious EducationEducation
Areas of Areas of LearningLearning
ACROSSACROSS
Attitudes and Attitudes and DispositionsDispositions
Personal responsibilityPersonal responsibility concern for othersconcern for others commitment-determination – resourcefulness commitment-determination – resourcefulness openness to new ideas openness to new ideas
Self-belief-optimism-pragmatismSelf-belief-optimism-pragmatism curiosity community spirit flexibility tolerance integrity-moral courage curiosity community spirit flexibility tolerance integrity-moral courage respect respect
Promoting/EncouragingPromoting/Encouraging
Learning Learning ExperiencesExperiences
Investigating & problem-solving linked to other curriculum areas relevant & enjoyable media rich skills integrated active & hands on offers choiceInvestigating & problem-solving linked to other curriculum areas relevant & enjoyable media rich skills integrated active & hands on offers choice
Challenging & engaging supportive environment culturally diverse positive reinforcement varied to suit learning style on-going reflection enquiry basedChallenging & engaging supportive environment culturally diverse positive reinforcement varied to suit learning style on-going reflection enquiry based
INFUSINGINFUSING
Cross-Curricular Skills Cross-Curricular Skills
Thinking Skills and Thinking Skills and Personal CapabilitiesPersonal Capabilities
Communication Using Mathematics Using ICT
Managing Information Thinking, Problem Solving, Decision Making Being Creative
Working with Others Self Management
Assessment for Assessment for LearningLearning
Clear learning Clear learning intentions intentions
shared with shared with pupilspupils
Taking risksTaking risksfor learningfor learning
Shared/negotiated Shared/negotiated success criteriasuccess criteria
Peer and Peer and selfself
assessmentassessment
IndividualIndividualtargettargetsettingsetting
Building a more Building a more open relationship open relationship between learner between learner
and teacherand teacher
Celebrate Celebrate success against success against agreed success agreed success
criteriacriteria
Advice on what Advice on what to improve and to improve and how to improve how to improve
itit
Peer and self Peer and self evaluation of evaluation of
learninglearning
I have learned that people will forget what you said, people will forget what you did but people will never forget how you made them feel.
Maya Angelou
1. Baseline:
a) Where are you at?
b) What issues have arisen in your school – for you personally and for your department?
c) What are the implications for you as the leader and manager of your department?
d) What are the implications for you, and others, as teachers of….?
2. Targets/Actions:
e) Where do you need to go next?
f) Have all teachers in your department a common understanding of AfL, TS & PC, Cross-Curricular Skills, Key Elements (LLW), your revised subject curriculum ….?
g) Have all teachers in your department a common understanding of their contribution to the revisedcurriculum?
h) Have you decided as a school, as a department, what revision you might need to make to your current schemes?
2. Targets/Actions:
i) Are you, as a department, aware of your strengths and areas for development?
j) Have you considered how you might go about the process of reviewing your schemes and associated practices (on an on-going basis)?
k) Have you considered how you will monitor and evaluate the effectiveness of the pupils learning experiences as a result of any changes you might make?
l) What are the subsequent implications for collaborative learning in your department, school?
3. What support do you require?
m) How might you begin to/further develop as a learning community – in your department, in your school, across schools?
n) Depending on your identified needs you may need different forums to address these
o) This is a skills-based curriculum which cannot be taken forward unless there is connected learning
KEY STAGE 3 Project
KEY STAGE 3 Project
My Pendant Design
• My Photograph Holder• My Timetable Holder• My House Pendant• My Pendant Light• My Password/s• My Money• My Locker Key • My Panic Alarm
KEY STAGE 3 Project
A year 8 suggested design opportunity
My pendant design
Unit of Work Overview: A Personal Pendant Year 8 Time: 4-5 weeks
Description of the Unit:Through this unit of work opportunities will be provided for pupils to appreciation product designs. Through a range of investigation and research the pupils will make card models and sketch to understand scale and proportion beforemanufacturing.
Knowledge, Understanding and Skills
Designing – opportunities for design appreciate, consider form, function, scale and proportion.
Communicating – use of freehand sketching
Manufacturing – safe use of - files, cabinet scraper, coping saw, pedestal drill, linisher, polisher to produce a quality finish
Energy & Control – an electronic systemMay be used with some classes
Key Elements
Personal understanding – exposure to good exemplars of product designs in relation to personal lifestyle.Moral character – Demonstrate cooperation and respect for others. To tolerate errors and set-backs and to learn from these experiences. Mutual understanding – agreeing criteria to evaluate their own work and that of othersEducation for sustainable development – encouraging pupils to trade spare cut-offs to reduce waste of materials. Personal health – Abide by health and safety rules when using tools, machines and equipment.
Thinking Skills & Personal Capabilities Thinking, problem solving, decision making – Design appreciation – review other designs generate a few solutions, evaluate outcomes, make connections between learning in different contexts.Being creative - experiment with ideas and questions, learn from and value other people’s ideas, experimenting with different designs, outcomes, take risks for learning.Working with others – listen actively and share opinions, give and respond to feedback, respect the views and opinions of others reaching agreement.
Learning Outcomes Demonstrate practical skills in the safe use of a range of tools, machines and equipment and use may be made of Computer Aided Design (CAD); Research and manage information effectively to investigate and appreciate design issues, using Mathematics and ICT where appropriate to this project; Show an understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate to the task; Opportunities to demonstrate creativity and initiative when developing ideas and following them through; Work effectively with others / pair and sharing ideas; Demonstrate self-management by working systematically, persisting with tasks, evaluating and improving own performance; Communicate - oral, visual graphics, written, mathematical and ICT formats showing an awareness of audience and purpose.
Possible Links with other Areas of Learning/Subject strands:
Maths - Symmetry Scale Measurement Evaluating and appreciating their own and others’ work through discussion and reflection
Year 8 Lessons 1 - 4: A Personal Project Appreciating Design and Developing ideas
Learning Intentions Pupils are learning to:
Learning and teaching activities Opportunities for Thinking Skills and Personal Capabilities / development
Opportunities for assessment(for and of
Learning)
Resources
Appreciate product/s and good designing; Understand Symmetry, proportion;
Understand the properties of acrylic plastic / materials & quality finishing;
The pupils be able to use front, side views as a starting point for sketching their design ideas;
The pupils will be able to evaluate their work against design criteria.
Launch – Introduce the learning intentions and discuss the success criteria.
Topic: Myself and School
Activity – Teacher introduces the topic
Powerpoint for pupils; stimuli
• Introduction to material properties & processes; • demonstration re: how to use reference materials to observe shapes and form;• demo – designing A4 sheet Concepts!• What is a specification?• Measurement, scale, symmetry and proportion • Modeling in card;• Manufacturing
Pupils discuss their work with a partner and evaluate against the original design criteria
Debrief – Pupils will be asked to feedback on the activity: What was difficult about this exercise? Did you find it useful in helping to clarify design thinking?
Design appreciation – looking at existing designs;
Being creative- make ideas real by experimenting with different designs, actions and outcomes through modelling activity.Thinking, problem solving, decision making - generate possible solutions, try out alternative approaches, evaluate outcomes – through card modelling and sketching.Working with others – listen actively and share opinions of other’s models, give and respond to feedback regarding design proposals.
Using agreed criteria to assess their design ideas;
Using peer and self assessment strategies to help evaluate and develop the pupils’ own work as well as that of others.
PowerPoint of stimuli.
Modelling card scissors, rulers, pencils, overlay paper, glue, paper;
Basic workshop tools and machines.
A Proposed idea for a Sellotape Dispenser
KEY STAGE 3 Project
Key Stage 3
A Bird Feeder
A Suggested Year 9 / 10 Project
RA Moffatt WELB
A Bird Feeder
A Bird FeederLearning Opportunities:
To develop basic manufacturing skills, processes and appreciate good practice regarding workshop safety;
To develop correct use of hand tools and a health and safe working environment;
To develop quality finishing techniques when manufacturing a product;
To understand the need to work to a set specification;
To understand and be able to interpret a working drawing;
To develop an understanding of design appreciation and practice reverse engineer / product analysis.
Activity Description:
Theory applied: The pupils make a short study of material properties, process and constraints;
Manufacture: To manufacture all parts of the models from set working drawings.
Design Appreciation: to view alternative modifications to the bird Feeder / reverse engineering.
Design Applied or Design Opportunity: How could a seed tray be fitted to this design?
An opportunity to Model in card after the project is made!
A Bird Feeder;
The finished product
Design Applied
Now that you have completed this project design a seed tray that could be fitted to the feeder.
• consider modelling your idea in card.
http://images.google.co.uk/imgres?imgurlhttp://www.core77.com/blog/images/s
Is there a potential design opportunity here?
The Designer Emulation Kits are meant as the sincerest homage to some of the greatest modern designers of our time. The lamps and designers being “emulated” have a particular importance in the history of design. Each kit is made of separate parts, which are snapped off, fitted together, and plugged into a nine-volt battery (not included), resulting in a miniature classic. For USD29, its a bit expensive considering its not going to cost a lot to manufacture… but I like the thinking behind it. Wonderful. http://dtti.wordpress.com/page/7/
KEY STAGE 3 Project
KEY STAGE 3 Project
• a reading light• a Child’s Night light• a Novelty Light• a pocket torch
KEY STAGE 3 Project
Year 8: A Design Opportunity
KEY STAGE 3 Project
The Revised Curriculum in the classroom!
Design & Manufacturing Opportunities
• relevant• interesting • engaging• appropriate to capability• active activities• short duration to realise• stimulating resources • organisation
• positive relationships• affirmation
Measure by Outcome / feedbackHow did they feel about the activity?