John Paul College Technology & Enterprise and...ICT or manual presentation skills to create solutions incorporating: o elements of design – line, shape, form, texture, colour, tone

MDT WOOD Unit 2 1

John Paul College

Technology & Enterprise

Year 11 General Materials

Design and Technology

2017 Course Outline

Unit package Unit 2—Design fundamentals

Context: Wood Project: Turned bowl

This unit package contains:

Teaching program Assessment outline

Student tasks and marking keys

2016

MDT WOOD Unit 2 2

Rationale

Materials are the basic ingredients of technology. Materials are used to make machines and these machines

use materials to make products. Materials also supply the energy to enable technology to function. Throughout

history, the availability of materials has largely determined the evolution of technology. The strong historical

links between materials, design and technology remain significant in society today. If the desire to create new

opportunities and to continue to improve our quality of life remains, the development of materials will

continue.

The Materials Design and Technology General course is a practical course. The course allows teachers the

choice to explore and use three materials learning contexts: metal, textiles and wood with the design and

manufacture of products as the major focus. There is also the flexibility to incorporate additional materials

from outside the designated contexts. This will enhance and complement the knowledge and skills developed

within the course as many modern-day products are manufactured using a range of different material types.

Students examine social and cultural values and the short-term and long-term impacts of the use and misuse of

materials and associated technologies. Through this inquiry, experimentation and research, students develop

their creativity and understanding of the society in which they live.

Working with materials, students develop a range of manipulation, processing, manufacturing and

organizational skills. When designing with materials, they develop cognitive skills, such as solving problems,

generating ideas, creative design strategies and communicating what they do. This makes them more

technologically literate and, as consumers, enables them to make more informed decisions about the use and

misuse of technology.

Unit 2

Unit description

Students interact with products designed for a specific market. They use a range of techniques to gather

information about existing products and apply the fundamentals of design. Students learn to conceptualise and

communicate their ideas and various aspects of the design process within the context of constructing what

they design.

Throughout the process, students learn about the origins, classifications, properties and suitability for end use

of materials they are working with. Students are introduced to a range of technology skills and are encouraged

to generate ideas and realise them through the production of their design projects. They work within a defined

environment and learn to use a variety of relevant technologies safely and effectively.

Students, in consultation with teachers, select projects of interest and then design and make products suitable

for a specific market.

Defined contexts

Three different contexts have been defined in this course:

Metal

Textiles

Wood.

Students can enroll 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 builds on the content covered in Unit 1.

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

MDT WOOD Unit 2 3

Common content

Design

Design fundamentals and skills

investigate

needs, values and beliefs of the designer/developer

design fundamentals

o aesthetics – appearance, form

o function – purpose, use

o safety – safe design concepts

o cost – comparison with commercial products

similar and alternate existing ideas and products using a variety of sources:

o sources of design inspiration – aesthetic and functional features

o performance criteria related to aesthetics and function

devise

communication and documentation techniques

o sketching

o annotating

ICT or manual presentation skills to create solutions incorporating:

o elements of design – line, shape, form, texture, colour, tone

o rapid concept development techniques

review of design ideas against design brief and performance criteria

design solution, using annotated hand drawings or computer generated drawings with measurements

or dimensions applicable to context

production planning:

o full materials list

o full materials costing

o production plan, including time line

evaluate

production plan, journal or diary with supporting images

finished product against the design brief, initial design and student-generated performance criteria

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

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

sketching rapid concept developments

2D working drawings or using templates

inspiration/concept or storyboard development and presentation

use workroom/studio terminology appropriate to context

select appropriate materials and calculate the correct amount required to order and purchase materials

to complete the project

operate machinery and tools appropriate to context

Safety

correct use of personal protective equipment (PPE) where applicable

conduct risk assessment for using specific tools/machinery

MDT WOOD Unit 2 4

demonstrate occupational safety and health practices appropriate to tasks being undertaken in

workshops

apply risk management strategies in the workshop/studio

recognise need and purpose of MSD (materials safety data) with regard to storage and handling of

hazardous substances and hazardous operations appropriate to situation

Production management

production plan

maintain a production plan

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

o adhere to sequential instructions

o apply safety and risk management

record changes to materials lists or costing

record regular journal/diary entries

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

Wood context content

Materials

Nature and properties of materials

origins of manufactured boards

production process for manufactured boards

uses of plywood and different fiberboards

identification of characteristics of plywood and fiberboards

the association between hardness, workability, and structure

identification of common associated materials used with wood

adhesives

permanent and non-permanent fixings

abrasives

fillers and finishes

Materials in context

condition of materials recovered through different methods of recycling

impact of materials production processes on the workshop and the local environment, waste

management, dust, fumes, noise

Use of technology


correctly interpret and/or modify plans/patterns/templates

use appropriate conventions and workshop terminology

select appropriate materials and calculate the correct amount required for completion of project

calculate orders and costing for solid timbers and/or sheet materials

apply appropriate and accurate marking out techniques

demonstrate correct and safe procedures for setting up and/or operating selected power tools and

machinery that could include:

radial arm saw or drop saw or compound mitre saw

MDT WOOD Unit 2 5

sanding machines

portable or fixed routers and table

various grinders

carving tools

wood lathe

biscuit cutter

bandsaw

pneumatic tools

portable saws

drill press

mortise machine

identification of the main reasons for blades becoming blunt or breaking

select and use appropriate adhesives

select and use appropriate finishes

apply multiple coats of a finish by spray gun, including appropriate clean-up of equipment

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.

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%

MDT WOOD Unit 2 6

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, 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.

Response Uses industry related terminology in the presentation of research information and data, including pictures, tables and photographs. Includes references for some sources.

MDT WOOD Unit 2 7

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.

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.

MDT WOOD Unit 2 8

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.

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Materials Design and Technology Unit 2 MDT Wood

Assessment type

Outcome Unit content Time Utility board Assessment

1 2 3 4

De

sign

Design

Design fundamentals

basic fundamentals of design

design for the market

investigate --needs, values and beliefs of the client or other end user

--sources of design inspiration --existing ideas and products

Materials

Properties

basic aesthetic and workability of materials relating to design, function, cost and safety of the project

Use of technology

Production management

basic production planning Design

Designing skills

research and investigation of similar designed products

devising a variety of design ideas using annotated sketches

review of design concepts against design criteria

evaluation of the project process and end product

2 weeks

Task 6 Part A: Design a Turned Bowl

use internet find different turned bowls and platters

notate the results’

draw some of your design

sequence of operation

materials cutting/costing

Teacher handouts on:

design sketching techniques

working drawing techniques

Task 6 Part A: Design a Turned Bowl

Term 3 Week 3 5/7/16

10

Use of technology


basic ICT and manual graphic communication skills related to design

basic drawing, reading and interpreting plans/patterns/templates and drawings

use of relevant and appropriate terminology and conventions 2 weeks

Task 6 Part B: Materials research

timbers used in project

finishes used in product

Task 6 Parts A and B: Design folio will be submitted for assessment at the end of the four-week period. Week 4 Term 3 12/8/16 NB: Evaluation will not be assessed at this stage Term3 Week 4/7/16

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Assessment type

Outcome Unit content Time Utility board Assessment

1 2 3 4

Pro

du

ctio

n

Use of technology


skills related to the correct workshop/studio procedure of materials manipulation including basic manufacturing techniques

use of relevant and appropriate terminology and conventions Safety

OSH practices in studio/workshops when working with a variety of materials

Materials Properties

basic aesthetic and workability of materials relating to design, function, cost and safety of the project

Use of technology Production management

use of the appropriate technology process

8 weeks

Task 7: Manufacture of the turned bowl In manufacturing the turned bowl, students will develop skills in the following areas:

use of lathe and lathe tools

any other specialist equipment

appropriate joining techniques

marking out

timber preparation for finish

applying the finish

laminating timber

OSH practice and techniques safety sheets

Task 7: Completed turned bowl will be submitted for assessment at the end of the eight week period. Term 4 Week 4, 4/11/16

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1 2 3 4

Re

spo

nse

Materials

Nature of materials

classifications and origin of common materials used in the workshop/studio

Materials in context

sustainable materials usage through recycle and repair

Design Designing skills

evaluation of the project process and end product

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

Use of technology Safety

implications of safety for users and the environment

2 weeks

1 week

Task 8: Report on the Nature and

properties of materials under the

headings off: (25 marks) (10%)

origins of manufactured

boards

production process for

manufactured boards

uses of plywood and different

fiberboards

identification of

characteristics of plywood

and fiberboards

the association between

hardness, workability and

structure

identification of common

associated materials used

with wood

adhesives

permanent and non-

permanent fixings

abrasives


Task 6 Part C: Evaluation of finished turned bowl

Task 8: Report on the Nature and properties of materials Term 3 Week 6 26/8/16 Task 6 Part C Design folio will be submitted for assessment at the end of the 15 week period. Term 4 Week 5 11/11/16

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Assessment outline: Unit 2 MDTW

Type weighting

Type

We

ek

Du

e W

he

n Task

Task

weighting

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% Design

3

Term3

4

Term 3

Task 6 Part A: Design a turned bowl Investigation and design research

15%

(50)

Task 6 Part B: Materials research Research the timber you are using Research the finish you are using

10%

(50)

60% Production 4

Term4

Task 7: Manufacture of the turned bowl

60%

(100)

15% Response

5 Term4

4 Term3 6

Task 6 Part C: Evaluation of finished turned bowl

5%

Task 8: Report on the differences between repairing timber furniture and recycling timber into new furniture

10%

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Assessment task Unit 2 MDTW

TYPE: Design

OUTCOMES: Outcome 1: Technology process

CONTENT: Design fundamentals; Properties; Production management; Designing skills

UNIT LEARNING CONTEXT: Wood Task 6 Part A: Design a turned bowl (50 marks) (15%) Many different bowl types made from combinations of hardwood and softwoods are available and used for many different purposes: fruit/salad bowls, biscuit/cheese platters, peanut bowls, or simply for decoration. You are to find a need and research existing products and collect ideas for the design and making of your turned bowl. Develop drawings that illustrate your design and produce a finished product. 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:

Research and place into your folio the different types of turned bowls that interest you.

Create six developmental concept sketches of your ideas, and justify in writing why you have chosen this style of bowl.

Develop these ideas into completed sketches that are rendered to show the different timbers.

Produce a fully dimensioned working drawing showing all the pieces of timber and how they are joined.

Show any additional parts you wish to add to the project.

What needs to be submitted for assessment? Due date:

□ Task 1 Part A stage of design folio

15

Marking key Unit 2 MDTW

Teacher comment: _______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Signature: _____________________________________ Date: ________________

Task 6 Part A: Design a turned bowl Maximum possible

mark

Allocated mark

Selection of ideas with notes on choices

10

Concept design sketches

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

all sketches are rendered

explanations about the design

12 6 6

Working drawing 10

Presentation of work 6

Total /50

16


TYPE: Design

OUTCOMES: Outcome 1: Technology process; Outcome 2: Understanding the use of materials; Outcome 4: Understanding materials, society and the environment

CONTENT: Design fundamentals; Properties; Designing skills

UNIT LEARNING CONTEXT: Wood

Task 6 Part B: Materials research (10%) (50 marks) The turned bowl can be made from hardwood or softwood or a combination of timbers. Particular finishes can be applied to the surfaces. These finishes have different properties. Research the characteristics of common hardwoods and softwoods. Research the properties of the finishes available. Answer questions with regards to the purpose of your bowl, the timbers, and the finish you will choose. Develop a production procedure for construction of your bowl.

Time for the task 2 weeks What you need to do Complete the following and present in a design folio:

your choice of timber should be explained

your choice of finish should be explained

materials list with cutting/costing

list of steps for manufacture.

What needs to be submitted for assessment? Due date

□ Task 1 Part B stage of design folio

17

Marking key Unit 2 MDTW

Teacher comment: _______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Signature: ______________________________________ Date: ________________

Task 6 Part B: Materials research Maximum possible

mark

Allocated mark

Justification for the choice of timbers 10

Justification for the choice of timber finish 10

Materials list with correct cutting sizes

10

Clear and logical sequence of construction 10

Presentation of work 10

Total

/ 50

18


TYPE: Response

OUTCOMES: Outcome 1: Technology process

CONTENT: Nature of materials; Materials in context


Task 6 Part C: Evaluation of finished turned bowl (25 marks) (5%) Evaluate your finished turned bowl by responding to evaluation questions. Time for the task 1 week What you need to do:

1. Write clear statements (4–5 lines) that answer the following: a. Did the product meet the design requirements?

i. You designed the bowl for a purpose—does it do what you wanted it to do?

b. Did the manufacturing processes achieve a quality product? i. Comment on joins and the arrangement of the timber.

c. Could the shape, size or finish of the product be improved?

i. Comment on surface finish.

d. Did the addition parts, if any, work well with the bowl?


□ Completed evaluation

19

Marking key Unit 1BMDTW

Student name________________________________________________________

Task 6 Part C: Evaluation of finished turned bowl Maximum

possible mark Allocated

mark

Clear explanation of product meeting requirements and a description of how the board will be used

10

Comments on the manufacturing processes 10

Comments on improvements 5

Total / 25

Teacher comment: _______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Signature: ______________________________________ Date: ________________

20


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 7: Manufacture of the turned bowl (100 marks) (60%) Develop skills in the following areas:

OSH practice and techniques safety sheets

marking out

use of lathe and lathe tools

appropriate joining techniques

timber preparation for finish

applying the finish. Complete the stages of production to make your turned bowl:

record the production of your bowl. Time for the task 8 weeks What you need to do 1. Set out a daily log/journal/work dairy to record your progress.

2. Under the instruction of your teacher, learn and practise setting up and operating the lathe and lathe tools

required to make your project.

3. Follow the suggested procedure to complete the project, with your additional work added in at the appropriate time.

4. After each stage of production, report to your teacher and record your progress in your daily log.


□ Finished turned bowl

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Marking key Unit 1BMDTW Student name________________________________________________________

Task 7: Manufacture of the turned bowl Maximum possible

mark

Allocated mark

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

Success in planning and assembling timbers of the bowl 5

Accuracy of marking and cutting the shape of the bowl 10

Accuracy and neatness of final cut

10

Operating tools and machinery safely

10

Accuracy in making and fitting additional parts 5

Appearance before finish is applied 20

Successful application of a finish to the bowl 10

Presentation of finished bowl 20

Total / 100

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Suggested procedure to produce the turned bowl

Select the correct material according to your materials list.

Cut pieces to length.

Check for width and thickness.

Dress the timber and make square to width and check edges.

Dry assemble your pieces of the bowl together to check square fit and correct assembly.

Glue the parts of the bowl together and clamp.

When dry, clean up the surfaces of the bowl.

Cut the turning blank to rough size according to your design.

Use marking out tools to accurately mark out centre and fit to lathe.

Use lathe tools to accurately cut the bowl to shape and size.

Sand bowl form and present to teacher to discuss finish.

Applying chosen finish.

Use the tools and machinery to shape any other additional parts.

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

Glue or fix other timber parts together.

Applying the final chosen finish.

Take finished project and report to your teacher.

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Assessment task Unit 1BMDTW

TYPE: Response

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

CONTENT: Nature of materials; Materials in context


Task 8: Report on the Nature and properties of materials under the headings off: (25 marks) (10%)





the association between hardness, workability and structure

identification of common associated materials used with wood

adhesives

permanent and non-permanent fixings

abrasives


Time for the tasks 1 week What you need to do

* Remember to include a reference list


□ Report and reference list

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Marking key Unit 1BMDTW

Student name_____________________________________________________

Task 8: Report on the Nature and properties of materials under the

headings off:

(25 marks) (10%)

Maximum possible mark

Allocated mark



10



10

Presentation and bibliography 5

TOTAL / 25

Teacher comment: _______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Signature: _________________________________ Date: ________________

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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

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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 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

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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.

- 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

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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...ICT or manual presentation skills to create solutions incorporating: o elements of design – line, shape, form, texture, colour, tone