Course Plan on Design and Technology - Speech or Presentation Example

Design and Technology Preliminary Course for Year 11 Name of student: Student no: Date: Name of supervisor: Stage 6 Design and Preliminary Course Course Plan According to the NSW Board of Studies, studying this course will allow students who have demonstrated strength in the completion of quality projects in Stage 5 electives, an opportunity to extend themselves in a personal area of interest. This course will also cater for those students who have not yet had an opportunity to develop skills and knowledge beyond the Stage 4 Technology (Mandatory) syllabus. From ancient times, humans have deduced, wrought and transformed their environments in an effort to advance the quality of their lives. In the course of this action, technologies have grown and been developed to the point that, today, they have an influence on most facets of our everyday lives. The study of Design and Technology Stage 6 develops abstract comprehension and facilitates students in the creative application of what they learn to particular technological activities via design projects. It also seeks to build up students’ appreciation of the historical and cultural influences on design and the interrelationships of design, technology, society and the environment. Design and Technology has a unique focus on creativity, innovation and the successful implementation of innovative ideas. Students will investigate the importance of evaluation, the role of computer-based technologies, management, communication and collaborative design, as well as exploring current and emerging technologies. Through the completion of quality design projects, students are provided with the opportunity to develop specific production and manufacturing skills. Design Units Unit: Graphic Design. Module: Publications and Information Hours: 20-40 Description: this module gives students the chance to design and create publications, promotional material and information. Content: the students will learn to: Recognise the value of purpose, experimentation, originality, exploration within their design practises. Create and refine the ideas and material aspects of their craft through the exercise of critical reflection and judgement. Discover the parameters and work within the specifications of design briefs as they relate to product publication. use of a variety of communicative forms such as drawing, painting, computer graphics, photography, film, printmaking, lettering/fonts and to bring all these things together in story, visual arts, documents and events. Unit: Introduction to Designing and Producing Time frame: 16 weeks Course Introduction: Design and Technology syllabus requirements and Preliminary course outline. Investigate a range of design professions. Complete a ‘My Designer Time Capsule’. Design theory and practice. Set up a design terminology reference list. Creative thinking in design and how to generate design ideas. View outstanding design examples in a variety of materials and contexts. Discuss and establish requirements for the Inspirational Design Ideas Journal. Excursion to the Powerhouse Museum. View Design Tech exhibition. Design processes, factors effecting designing and producing. Introduce mini design brief: Contemporary card design. Designing and producing a contemporary card design. Identify the Elements of Design: line, shape, colour, space, texture etc. Research graphical images featuring the aesthetic Elements of Design. Follow the design process to produce a card product. Assignment: Investigate computer-based technologies and their application. Realization – complete a card design and PowerPoint presentation illustrating the design process. Students present their designs to the class, followed by peer and self evaluation. Unit: Designing for Our World. Time: 14 weeks Assessment task 3: Child’s play Design and produce a model of a children’s playground/play environment or toy. Project Proposal and project management. Project analysis, identification of need and proposal. Management: project time, tools and resource management. Research methods: examine research methods and their applications. Visit a local playground to conduct on site evaluation and testing. Evaluation: view the sample toys provided in class and conduct a class evaluation using the design criteria established by the class. Marketing and market research: identify the needs of the target market by conducting local market research. Design processes; factors affecting designing and producing. Establish design criteria after selecting the design project type – play environment or toy. Continue researching to determine suitable materials, tools and construction techniques. Idea development and visual communication techniques – orthogonal elevations, pattern making and pictorial drawing methods. Review computer based technologies available, e.g. CAD, 3D modelling. Design and production processes in industrial and commercial settings. Visit a commercial playground (or similar) manufacturer. Project development and realization. Testing and evaluating materials, tools techniques and processes. Table 1: Introduction to Designing and Producing End Product Codes Students learn about: Students learn to: Strategies and activities Resources Term 1 Weeks 1­–2 P1.1 examines design theory and practice, and considers the factors affecting designing and producing in design projects 15081 Design and Technology syllabus requirements and Preliminary course outline. design theory and practice range of design professions nature and variety of work of a range of design professions interaction and overlap of design professions Australian and international designers and their work recognise the syllabus requirements for the course identify a range of career opportunities in design and production investigate at least one designer and the nature of their work Handout course overview and assessment task outline. Read and discuss. Set up a design terminology reference list. Complete a My Designer Time Capsule. Students write down their course expectations and design aspirations for the next two years. Write the date and their name on the envelope, seal and hand to the teacher for safe keeping until their final day in the course. (Term 3 Year 11 or 12) Investigate a range of design professions – view outstanding design examples in a variety of materials and contexts. Design theory and practice. Creative thinking in design and how to generate design ideas: Marc Newson. Discuss and establish requirements for the Inspirational Design Ideas Journal. Texts: Excel D&T Glover, D&T View examples from web sites, e.g. Powerhouse Museum Sydney Designers Unplugged http://www.marc-newson.com/ Lloyd Morgan, C. Marc Newson Williams, D. Studio Design at Work Weeks 3–4 15082 design processes used in domestic, community, industrial and commercial setting from initial contact with clients to final presentation describe and analyse the processes undertaken when designing apply a design process when developing design projects Excursion to the Powerhouse Museum. View DesignTech exhibition. Observe and note the design processes for two of the design projects featured in the exhibition. Introduce mini design brief: Contemporary Card Design. Outline the aesthetic Elements of Design: line, shape, colour, space, texture etc. Research graphical images featuring the Elements of Design. Follow the design process to produce a card product. Powerhouse Museum, Ultimo, Sydney. See images of example cards. Discuss the aesthetic design elements used on each card. Week 5 15083 Factors affecting designing and producing including: appropriateness of the design solution needs function aesthetics finance ergonomics occupational, health and safety quality short-term and long-term environmental consequences obsolescence life cycle analysis identify factors affecting design analyse design products compare and contrast the factors to be considered in the design and production of design projects appraise the aesthetic and functional qualities of a variety of design products, systems and/or environments Discuss the factors affecting design. Using a selection of objects the teacher and the students have brought to class identify the factors that have impacted on the design of these products. Rank in order of importance the factors the designer has considered. Compare and contrast products that have the same or a similar function and identify the factors affecting their design, e.g. a metal dining knife, a plastic picnic knife and a cornstarch biodegradable knife. As a class complete a life cycle analysis for one object. Students to complete their own life cycle diagram for one of the remaining knives. Mystery object “What am I?” One student uses a cardboard box to hide the selected object. The second student asks questions based on the factors affecting design to determine what is hidden and to identify the object. Teacher example question: Is it used by hand? Student response yes/no then identifies factor as ergonomics. Excel D&T Print out each of the factors and mount onto magnetic strips. Using the white board students are to arrange the factors in order for each example. Excel D&T Powerhouse Museum Eco-logic LCA worksheet Use Factors magnetic strips as a list on the board. Week 6 P4.1 uses design processes in the development and production of design solutions to meet identified needs and opportunities Week 7 P5.1 uses a variety of management techniques and tools to develop design projects 15084 project analysis design briefs appropriateness of design solutions criteria for evaluation and factors to consider marketing and market research purpose of market research sources of data and information gathering techniques marketing environment project management management techniques and tools, including those used by designers in industrial and commercial settings factors affecting management including: identifying available resources clarifying values setting goals setting standards evaluating the costs and benefits of each alternative making and implementing decisions task descriptions and sequencing documentation of plans formulate and analyse design briefs identify the parameters of design identify criteria for success of design projects produce functionally and aesthetically appropriate design projects conduct market research to identify needs and opportunities identify a variety of management techniques and tools plan, implement and evaluate a sequence of operations for the completion of design projects Hand out and discuss Minimalist Lamp Design Task 1 (due week 4 Term 2). Project analysis, identification of need and proposal. Establish design criteria. Minimalism: research associated art movements and current minimalist interior design trends. Show examples of folio techniques and methods for communicating design stages. Outline the standards and degree of quality expected for each folio section and the final product. Discuss key marketing terminology. Analyse a successful marketing campaign that students are familiar with to determine the factors that led to its success. Use internet websites to conduct research into existing light fittings similar to your own design (homework). Identify a target market for your lamp. Use a lighting website as a reference to create an online promotional method for selling your lamp design. Management: project time, tools and resource management. Discuss the role of project management. What are the possible consequences of good and bad project management, in their own work and in the commercial world? Show examples of time, action plans using previous folios. Students use computer resources to complete their Project Management Plan for the remaining weeks. Assessment Task 1 Design Project Information sheet Glover D&T Use the web to search for information on Minimalism Collect examples of minimalist interiors Excel D&T Glover D&T Strategies for Safe Teaching and Learning The learning strategy used will be assessment centred and will provide students with many opportunities to articulate their thinking and obtain feedback for their efforts. This is important in an effective learning environment because active students can better regulate and better their methods and efforts. The Board of Studies has requirements for assessing student achievements in the Content Endorsed Courses for the Higher School Certificate. The assessment will seek to achieve the following aims: Assistance in student learning. Evaluation and improvement of teaching and learning programs. Provision of evidence of adequate achievement and completion of the preliminary course. Provision of the Higher School Certificate results. The syllabus, content and outcomes is a measure of the achievement of the students in assessments. This includes assessment components, weightings and task requirements. They allow for flexibility while ensuring a common focus. This will be done through the various tasks assigned to them to complete. The program will; Specify different tasks that will be carried out by the students. Design and Technology Stage 6 is designed to develop students’ confidence, competence and responsibility in designing, producing and evaluating to meet both needs and opportunities, and to understand the factors that contribute to successful design and production. Students will develop: knowledge and understanding about design theory and design processes in a range of contexts; knowledge, understanding and appreciation of the interrelationship of design, technology, society and the environment; A schedule is also provided for the whole course. Students will be informed in writing about the assessment for each course. Table 2: Assessment Tasks Outcomes Task 1 Task 2 Task 3 Task 4 Design Task 1 Minimalist Lamp Design Design Task Research Task Designer Case Study Design Task 2 Child’s Play Design Yearly Exam (a selection of outcomes will be covered in the exam) Week 4 Term 2 Week 6 Term 2 Week 6 Term 3 *Week 8 Term 3 P1.1 examines design theory and practice, and considers the factors affecting designing and producing in design projects X X P2.1 identifies design and production processes in domestic, community, industrial and commercial settings X P2.2 explains the impact of a range of design and technology activities on the individual, society and the environment through the development of projects X P3.1 investigates and experiments with techniques in creative and collaborative approaches in designing and producing X P4.1 uses design processes in the development and production of design solutions to meet identified needs and opportunities X X P4.2 uses resources effectively and safely in the development and production of design solutions X X P4.3 evaluates the processes and outcomes of designing and producing X X P5.1 uses a variety of management techniques and tools to develop design projects X X P5.2 communicates ideas and solutions using a range of techniques X X P5.3 uses a variety of research methods to inform the development and modification of design ideas X P6.1 investigates a range of manufacturing and production processes and relates these to aspects of design projects X P6.2 evaluates and uses computer-based technologies in designing and producing X X Scoring rubrics are advantageous in assisting students to evaluate their own work as well as the work of others and this assists the lecturer in time management when it comes to evaluation of students’ work. The rubric scoring card will be as follows: Students will be given models of work of varying quality to evaluate. The criteria for scoring rubric are listed below with allowance for discussion on what constitutes quality work. This will assist in assessment of the student’s overall writing experiences. Gradations of quality will be as follows; excellent, good, average, below average and poor. These gradations will be based on discussions with students on the sample works given for evaluation. Practice models will be provided for students to test out the scoring rubrics on the sample assignments in order to build their confidence. Students will then carry out self and peer assessment. Revisions will be done on basis of feedback. The teacher’s assessment will use the same scoring rubric as used by students. Table 3: Assessment Task Outcomes Outcomes Task 1 Task 2 Task 3 Task 4 Design Task 1 Minimalist Lamp Design Design Task Research Task Designer Case Study Design Task 2 Child’s Play Design Yearly Exam (a selection of outcomes will be covered in the exam) Week 4 Term 2 Week 6 Term 2 Week 6 Term 3 *Week 8 Term 3 P1.1 examines design theory and practice, and considers the factors affecting designing and producing in design projects X X P2.1 identifies design and production processes in domestic, community, industrial and commercial settings X P2.2 explains the impact of a range of design and technology activities on the individual, society and the environment through the development of projects X P3.1 investigates and experiments with techniques in creative and collaborative approaches in designing and producing X P4.1 uses design processes in the development and production of design solutions to meet identified needs and opportunities X X P4.2 uses resources effectively and safely in the development and production of design solutions X X P4.3 evaluates the processes and outcomes of designing and producing X X P5.1 uses a variety of management techniques and tools to develop design projects X X P5.2 communicates ideas and solutions using a range of techniques X X P5.3 uses a variety of research methods to inform the development and modification of design ideas X P6.1 investigates a range of manufacturing and production processes and relates these to aspects of design projects X P6.2 evaluates and uses computer-based technologies in designing and producing X X Read More