Clyde Waterfront Education curriculum resources. Lesson/project idea. Architecture. Curricular area. Cross curricular links

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1 Clyde Waterfront Education curriculum resources Lesson/project idea Architecture Title Making connections - structures Lesson/project focus Lesson: Structures in design Project: Design and make a media rack following a design brief from a local manufacturer Short description Curricular area Technologies Cross curricular links Expressive Art Maths Age group Lower/middle secondary Time allocation 21 Periods Cross cutting themes Curriculum for Excellence; Assessment is for Learning; ICT; Personal and Social Dev; Learning Outdoors Making a media rack to meet a design brief from a manufacturer, transferring knowledge and understanding from architecture and nature into a design idea and presenting back to business. Description This idea will develop a knowledge and understanding of structure and introduce a variety of design and development techniques. Young people will work on individual designs, developing ideas in collaboration with other class members to reach a final storage solution, which they will make from a material provided by the teacher. Preferably wood or plastic. They will present their finished products to a local designer/manufacturer for feedback. Aims of learning To meet learning objectives of lesson topic e.g. analysis brief, incorporate design and development techniques, annotate and justify decisions, design working solution, make in workshop Gain purposeful understanding of evaluation through peer and self assessment Achieve and identify capacities of Curriculum for Excellence (confident individuals, successful learners) Outcomes of learning Subject knowledge of structures gained and enhanced Enterprising skills enhanced application of knowledge to solve a real design problem to satisfy design criteria Develop employability skills communication, planning, organisation, time management,

2 researching, analysing, co-operating, contributing, reporting, problem solving, justifying and manufacturing Confidence of working independently from teacher-led lessons demonstrated by taking leadership to develop project down chosen route. Working with minimum inform teacher Pupils have developed enterprising skills identified as 4 capacities of ACfE: - Confident individuals as they can direct their design project and work independently - Successful learners because they can demonstrate understanding by applying learned skills and techniques - Effective contributors by critically and constructively evaluating their own and their peers design ideas - Responsible citizens through demonstrating safe practice, considering sustainability in design and material choice Resources See Architecture/bridges support materials es/srts-7-20-gen-des-ideas-355.pdf Resources for project A3 or flip chart paper for design intro tasks Paper for design folios Pencils and pens Star chart evaluation sheet Access to internet/books for images/research Plastic or wood for manufacture with relevant tools/accommodation etc Relevance to curriculum Supports Standard Grade Craft and Design - wood or plastic project Structures are relevant to the design of products. Knowledge is put into practice in a real situation by analysing a brief and designing a solution, which meets the set criteria and theme

3 How to develop an enterprising lesson How will you provide a real context for learning? Developing confident individuals Pupils put their learning into a real context by researching, designing and evaluating their idea to fit the specifications of their client. Pupils can present structural designs to architects or local retailers as a possible outlet for sale, or manufacturers for suitability for mass production Pupils will need to understand the restraints of the material they are working with and the relevant tools and processes, which are available to them for the manufacture Partners in learning: visits to manufacturers to see large-scale production and hand craft work Look at the jobs that are linked to this task in a real context: designer, manufacture, joiner etc Action & participation activity: pupils work to complete their design folio and manufactured product within a budget and time constraint, having to use their knowledge of materials/structures/processes and tools to support what they are trying to do Pupils will evaluate their peer s work against the design criteria, for suitability How will you give responsibility to pupils for their learning? Developing responsible citizens Independent learning was demonstrated through, research, analysis, idea generation and development based on self evaluation and peer feedback Pupils took responsibility for this learning by constructively evaluating their own and their peers ideas Pupils made decisions about what types of structure they wanted to incorporate and what type of media the rack would store Pupils solved problems by seeking advice from peers, researching, testing models, applying design and development techniques How will you develop relationships? Developing effective contributors Pupils worked together to develop ideas through 4x4 method Pupils contributing and communicating was shown by formative peer feedback and evaluation How will you reflect on this learning? Developing successful learners Design folio and rack are finished to high standard meeting SG learning outcomes Reflect: Time can be built in at specific stages to review how they are getting on in their task and make changes if necessary e.g. when design ideas aren t working, when planning for manufacture Assessment: self/peer/team/teacher using worksheets star chart evaluation, peer assessment sheets Identify skills that have been developed and ones that require more work such as craftsmanship, successful evaluation of ideas, presentation Progression identified self-awareness raised when pupils take the lead in directing their project. Confident and aware of the limitations The impact of using this approach to learning was shown by pupil ability to design to fill a need, and their communication and social development throughout the design tasks

4 Developing lifelong and employability y skills How will you establish links with external partners in order to put this into a real context and make this more relevant for young people? Employers/business engagement Visit to manufacturers/craftsmen Input from designers on idea generation and development Local architecture/structures Local community Local crafts people DIY hobbyists Is there an opportunity to highlight career opportunities? Working with the businesses above will highlight opportunities to possible career options such as designers, construction, manufacturing etc Career information can be included in worksheets while pupils are working through them e.g. on jobs related to materials/manufacturing/design/construction Careers adviser can also be asked to make an input to the lesson at any time At subject option choice time, pupils will be more aware of how subject knowledge can impact on careers profiled If this is a lesson idea, how could you involve other curricular areas? Reviewing the process Art and Design Art Glasgow architects - sculptures, models, architecture Could it be incorporated into an activity/project with a higher profile (for example, presentation, competition, production of materials, event)? Make products for sale at school fair Invite commission work from local community Present to local independent manufacturers/ retailers for feedback

5 Brief outline of plan Timing Input and content 1 period Introduction of topic Look at some architecture and structures derived from nature Making connections design exercise Teacher activity Introduce by asking: What is a structure? Show various buildings/ objects Which ones are the designs based on nature. E.g. the Armadillo Introduce random connections design exercise as method to develop ideas. Give each pupil a sheet of a3 and a random allocation of 3 words from both of the lists on the random connections resource file Pupil activity 1. Pupils think/pair/share and report back 2. Working in individually, pupils take their allocated words and design as many solutions as they can, for the combinations of which they are given. The aim is to fill the sheet with as many ideas as possible Periods 2-3 Outline of media rack design brief Initial design specification Research on structures in architecture/nature etc What do we need to consider/incorporate? State the specification criteria e.g. material, time and cost restraints Provide access for initial research on structures and nature used to compile a lifestyle or mood board 1. Write and analyse the design brief 2. Complete the design specification with some individual criteria- what it will hold etc 3. Use books, magazines, camera, web to collect pictures of structures in construction, architecture and in nature and arrange on A4 or A3 as a lifestyle or mood board Periods 4-5 Generating ideas 4x4 random connections Develop ideas Introduce idea generation Reinforce the criteria Pupils develop as many quick ideas based on their structures and objects form nature. Each given a sheet of paper to fold in half and half again. 4X4 design task 1. Pupils use mood board structures to design as many ideas as possible 2. Pupils sketch an idea in the first square noting the origin of the structurehoneycomb, scaffolding etc. Pupils then

6 Pupils evaluate feedback and continue to develop ideas pass the sheet clockwise to a neighbour. Pupils now take the design in the sheet in front and offer suggestions/developments to the design. Pass clockwise and continue process until all four boxes are complete. The sheet can now be passed back to the original owner to evaluate the design suggestions. This can be used at any point to prevent designers block! Periods 6-11 Star chart evaluation Developing solution Plan for manufacture Presentation drawing Each pupil given star chart evaluation sheet. 5 design specification need to be added to the star legs. Pupils use to evaluate their peers 3 chosen ideas. The better a design satisfies criteria, the further away from the centre the mark is plotted. All 5 marks can be joined. Ideas occupying the greatest volume of space are more successful Materials, processes, assembly, cutting list 1. Pupils evaluate their peers design ideas against the design criteria. Pupils can then see visually what idea is most successful. They identify which idea they liked the best and how they can make it more successful 2. Pupils prepare Materials, processes, assembly, cutting list 3. Produce and render a presentation drawing of the design Isometric crating or oblique pictorial views Periods Manufacture of individual design ideas Intro to relevant tools, processes and safety procedures 1. Pupils make their design Facilitate pupils making products adding assistance and advice on process, techniques, quality and evaluation

7 Period 21 Present ideas/products to a local business person for feedback on design, fit for purpose, etc Organise venue for presentations. Supervise presentations and monitor order and timing of events Presentations 1. Pupils take turns to present designs giving brief explanations of design influences and suitability 2. Presentations 2-3 minute each. Pupils will need to be focused and specific 3. Pupils should take note of any feedback given to them

8 Design Folio Peer Assessment Red: page missing Amber: something missing requires comments e.g., needs colour, can t read, etc Green: good to go Check the following folio has the following pages. Use the traffic line system above, to identify the stage of the page. page Red amber green Comments Design Brief Mind map Product evaluation Lifestyle board Design specification Initial ideas) justification 3D sketch A card model Sequence of operations Final evaluation Layout and headings Front cover Feedback: now is your chance to give some positive feedback Look at the folio as a whole. Complete the following comments The best things about your folio are I really like I wish You cold make this better by To complete your folio you must: 1 st : 2 nd : 3 rd :

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