1. Tercero Each group at the school was given the task of preparing and running a stall at the Anniversary fete. Our stage decided to create a product that could be sold at this fete. It was decided that each class would be responsible for the production of a specific material or product. September 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, 2007. 1 Syllabus links DM S2.8: Develops, implements and evaluates ideas using drawings, models and prototypes at appropriate stages of the design process. A student: draws and labels a plan to refine ideas for making a paper product participates in the planning, implementing and evaluation of a fete stall develops an annotated plan and uses it to construct a paper product. Foundation statement Students develop and evaluate design ideas recognising the needs of users or audiences. They implement the design process and evaluate solutions using functional and aesthetic criteria.

2. September 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, 2007. 2 Syllabus links UT S2.9: Selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks. A student: selects appropriate resources and materials to design and make a product experiments with a range of desktop publishing features, graphics, font and borders to develop an effective poster or sign. Foundation statement Students select and safely use equipment, computer-based technology and other resources throughout the processes of design and production.

3. September 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, 2007. 3 Teaching and Learning Sequence ng and learning sequenceng and learning sequence

4. September 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, 2007. 4 Teaching strategies The main teaching strategies used in this unit were: TS1:Cooperative learning (p.142, Science and Technology syllabus) TS5:Language development TS8:Clarifying a design task TS23:Considering appearance and function TS25:Selecting and using materials TS26: Organizing tools, equipment and processes. Content strand: Products and services DM S2.8: Develops, implements and evaluates ideas using drawings, models and prototypes at appropriate stages of the design process. A student: draws and labels a plan to refine ideas for making a paper product participates in the planning, implementing and evaluation of a fete stall develops an annotated plan and uses it to construct a paper product. Foundation statement Students develop and evaluate design ideas recognising the needs of users or audiences. They implement the design process and evaluate solutions using functional and aesthetic criteria.

5. September 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, 2007. 5 Due to the fact that these children had little knowledge of the design process I decided that prior to designing our product we would spend a little time learning what the language of design was all about and how we could implement these concepts into our process. We started from the beginning with the question ‘What is a designer?’ Before commencing the unit students brainstormed their ideas on ‘What is a designer?’ Following this I introduced the term design brief. In order to enthuse and excite all students and to make the task a little more meaningful I decided to make use of our supply of 3D construction materials.

6. September 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, 2007. 6 Learning the metalanguage of design Students were given the brief of designing and making a vehicle for a specific purpose. We then discussed what other criteria would help us evaluate our models when they were completed to see if we had achieved the brief. We also looked at what things would limit us throughout the design process. Students were then introduced to the term design constraints. At the completion of the unit students added to the language chart they had created at the beginning. Click here to see their initial brainstorminitial brainstorm Click here to see their final brainstormfinal brainstorm

7. September 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, 2007. 7 Learning to draw Once the models had been constructed we then looked at how we could put our ideas down on paper. In order to do this I used the support materials on orthogonal drawing from the KDC NRMA Technopush challenge. We examined these drawings and discussed the importance of accurate, well annotated designs to the person who was going to manufacture the product. Students then drew their designs from their finished product. Before starting students had discussed what makes a good design. After making her model of a vehicle the student drew it from a variety of views taking into account that someone else was going to have to take her design and make the model.

8. September 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, 2007. 8 Learning to generate ideas and draw designs Click here to see Irene’s explanation of her model

9. September 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, 2007. 9 Learning to draw orthogonal drawings Click here to see additional work samples: 1, 2, 3, 4.1234 When viewing the designs look for the elements of a good design.

10. September 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, 2007. 10 Creating a variety of views Students were asked if they had enough information and detail to make this model.

11. September 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, 2007. 11 Exploring and defining the task Students brainstormed products made of paper. From this mind map they then selected 3 or 4 products that could be mass produced for sale at the school fete. They considered: varieties that could be made total number to make resources and equipment needed cost of production time available profit that could be made. Generating and developing ideas Who will buy? Getting to know your audience. For each identified product students predicted and listed the groups of people that they thought would buy this product.

12. September 2007 Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, 2007. 12 Working together Taking all constraints into consideration, especially that of time and our birthday commitments it was decided that the whole Stage would work together to produce our products for our stall. Students voted and the decision was made. We would mass produce three products: recycled paper notepads paper and envelope sets gift cards. Another cross-stage class decided to mass produce lucky dips. One for boys and one for girls. What a team! Designing our products Using the information from our surveys and after clarifying our task students set about designing their products. In order to use recycled paper they first had to learn how to make it. This was a task on its own and meant there were lots of students involved in creating a workable system for the production of this important material. Steps in making recycled paper

13. September 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, 2007. 13 Producing solutions

14. September 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, 2007. 14 Producing solutions All groups set about to collect and prepare materials to either create their products or make the recycled paper needed for the products. Systems were devised to enable the production to take place in very confined areas.

15. September 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, 2007. 15 Mass producing our booklets

16. September 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, 2007. 16 Production line Creating our recycled paper.

17. September 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, 2007. 17 Using our designs to create our products.

18. September 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, 2007. 18 Following our design instructions.

19. September 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, 2007. 19 Creating our products.

20. September 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, 2007. 20 Designing a product that addresses the criteria Look for correlation between the design and the finished product.

21. September 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, 2007. 21 Student 1 work samples Initial designModified design explaining modifications

22. September 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, 2007. 22 Working in teams to create our raw materials Students were given areas of responsibility such as making paper sheets so others could use these to create products.

23. September 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, 2007. 23 Student 2 work samples This student used a variety of made and found materials to create a sample of a card that could be mass produced for sale at the school fete.

24. September 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, 2007. 24 Student 2 has tried to include the elements of design so that others can use this to mass produce her card. Justification for modifications Measurements materials What material is the purple star made out of? We know what color they are but what are the stars made out of?

25. September 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, 2007. 25 Student 3 work samples Student has tried to create a design but has omitted to include labels, materials and measurements.

26. September 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, 2007. 26 Design lacks specifications making it difficult for anyone else to follow.

27. September 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, 2007. 27 Student reflections Student 1 Student 2 Student 3 Student 4

28. September 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, 2007. 28 Teacher reflection