Opportunities for Discussion & Planningfor the Revised Curriculum

Raymond Moffatt WELB.

Technology Education Centre: Omagh

North West Cluster Meeting 21st May 2007

Technology & Design

Quality of Learning and

Teaching

MonitoringEvaluation

Data Analysis

KS3 resultsKS4 resultsIdentifying

under- achievement

Target Setting

Professional Development

Team Building/Capacity Building

Leadership Skills

Vision for DepartmentSubject contribution to Whole School Agenda

Management of Change

NI Curriculum

(Revised Curriculum)

Equity and Parity

All subjects have equal recognition e.g. Languages – French, Spanish, Irish, PolishSciences – Physics, Chemistry, Biology

HEADS OF DEPARTMENT

Curriculum AimCurriculum Aim The Northern Ireland Curriculum aims to empower young people to achieve their potentialThe Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives.and to make informed and responsible decisions throughout their lives.

Curriculum ObjectivesCurriculum Objectives To develop the young person as an To develop the young person as an individualindividual

To develop the young person as a To develop the young person as a contributor to societycontributor to society

To develop the young person as a contributor To develop the young person as a contributor to the economy & environmentto the economy & environment

personal understandingpersonal understandingmutual understandingmutual understandingpersonal healthpersonal healthmoral charactermoral characterspiritual awarenessspiritual awareness

citizenshipcitizenshipcultural understandingcultural understandingmedia awarenessmedia awarenessethical awarenessethical awareness

employabilityemployabilityeconomic awarenesseconomic awarenesseducation for sustainable education for sustainable developmentdevelopment

KeyKeyElementsElements

Personal Personal DevelopmentDevelopment

Local & Global Local & Global CitizenshipCitizenship

EmployabilityEmployabilityHome EconomicsHome EconomicsLearning for Life Learning for Life and Workand Work

FORFOR

THROUGHTHROUGH

The The ArtsArts

English (And IrishIn Irish medium

schools) with Media Education

Environment Environment & Society& Society

Mathematics Mathematics with Financial with Financial

CapabilityCapability

Modern Modern LanguagesLanguages

Physical Physical EducationEducation

Science & Science & TechnologyTechnology

Religious Religious EducationEducation

Areas of Areas of LearningLearning

ACROSSACROSS

Attitudes and Attitudes and DispositionsDispositions

Personal responsibilityPersonal responsibility concern for othersconcern for others commitment-determination – resourcefulness commitment-determination – resourcefulness openness to new ideas openness to new ideas

Self-belief-optimism-pragmatismSelf-belief-optimism-pragmatism curiosity community spirit flexibility tolerance integrity-moral courage curiosity community spirit flexibility tolerance integrity-moral courage respect respect

Promoting/EncouragingPromoting/Encouraging

Learning Learning ExperiencesExperiences

Investigating & problem-solving linked to other curriculum areas relevant & enjoyable media rich skills integrated active & hands on offers choiceInvestigating & problem-solving linked to other curriculum areas relevant & enjoyable media rich skills integrated active & hands on offers choice

Challenging & engaging supportive environment culturally diverse positive reinforcement varied to suit learning style on-going reflection enquiry basedChallenging & engaging supportive environment culturally diverse positive reinforcement varied to suit learning style on-going reflection enquiry based

INFUSINGINFUSING

Cross-Curricular Skills Cross-Curricular Skills

Thinking Skills and Thinking Skills and Personal CapabilitiesPersonal Capabilities

Communication Using Mathematics Using ICT

Managing Information Thinking, Problem Solving, Decision Making Being Creative

Working with Others Self Management

Assessment for Assessment for LearningLearning

Clear learning Clear learning intentions intentions

shared with shared with pupilspupils

Taking risksTaking risksfor learningfor learning

Shared/negotiated Shared/negotiated success criteriasuccess criteria

Peer and Peer and selfself

assessmentassessment

IndividualIndividualtargettargetsettingsetting

Building a more Building a more open relationship open relationship between learner between learner

and teacherand teacher

Celebrate Celebrate success against success against agreed success agreed success

criteriacriteria

Advice on what Advice on what to improve and to improve and how to improve how to improve

itit

Peer and self Peer and self evaluation of evaluation of

learninglearning

I have learned that people will forget what you said, people will forget what you did but people will never forget how you made them feel.

Maya Angelou

1. Baseline:

a) Where are you at?

b) What issues have arisen in your school – for you personally and for your department?

c) What are the implications for you as the leader and manager of your department?

d) What are the implications for you, and others, as teachers of….?

2. Targets/Actions:

e) Where do you need to go next?

f) Have all teachers in your department a common understanding of AfL, TS & PC, Cross-Curricular Skills, Key Elements (LLW), your revised subject curriculum ….?

g) Have all teachers in your department a common understanding of their contribution to the revisedcurriculum?

h) Have you decided as a school, as a department, what revision you might need to make to your current schemes?

2. Targets/Actions:

i) Are you, as a department, aware of your strengths and areas for development?

j) Have you considered how you might go about the process of reviewing your schemes and associated practices (on an on-going basis)?

k) Have you considered how you will monitor and evaluate the effectiveness of the pupils learning experiences as a result of any changes you might make?

l) What are the subsequent implications for collaborative learning in your department, school?

3. What support do you require?

m) How might you begin to/further develop as a learning community – in your department, in your school, across schools?

n) Depending on your identified needs you may need different forums to address these

o) This is a skills-based curriculum which cannot be taken forward unless there is connected learning

KEY STAGE 3 Project

KEY STAGE 3 Project

My Pendant Design

• My Photograph Holder• My Timetable Holder• My House Pendant• My Pendant Light• My Password/s• My Money• My Locker Key • My Panic Alarm

KEY STAGE 3 Project

A year 8 suggested design opportunity

My pendant design

Unit of Work Overview: A Personal Pendant Year 8 Time: 4-5 weeks

Description of the Unit:Through this unit of work opportunities will be provided for pupils to appreciation product designs. Through a range of investigation and research the pupils will make card models and sketch to understand scale and proportion beforemanufacturing.

Knowledge, Understanding and Skills

Designing – opportunities for design appreciate, consider form, function, scale and proportion.

Communicating – use of freehand sketching

Manufacturing – safe use of - files, cabinet scraper, coping saw, pedestal drill, linisher, polisher to produce a quality finish

Energy & Control – an electronic systemMay be used with some classes

Key Elements

Personal understanding – exposure to good exemplars of product designs in relation to personal lifestyle.Moral character – Demonstrate cooperation and respect for others. To tolerate errors and set-backs and to learn from these experiences. Mutual understanding – agreeing criteria to evaluate their own work and that of othersEducation for sustainable development – encouraging pupils to trade spare cut-offs to reduce waste of materials. Personal health – Abide by health and safety rules when using tools, machines and equipment.

Thinking Skills & Personal Capabilities Thinking, problem solving, decision making – Design appreciation – review other designs generate a few solutions, evaluate outcomes, make connections between learning in different contexts.Being creative - experiment with ideas and questions, learn from and value other people’s ideas, experimenting with different designs, outcomes, take risks for learning.Working with others – listen actively and share opinions, give and respond to feedback, respect the views and opinions of others reaching agreement.

Learning Outcomes Demonstrate practical skills in the safe use of a range of tools, machines and equipment and use may be made of Computer Aided Design (CAD); Research and manage information effectively to investigate and appreciate design issues, using Mathematics and ICT where appropriate to this project; Show an understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate to the task; Opportunities to demonstrate creativity and initiative when developing ideas and following them through; Work effectively with others / pair and sharing ideas; Demonstrate self-management by working systematically, persisting with tasks, evaluating and improving own performance; Communicate - oral, visual graphics, written, mathematical and ICT formats showing an awareness of audience and purpose.

Possible Links with other Areas of Learning/Subject strands:

Maths - Symmetry Scale Measurement Evaluating and appreciating their own and others’ work through discussion and reflection

Year 8 Lessons 1 - 4: A Personal Project Appreciating Design and Developing ideas

Learning Intentions Pupils are learning to:

Learning and teaching activities Opportunities for Thinking Skills and Personal Capabilities / development

Opportunities for assessment(for and of

Learning)

Resources

Appreciate product/s and good designing; Understand Symmetry, proportion;

Understand the properties of acrylic plastic / materials & quality finishing;

The pupils be able to use front, side views as a starting point for sketching their design ideas;

The pupils will be able to evaluate their work against design criteria.

Launch – Introduce the learning intentions and discuss the success criteria.

Topic: Myself and School

Activity – Teacher introduces the topic

Powerpoint for pupils; stimuli

• Introduction to material properties & processes; • demonstration re: how to use reference materials to observe shapes and form;• demo – designing A4 sheet Concepts!• What is a specification?• Measurement, scale, symmetry and proportion • Modeling in card;• Manufacturing

Pupils discuss their work with a partner and evaluate against the original design criteria

Debrief – Pupils will be asked to feedback on the activity: What was difficult about this exercise? Did you find it useful in helping to clarify design thinking?

Design appreciation – looking at existing designs;

Being creative- make ideas real by experimenting with different designs, actions and outcomes through modelling activity.Thinking, problem solving, decision making - generate possible solutions, try out alternative approaches, evaluate outcomes – through card modelling and sketching.Working with others – listen actively and share opinions of other’s models, give and respond to feedback regarding design proposals.

Using agreed criteria to assess their design ideas;

Using peer and self assessment strategies to help evaluate and develop the pupils’ own work as well as that of others.

PowerPoint of stimuli.

Modelling card scissors, rulers, pencils, overlay paper, glue, paper;

Basic workshop tools and machines.

A Proposed idea for a Sellotape Dispenser

KEY STAGE 3 Project

Key Stage 3

A Bird Feeder

A Suggested Year 9 / 10 Project

RA Moffatt WELB

A Bird Feeder

A Bird FeederLearning Opportunities:

To develop basic manufacturing skills, processes and appreciate good practice regarding workshop safety;

To develop correct use of hand tools and a health and safe working environment;

To develop quality finishing techniques when manufacturing a product;

To understand the need to work to a set specification;

To understand and be able to interpret a working drawing;

To develop an understanding of design appreciation and practice reverse engineer / product analysis.

Activity Description:

Theory applied: The pupils make a short study of material properties, process and constraints;

Manufacture: To manufacture all parts of the models from set working drawings.

Design Appreciation: to view alternative modifications to the bird Feeder / reverse engineering.

Design Applied or Design Opportunity: How could a seed tray be fitted to this design?

An opportunity to Model in card after the project is made!

A Bird Feeder;

The finished product

Design Applied

Now that you have completed this project design a seed tray that could be fitted to the feeder.

• consider modelling your idea in card.

http://images.google.co.uk/imgres?imgurlhttp://www.core77.com/blog/images/s

Is there a potential design opportunity here?

The Designer Emulation Kits are meant as the sincerest homage to some of the greatest modern designers of our time. The lamps and designers being “emulated” have a particular importance in the history of design. Each kit is made of separate parts, which are snapped off, fitted together, and plugged into a nine-volt battery (not included), resulting in a miniature classic. For USD29, its a bit expensive considering its not going to cost a lot to manufacture… but I like the thinking behind it. Wonderful. http://dtti.wordpress.com/page/7/

KEY STAGE 3 Project

KEY STAGE 3 Project

• a reading light• a Child’s Night light• a Novelty Light• a pocket torch

KEY STAGE 3 Project

Year 8: A Design Opportunity

KEY STAGE 3 Project

The Revised Curriculum in the classroom!

Design & Manufacturing Opportunities

• relevant• interesting • engaging• appropriate to capability• active activities• short duration to realise• stimulating resources • organisation

• positive relationships• affirmation

Measure by Outcome / feedbackHow did they feel about the activity?