John Paul College Technology & Enterprise and Enterprise/MDT... · 2017 Course Outline ... rapid concept development techniques ... oral or multimedia form. Types of evidence can

Materials Design and Technology: Wood Unit 1 1

John Paul College

Technology & Enterprise

Year 11 General Materials

Design and Technology

2017 Course Outline

Unit package Unit 1—Design fundamentals

Context: Wood Project: Board Game Unit

This unit package contains:

Teaching program Assessment outline

Student tasks and marking keys

2017

Materials Design and Technology: Unit 1

2

UNIT 1 MDT Wood

Unit 1

Unit description

Students interact with a variety of items that have been specifically designed to meet certain needs. Students are introduced to the fundamentals of design. They learn to communicate various aspects of the

technology process by constructing what they design.

Throughout the process, students learn about the origins, classifications, properties and suitability for purpose of the materials they are using, and are introduced to a range of production equipment and

techniques. They develop materials manipulation skills and production management strategies, and are given the opportunity to realise their design ideas through the production of their design project.

Defined contexts

Three different contexts have been defined in this course: Metal, Textiles, Wood.

Students can enrol in more than one context in this course.

Students will study the unit common content and the content of their chosen defined context.

Unit content

This unit includes the knowledge, understandings and skills described below.

Common content

Design

Design fundamentals and skills

investigate --needs, values and beliefs of the client or other end user --sources of design inspiration --existing ideas and products

design fundamentals *aesthetics *function *safety *cost

devise ^using communication and documentation techniques #sketching #annotation

Elements of design *line *shape *form *texture *colour *tone

rapid concept development techniques

reviewing design ideas against design brief

annotated graphics and sketches with appropriate measurements or dimensions applicable to context

production planning #full materials list #full materials costing #production plan, including time line

evaluate

design ideas when investigating and devising

finished product against the initial design and student generated criteria


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Use of technology

Skills and techniques

ICT, portfolio development and communication skills

photography – ongoing record of progress and processes used and final product

documenting presentations and evaluations

context appropriate drawings and relevant technical information to produce the final product to demonstrate

sketching rapid concept developments

3D presentation drawings, rendering techniques

2D working drawings or using templates

inspiration/concept or storyboard development and presentation

design and making specification sheets

workroom/studio terminology appropriate to context

select appropriate materials and calculate the quantities of materials required to complete the project

with supervision, operate machinery and tools appropriate to context

Safety

correct use of personal protective equipment (PPE) where applicable

occupational safety and health (OSH) practices appropriate to tasks being undertaken in workshops

Production management

production plan

maintain a production plan

maintain time management while using tools, equipment, and machinery to complete production

follow instructions from plans

maintain safety requirements

record changes to materials lists or costing

record regular journal/diary entries

ongoing evaluation techniques: diary, journal or portfolio notes and use of photography to record ongoing progress/decision changes made to the project

The unit description provides the focus for teaching the specific unit content.

School-based assessment

The table below provides details of the assessment types for the Materials Design and Technology General Year 11 syllabus and the weighting for each assessment type.


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Assessment table – Year 11

Type of assessment Weighting

Design

Students apply a design process to develop a product or project.

Students are assessed on how they:

investigate products or projects

devise, develop and modify design solutions throughout the technology process

present their findings in written, oral or multimedia form.

Types of evidence can include: images, observation checklists, evaluation tools (self or peer), journal,

design proposal and project proposal, using a range of communication strategies.

25%

Production

Extended and manufacturing project(s) where students control, evaluate and manage processes.

Students are assessed on their:

understanding, confidence and competence when using skills in manufacturing processes and when managing production plans

manufactured product in terms of quality and finish.

Types of evidence can include: manufactured products, journal, observation checklists and evaluation tools (self or peer) and on-balance judgements.

60%

Response

Students apply their knowledge and skills in responding to a series of stimuli or prompts in the following formats: examinations, essays, oral responses, ICT visual responses and product evaluation reports.

15%

Grade descriptions Year 11

A

Design Independently uses a clearly identifiable design process to devise and generate original ideas and develop solutions for others. Documentation displays clear design progression, using concept sketches that are annotated with appropriate terminology and show the development of several ideas. Includes evidence of investigation into, and explanation of, design considerations: function, cost, safety, aesthetics,


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and environmental factors. Portfolio contains fully-developed, dimensioned working drawings, including, the use of 2D and 3D where applicable and a justification of materials selection against design considerations. A clear and detailed sequence of manufacture, and a detailed evaluation of project process and the end product against the requirements of the design criteria.

Production Independently interprets and implements a detailed set of plans and uses correct operational procedures to fabricate a product. Provides documentary evidence of regular, ongoing evaluation of processes, and implements changes and modifications derived from this evaluation. Achieves a high standard of finish in the fabrication of the product. Efficiently manages time and the working environment. Independently organises and uses tools and equipment with concern for the safety of self and others.

Response Clearly and concisely presents fully-referenced research information using appropriate terminology and a variety of suitable formats, including pictures, tables and photographs. Comprehensively details the impact of task design decisions and materials on society and the environment, including justified conclusions and personal interpretations. Comprehensively details the effects of processing and manufacturing on the properties of materials, including justified conclusions and personal interpretations. Identifies a range of common materials and their properties and gives examples of practical applications in context.

B

Design Uses a clearly identifiable design process but requires guidance to devise and generate individual ideas and develop solutions for others. Documentation displays clear design progression, using concept sketches that are annotated with appropriate terminology and show the development of several ideas. Evidence of investigation into design considerations: function, cost, safety, aesthetics, environmental factors. Portfolio contains fully-developed, dimensioned working drawings, including the use of 2D and 3D where applicable in context, an explanation of materials against the design considerations, sequence of manufacture and an evaluation of project process and the end product against the requirements of the design criteria.

Production Interprets and implements a detailed set of plans and uses correct operational procedures to fabricate a product. Provides documentary evidence of ongoing evaluation of processes, and with assistance, implements changes and modifications derived from this evaluation. Achieves a high standard of finish in the fabrication of the product. Requires occasional direction with time management. Uses tools and equipment with concern for the safety of self and others.


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Response Uses industry related terminology in the presentation of research information and data, including pictures, tables and photographs. Includes references for some sources. Outlines some issues of materials in context and effects on society and the environment, including, some justified conclusions and personal interpretations. Outlines some effects of processing and manufacturing on the properties of materials, including, some justified conclusions and personal interpretations. Identifies some common materials, their practical uses and properties.

C

Design With guidance, chooses and applies an identifiable design process, and with some assistance devises and generates ideas to develop solutions with consideration for others. Documentation displays some design progression, using concept sketches that are partially-annotated with common technical terms and which show the development of one idea. Evidence of investigation into design considerations: function, cost, safety, aesthetics, environmental factors, is limited. Portfolio contains dimensioned working drawings, including, the use of 2D and 3D where applicable in context, a list of materials, ongoing evaluation with assistance against the design considerations, a simple sequence of manufacture and comments or brief notes on the final design.

Production Implements a set of plans, but requires guidance in the use of correct operational procedures to fabricate a product. Provides limited documentary evidence of ongoing evaluation of processes. Requires guidance and assistance to implement changes and modifications derived from this evaluation. Achieves a satisfactory standard of finish in the fabrication of the product. Requires regular direction with time management. With assistance, uses tools and equipment with concern for the safety of self and others.

Response Uses basic technical language and terminology in the presentation of research information with relevant data supported by unclear statements. Includes pictures, tables and photographs with little evidence of referencing. Gives examples of materials and their effects on society and the environment. Includes some conclusions. Describes some of the effects of processing and manufacturing on the properties of materials. Includes some conclusions. Identifies some common materials and lists a number of uses.


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D

Design Uses a highly-scaffolded question and answer design process, devises and generates ideas and develops a solution. Documentation displays limited design progression for one idea, with limited use of concept sketches. Sketches are partially-annotated with little use of common technical terms. No evidence of investigation into design considerations: function, cost, safety, aesthetics, demand, environmental factors. Working drawings are poorly-dimensioned and detailed. With assistance, includes a list of materials against the design considerations and a simple sequence of manufacture.

Production Requires guidance to implement a highly-scaffolded set of plans and regular direction to use correct operational procedures to fabricate a product. Provides no documentary evidence of ongoing evaluation of processes. Requires guidance and direction to implement given changes and modifications. Achieves a poor standard of finish in the fabrication of the product. Requires supervision with time management. Requires supervision to use tools and equipment with concern for the safety of self and others.

Response Uses basic technical language and terminology with little evidence of current knowledge in the presentation of limited, non-referenced research information. Lists examples of materials in context and some of the effects on society and the environment. Describes some processing and manufacturing techniques, but is unclear about how these may affect the properties of the materials. Identifies some common materials and lists their uses.

E

Design Provides no evidence of having used a design process. Documentation displays no individual ideas, solutions, plans, evaluation of the final design, or sequence of manufacture. Makes no use of graphical and technical language.

Production Has not interpreted plans sufficiently to complete the production of the task. Requires continual supervision to use tools and equipment with concern for the safety of self and others.

Response Shows no current knowledge or use of technical language or terminology and minimal evidence of reporting/research skills. Produces inadequate examples of materials in context, and does not present any of the effects on society and the environment. Displays little or no knowledge of processing and manufacturing techniques and of how these may affect the properties of materials. Produces limited or no evidence of common materials or their uses.

Materials Design and Technology Unit 1 Wood


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Assessment type

Outcome Unit content Time Board Game project Assessment

1 2 3 4

De

sign

Design

Design fundamentals

basic fundamentals of design

Materials

Properties

workability properties of materials relating to function, cost and safety of the project

Design

Designing skills

research of existing products

sketching of own product ideas

evaluation of the finished project

2 weeks

Task 1 Part A : investigation and design research

investigation of existing games

sketches of wooden board games

types of simple joints

sequence of operation

materials cutting/costing Teacher handouts on:

design sketching techniques

working drawing techniques.

Task 1 Part A : investigation and design research Week 4 Term 1 22/2/2017

Use of technology


basic skills related to the correct workshop/studio procedure of drawing

appropriate terminology and conventions

1 week

Task 1 Part B: Materials investigation

timber used in project

finishes used in product

Task 1 Parts A and B: Design folio will be submitted for assessment at the end of the three-week period. T1 W5 10/3/17 NB: Evaluation will not be assessed at this stage



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Assessment type


1 2 3 4

Pro

du

ctio

n

Use of technology


basic skills related to the correct workshop/studio procedure of drawing

manipulation of materials such as basic machining, cutting, joining, shaping and finishing techniques

appropriate terminology and conventions Safety

studio/workshop OSH practice and techniques when manufacturing product Materials

Properties

workability properties of materials relating to function, cost and safety of the project

3 weeks

Task 2 Part A: Skills development while making a Game Board

Task 5: SmartMove Certificate Manufacturing

Task 2 Part A: Skills development exercises due at the end of the three-week period (Game Board) Week 9 Term 30/3/17

Use of technology

Production management

use of the appropriate technology process

5 weeks

Task 2 Part B: Manufacture of game board

Task 2 Part B: Game Board will be submitted for assessment at the end of the eight-week period. Week 9 Term2 16/6/16


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Assessment type


1 2 3 4

Re

spo

nse

Materials

Nature of materials

classification of common materials used in the workshop/studio Materials in context

recycling materials from previous projects

1 week

Task 3: Report on the Nature and Properties of materials. Task 1 Part C: Evaluation of finished Board Game Unit

Task 1 Part C Week 11 Term 2 Task 3: Design folio will be submitted for assessment at the end of the one week period. Week 5 Term 2 16/5/16


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Assessment outline—Materials Design and Technology Wood Name: _________________________ Unit 1—Processes in design and manufacturing

Type weighting

Typ

e

Week

Due

When

Task Task

weighting Mark

Outcome 1

Technology process

Outcome 2

Understanding the use of materials

Outcome 3

Using technology skills

Outcome 4

Understanding materials, society

and the environment

25%

De

sign

4

Term 1

5

Term 1

Task 1 Part A: Investigation and design research Due: Received: 10%

/50

Task 1 Part B: Materials investigation Due: Received:

10%

/100

60%

Pro

du

ctio

n

9

Term 1

9

Term 2

Task 2 Part A: Skills development while making game board Due: Received:

Task 5: SmartMove Certificate Manufacturing

10%

/50

Task 2 Part B: Manufacture of carcass and storage unit Due: Received: 50%

/100

15%

Re

spo

nse

11

Term 2

5

Term 2 1

Task 1 Part C: Evaluation of finished board game unit Due: approx. Received: 5%

/25

Task 3: Report on the Nature and properties of materials (30 marks) (10%) Due: . Received: 10%

/30


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Assessment task Unit 1.

TYPE: Design

OUTCOMES: Outcome 1: Technology process; Outcome 4: Understanding materials, society and the environment

CONTENT: Design fundamentals; Properties; Designing skills

UNIT LEARNING CONTEXT: Wood Task 1 Part A: Investigation and design research (10%) (50 marks) Investigate a range of images and collect ideas that you feel you could use in your design of a Board Game, incorporating a storage space for game pieces – a small draw for example. Using sketching techniques develop your design from your ideas gathered from the research of existing products. One design is to be chosen for production of the Board Game. Present your work in a design folio. Time for the task 2 weeks What you need to do

Research the following and present in a design folio:

researching of existing products

create six design sketches of Board Game Units

completed sketches that have notes of explanation

material selected (hardwood soft wood, manufactured boards )

Choose one of the designs to produce and justify why you have chosen it.

What needs to be submitted for assessment? Due date

□ Design folio Part A

22/2/2017

Date received


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Assessment task Unit 1

TYPE: Design

OUTCOMES: Outcome 1: Technology process; Outcome 2: Understanding the use of materials

CONTENT: Design fundamentals; Properties; Designing skills

UNIT LEARNING CONTEXT: Wood

Task 1 Part B: Materials research (10%) (100 marks) Develop final concept sketches as working drawings and a rendered presentation drawing should be developed to show the possible finished Board Game Unit. A procedure for construction should be planned.

Time for the task 1 week What you need to do Complete the following and present in a design folio:

fully dimensioned working drawings and clear illustrations of joins should be presented in your design folio

notes and drawings of any joins(finger joint, widening joint) or shapes

rendered presentation drawing of your design

your choice of timber should be explained (classification of hardwoods, softwoods and manufactured boards using the

characteristics of hardness, colour and workability)

your choice of finish should be explained

materials list with cutting/costing

list of steps for manufacture.


□ Complete design folio without final project evaluation (Task 1 A & B)

10/3/17

Date received


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Marking key Unit 1 Student name___________________________________________________________

Teacher comment: _________________________________________________________________________________________________

_________________________________________________________________________________________________

Design: Board Game Unit Maximum

possible mark Allocated mark

Part A: Investigation and design research

Collection of existing images and ideas with explanatory notes or PMI (approximately 10) Use appropriate terminology

10

Concept design sketches

six different, well-drawn, sketches (2 marks per sketch)

all sketches are titled and have notation (1–8 marks)

20

Developed final concept sketch with dimensions

justifies choice against specifications: Function, cost, safety, aesthetics, environmental factors

20

Total / 50

Part B: Materials research

Fully dimensioned working drawings

clear illustrations of joins (finger joint, widening joint) and notation

explanation of choice of timber (classification of hardwoods, softwoods and

manufactured boards using the characteristics of hardness, color, and

workability)

and finish

30

Fully rendered presentation pictorial drawing of design 10

Materials list (classification of hardwoods, softwoods and manufactured boards

using the characteristics of hardness, c and workability)

with correct cutting sizes

20

Clear sequence of construction (manufacture) 20

Ongoing evaluation (PHOTOS ONGOING RECORD) 20

Total

/ 100


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Assessment task 1

TYPE: Response

OUTCOMES: Outcome 1: Technology process

CONTENT: Nature of materials; Materials in context


TASK 1C: Evaluation of finished Board Game Unit (25 marks) (10%) Evaluate your finished board game by responding to evaluation questions. Time for the task 1 week What you need to do:

1. Write clear statements that answer the following: a. Did the product meet the design requirements? b. Is the board game functional/practical? c. Did the manufacturing processes achieve a quality product? d. Could the shape and size of the product be improved?


□ Completed evaluation (250 - 500 words)

Date received


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Marking key Unit 1

Student name___________________________________________________________

Task 1 Part C: Evaluation of finished board game unit Maximum possible mark

Allocated mark

Clear explanation of product meeting requirements and a description of the units functional qualities

10

Comments on the manufacturing processes 10

Comments on improvements 5

TOTAL / 25

Teacher comments

___________________________________________________________________________________________________________

_________________________________________________

___________________________________________________________________________________________________________

_________________________________________________________________


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TYPE: Production

OUTCOMES: Outcome 1: Technology process; Outcome 2: Understanding the use of materials; Outcome 3: Using technology skills

CONTENT: Skills and techniques; Properties; Safety; Production management

UNIT LEARNING CONTEXT: Wood Task 2 Part A: Skills development while making a game board (50 marks) (10%) Complete the following skills exercises:

OSH practice and techniques safety sheets

marking out

use of hand and power tools

appropriate joining techniques

timber preparation for finish

applying the finish

record your skills development. Task 2 Part B: Production of carcass and storage space (100 marks) (50%) Complete the stages of production to make your carcass. Time for the task Part A—3 weeks Part B—5 weeks What you need to do Part A:

1. Set out a daily log/journal/work diary to record your skills development. 2. Under the instruction of your teacher, learn and practise setting up and operating the hand and power tools required to

make your game board. 3. Select and apply a finish. 4. After each stage of production, report to your teacher and record your progress in your daily log.

What you need to do Part B:

Select the correct material according to your materials list.

Use marking out tools to accurately mark out the parts of the carcass/storage unit and other additional joins, holes or shapes.

Use cutting tools and/or machinery to accurately cut the parts to size, allow a cutting allowance.

Use the tools and machinery to shape parts.

Optional—lathe turning of other parts.

Optional—use non-permanent methods of fixing parts together.

Dry assemble your carcass/storage unit to check fit and correct assembly.

Glue or fix parts together.

Clean up the carcass/storage unit ready for a finish.

Applying the chosen finish.

Present finished project and report to your teacher.

What needs to be submitted for assessment? Due dates

□ Part A—Game Board

2/4/15

□ Part B—Carcass/Storage unit incorporation game board

□ Finished Board Game Unit

Dates received

Marking key Unit 1A Student name___________________________________________________________


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Maximum

possible mark Allocated

mark

Task 2 Part A: Skills development while making a game board

Standard of set out for daily log/journal/work diary 5

Operating tools and machinery safely

10

Success at producing a game board 20

Appearance of finished game board 15

Total / 50

Task 2 Part B: Production of carcass

Standard of comments made in daily log/journal/work diary 10

Accuracy of marking and cutting the parts of the carcass/storage unit 10

Success in fitting and assembling board game unit 15

Appearance before finish is applied 5

Successful application of a finish to the board game unit 10

Presentation of finished board game unit 50

Total / 100


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Assessment task Unit 1A

TYPE: Response

OUTCOME: Outcome 4: Understanding materials, society and the environment



Task 3: Report on the Nature and properties of materials (25 marks) (10%)

Write a report and respond to the specific questions and statement

Time for the tasks 1 week What you need to do

Using the library resource centre and/or the internet investigate the Nature and properties of materials. Write a report and

respond to the specific questions and statement

Include in your report

origins of common softwoods and hardwoods

classification of hardwoods, softwoods and manufactured boards using the characteristics of hardness, colour and workability

difference between rough sawn and DAR timbers

identification of common timber sizes, lengths, widths and thicknesses, sheet sizes

identification of the structure and basic parts of a tree

cambium layer

sapwood

heartwood

growth rings

medullary rays

pith

bark

identification of common timber finishes

:


□ Materials research report and bibliography (500 – 750 words)

20/5/15

Date received


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Marking key Unit 1A

Student name_____________________________________________________

Task 3: Report on the t Nature and properties of materials (30 marks) (10%)

Maximum possible mark

Allocated mark

classification of hardwoods, softwoods and manufactured

boards using the characteristics of hardness, colour and

workability

10

difference between rough sawn and DAR timbers

identification of common timber sizes, lengths, widths and

thicknesses, sheet sizes

10

identification of the structure and basic parts of a tree (cambium

layer, sapwood, heartwood, growth rings,

medullary, rays, pith, bark)

10

TOTAL / 30

Teacher comments:

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

____________________


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TYPE: Response

OUTCOMES: Outcome 4: Understanding materials, society and the environment


UNIT CONTEXT: Metal

Task 5: Use the SmartMove website and complete the online safety questioner to complete the SmartMove Certificate Manufacturing.

(10 marks) (5%) You must use your E-mail address so your registration can be confirmed Time for the task One week What you need to do Using the computers in the library and the internet, register/log in and select the General Module. After completing the General Module with a score of 80% or higher may select the Manufacturing Module.

Complete General Module

Complete the Manufacturing Module

The SmartMove Certificates need to in your portfolios.

Some of the following websites may help. http://www.worksafe.wa.gov.au/smartmove/index.htm

What needs to be submitted for assessment Due date

□ SmartMove Certificates must be completed before Practical work

10/3/2015

Marking key—Unit 1 Student name: ___________________________________________________________

Task 6: SmartMove Certificate Maximum

possible mark Allocated

mark

Presentation of information

General Module

5

/ 5

Presentation of information

Manufacturing

5 / 5

Total / 10

Teacher comments:

Signature: Date:

http://www.worksafe.wa.gov.au/smartmove/index.htm


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LATE WORK POLICY

1. Teachers undertake to state clearly when work is due. The onus to complete requirements rests with the student who must submit assigned work prior to or on the due date.

2. A student who is unable to submit work on time should approach the class teacher at least a day before to the due date to request an extension. An extension is not automatic. Reasons to support the request for extension must be given. The teacher will use his/her professional discretion to determine whether the granting of an extension, with or without penalty, is justified.

3. Where an extension is granted, a late penalty MAY be imposed. The range of penalties from which a teacher will select and impose at his/her discretion include:

* extra work

* the absence of written comments about the student's performance

* a reduction in the assessment awarded for each extension day granted

* a combination of any of the above

4. Late work for which an extension has NOT been sought and granted in TES subjects, will attract a penalty of:

- 10% on the first day

- 20% on the second day

- and a minimum of 50% on the third day.

Unless the student was absent on the day of submission and provides a written explanation from his/her parent/guardian to explain the absence, work submitted THREE (3) or more school days after the due date will automatically have a minimum of 50% of the marks available subtracted from the awarded mark. Negative marks will not be an option available to teachers.

5. In the event of a student not submitting work by the due date and not seeing the teacher prior to the due date, a teacher:

(a) records the fact in the student’s diary.

(b) instructs student of consequences of failure to hand work in by the next school day.

NB: The next school day is defined as the subject period the next day or, if there is not a subject period the next day, it is by the end of recess two and must be given personally to the teacher.

(c) if needed, record second lateness in student’s diary and phone parents.

(d) if after three days the work has not been submitted, a formal letter is sent home detailing penalty and detention date.

(e) at the commencement of each course, Heads of Learning Area should provide students with a summary, approved by the Deputy Principal (Curriculum), of the College’s assessment/late work policy.

COMMON ASSESSMENT FRAMEWORK AND OUTCOMES BASED COURSE

Common Assessment Framework subjects and Outcomes Based Courses have particular assessment concerns which warrant a particular Assessment Policy Statement, but one which incorporates the basic principles of justice, equity and consistency that underpins the John Paul College Assessment Policy. It is the student's responsibility:

(a) To attend all classes and participate fully in all activities.

(b) Perform all tasks which are part of the learning and assessment programme, and submit them on or before the published due date.

(c) To find out and catch up with the work they miss through absence from class, irrespective of the reason for absence.

STUDENT ABSENCE AND ASSESSED TASKS

The onus is upon the student to contact the teacher to negotiate any assessment task or work missed through absence.

1. Absent With Legitimate Reason / Medical Certificate

Students who are absent on or before the designated date for assessment task submission must make contact with the teacher in person or by phone or FAX to negotiate new arrangements where possible, 24 hours before the due date.

2. Practical Work Missed - Legitimate Reason / Medical Certificate

Practical assessment tasks may or may not be attempted, depending upon the nature of the task. For example, in the case of group work, students will not have the opportunity to be assessed. However, it may be possible to assess individual practical work depending on time and resources available. It may also be possible, in


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consultation with the teacher, to complete an alternative task.

3. Practical Work Missed - Prolonged Injury / Illness

In the event of a prolonged injury or illness which prevents participation in practical work, teachers will advise of alternative procedures. In most cases, when injuries are only temporary, teachers will encourage participation through observation to enable the student to complete an alternative assessment task.

4. Absent Without Legitimate Reason

Students who deliberately absent themselves from class to miss assessment or learning tasks will be given an automatic ND for each outcome assessed and will be required to complete missed work. However, such students will have to wait for the next scheduled assessment task to demonstrate mastery of the outcomes assessed by the missed task.

5. Late Assessments

In Year 11 and 12 CAF subjects, assessment tasks will normally not be accepted for grading purposes after THREE (3) school days past the last day for submission unless prior arrangements have been made with the teacher and only after consultation with the Head of Learning Area. The submission of late work without an approved extension will attract the following penalties:

1. Work submitted one day late will be disqualified from gaining a ‘VH’.

2. Work submitted two days late will be disqualified from gaining an ‘H’.

3. Work submitted three days late will be disqualified from gaining an ‘H’ and the student placed on detention.

4. Work submitted after three days will receive an ‘ND’ and a formal letter sent home detailing penalty and detention.

Penalties for late assessments for Outcomes Based Courses in Year’s 8 to 10 will be determined in 2007 by the Curriculum Team under the direction of the Deputy Principal (Curriculum).

6. Re-Submission

Students who have received an assessment of `ND' for a particular outcome may re-submit work only if:

1. The original assessment/work was submitted on or before the due date or by the time negotiated with the teacher;

2. The issue of re-submission is negotiated with the teacher and in consultation with the Head of Learning Area.

3. They have demonstrated a commitment to completing that outcome during allocated class time.

4. The assessment can be upgraded only to a Satisfactory. (S)

7. Cheating / Plagiarism

If cheating in any assessment task is established, then the student should anticipate being given an "ND" for each of the outcomes in the task. Whether or not the offending student is given the opportunity to re-submit the assessment task will be at the discretion of the teacher in consultation with the Head of Learning Area.

Students who give their work to other students to copy or plagiarise will incur the same penalties as the person who copies, plagiarises or cheats.

GUIDELINES FOR COMPILING A BIBLIOGRAPHY

Plagiarism is copying anything from a book or article and not referencing it. This is stealing someone else’s words and ideas and is ILLEGAL. An assessment plagiarizing others work will automatically lose marks and in major cases will be grounds for a zero mark. Every assignment is to be accompanied by a BIBLIOGRAPHY – the list of books, articles or readings that you used to find your information.

- Bibliographies are to be included at the end of the assessment and must be in alphabetical order.

- Start a new line for each reference source you describe but do not number items.

- For handwritten bibliographies, underline the title.


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- For typed or printed bibliographies, use italics for the title.

BOOKS

One author

Canter, Lee. (1989) How to write better book reports. Santa Monica: Lee Canter & Associates.

Two authors

Scott, H and Bente, Paul. (1997) Swimming Home. Harper & Row, New York.

More than two authors

Smith, Will et.-al. (1999), Here We Are. Morcom Publishing, Sydney.

No author

The end of it all. (1999) J. Watts, London.

Editor

Sand, Donald. (Ed.) (1998), The New Century. 3rd ed. Scott Foresman, Glenview, IL.

ENCYCLOPAEDIA

Horton, Dr David (1994), “Carved trees”, in The Encyclopaedia of Aboriginal Australia. Aboriginal Studies Press, Canberra

“Women” (1996). In The Australian Encyclopaedia (Vol. 8, p.3119). Australian Geographic Pty Ltd, Terrey Hills, N.S.W.

MAGAZINE ARTICLE

James A. (1976) “Western Front”, Australian Geographical Studies, April, p.13

NEWSPAPER ARTICLE

Hull, C. (1997) ‘Magistrate speeds through school zone’ Canberra Times, Tues, 10 November, p.3

VIDEOS/AUDIO CASSETTE

Adolescents in Society, [Vid. Cass.] (1977), ABC, (Four Corners), Sydney

Henry Lawson, [Aud. Cass.] (1988) Listening Library, New York

CD-ROM

El Nino. [CD ROM], (1988). World Book Multimedia Encyclopaedia. World Book Inc., Chicago.

ONLINE SOURCES

Make sure you notice the address when you go to the page, take a note of the person or organization writing the page, the page title, when it was up-dated and the date you found it.

Mudmore, Digby. (1997) The Jutemen of South Borneo [Online] Available http://www.qwerty.marl.com/herv3bo.~citg [1995, Dec. 13]

Internet Kids [Online] Available : http://peg.apc.org/~hotchips [2002, June 26]

http://peg.apc.org/~hotchips


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Step-by-step action plan for construction

Week/ date

Process Tools Material Size

Documents

John Paul College Technology & Enterprise and Enterprise/MDT... · 2017 Course Outline ... rapid concept development techniques ... oral or multimedia form. Types of evidence can