Teachers notes - Product analysis – function Background – Guiding pupils to look critically at products. We have found this to be instrumental to improving.

Slides:



Advertisements
Similar presentations
AS/A2 – Making Notes Supporting Students Learning.
Advertisements

Please view the PowerPoint in note form to read the comments attached to the slides and to see how the resources were used. Thanks.
Learning at Our primary role has been to help schools, teachers and lifelong learners engage with NLS collections through online resources, workshops and.
SituationGantt Chart Brainstorm:Design Brief Page 1 GCSE Product DesignYour NameCandidate Number.
You can use this presentation to: Gain an overall understanding of the purpose of the revised tool Learn about the changes that have been made Find advice.
Key Stage 3 National Strategy Standards and assessment: session 2.
Key Messages Learners need to know  What skills are available  When to use them  Why they are appropriate for the task  How to apply them to achieve.
Year 12 ENGLISH Creating and Presenting: ‘the imaginative landscape’
Case study 5: investigating sustainable urban development Sprowston Community High School Norwich, Norfolk Year 8 Summer term 2008.
Skills and Techniques Lesson Three. Today we will… Recap Current Stage of Skill Learning Consider the importance of a model performer. Recap how we used.
The Foundation Stage Assessment for Learning. Programme Session oneIntroduction Rationale for AfL COFFEE Session twoSharing learning intentions Success.
EYNSHAM COMMUNITY PRIMARY SCHOOL
Skills and Techniques Lesson Two.
Aims To revisit reading assessment focuses
Converting 2D to 3D drawings Drawing products you want to design in 3D can be a difficult. A strategy that can help with this is called oblique drawing.
A-level Product Design 2015/6
TASK Take existing products/materials and turn them into a brand new product. Submit the product along with any research, design ideas and an evaluation.
Design tasks & strategies Teachers notes. Design task 1: the concept of this focus task is to explain how an animation functions by quickly flicking from.
Transforming lives through learningDocument title SSLN (Literacy) Professional Learning Workshops Learning, teaching and assessment – Third level writing.
Product Analysis of a Coat Hanger
When we design we often look at products to see how they have been made. To see if it is possible to make a better product or just to get a general idea.
1 Making sound teacher judgments and moderating them Moderation for Primary Teachers Owhata School Staff meeting 26 September 2011.
Teachers notes Introduction – From the outset I would like to point out, that what is presented here are the PowerPoint presentations and teaching methodologies.
Key Stage 3 National Strategy Using the electronic behaviour and attendance audit This presentation takes you through the basic functions of the electronic.
Skills and Techniques Lesson Two. Today we will… Stages of Skill Learning Consider the importance of a model performer. Investigate how we can use a model.
Key Stage 3 National Strategy Foundation Subjects MFL: optional module 5.
Possible teaching/discussion point e.g. checking that colours of the two fabric selected “work” together, same length and no flaws. Teachers notes – Construction.
Teacher notes – handbag construction. Background – This sounds a little brief but it is really the essence of what we want the pupils to take on board.
Design: Strategies How the calendar is going to stand – the structure. When you are designing the calendar there are two elements to think about: What.
Key Stage 3 National Strategy Foundation Subjects MFL: optional module 9.
K-6 Science and Technology Consistent teaching – Moderation K-6 Science and Technology © 2006 Curriculum K-12 Directorate, NSW Department of Education.
Teachers notes Design Strategies Designing – Inspirational sources Slide 1 offers an introduction to the designing section with screen shots of the range.
Engaging Students with Feedback CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION.
Brainstorm Solutions Problem Solving Module Session 4.
Teachers notes – Initial ideas Background – We enjoy teaching and guiding our pupils through design work, but we have found that their work improves if.
Key Stage 3 National Strategy Foundation Subjects MFL: optional module 4.
Miscellaneous 1 Miscellaneous 2 Slide ShowEditingGraphics
Key Stage 3 National Strategy Handling Data. Key Stage 3 National Strategy © Crown copyright Slide 1.1 The key messages These units of teaching are primarily.
Making the most of booster classes October 2002 National Strategy for Key Stage 3.
Background – Pupils are encouraged to express their individuality here and design an unique or innovative decorative feature for the bag. Possible teaching/discussion.
Product analysis – style Background – Guiding pupils to look critically at products. We have found this to be instrumental to improving their design skills.
Background – Probably like most CAD/CAM embroidery systems there are limitations that need to be considered. These are discussed at the outset to avoid.
Northern Ireland Curriculum Assessment for Learning Nursery Teachers.
Background – Drawing with Word is probably some peoples idea of a nightmare – but in our Lower School room we have to date, limited computer access in.
Some applications and uses of the IWB from the classroom: ‘snapshots from the classroom’ Compiled by the teachers from the IWB Professional Learning Team.
Assessment for Learning (AfL) Effective Questioning.
Key Stage 3 National Strategy Aims of session  To develop greater consistency in teacher assessment of ICT.  To develop a common understanding about.
Teacher notes – evaluation Possible teaching/discussion point e.g. These question are asked to encourage the pupils reflective and projective evaluation.
Making Teachers notes These slides deal with making of the product. Pupils can use Serif,Draw to drawing backgrounds and characters. They can then produce.
Cognition linked in with Communication CLIL SECONDARY.
GCSE Child Development How to make your child study brilliant!
Research Assessment Task
Computer Basics Tutorial Text boxes like this will give you information. Boxes like this at the bottom of a slide will give you instructions. Press the.
Introduction to the task Research section The first slide sets the outline of the task, the next an outline of the aspects of the designing and making.
FESTIVAL SPREADSHEET ACTIVITY 2 Key stage – Music Festival.
KS1 SATS Guidance for Parents
Special Education/Learning Support Title: The New Zealand Curriculum and the IEP Author: Rosemary Mirams address:
Investigate Plan Design Create Evaluate (Test it to objective evaluation at each stage of the design cycle) state – describe - explain the problem some.
 Continue to develop a common understanding of what STEM education is/could/should be here at Killip.
Cornell Notes What you’ve always wanted to know about… Oh, you know you do!...
Making the most of booster classes October 2002
GCE Applied ICT G053: Lesson 07 Design Tools and Techniques
Microsoft Word - Formatting Pages
Supporting your child in Y10
Lesson Plan The BIG picture? Stickability!
A-level Product Design
Book Review Over the next few weeks you will be studying a novel of your choice in detail.
Support Materials Episode 4 Three
Function: When we design we often look at products to see how they have been made. To see if it is possible to make a better product or just to get a general.
Research section Introduction to the task Introduction –
Presentation transcript:

Teachers notes - Product analysis – function Background – Guiding pupils to look critically at products. We have found this to be instrumental to improving their design skills. Possible teaching/discussion point Outlining of reasons why product analysis is a helpful tool for all designers/pupils e.g. comparison of functions, shape, size, materials. Product analysis is also a possible way to prompt idea generation i.e. other designers bags as an inspiration source. Could include discussion on copyright here. Background –this page was generated to give pupils a broad outline of the numerous features that could be considered when analysing a bag product. For this bag project we have identified function and style as the two main focus aspects for analysis. Other aspects are included, but are not key objectives – these are dealt with in other projects later in Key Stage 3 e.g. target groups, seasons etc Possible teaching/discussion point e.g. The presentation slide attempts to make pupils think about what are the main features that they would need to consider when analysing a bag and consequently when designing a bag product. Background – It depends in which order you decide to complete this unit – style before function, function before style – chicken and egg situation. There is an argument that form should follows function – but we have also found that pupils feel very comfortable with the aesthetics aspects of products as a starting point. We change from year to year, so we have included a duplicate slide at the beginning of both presentations on style and function.

Background – A link is established with the previous page by reducing the spider diagram and placing it in the top left hand corner. The red circle highlights the focus of analysis – function. A Flash download is available that allows pupils to drag and drop objects into the bag. It is possible to move some of the objects using this presentation slide – but not when in a View Show format. Possible teaching/discussion point - Function of a bag – does it influence it’s shape?, Should function always be key to the shape of a bag ? Why are most school bags, rucksack style products? Can they name bags that are designed specifically for a function? What style of bags are trendy now and why? Some of the illustrated products might prompt discussion? Background – This is an exemplar page from the pupils booklet. We have found the following strategy helpful - illustrating an uncompleted page that the pupils are due to complete on the screen, and then either completing it with the pupils on screen, or showing partially completed sheets. One of the objectives we aim to achieve here, is to improve either pupils technical language or descriptive words related to textiles. Possible teaching/discussion point – Pupils are given a “handling collection” of a range of bags. These could be bags made by previous pupils or their own school bags. Pupils are asked to identify positive aspects, in view that these could be incorporated into their own design work.

Background – Large projected images of the bags are highly visible to enable all pupils to participate in discussion. Possible teaching/discussion point – Pupils are encourage to explain their reasons why an aspect of the bags design is a positive feature – a reason such as pockets has to be justified e.g. large pockets or a pockets with zips or a pocket with a zip to make it secure. Each answer is progressively more detailed, and hence they can demonstrate their depth of understanding. This is encouraged in all the product analysis tasks. Another example could include the straps – wide straps or wide straps make it easier to carry or wide straps spreads the weight of the bag over the shoulders etc.