Design and Technology: Advice and guidance for ...



NATIONAL QUALIFICATIONS CURRICULUM SUPPORT

Design and Technology

Advice and Guidance for Practitioners

[NATIONAL 3]

[pic]

This advice and guidance has been produced to support the profession with the delivery of courses which are either new or which have aspects of significant change within the new national qualifications (NQ) framework.

The advice and guidance provides suggestions on approaches to learning and teaching. Practitioners are encouraged to draw on the materials for their own part of their continuing professional development in introducing new national qualifications in ways that match the needs of learners.

Practitioners should also refer to the course and unit specifications and support notes which have been issued by the Scottish Qualifications Authority.



Acknowledgement

© Crown copyright 2012. You may re-use this information (excluding logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit or e-mail: psi@nationalarchives..uk.

Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.

Any enquiries regarding this document/publication should be sent to us at enquiries@.uk.

This document is also available from our website at .uk.

Contents

Overview 5

Aims of the course 5

Learning strategies 6

Tarsia puzzles 6

Bingo 8

Word walls 10

Talking tokens 12

Show-me boards 13

True or false 14

Learner-led lesson 16

Random learner selector 18

Work stations 20

Drawing instruments 21

Show-me boards 22

Tarsia puzzles 23

True or false 24

Word walls 25

Bingo 26

Basic geometry 27

Word walls 28

Show-me boards 29

Learner-led lessons 30

Geometrical shapes 31

Show-me boards 32

True or false 33

Bingo 34

Word search 35

Work stations 36

Orthographic projection 37

Tarsia puzzles 38

Bingo 39

Word walls 40

Talking tokens 41

Show-me boards 42

True or false 43

A design process 44

Word walls 45

Bingo 47

True or false 48

Word search 49

Appendices 50

Appendix 1: Tarsia puzzles 50

Appendix 2: Bingo 53

Appendix 3: Word walls 55

Appendix 4: True or false 56

Overview

This document has been produced as a guide for practitioners teaching National 3 Design and Technology. The content has been designed to be adaptable for practitioners in different settings and to suit the needs of learners.

The resource includes a summary of various learning techniques with exemplars which have also been provided to support practitioners when creating their own teaching and learning resources.

A bank of teaching and learning resources has been provided for practitioners to use for the following topics:

­ drawing instruments

­ basic geometry

­ geometrical shapes

­ types of projection

­ simple design process.

Links to web resources have also been provided for the topic areas. Practitioners should be aware that some information shown in the web resources has been created for curricula other than Curriculum for Excellence.

Aims of the N3 Design and Technology

As stated in the Course Specification, the aims of the course are to enable learners to:

• develop skills in producing and interpreting sketches, drawings and diagrams

• develop skills in practical model making and construction

• develop skills in testing and simple evaluation of models

• apply safe working practices in a workshop or similar environment

• develop knowledge of basic engineering ideas.

This resource focuses on aspects of some of the aims of the N3 Design and technology and uses the courses content as a vehicle to illustrate learning and teaching strategies as shown on the previous page.

Learning strategies

Tarsia puzzles

What are Tarsia puzzles?

Tarsia puzzles engage young learners and allow them to develop their knowledge in a topic or subject.

They give learners the option to work individually or as part of a small group to complete the task as quickly as possible. The puzzles allow learners to assess their knowledge of a topic or subject.

How do you create Tarsia puzzles?

Tarsia puzzles are quick and easy to make and can be saved, allowing them to be used many times.

Tarsia puzzles are made using a free software package available for download from Hermitech Laboratory:



Follow the link for downloads and select Formulator Tarsia. This will download the software to your desktop, allowing you to choose and create the Tarsia puzzle most suitable for the task (see Appendix 1).

How do learners complete Tarsia puzzles?

Learners are provided with a printed copy of the puzzle. They should cut the puzzle into the individual pieces, taking care not to lose any. Once all the pieces have been cut out, learners work through the puzzle by matching the questions to the answers to create the finished puzzle.

Learners could then glue their finished puzzle to paper/card to create a revision aid.

Resources needed

List of questions and answers

Computer with internet

Paper

Scissors

Glue

Using Tarsia puzzles for assessment

Tarsia puzzles are an effective strategy for both peer-assessment and self-assessment. Learners need to continually check their answers to ensure they are correct before moving on. Learners are able to help each other to come to the correct solution.

Practitioners are able to assess learners’ knowledge based on their ability to complete the puzzles quickly and correctly. Practitioners can gather evidence of common mistakes made during the completion of the puzzles to inform next steps.

Bingo

What is bingo?

Bingo is an engaging learning activity that can be used as an introductory lesson or as a recap at the end of a lesson.

Bingo allows learners to think quickly, relying on their knowledge of a topic or subject. It can also give learners the opportunity to lead the lesson by being the bingo caller.

How do you create bingo?

Creating bingo is quick and easy, and requires limited resources.

Learners use paper, show-me boards, jotters etc. to create a grid of boxes (the number of boxes is dependent on the number of answers available). See Appendix 2.

Learners fill each of the boxes with a word from a provided list. The list can be written on a board, a PowerPoint or a word wall.

A bingo caller’s card should also be created which contains clues to all the words on the list.

How do learners play bingo?

A bingo caller should be selected (this could be the practitioner or a learner). Once all the learners have created their bingo cards by filling in all the boxes using different words from the list provided the game can begin.

The bingo caller reads out the clues to words in a random order. Learners mark off any words they think are the answers to the clues read out. The game continues until one learner has matched all of their words to the clues read out, giving them a full board – they then shout ‘Bingo!’.

Resources needed

Show-me boards or paper

Bingo caller’s card

List of words used

Using bingo for assessment

Bingo is an effective strategy for both peer-assessment and self-assessment. Learners need to be sure they know the correct answer to the given clue before marking off their card. If learners are unsure they can confer with a peer.

Practitioners are able to assess learners’ knowledge their ability to complete their bingo cards correctly, marking off the correct answers to given clues. Practitioners can gather evidence of common mistakes made during the completion of the bingo games to inform next steps.

Word walls

What are word walls?

Word walls are a visual aid for the correct spelling of subject- and topic-specific words. They can take many different forms, from a physical section of the classroom or workshop wall to a portable display board or flip chart.

Word walls should focus on a small number of targeted vocabulary words that are key to a unit of work. The words selected for the word wall should be addressed continually, using a wide variety of engaging activities.

Word pack resources for each project can be saved and re-used.

How do you create a word wall?

The required words for each project or topic should be printed out and laminated. Words can be colour coded to help learners recognise nouns, frequently misspelled words etc. Make access to words easy using tape, pins or blu-tack.

A word wall can be created in various different ways:

Section of the classroom/workshop

A section of the classroom or workshop is decorated to look like a brick wall, or brightly coloured paper used to make the area stand out and be instantly recognised and visible.

Portable display board

A portable display board is an excellent way to create a word wall in a shared room.

PowerPoints

PowerPoints can be used to quickly display the words for each project. Using a brick wall effect background and adding the words onto the background creates a good visual aid.

How do learners use word walls?

Learners can use word walls in various ways. See Appendix 3.

Resources needed

Word wall

Printed words

Tape, pins or blu-tack

Using word wall activities for assessment

Word walls are an effective strategy for both peer-assessment and self-assessment, depending on the activity used.

Practitioners are able to assess learners’ knowledge based on their ability to complete activities quickly and correctly. Practitioners can gather evidence of common mistakes made during word wall activities to inform next steps.

Talking tokens

What are talking tokens?

Talking tokens are an engaging activity that helps to assess how much or how little learners have learned.

This activity keeps learners engaged and includes the whole class in the learning process. The tokens allow learners to assess their knowledge of a topic or subject. Talking tokens can be used at the end of a topic or as a revision exercise.

How do you create talking tokens?

Talking tokens are quick and easy to make. All you need are enough small pieces of paper/card or even milk bottle lids for each learner in the class. Each token should be numbered. You also need enough questions from a particular topic for each learner in the class.

Once you have your list of questions, it can be used over and over again for assessment and revision.

How do learners complete talking tokens?

Learners are given a numbered token each. The person asking the questions (either the practitioner or a learner) will ask each number a question randomly. If the question is answered correctly the token is collected in. By the end of the task all the learners should have handed in their token by managing to answer a question correctly.

Resources needed

List of questions and answers

Numbered tokens

Using talking tokens for assessment

Practitioners are able to assess learners’ knowledge based on their ability to answer quickly and correctly. Practitioners can gather evidence of common mistakes made during talking tokens tasks to inform next steps.

Show-me boards

What are show-me boards?

Show-me boards are mini whiteboards that allow learners to write answers or sketch pictures to answer questions asked by the practitioner. The boards are then held up to show the practitioner the answers.

Show-me boards are an engaging and effective method of collating information regarding the progress of learning. The practitioner can use show-me boards as an introductory task, as a recap at the end of lessons or throughout the lesson to inform next steps.

How do you create show-me boards?

Most schools now have access to show-me boards but they can be made quickly and easy at low cost.

Simple show-me boards can be made by laminating plain white paper. A5 size is usually sufficient. Learners will also need access to a dry-wipe marker pen and a cloth to use as an eraser.

Many learners’ homework diaries now come with a show-me board as the back cover.

How do learners use show-me boards?

Learners can use show-me boards to write or sketch their answers to the practitioner’s questions.

Resources needed

Show-me boards or laminated paper

Questions or tasks

Using show-me boards for assessment

Practitioners are able to assess learners’ knowledge based on their ability to display answers quickly and correctly. Practitioners can gather evidence of common mistakes made during show-me board tasks to inform next steps.

True or false

What is a true or false task?

True or false tasks are designed to be quick and fun for learners but also provide the practitioner with valuable information regarding learners’ progress and understanding of a project or topic.

True or false is simply a list of statements which are either true or false. The statements are read to learners, who quickly decide and display whether the statement is true or false. Learners can show their answers using a variety of techniques.

How do you create true or false tasks?

A list of statements should be written up which are either true or false. The practitioner or learners should decide which technique to use to display their answers.

Gloves

Learners stand in a row wearing two different coloured gloves, one colour for true and the other for false. Learners hold up the correct hand to display their answer. Learners who get the answer wrong should sit down.

Show-me boards

Learners write true or false onto show-me boards and hold them up to display their answers.

Flags

Flags with either different coloured sides (one colour for true, the other for false) or one side with true written on it and the other side with false written on it are issued. Learners hold up their flags with the correct side facing the practitioner to display their answers.

How do learners use true or false tasks?

Learners listen to the statements and decide whether they are true or false.

True or false works best as a knock-out game as this provides an increased element of fun and competition. It also allows the practitioner to observe which learners are regularly knocked out early and which regularly win.

Resources needed

Coloured gloves

Coloured flags

Show-me boards

Questions

Using true or false tasks for assessment

Practitioners are able to assess learners’ knowledge based on their ability to answer quickly and correctly. Practitioners can gather evidence of common mistakes made during true or false tasks to inform next steps.

Learner-led lessons

What are learner-led lessons?

Learner-led lessons can be used in a series of lessons where the class are expected to learn a variety of different topics. The class should be divided into groups (eg if there are five topics there will be five groups or if there are four topics there will be four groups). Each group will be given information, checklists, instructions etc. based on their group’s topic. Each group should become experts on their topic. learning information about it and how to assess it.

Once each group has learned all about their topic, they will take turns to teach their topic to the rest of the class and assess their learning. This way each learner is taking ownership, showing leadership skills and building confidence.

How do you create learner-led lessons?

The practitioner needs to prepare enough work for four or five topics, including instructions, checklists, information sheets, work sheets etc. for learners to work through and learn from.

All the information for each group should be enough to ensure learners are fully confident in the knowledge of their topic.

How do learners complete learner-led lessons?

When all groups are fully confident, it is their job to come up with the best way to teach their topic to the rest of the class. The learners will make and create all the resources needed for their teaching session, and decide how their topic will be assessed.

Any work produced can be used for wall displays or revision purposes.

Resources needed

Information pack for each topic/group.

Using learner-led lessons for assessment

Learner-led lessons are an effective strategy for both peer-assessment and self-assessment, depending on the activity used.

Practitioners are able to assess learners’ knowledge based on their ability to complete activities competently and confidently. Practitioners can gather evidence of common mistakes made during learner-led lessons to inform next steps.

Random learner selector

What is a random learner selector?

A random learner selector is a technique used to question learners at random. This technique allows the practitioner to ask a wider range of learner questions and keeps learners engaged.

When a question is asked to the whole class there will be a small group of learners who always put hands up to offer answers because they know the answer, a group of learners know the answer but are too shy to put their hands up and a group of learners who do not put their hands up because they do not know the answer. The ‘hands-up’ technique does not allow the practitioner to use answers to inform next steps.

Using a random learner selector technique gives the opportunity for practitioner/learner dialogue to get the correct answer, either instantly or after prompting.

How do you create a random learner selector?

There are various methods of using a random learner selector given here but there are many others. Practitioners can create a random learner selector that suits them, the class and the surroundings.

Lollypop sticks

Learners’ names are written onto lollypop sticks and a lollypop stick is randomly selected for every questions asked.

Online fruit machines

There are various online fruit machines that allow practitioners to input learners’ names. The machines work like a real fruit machine and select a learner’s name. This is a great technique to use when there is access to a projector as learners can watch the machine spinning, adding an element of fun.

Numbered tokens

When entering the room at the start of a lesson learners are given a numbered token. The practitioner selects a number and the learner with that numbered token provides an answer and returns the token. The aim is to get all numbered tokens back by the end of the lesson, ensuring that all learners have answered a question.

How do learners use a random learner selector?

Learners are kept engaged throughout the lesson as they never know when they will be asked a question. All learners are given the opportunity to answer questions and practitioners are able to use answers to inform next steps.

Using random learner selector tasks for assessment

Practitioners are able to assess learners’ knowledge based on their ability to answer quickly and correctly. Practitioners can gather evidence of common mistakes given during random learner selector tasks to inform next steps.

Work stations

What are work stations?

Work stations engage young learners and allow them to develop their knowledge in a topic or subject.

They give learners the chance to work on numerous activities during the lesson. They can be used as revision tasks or as an introduction to a topic.

How do you create work stations?

Work stations are created by setting up around four or five different activities for learners to work through, for example each station could have materials and a finish that has to be applied. Learners follow instructions and learn the technique for each process.

Work stations take some time to prepare and set up but learners learn a lot from them.

How do learners complete work stations?

Learners follow the practitioner’s instructions, either from information sheets or from teaching at the beginning of the lesson. Once learners understand the task they work through all the work stations in turn to ensure that each learner experiences each activity.

Resources needed

Numerous activities and resources are needed.

Using work station activities for assessment

Work stations are an effective strategy for both peer-assessment and self-assessment, depending on the activity used.

Practitioners are able to assess learners’ knowledge based on their ability to complete activities competently and confidently. Practitioners can gather evidence of common mistakes made during activities to inform next steps.

Drawing instruments

Overview

Learners will be expected to use drawing equipment and instruments for technical drawing.

Learning strategies

The following active learning strategies could be employed to cover this topic:

show-me boards

Tarsia puzzles

true or false

word walls

bingo

talking tokens

practical projects

learner-led lessons

random learner selector

Provided resources

Resources suitable for the teaching and learning of ‘equipment’ has been provided.

Suggested online resources







Show-me boards

When teaching learners about equipment and their uses, show-me boards can be used to reinforce learning.

Show-me boards can be used to identify equipment and its correct use. This can be done by showing various tools to the class and asking learners to write down what they are. When everyone has written something they can hold up their answers. This will allow the practitioner to identify who is unsure of what has been taught in the lesson.

This process can be repeated many times.

Tarsia puzzles

The information below should be used to create the puzzle. See Appendix 1 for how to create the puzzle.

|Used to hold paper in place when drawing and combined with a parallel |Drawing board |

|rule. | |

|Used with a drawing board to create horizontal lines. |Parallel rule |

|Set square with two equal angles. |45° set square |

|Set square with two different angles used most commonly for isometrics. |30/60° set square |

|Used to draw circles. |Aset of compasses |

|Pencil used for sketching. |HB |

|Pencil used for technical drawing. |2H |

|A quick, freehand drawing technique. |Sketching |

|Instrument used only for measuring. |Ruler |

|Instruments used to draw straight lines. |Set squares |

|Unit of measurement used for technical drawing. |Millimetres |

Once information has been copied into the input stage, the output should be printed for learners to cut out and begin the puzzle.

The solution should be printed for reference.

True or false

True or false questioning can be used with coloured gloves (learners wear two different coloured gloves: one colour = true, the other colour = false), true/false paddles, thumbs up/thumbs down etc.

|Statement |True or false |

|A parallel rule is used to draw horizontal lines. |True |

|A ruler is used to draw straight lines. |False |

|A ruler is used for measuring only. |True |

|A 45° set square has two equal angles. |True |

|A set of compasses is used for sketching squares. |False |

|An HB pencil is used for sketching. |True |

|Sketching is a very detailed and time-consuming method of drawing. |False |

|Only the 45° set square can be used to draw vertical lines. |False |

|Only set squares should be used to draw lines. |True |

Word walls

Word definitions

Drawing board A smooth, flat board which to attach paper for making drawings.

Parallel rule Used to draw horizontal lines.

45° set square Used for drawing lines at a 45° angle.

30/60° set square Used for drawing lines at 30° or 60° angles.

HB pencil Pencil used for sketching.

2H pencil Pencil used for technical drawing.

Compass Used for drawing circles.

Ruler Used for measuring.

Millimetres Unit of measuring used in technical drawing.

Board clips Used to hold paper on drawing boards.

Words to be scaled to a suitable size, printed and laminated.

Drawing board

Parallel rule

45° set square

30/60° set square

HB pencil

2H pencil

Compass

Ruler

Millimetres

Board clips

Bingo

The following list is provided as a guide and is not exhaustive. Practitioners should add to it to suit the needs of their learners. Learners should write down a selection of the words on their bingo cards and mark them off when the matching clue is called out.

Bingo caller’s card

|Clue |Answer |Called |

|A smooth, flat board which to attach paper for |Drawing board | | | | | | |

|making drawings. | | | | | | | |

|Used to draw horizontal lines. |Parallel rule | | | | | | |

|Used for drawing lines at a 45° angle. |45° set square | | | | | | |

|Used for drawing lines at 30° or 60° angles. |30/60° set square | | | | | | |

|Pencil used for sketching. |HB pencil | | | | | | |

|Pencil used for technical drawing. |2H pencil | | | | | | |

|Used for drawing circles. |A set of Compasses | | | | | | |

|Used for measuring. |Ruler | | | | | | |

|Unit of measuring used in technical drawing. |Millimetres | | | | | | |

|Used to hold paper on drawing boards. |Board clips | | | | | | |

Basic geometry

Overview

Learners are expected to understand and display knowledge of basic geometry.

Learning strategies

The following active learning strategies could be employed to cover this topic:

word walls

show-me boards

work stations

learner led lessons

Provided resources

Resources suitable for the teaching and learning of basic geometry has been provided.

Suggested online resources







Word walls

The following list is provided as a guide and is not exhaustive. Practitioners should add to it to suit the needs of their learners.

Words should be scaled to an appropriate size, printed and laminated for use on a word wall.

A suggested glossary is given.

Radius

Diameter

Scale

Measurement

Angles

Radius: Measurement from circle centre to edge, abbreviated to R.

Diameter: Measurement from one side of a circle to the other, abbreviated to (.

Scale: A ratio which compares a measurement on a drawing to the actual size of the object being drawn.

Measurement: All measurements are given in millimetres.

Angles: Set squares of different angles are used in technical drawing.

Show-me boards

The following list of questions is provided as a guide and is not exhaustive. Practitioners should add to it to suit the needs of their learners. Learners should write their answers to the questions on their show-me boards.

What is the symbol for radius?

What is the symbol for diameter?

What angle is opposite 30° on your set square?

What angle is opposite 45° on your set square?

What unit of measurement is used in drawing?

If you were to double the size of something, what scale would that be?

If you were to half the size of something, what scale would that be?

Learner-led lessons

Learner-led lessons can be done very easily, for example by splitting the class into four groups:

Group 1 – angles

Group 2 – radius

Group 3 – diameter

Group 4 – scale

Each group should fully understand their topic. Once they do they can make worksheets and teaching aids to present to the rest of the class. Each group should work on a rotational basis.

Geometrical shapes

Overview

Learners are expected to understand and confidently draw geometrical shapes. This topic lends itself to practical drawing.

Learning strategies

The following active learning strategies could be employed to cover this topic:

show-me boards

true or false

bingo

word search

practical projects

work stations

learner-led lessons

Each strategy provides opportunities for formative assessment to assess learners’ development and inform next steps.

Provided resources

Resources suitable for the teaching and learning of geometrical shapes has been provided.

Suggested online resources







Show-me boards

The following list of questions is provided as a guide and is not exhaustive. Practitioners should add to it to suit the needs of their learners. Learners should write their answers on their show-me boards.

What angle is each corner in an equilateral triangle?

Draw a picture to represent a scale of 1:2.

Draw a picture to represent a scale of 2:1.

Write the abbreviation for across flats.

Write the abbreviation for across corners.

Write the symbol for diameter.

Write the symbol for radius.

All shapes are measured in what?

True or false

True or false questioning can be used with coloured gloves (learners wear two different coloured gloves: one colour = true, the other colour = false), true/false paddles, thumbs up/thumbs down etc.

Example of questions on geometrical shapes:

Equilateral triangles have three corners at 80°. F

The scale term 2:1 means half. F

Across flats abbreviated is A/F. T

Across corners abbreviated is A/T. F

The scale term 1:2 means half. T

Diameter means from the middle to the outside of a circle. F

The symbol for radius is R. T

Shapes are measured in millimetres. T

Bingo

The following list is provided as a guide and is not exhaustive. Practitioners should add to it to suit the needs of their learners. Learners should write down a selection of the words on their bingo cards and mark them off when the matching clue is called out.

Bingo caller’s card

|Clue |Answer |Called |

|The scale term meaning half. |1:2 | | | | | | |

|The scale term meaning double. |2:1 | | | | | | |

|Abbreviation of across flats. |A/F | | | | | | |

|Abbreviation of across corners. |A/C | | | | | | |

|Abbreviation of radius. |R | | | | | | |

|Abbreviation of diameter. |( | | | | | | |

|Unit of measurement used. |Millimetres | | | | | | |

|Size of each corner on an equilateral triangle. |60° | | | | | | |

|Shape with four equal sides. |Square | | | | | | |

|Shape with three equal sides. |Equilateral triangle | | | | | | |

|Shape with six equal sides. |Hexagon | | | | | | |

|Shape with eight equal sides. |Octagon | | | | | | |

Word search

Answer the following clues and check your answers with a friend. Once you think you have the correct answers try to find the words in the word search below.

Clues

The scale 1:2 has the meaning______________________

The scale 2:1 has the meaning_______________________

Meaning of A/F. __________________

Meaning of A/C. _____________________

Angles are measured in ______________________

Shape with six equal sides. ____________

|W |M |

|View that is drawn to the left or the right of the elevation. |End elevation |

|View that is drawn beneath the plan. |Elevation |

|Original light lines used for projection before darkening in. |Construction lines |

|Used for projecting from plan to end elevation. |Bounce line |

|Type of projection used in school. |Third angle projection |

|Dark lines over construction lines. |Visible lines |

|Used to show something is on the opposite side. |Hidden detail line |

|Drawing that has a plan, elevation and end elevation. |Orthographic |

Bingo

The following list is provided as a guide and is not exhaustive. Practitioners should add to it to suit the needs of their learners. Learners should write down a selection of the words on their bingo cards and mark them off when the matching clue is called out.

Bingo caller’s card

|Clue |Answer |Called |

|View that is drawn above elevation. |Plan | | | | | | |

|View that is drawn to the left or the right of |End elevation | | | | | | |

|the elevation. | | | | | | | |

|View that is drawn beneath the plan. |Elevation | | | | | | |

|Original light lines used for projection before |Construction lines | | | | | | |

|darkening in. | | | | | | | |

|Used for projecting from plan to end elevation. |Bounce line | | | | | | |

|Type of projection used in school. |Third angle projection | | | | | | |

|Dark lines over construction lines |Visible lines | | | | | | |

|Used to show something is on the opposite side. |Hidden detail line | | | | | | |

|Drawing that has a plan, elevation and end |Orthographic | | | | | | |

|elevation. | | | | | | | |

Word walls

Word definitions

Plan View that is drawn above the elevation

End elevation View that is drawn to the left or the right of the elevation

Elevation View that is drawn beneath the plan

Bounce line Used for projecting from the plan to the end elevation

Orthographic Drawing that has an elevation, plan and end elevation

The following list is provided as a guide and is not exhaustive. Practitioners should add to it to suit the needs of their learners.

Words should be scaled to an appropriate size, printed and laminated for use on a word wall.

Plan

End elevation

Elevation

Bounce line

Orthographic

Talking tokens

You will need to make enough tokens for the whole class, either from milk bottle lids or pieces of paper/card, and number them all.

List of example questions

1. What is the view that is drawn above the elevation?

Plan

2. What is the view that is drawn to the left or the right of the elevation?

End elevation

3. What are the original light lines used for projection before darkening in called?

Construction lines

4. What is used for projecting from the plan to the end elevation?

Bounce line

5. What type of projection is used in school?

Third angle projection

6. What are the dark lines that are drawn over construction lines called?

Visible lines

7. What is the name of the view that is drawn beneath the plan?

Elevation

8. What line type is used to show something is on the opposite side?

Hidden detail line

9. What is the name of the drawing that has a plan, elevation and end elevation?

Orthographic

Show-me boards

When teaching learners about types of projection and their uses show-me boards can be used often to reinforce any learning.

Learners can be asked the following questions and instructed to put their answers on their show-me boards.

Name the view that is drawn above the elevation.

Name the view that is drawn to the left or the right of the elevation.

Name the view that is drawn beneath the plan.

Name the original light lines used for projection before darkening in.

What is used for projecting from the plan to the end elevation?

What is the name of the type of projection that is used in school?

What is the name of the dark lines drawn over construction lines?

What line type is used to show that something is actually on the opposite side?

What is the name of the drawing that has a plan, elevation and end elevation?

True or false

Possible true or false questions

The plan is drawn underneath the end elevation F

The elevation is drawn underneath the plan T

Construction lines are used for projection before darkening in T

A bounce line is used to project from the plan to the elevation F

Orthographic drawings include a plan, elevation and end elevation T

Fold lines are used to show any hidden detail F

Hidden detail lines are used to project from the plan to the end elevation F

Visible lines are used to show what you actually see and are drawn over construction lines T

A design process

Overview

Learners are expected to develop their knowledge of the design process and produce a simple folio following the design process.

Learning strategies

The following active learning strategies could be employed to cover this topic:

Tarsia puzzles

bingo

word walls

talking tokens

show-me boards

true or false

word search

random learner selector

practical lessons

Provided resources

Resources suitable for the teaching and learning of a simple design process has been provided.

Suggested online resources









Word walls

Word definitions

Brief First stage of a design process. The brief is provided by a client.

Analysis Breaking the brief into smaller, manageable sections.

Design factors Factors used to analyse the brief.

Research A second process used to analyse the brief by researching the wants and needs of the brief.

Specification List of requirements necessary to meet the brief, compiled after research and analysis.

Initial ideas Quick, rough sketches to display initial thoughts.

Developed ideas More detailed and thoughtful sketches with annotations.

Final idea The idea which best suits the specification and the one which will be carried out.

Sequence of operations A list which details all steps, processes, resources etc., in the correct order, that will be required to physically make the design.

Evaluation The final product is evaluated against the specification to ensure it meets the client’s brief. Any design changes made during production are justified.

The following list is provided as a guide and is not exhaustive. Practitioners should add to it to suit the needs of their learners.

Words should be scaled to an appropriate size, printed and laminated for use on a word wall.

Brief

Analysis

Design factors

Research

Specification

Initial ideas

Developed ideas

Final idea

Sequence of operations

Evaluation

Bingo

The following list is provided as a guide and is not exhaustive. Practitioners should add to it to suit the needs of their learners. Learners should write down a selection of the words on their bingo cards and mark them off when the matching clue is called out.

Bingo caller’s card

|Clue |Answer |Called |

|First stage of a design process, provided by a client. |Brief | | | | | | |

|Breaking the brief into smaller, manageable sections. |Analysis | | | | | | |

|Factors used to analyse the brief. |Design factors | | | | | | |

|A second process used to analyse the brief by researching |Research | | | | | | |

|the wants and needs of the brief. | | | | | | | |

|List of requirements necessary to meet the brief, compiled |Specification | | | | | | |

|after research and analysis. | | | | | | | |

|Quick, rough sketches to display initial thoughts. |Initial ideas | | | | | | |

|More detailed and thoughtful sketches with annotations. |Developed ideas | | | | | | |

|The idea which best suits the specification and the one |Final idea | | | | | | |

|which will be carried out. | | | | | | | |

|A list which details all steps, processes, resources etc., |Sequence of operations | | | | | | |

|in the correct order, that will be required to physically | | | | | | | |

|make the design. | | | | | | | |

|The final product is evaluated against the specification to|Evaluation | | | | | | |

|ensure it meets the client’s brief. Any design changes made| | | | | | | |

|during production are justified. | | | | | | | |

True or false

Possible true or false questions

|Statement |True or false |

|The brief is given by a client. |True |

|Developed ideas are quick and rough sketches with little detail. |False |

|Safety is one of the design factors. |True |

|The evaluation is not an important part of the design process. |False |

|The sequence of operations can be written in any order. |False |

|The final idea is the idea which best suits the specification. |True |

|The specification is a list of things the final design should do or be. |True |

|Function is one of the design factors. |True |

|Once the brief has been given the client is no longer involved in the design |False |

|process. | |

Word search

Answer the following clues and check your answers with a friend. Once you think you have the correct answers try to find the words in the word search below.

Clues

The first stage of a design process. ______________________

The last stage of a design process. _______________________

The brief is given to the designer by the _____________________

Sequence of _____________________

The first stage in sketching rough designs. ______________________

The design which best suits the specification. __________________

|W |M |O |

|Compass |Parallel rule |Drawing board |

|Ruler |Sketching |30/60º set square |

|Parallel rule |HB pencil |Compass |

Bingo caller’s card

The caller reads out the clues in a random order and marks off those used to allow them to check the winner’s card.

The caller’s card can be re-used by creating multiple columns for the caller to mark off used clues.

|Clue |Answer |Called |

|Used to hold paper in place when drawing, combined |Drawing board |X | | | | |

|with a parallel rule. | | | | | | |

|Used with a drawing board to create horizontal lines.|Parallel rule | | | | | |

|Set square with two equal angles. |45° set square | | | | | |

|Set square with two different angles, used most |30/60° set square |X | | | | |

|commonly used for isometrics. | | | | | | |

|Used to draw circles. |Compass | | | | | |

|Pencil used for sketching. |HB pencil | | | | | |

|Pencil used for technical drawing. |2H pencil | | | | | |

|A quick, freehand drawing technique. |Sketching | | | | | |

|Used only for measuring. |Ruler | | | | | |

Appendix 3: Word walls

Possible activities using word walls

Mystery word

Introduce a new word by writing letters in a scrambled order. To assist learners in unscrambling the word, give clues, either about the word’s meaning or about how it is spelled. Learners apply their knowledge of spelling patterns and activate their prior knowledge, depending on the clues given.

New word

After learners have worked on a word wall for a substantial period of time, add a new word. This encourages learners to do a review of the word wall as they hunt for the new word. Present the new word as the new word for the day or as a word that will be used in coming lessons.

Missing word

Take one of the words off the word wall and rearrange the remaining words. Learners scan the word wall and figure out which word is missing.

A learner could be asked to remove a word when other learners aren’t looking.

Quick definitions

Provide a definition for one of the word wall words. Learners write down the word to match the definition.

One learner could be asked to select the correct word from the word wall.

Learners could take it in turns to give definitions, with their peers writing the words down.

Pictionary*

Class splits into teams. Learners select one word from the word wall and illustrate it on the board. The learner who guesses the word correctly gets a point for their team and they illustrate the next word.

(Note: This is more effective with words for equipment, processes etc.)

Word of the day

Choose a ‘word of the day’. Encourage learners to use the word of the day meaningfully during the class and highlight appropriate use. Add the word of the day to the word wall.

Word search

Learners use the words from the word wall to create a word search puzzle. Learners swap word searches with a partner and complete the puzzle by finding the word wall words in the word search.

Appendix 4: True or false

Possible true or false questions

|Statement |True or false |

|A parallel rule is used to draw horizontal lines. |True |

|A ruler is used to draw straight lines. |False |

|A ruler is used for measuring only. |True |

|A 45° set square has two equal angles. |True |

|A compass is used for sketching squares. |False |

|An HB pencil is used for sketching. |True |

|Sketching is a very detailed and time-consuming method of drawing. |False |

|Only the 45° set square can be used to draw vertical lines. |False |

|Only set squares should be used to draw lines. |True |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download