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Technology & Design North West Cluster Meeting 21st May 2007 Opportunities for Discussion & Planning for the Revised Curriculum Raymond Moffatt WELB. Technology Education Centre: Omagh Management of Change NI Curriculum (Revised Curriculum) Leadership Skills Vision for Department Subject contribution to Whole School Agenda Team Building/Capacity Building Equity and Parity All subjects have equal recognition e.g. Languages – French, Spanish, Irish, Polish Sciences – Physics, Chemistry, Biology HEADS OF DEPARTMENT Professional Development Quality of Learning and Teaching Monitoring Evaluation Data Analysis KS3 results KS4 results Identifying underachievement Target Setting The Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives. Curriculum Aim Curriculum Objectives To develop the young person as an individual To develop the young person as a contributor to the economy & environment To develop the young person as a contributor to society FOR Learning for Life and Work Personal Development Home Economics Local & Global Citizenship Employability THROUGH Key Elements personal understanding mutual understanding personal health moral character spiritual awareness citizenship cultural understanding media awareness ethical awareness employability economic awareness education for sustainable development INFUSING Cross-Curricular Skills Thinking Skills and Personal Capabilities Communication Using Mathematics Using ICT Managing Information Thinking, Problem Solving, Decision Making Being Creative Working with Others Self Management ACROSS Areas of Learning The Arts English (And Irish In Irish medium schools) with Media Education Environment & Society Mathematics with Financial Capability Modern Languages Physical Education Science & Technology Religious Education Promoting/Encouraging Learning Experiences Investigating & problem-solving Challenging & engaging Assessment for Learning Attitudes and Dispositions Building a more open relationship between learner and teacher linked to other curriculum areas supportive environment Clear learning intentions shared with pupils Personal responsibility Self-belief-optimism-pragmatism culturally diverse Shared/negotiated success criteria positive reinforcement Celebrate success against agreed success criteria concern for others curiosity relevant & enjoyable media rich skills integrated varied to suit learning style Advice on what Peer and to improve and self how to improve assessment it flexibility tolerance on-going reflection Peer and self evaluation of learning commitment-determination – resourcefulness community spirit active & hands on offers choice enquiry based Taking risks for learning Individual target setting openness to new ideas integrity-moral courage respect 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 revised curriculum? 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 My Pendant Design KEY STAGE 3 Project A year 8 suggested design opportunity • 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 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 before manufacturing. Knowledge, Understanding and Skills Key Elements Designing – opportunities for design appreciate, consider form, function, scale and proportion. Thinking Skills & Personal Capabilities 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 others Education 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, 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. 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 system may be used with some classes. 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) Design appreciation / good and bad design in product/s; Launch – Introduce the learning Design appreciation – looking at existing products - good designs; Using agreed criteria to assess their design ideas; PowerPoint of stimuli. Being creative- make ideas real by experimenting with different designs, actions and outcomes through modelling activity. Using peer and self assessment strategies to help evaluate and develop the pupils’ own work as well as that of others. Modelling card scissors, rulers, pencils, overlay paper, glue, paper; 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. intentions and discuss the success criteria. Resources 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? 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. Basic workshop tools and machines. A Proposed idea for a Sellotape Dispenser KEY STAGE 3 Project Key Stage 3 A Suggested Year 9 / 10 Project A Bird Feeder RA Moffatt WELB A Bird Feeder A Bird Feeder Learning 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! 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. A Bird Feeder; The finished product Is there a potential design opportunity here? http://images.google.co.uk/imgres?imgurl http://www.core77.com/blog/images/s KEY STAGE 3 Project 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/ • 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 KEY STAGE 3 Project Design & Manufacturing Opportunities should be: • relevant • interesting • engaging • appropriate to capability • active activities • short duration to realise • stimulating resources • organisation • positive relationships • affirmation Measure by Outcome / feedback How did they feel about the activity?