Practice:Product Design

= Vision for Product Design at Albany Senior High School =

How will we contribute to the realization of the school’s vision?

In Product Design young adults will develop an awareness that creativity and a sense of social responsibility are at the heart of good technological practice. They will learn that Product Design requires a purposeful approach and will value the contribution that others have made in the past and that they can make to the improvement of current and future lives.

Values
How will we affirm and promote the school’s values?

We will promote excellence in all we do through:

By a commitment to continual improvement of practice. By using accurate formative assessment to set realistic, challenging targets for each student.

By engendering intrinsic motivation in students through ownership of the design problem.

By maintaining high expectations based on individual best practice and targets for progression.

Fairness, openness, honesty and trust through:

By adopting a transparent approach to teaching and learning activities.

By providing ongoing feedback to students, parents and other interested parties.

By being approachable and responding to student queries and issues.

By maintaining a genuine, ongoing interest in students learning.

Learning together and making decisions together through:

A continuous process of shared target setting and clarifying ongoing needs for progress through discussion with students and parents.

Supporting students as they tackle the design process within their focussed project areas.

By offering alternative ideas and contexts which support student problem solving skills.

Using evidence and reflection to make decisions through:

Scheduled submission dates and feedback for inquiry based assessment tasks

Facilitating a range of learning activities in order to develop individual study skills.

Student research findings being built into the ongoing design process.

Delight in learning through:

Being an autonomous, creative problem solver.

Engaging in real world needs for design solutions.

Appreciating the excitement of new technology and the successful creation of new solutions to design problems.

Through making a contribution to the sustainability and improvement of our society.

Participating in the local community and the world through:

Through involvement with local and global agencies.

Recognising the role of technology in improving lifestyles.

Carrying out research to find needs and opportunities.

Assessing information through the eyes of a technologist ie what can I do to contribute.

Caring for our community through:

By showing a responsible attitude to the use of energy and resources.

By developing positive attitudes towards taking care of our environment.

Diversity that enriches our learning area through:

Contributing towards the development of a strong cross curricular culture

Recognising the contribution that students from a broad range of cultures can make towards the school community.

Partnership with families through:

Developing ongoing relations which will reinforce a strong culture of learning

Being proactive in involving parents in the life of the school

The bicultural foundations of New Zealand through:

Promoting and celebrating our shared values and our individual contributions

1. How will our teaching and learning meet the school’s expectations for 21st century pedagogy based on current research?
How will we ensure students:

Know what they are learning and why?

By providing explicit learning targets at the beginning of the lesson.

By putting learning into the context of long term targets for personal and academic success using split screening

Connect learning to real life situations?

By offering opportunities for students to solve problems which involve a client.

By offering opportunities for students to engage with communities as an intrinsic part of the process

Students will assess market opportunities for their products

Have multiple opportunities to build on existing knowledge?

By approaching each learning target from a range of perspectives

By adopting a spiral learning method of periodically reviewing existing knowledge and adding to it.

Examine and use new knowledge?

Take care to ensure that learning is constructed so that prior knowledge is not assumed.

Build study habits based on inquiry where students develop individual skills of research and analysis.

Select new knowledge which can be used as a working tool to aid problem solving.

Have time to reflect on their learning?

Provide structured opportunities for students to think about the value of learning methods and the quality of information collected.

Allow students to construct future learning targets at given periods.

Iterative - Feedback from stakeholders which informs next steps.

2. How will our assessment promote effective learning
NCEA standards used in Technology will be appropriate for the learning needs and prior achievement of students who opt for the courses on offer. They will be chosen based on relevance to the courses which are taught.

A moderation programme which is valid, reliable and timely will support and inform assessment. Results will be recorded and announced to students as soon as possible following this process.

The results of all formal, formative and diagnostic assessments carried out will be made available on request to interested parties.

A process of diagnostic assessment will be part of all Technology courses and will be used to assess to what extent programmes are meeting student learning needs in order to improve outcomes.

Technology will work with the principals nominee to ensure that all NZQA accreditation requirements are met in full.

Evidence of work and progress will be cumulative based on the build up of student evidence and work.

3. What does an effective 100-minute lesson look like?
100 minute lesson planner

Split Screen Support

Things to consider

Share learning intentions with students.

Connect learning to real life situations.

Include performativity where students use their knowledge or/and reflect on how they might use it.

Monitor progress through feedback and feed forward.

Focus on developing a key competency.

Explore alternative solutions, strategies, values or/and points of view.

Provide choices for students (within enabling constraints)

Promote reflection on prior learning and experiences in order to set individual learning goals

Foster collaboration, discussion and questioning of ideas.

Promote systems level understanding.

Students to evaluate learning.

100 minute lesson planner

What will students learn in this lesson?

Understand how science knowledge contributes to solving a socio scientific issue through existing technological innovation.

What relevant interests, strengths and prior knowledge are you building on in this lesson?

Students will be able to evaluate the use of an alternative energy source to reduce ASHS energy consumption.

How will learning provide appropriate challenge for all students?

Through participating and contributing to collaborative group work.

How will we know that learning has taken place?

Students will present their evaluations of an alternative energy sources potential to reduce ASHS's power consumption

Learning sequences

Split Screen (1-11)

Students provided with written explanation of learning activities and outcomes outlined. 1,5

Discussion - of energy crisis and social impacts 2

Energy sources used in NZ

Sort energy sources into renewable and non renewable 3

In collaborative groups: 4

Research: ASHS's daily energy needs  6,7

Identify from a range an alternative energy sources suitable for ASHS

Explain: Advantages/disadvantages of the selected source

Evaluate: To what extent that source could contribute to ASHS's energy needs  9,10,11

Included references to the community as a whole

Present: Findings of the evaluation

Comment only on successes/improvements

Other students peer assess

Sum up which includes a new relevant piece of information (plenary). This could be an example of a real solution to give students sense of relevance to their work so they can see that the learning is authentic/real life. successes/improvements

Other students peer assess

How will we cater for difference?

Key competencies (will be a means and an end)
How will we develop each of the key competencies in the learning area? How will we promote the split screen?

Difference in student abilities will be addresses through a programme of formative assessment embedded into schemes of work.

Accurate identification of learning needs will enable individualised planning.

Through the split screen students will be taught to self identify areas for development

How will we identify and address students at risk of not achieving?

Courses in Technology will consist of a series of hand in dates which allow ongoing assessment of student performance. Students at risk of not achieving will be identified and supported through this process.

Gifted and talented students?

Students who show attitudes and capabilities beyond expectation will be encouraged to refine and demonstrate behaviours recognised as gifted and talented.These attitudes and capabilities will be recognised through the formative assessment programme.

How will we know about our students prior knowledge?

Students prior knowledge will be identified through summative outcomes also through discussion with students, parents and previous teachers.

Sum up which includes a new relevant piece of information (plenary). This could be an example of a real solution to give students sense of relevance to their work so they can see that the learning is authentic/real life.

Thinking:

Students will learn skills of critical analysis.

Students will learn to justify decisions in relation to context and issue.

Using language, symbols and texts:

Students will develop subject specific vocabulary and show evidence of appropriate use.

Students will learn to use flow charts and Gannt charts.

Managing self.

Students will plan and carry out individual research.

Students will organise work schedules and meet deadlines.

Relating to others

Students will negotiate with clients and stakeholders.

Students will identify opportunities for design in local and global communities.

Participating and contributing.

Students will develop a responsible approach to the design and development of products which benefit others.

Curriculum design for Technology
What do we want our students to learn and/or develop?

Core Knowings:

Planning for Practice

How to critically analysing own and others’ past and current planning and

management practices.

Brief Development

How to justify the nature of an intended outcome in relation to the context and the

issue to be resolved.

Outcome development and evaluation

How to critically analyse their own and others’ outcomes and fitness-for-purpose

determinations in order to inform the development of ideas for feasible

outcomes.

How to carry out a critical evaluation that is informed by ongoing

experimentation and functional modelling, stakeholder feedback, trialling

in the physical and social environments

Technological Modelling

Understanding the role of technological modelling as a key part of

technological development.

Technological Products

Understand the concepts and processes employed in materials evaluation development and evaluation and the implications of these for design.

Technological Systems

Understand operational parameters and their role in the design,

Characteristics of Technology

Understanding of the implications of technology as intervention by design and

how interventions have consequences, known and unknown, intended and

unintended.

Characteristics of technological systems

Understanding of how technological outcomes can be interpreted and justified

as fit for purpose in their historical, cultural, social, and geographical

locations.

Quality assurance
How will we ensure that standards are transparent, clear, reliable, valid and fair?

A fair assessment is one that avoids influences unrelated to the matters being assessed; emphasis is placed on avoiding effects arising from differences related, for example, to race, gender and assessment method.

A valid assessment activity is one where the test is matched as closely as possible to the objectives of the teaching it is assessing

Sufficiency refers to evidence of assessment. Sufficient evidence will establish with confidence that all criteria have been met and that performance to the required standard could be repeated with consistency.

For a test to be reliable it must produce the same results consistently on different occasions.

A year planner with submission dates for student work will be provided. Work assessed for Achievement Standards will be required to be handed in for assessment on the due date with cover sheet.

Copies of moderated work which have been verified and levelled must be stored.

Tasks will be guided by NCEA requirements for assessment as described.

Workable and effective moderation.

Moderation to be kept up to date, requirements at the end of each term to be consistent.

All assessment tasks and schedules must be taken from the current version of NZQA achievement standards.

What data will we collect and how will we use it?
Through a programme of appraisal which will include:

Lesson observations by colleagues.

Setting of targets for improvement or targets for new learning at the end of each year.

Feedback from students regarding quality of teaching through questionnaire.

Ongoing course support and appraisal using external agencies such as Team Solutions.

Internal moderation programme.

Comparison with similar school NCEA results.

Exemplars of student work photocopied for future reference also photographic evidence, video evidence.

Records of marking and formative/summative assessment details.