Handbook for the Teaching of Design & Technology

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2 Handbook for the Teaching of Design & Technology

3 Acknowledgements Writing Group Paul Busuttil Education Officer (Design and Technology) Mario C. Borg Head of Department (Design and Technology) Martin Gravina Support Teacher (Design and Technology Electronics) Silvana Gauci Support Teacher (Design and Technology Res. Materials) Emanuel Barbara Support Teacher (Design and Technology Textiles) Anna Zarb Support Teacher (Design and Technology Food) Josephine Mamo Head of Resource Centre (St. Clare College) Audrey Grech Inclusion Coordinator (St Thomas More College) Carmen Tanti Rigos Inclusion Coordinator (St. Clare College) Anthony Farrugia Education Officer (Primary) Joseph V. Micallef Support Teacher (elearning) We would like to thank the following teachers of Design & Technology who trialled the units in schools or provided us with critical comments: Anthony Abela, Clint Attard, Josef Camilleri (Maria Regina College, Mosta Boys Secondary School) Mario Aquilina, Carlos Borg, Johan Micallef, Audrey Vassallo (St. Benedict College, Kirkop Boys Secondary School) Jonathan Caruana (St. Benedict College, St. Lucia Girls Junior Lyceum) Christopher Borg (St. Clare College, Gżira Boys Secondary School) Ruth Azzopardi, Lawrence Sciberras (St. Clare College, Pembroke Girls Secondary School) Joseph Cordina (St. Clare College, Sliema Boys Secondary School) Karl Mifsud, Miriam Xerri (St. George Prece College, Ħamrun Boys Secondary School) Keith Galea, Anastasja Micallef (St. Ignatius College, B Bajda Girls Junior Lyceum) Amanda Cauchi (St. Ignatius College, Qormi Boys Secondary School) Franco Bugeja, Priscilla Micallef (St. Margaret College, Cospicua Boys Secondary School) Saviour Azzopardi (St. Theresa College B Kara Boys Secondary School) Daniel Spiteri (St. Thomas More College, Paola Boys Secondary School) This work was co ordinated by the Curriculum Management and elearning Department led by the Director Raymond J. Camilleri, Felicienne Mallia Borg, Education Officer and Keith Humphreys, Curriculum Consultant. Thanks are due to the Director General, Directorate for Quality and Standards in Education, Prof Grace Grima, for her direction and constant support during the process. Thanks are also due to the Director, Student Services George Borg and to Assistant Director, Peter Vassallo for their collaboration, and to Edward Gilson, Vince Carabott, George Said Zammit and Saviour Grech, Education Officers, for their support in collating the materials for publication. Cover Design: Edward Gilson Directorate for Quality and Standards in Education Curriculum Management and elearning Department

4 Foreword In view of the current reform, teaching, learning and assessment need to reflect the evolving needs of a differentiated classroom environment within a lifelong learning framework. This is in line with the philosophy underlying the National Curriculum Framework (NCF) consultation documents that have been launched in May The Form 1 and Form 2 curriculum promote ways that support the development of lifelong learning within a framework which is built on the principle of a continuum of learning. The documents serve as a pedagogical tool intended to help teachers meet the different needs of the learners. Apart from this handbook there are two documents for each subject for each form. The first lists the teaching objectives and learning outcomes that need to be covered in a year. A second document which includes teaching and learning examples is intended as additional means of support for teachers as they work with the range of learners in class. The Form 1 and 2 curriculum offer greater autonomy and flexibility to teachers. The learning and teaching process is envisaged to be active, engaging, meaningful and purposeful. Within this process, valuable information will inform further planning and guide the process that will lead to further improvement of learners. The learning outcomes will now guide the learning and teaching process. This is an output model directly linked to the direction that is being promoted by the national qualifications framework which is directly referenced to the European qualifications framework. All outcomes are directly tied to the revised attainment level descriptors which describe in detail the learning achieved by the individual learner. The attainment level descriptors illustrate the evidence the teacher needs to elicit from a range of activities during the learning process through well thought out tasks that demonstrate learners understanding, progress and achievement. This learner centred curriculum respects the diversity of learners that we meet in our daily lives as educators and the ways in which they learn. It is built on the belief that all learners can learn. It is our responsibility as educators to provide the contexts and the pedagogical tools to make learning a meaningful process for all learners, to provide learners with experiences that lead them to experience success in their educational journey, supported by the necessary scaffolding and then to challenge them to the next steps and then to the next steps after that as learners grow into self directed learners within a lifelong learning context. Professor Grace Grima Director General Directorate for Quality and Standards in Education Directorate for Quality and Standards in Education Curriculum Management and elearning Department 3

5 Preface The Secondary Curriculum for Form 1 and 2 reflects the aims and philosophy of the recently published draft National Curriculum Framework (2011) which aims at developing learners who are capable of successfully developing their full potential as lifelong learners. The achievement of these aims depends on the following cross curricular themes for their success: elearning; Education for Sustainable Development; Intercultural Education; Education for Entrepreneurship and Creativity and Innovation. This Form 1 and 2 curriculum document reflects the principle of diversity of student learning needs. It recognizes the reality present in society where students have various differences in backgrounds, aptitudes, interests, intellectual abilities, needs, language competence and learning styles. The Form 1 and 2 curriculum document provides scaffolding to ensure that learners are supported through appropriate teaching and learning approaches whatever their level. The National Curriculum Framework clearly states that current theories of learning are based on the social constructivist approach where individual learners construct their own meaning and where one needs to move away from teacher centred to learner centred learning. This should lead to students becoming more active learners responsible for their own learning and where the teacher moves away from having a central role to a situation where the learners acquire more responsibility for the learning that takes place. This new documentation has been written in a style to assist teachers to develop their teaching practices. Successful education relies upon enthusiastic and committed teachers who are willing to contribute to the evolution of increasingly effective schooling processes. I look forward to seeing the quality of education continuing to evolve and that the intentions of the New Curriculum Reforms will become a reality for all our students. Raymond J. Camilleri Director Curriculum Management and elearning Department Directorate for Quality and Standards in Education Curriculum Management and elearning Department 4

6 Contents 1. Introduction General Guidelines in using the curriculum documentation Who is the curriculum documentation for? Aims of Design & Technology Approach to teaching and learning for Design & Technology The Teaching Objectives Framework for Design & Technology The value of a unitised curriculum Strands of learning for Design & Technology The use of the attainment level descriptors for Design & Technology The use of attainment level descriptors for national benefit The use of attainment level descriptors within lessons Avoiding the misuse of attainment levels and indictors of learning outcomes Avoiding the misuse of learning outcomes The structure of units in the Design & Technology curriculum documentation The units for Design & Technology Assessment Strategies Facilitating student centred learning with curriculum documentation What is student centred learning? Teacher centred and student centred contrary perspectives Student centred learning continuum Implications for curriculum design Lesson planning for student centred learning Directorate for Quality and Standards in Education Curriculum Management and elearning Department 5

7 6.6 Understanding the difference between the teacher s lowest conceptual level which is above the students highest conceptual level The use of curriculum documentation for curriculum planning Teaching hours for the allocation of subjects School Yearly Planning Weekly Timetable The important contribution of e Learning Digital Technologies Leaders role Appendices Directorate for Quality and Standards in Education Curriculum Management and elearning Department 6

8 Handbook for the Teaching of Design & Technology 1. Introduction The purpose of the new curriculum has the overall aim to help schools and their teachers to improve the quality of their teaching and to enable students to raise their level of educational attainment. This is a common concern for many countries within the EU and the wider world. It is being proposed that the traditional concept of having a syllabus that is time tabled is being replaced by the concept of a curriculum that is managed. This requires teachers to be given a unitised syllabus which covers all of the content that can be realistically and effectively taught within each year of schooling. This has led to the writing of a Teaching Objectives Framework. Each unit to be taught contains much more than syllabus content, it contains pedagogical suggestions for good practice. The unit is not a strait jacket; it is given as an inspiration and catalyst for teachers to develop their own ideas according to their professional understanding and the abilities of the students in their classrooms. It is presumed that curriculum content is constantly evolving as our society rapidly changes. The new document should be seen as a flexible evolving tool to support the overall aims of education. There are a number of paradigms that underpin this approach to curriculum. These are namely: That every student is entitled to a quality curriculum that enables him/her to reach the highest level of attainment that they are able to achieve; That in order to do this, student centred learning is an important approach to teaching and learning; That all students are on a continuum of ability (not failure) and that such a continuum needs to be identified within strands of learning for each subject. For each strand of learning there are ten levels; That the concept of diversity means all students (be they the gifted or the least able ) should be encouraged to work at their optimum level. In this context the term special educational needs is no longer required; That the curriculum management paradigm provides an important professional tool which can be practiced at all levels of the schooling process; Directorate for Quality and Standards in Education Curriculum Management and elearning Department 7

9 Each subject has the following 1. A teaching Objectives and Learning Outcomes document 2. The aims for each subject. 3. Strand definitions to indicate the focus of teaching throughout a student s school career. 4. Attainment level descriptors that indicate the learning outcomes of student learning at all levels of schooling. 5. A Teaching Objectives Framework that indicates the syllabus to be taught and which accepts that at each level and in every class there will be a variety of student learning outcomes. 6. Approaches to teaching and learning that are specific and differ for each subject. 7. A number of units which have important sections that relate to the above paradigms 8. e learning perspectives Each Unit has a number of features A front page which indicates o the code and title of the unit o the length of a lesson and o the number of hours in which it may be taught o it identifies the key words to be addressed o the points to note especially about the subject approach to teaching and learning o a statement about resources including references to e learning A subsequent set of five pages which indicates; o the teaching objectives o examples of teaching activities and experiences that a teacher may wish to use or develop. o a column which indicates the range of learning outcomes that can be expected as a student response to each teaching objective. These relate to students attaining across the attainment levels five to ten. Subjects which are not taught at Primary School target different levels A set of two pages indicate o examples of work within the same teaching objectives for students who are working within attainment levels one to four. In some units, a final page that o indicates aspects of e Learning that is relevant to that unit 2 General Guidelines in using the curriculum documentation 2.1 Who is the curriculum documentation for? Curriculum documentation is for teachers, heads of schools, education officers and education support Directorate for Quality and Standards in Education Curriculum Management and elearning Department 8

10 staff and audit teams. The curriculum documentation provides information and suggestions for schools when planning a balanced school curriculum in every lesson for every student. The teacher may Make use of this handbook to strengthen the development of students with suitable learning experiences. Make and prepare relevant teaching materials according to the suggestions from the selected curriculum units and teaching activities in accordance to students learning needs. Adjust and revise curriculum units to support overall curriculum planning. This curriculum has been written for ALL students. 2.2 The aims of the Design & Technology curriculum Design and Technology is essentially a study of using human ingenuity and creativity to solve real problems, while building the skills and attitudes that will become the tools of that human activity. It enables people to improve their quality of life through management, interpretation, shaping and altering their environment. Technology always consists of knowledge and processes and is most evident in the products that the understanding and application of the knowledge and processes allows to come into existence. Technology extends capabilities through problem solving including designing. The rapid rate of technological change in an increasingly knowledge based society highlights the need for flexible technological capability, innovative thinking and effective communication skills. Through Design and Technology pupils can be provided with the capability to participate in tomorrow s rapidly changing technologies. They learn to think and intervene creatively to improve quality of life. Ideally they become autonomous and creative technological problem solvers, as individuals and members of a team. They combine an understanding of aesthetics, social and environmental issues, function and industrial practices with the practical skills necessary to realise solutions to the needs, wants and opportunities. They reflect on and evaluate present and past designs and technologies, their uses and effects. Through Design and Technology all pupils should gain the capability to become discriminative and informed users of products and to become innovators. Design and Technology develops a wide range of skills, including those of problem solving, design, construction, communication, critical thinking, analysis, synthesis and evaluation. Students will be able to draw upon and apply basic knowledge, understanding and skills from a wide range of subjects such as mathematics, science, languages, social studies and ICT. Students will identify problems and investigate possible solutions taking into account the constraints imposed, such as cost, time, aesthetics and resources. They will develop the ability to plan and manage Directorate for Quality and Standards in Education Curriculum Management and elearning Department 9

11 Design and Technology activities effectively and to evaluate the effectiveness of the outcomes. Through assignments they will need to develop the ability to handle information and communicate it to others. During the Design and Technology activity they will make value judgments such as those concerning ethics, social and environmental issues, economics and technical efficiency. The aims of Design and Technology are: to develop information involving the designing and making of quality products, whether unique or modified from existing items, to meet specific purposes by addressing the needs, wants and values of the intended users; to offer the selection of appropriate resources (information, materials, components, tools and equipment, techniques and processes) according to design problem; to acquire the safe, correct, effective and efficient use of resources; to acquire the analysis and evaluation of Design and Technology activity, both their own and the work of others; to foster the recognition of social, moral, economic, environmental and health and safety issues inherent in Design and Technology, including the market influences that may be applied. 2.3 Approach to teaching and learning for Design & Technology Each subject has its own unique approach to teaching and learning. This approach happens no matter what system of classroom management is implemented. An approach to teaching and the way the students are expected to learn will relate closely to the nature of the subject content. The following text is the approach for teaching and learning in Design & Technology: All Design and Technology (D&T) units call for an activist approach to teaching and learning by both the teacher and the students, in order to accomplish D&T s fullest potential. The understanding of the concept of `design process in practice by both teacher and student is vital to the successful teaching of D&T. This concept engages students in the progress of a D&T project from the setting of the design brief (e.g. to design and make an educational toy) through to the evaluation of the completed product for satisfying a need. The project work, demonstrates students research, their early sketches of design ideas, the ideas they choose to develop, their making skills and the final evaluation of their work. By their very nature many of the units are delivered as practical hands on sessions. These should give students, opportunities to add on to previous experiences, knowledge and understanding and / or to transfer previous experiences, knowledge and understanding into new contexts along the whole process of designing. Note: The use of CAD/CAM is encouraged throughout the curriculum if facilities are available. However candidates will not be tested on CAD/CAM in examinations. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 10

12 2.4 The Teaching Objectives Framework for Design & Technology For each subject there is reference to the Teaching Objectives Framework that is structured to provide a unitized curriculum. The Teaching Objectives Framework identifies the content to be taught in any one year of schooling and in doing so relates to an effective syllabus/course of study that can be taught within the time available. The time available has been worked to within the assumptions that there are twenty seven weeks in a scholastic year and that a unit of work is six hours long comprising of nine, forty minute lessons. It is acknowledged that different schools will have variations on this system but the one presented is the baseline for all schools. The Framework identifies the units and their titles that are available in any one year throughout the eleven years of schooling in Primary and Secondary education. Each unit has a set of teaching objectives that cover the six hour period that has been allocated. In this way it is possible to identify the content that can be reasonably expected to be taught. This is not a learning outcomes Framework. For each teaching objective there will be a range of learning outcomes according to the diversity of attainment of students within any one classroom. The Teaching Objectives Framework is the heart of the curriculum. Design & Technology Unit Titles Teaching Objectives Framework Key Teaching Objectives Form 5 Teaching Block 1 Teaching Block 2 SEC Extended Project (Revision / Exams) Form 4 Teaching Block 1 Training in a Gym To teach the types of motion in a mechanical system. To teach the principles related to mechanisms and their applications. To teach how to develop designing skills in writing a situation and a design brief. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 11

13 Teaching Block 2 Teaching Block 3 Ford Make up Clock work Automation Thunder storm Cook me wisely Yeast cookery Dietary Conditions Bond and Blend To teach the processes involved in manufacturing (one off, batch, and continuous/mass production). To teach that different materials can be joined in a variety of ways. To teach how to develop designing skills in research and product analysis of existing market products. To teach different types of finishing processes. To teach about the use of computer aided manufacture. To teach about processes used to improve material properties. To teach how to develop designing skills in orthographic projection. To teach how a stable and monostable circuits are built and used. To teach how to develop designing skills in producing a specification list that reflects the essential features of the design brief. To teach the function of AND, OR and NOT gates. To teach how to construct simple logic circuits to solve logic problems. To teach how to develop designing skills in developing initial ideas using appropriate communication including graphic and ICT techniques. To teach that capacitors can be used to provide a form of time control. To teach the application of a diode as a protective device. To teach how to develop designing skills in choosing the best idea against specifications and design brief. To teach how heat is transferred using different cooking methods. To identify opportunities for recipe development and modification by using healthier cooking methods. To teach how to develop designing skills in: developing the chosen idea with appropriate communication skills. To teach the biotechnological process in the making of a yeast product. To understand that food has different functions because of their physical and chemical properties and how these work. To teach how to develop designing skills in: presenting a detailed working drawing to enable the product to be manufactured. To teach how to develop and modify recipes to produce new products suitable for the individuals needs. To apply health and safety principles according to steps of HACCP. To teach how to develop. Designing skills in: making a cutting/components list, time plans and working schedules. To teach the classification of mixed blended and bonded fabrics. To teach the effects of fabric materials on society. To teach how to develop a safe working environment. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 12

14 Looking better Value for money To teach the appropriate terminology in textiles.(fabrics, tools, equipment). To teach the use and application of decorative elements and components. To teach how to test the finished product against specifications and other criteria. To teach h o w C A D /CAM is u s e d in t e x t i l e s m anu fact ur ing industry. To teach a variety of assembly line systems in the production of textiles products. To teach the standards for quality assurance during manufacture. To teach how to develop Designing skills in: Evaluating the design process Form 3 Teaching Block 1 Teaching Block 2 Body building Superman Your future Feelings Go small Tic Toc Increase my shelf life To teach that materials have different properties. To teach that materials can be shaped and joined in a variety of ways To teach how to prepare material for manufacture. To teach how to develop designing skills in analyse the situation and design brief. To teach that mechanisms transform an input motion and force into a desired motion and force. To teach how to make simple models when required. To teach how to work safe and interpret safety symbols. To teach how to develop designing skills in research and product analysis. To teach how to analyse and evaluate products and processes To teach that the use of materials have different effect on society. To teach how to develop designing skills in sketching isometric and oblique views. To teach the characteristics of further output devices. To teach the characteristics and use of mechanical and electrical switches. To teach how to develop designing skills in producing a specification list. To teach the characteristics and application of transistors. To teach how to develop designing skills in developing initial ideas. To teach the main characteristics and application of variable resistors. To teach the main characteristics and application of capacitors. To teach how to develop designing skills in choosing the best idea. To teach how food is prepared in industry. To teach why foods is preserved and explain different preservation methods used. To teach the biotechnological process in cheeselet making and the importance of food safety. To teach how to develop designing skills in developing the chosen idea. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 13

15 Teaching Block 3 Form 2 Teaching Block 1 Teaching Block 2 Teaching Block 3 Bake a pie Wrap me up Fabrics discovery Shape It Well Final Touch Looking into fabrics Do it with fabrics Finish it with style The useful bug Colour me and eat me Across different cuisines To teach the skills required for pastry making and baking. T o identify the correct procedure to freeze and thaw pastry. To teach how heat is transferred during cooking. To teach how to develop designing skills in presenting an appropriate working drawing. To teach how to interpret labelling on a food product and work out the energy value. The use of CAD/CAM in the designing and manufacturing of food products. To teach about HACCP food safety legislation. To teach criteria for selecting food packaging. The use of CAD/CAM in the designing and manufacturing of food products. To teach how to develop designing skills in making a cutting/components list. To teach further classification of fabrics. To teach how to carry out simple tests on fabrics. To teach how to develop designing skills in a working plan. To t e a c h how to identify textiles components and their application. To teach the processes involved in manufacturing companies. To teach how to develop designing skills in testing the finished product. To teach how to manipulate fabrics. To teach the finishing processes on textiles. To teach how to develop designing skills in suggesting necessary modifications to the product. To teach the classification of natural fabrics. To teach how research can be applied for the selection of suitable materials through their properties and characteristics. To teach the basic processes of manipulating fabrics. To teach how to generate ideas and choose an idea to develop. To teach the application of basic components and colouring techniques for design decisions. To teach how to evaluate the final product. To teach how to carry out market research. To teach the use of traditional biotechnology to make a food product. To teach how to plan for the process of making a product. To teach how to select and use basic kitchen tools to make a food item. To teach how to identifying the nutrients supplied by the ingredients to promote healthy eating habits related to a balanced diet. To teach what influences people s choices of food. To look at different cuisines. To teach how to test a finished product. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 14

16 Form 1 Teaching Block 1 Teaching Block 2 Test it yourself Gifts of the forest Plastic investigator To teach that problem solving is achieved through a design process. To teach that an electronic system basically consists of an input, a process and an output. To teach how to interpret, develop, construct and test a simple circuit using the loose method. To teach how to obtain a basic design specification list for design purposes. To teach the classification, properties and basic manipulation processes of wood. To teach how to communicate ideas graphically. To teach the classification, properties and basic manipulation processes of plastics. Teaching Block 3 Year 6 Teaching Block 1 Teaching Block 2 Teaching Block 3 Treasures from underground One way operation Fun and Play Fit for Life Food When the Wind Blows Star Gazing To teach how to develop a design idea. To teach the classification, properties and basic manipulation processes of metals. To teach how to control voltage and current using fixed resistors. To teach how to develop and test a circuit using a breadboard. To teach that diodes allow current to flow in only one direction. To teach the basic characteristics of switches and buzzers.to teach the basics of circuit construction on a Vero board. To teach how to produce a component/part list and work plan. To teach pupils about displays and their functions. To encourage pupils to design and create attractive display panels. To teach pupils how best to frame and hang pictures or text in innovative ways. To teach ways of working effectively in a team to design and manufacture a school display. To lead pupils in observing different wind vanes and their purpose and history. To teach pupils how to design a simple wind vane that works. To teach pupils how to make their wind vane out of materials such as wood, cardboard straws, pins, etc. To teach pupils how to measure wind direction through a simple wind vane they have made themselves. To lead pupils in researching information about our solar system from a variety of sources. To help pupils design and make 2D/3D models of the planets which are proportional to their real size in relation to each other. To teach pupils how to paint their planet models to match their appearance in the real solar system. To help pupils build a hanging mobile representing our solar system. To help pupils find ways of balancing their mobiles when they are suspended as decorations. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 15

17 Year 5 Teaching Block 1 In the Jungle The Lion sleeps To teach pupils how to develop ideas for a shadow puppet theatre through working with fabrics, paper, card and wood. To teach pupils how to mark, measure, cut and join materials with increasing accuracy and to use a variety of tools with precision and care. To teach pupils how to use simple mechanisms to produce different types of movement. To teach pupils to use simple electrical circuits to control lights and shadows. To teach pupils to plan and create animal shadow puppet performances. Teaching Block 2 Teaching Block 3 Year 4 Teaching Block 1 Teaching Block 2 Stick it on! It s all in the bag Nature Calendar At the Playground To teach pupils the techniques of cutting, layering and joining thick paper or card. To teach about magnets and how to develop a decorative fridge magnet. To teach how to design and make 3D images. To teach how to design and make fridge magnets considering why an image might be more popular than others depending on the intended audience. To teach pupils about the structure of carrier bags. To help pupils investigate the performance of different types of paper bags. To teach pupils how to cut and join man made materials together to create efficient paper carrier bags. To teach pupils how to evaluate and improve the appearance, sustainability and efficiency of the paper carrier bags they design and make. To teach pupils about the function and diverse formats/appearance of calendars. To teach pupils how to use simple computer software as a design tool. To teach pupils to work as a team in small groups to create a hanging or free standing calendar. To teach pupils how to take pictures of flowers or animals for each month of the calendar. To help pupils investigate the pros and cons of hanging of freestanding calendar formats. To teach pupils about different framework structures and how to make them stable and able to support loads. To teach pupils how to investigate different materials used for the play equipment and what the different parts of the equipment are. To teach pupils how to design and make a model of an item of playground equipment such as a slide, swings, roundabouts, climbing frames and other adventure playground equipment. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 16

18 Teaching Block 3 Year 3 Teaching Block 1 Move it! Move it! Happy Birthday! To teach pupils about recycled picture collages and how they might contain moving elements. To teach pupils how to make collage pictures from re used or recycled materials. To teach pupils how to make simple lever mechanisms to cause the movement they want to include in their collage pictures. To teach pupils how to observe and analyse the appearance and use of greeting/birthday cards. To teach pupils more advanced techniques of scoring, folding, and cutting involved in making a pop up card. To teach pupils how to design and make an individualized pop up card with flowers as its main theme as a birthday card for a friend or relative. Teaching Block 2 Teaching Block 3 Year 2 Teaching Block 1 Teaching Block 2 The Robot Factory What s for Lunch? Who am I? Music Makers To teach pupils about different types of robots, their uses and what materials they are made of. To teach pupils to apply the knowledge about electric circuits acquired in the Science lessons to design and make a simple robot using different materials and reused boxes of different sizes. To teach pupils how to incorporate a simple circuit using a bulbs and batteries to make its eyes light up. To teach about different shapes and types of boxes, and their uses according to the materials they are made of. To teach how to disassemble and reassemble a box in order to obtain its pattern. To teach that boxes can be decorated in many different and individualized manners ways using paints, paper or fabric decorations. To teach pupils how to design and construct a box from cardboard or plastic for a specific purpose such as storage. To teach pupils how to design an animal mask based on characters from a story. To lead pupils in planning and selecting materials like paper, cardboard and fabric fit for this project. To help pupils refine and develop their cutting, folding and gluing skills. To teach pupils how to evaluate own work and suggest simple improvements verbally. To teach pupils how simple musical instruments work. To teach pupils how to make simple music from stretched strings, skins, and small particles like beans or sand. To lead pupils in the process of designing and making a simple musical instrument. To encourage pupils to decorate their instruments and to make simple music in conjunction with the other instruments created. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 17

19 Teaching Block 3 Year 1 Teaching Block 1 My Treasure Box Pet Pictures To teach pupils about the structure of different types of boxes, and their uses according to the materials they are made of. To teach pupils how to disassemble and reassemble a box in order to obtain its pattern. To teach pupils how to design and construct a box for a specific purpose such as storage using templates and rulers. To teach pupils how to decorate their treasure box in a personalized manner. To teach identification and recognition of different shapes. To teach how to develop tracing skills around templates of shapes and to practice scissor skills. To teach how different patterns may be created using two or more shapes stuck together. To teach pupils how to use staplers and glue safely to join different cardboard shapes together. Teaching Block 2 Teaching Block 3 Puzzle Time! Stamp it Designs To teach pupils scissor skills for cutting straight and curved shapes from paper or thin card. To teach pupils that some everyday appliances use mains electricity while others use batteries. To reinforce the point that mains electricity can be very dangerous. To lead pupils in looking on line for pictures of appliances that use electricity, sources of electricity etc. To encourage pupils to look at various rubber stamps and notice their different materials and designs. To teach pupils how to design and make a simple rubber stamp out of a range of common materials such as wood, plastic, polystyrene, string, glue and paint. To teach pupils how to create / print different designs and patterns using string stamps and paint. Below are Teaching Objectives Frameworks for Levels 3, 2 and 1. At these levels the framework is not year specific. The Frameworks provide a point of teaching reference for students whose chronological ages does not match the attainment range for their age. Teaching Objectives Framework at Level 3 Resistant Materials Electronics Food Technology Textiles Technology The teacher will teach students to : The teacher will teach students to : The teacher will teach students to : The teacher will teach students to : Explore the different parts that familiar Explore the different parts that familiar Communicate basic ingredients used in a Explore the different fabrics textile products Directorate for Quality and Standards in Education Curriculum Management and elearning Department 18

20 objects are made from and match them with their respective material. everyday appliances are made from. food product. are made from. Communicate views about the finishing process of a project made of different materials. Start to operate familiar electrical/electronical equipment with support and to explore how they work. Offer responses to making a food product. Experience handling basic tools with support to manipulate textile products. Select and use basic tools or equipment in simple processes to give a particular shape to different materials. Communicate ideas about familiar everyday appliances. Generate ideas in improving the quality of a food product. Generate ideas to finalising a textile product. Think about ways of how to improve their project using different materials. Communicate ideas about familiar everyday appliances. Generate ideas in improving the quality of a food product. Generate ideas to finalising a textile product. Label the different components of their project. Contribute to decisions about a project involving electrical/electronical components. Use basic tools in simple food processes. Communicate preferences and choices in designing and making a textile product. Follow basic hygiene and safety precautions. Follow safety precautions when working with textiles products. Teaching Objectives Framework for Level 2 Resistant Materials Electronics Food Technology Textiles Technology The teacher will teach students to : The teacher will teach students to : The teacher will teach students to : The teacher will teach students to : Explore colour, shape, texture and forms of different materials. Handle a range of battery-operated and remote controlled Handle a range of different ingredients/food Handle a range of different textile products. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 19

21 equipment. products. Become aware that familiar objects are made of different materials. Use simple environment control units and voice output combination aids to communicate their needs and preferences. Identify basic ingredients of a food product when given a choice. Explore the properties of textile products. Differentiate between familiar objects that are made of different materials through matching activities. Assemble the components of a simple circuit with support and to observe the results. Communicate preferences for food products and materials. Communicate preferences for particular textile products. Teaching Objectives Framework at Level 1 Resistant Materials Electronics Food Technology Textiles Technology The teacher will teach students to: The teacher will teach students to: The teacher will teach students to: The teacher will teach students to: Encounter people and objects in the environment : development of sensori-motor cognition strands through activities that promote simple reflex responses that aim at exploring shapes, texture colour and form of materials Aware of people and Encounter people and objects in the environment : development of sensori-motor cognition strands through activities that promote simple reflex responses that aim at solving a simple problem and at exploring electrical/electro nical objects through the senses. Aware of people and objects in Encounter people and objects in the environment: development of sensori-motor cognition strands through activities that aim at exploring the sensorial qualities of ingredients. Aware of people and objects in Encounter people and objects in the environment : development of sensori-motor cognition strands through activities aimed at exploring the sensorial qualities of fabrics. Aware of people and Directorate for Quality and Standards in Education Curriculum Management and elearning Department 20

22 objects in the environment : development of sensori-motor cognition strands through activities that aim at focusing their attention on objects that are made of different materials. Respond to people and objects in the environment : development of sensori-motor cognition strands through activities that encourage coactive exploration in using the senses to familiarise with different resistant materials. the environment : development of sensori-motor cognition strands through activities that aim at focusing their attention on electrical/electro nical objects. Respond to people and objects in the environment : development of sensori-motor cognition strands through activities that encourage coactive exploration and instil an element of curiosity about the result produced by an action using electrical/electro nical devices. the environment : development of sensori-motor cognition strands through activities that aim at experiencing a range of food products. Respond to people and objects in the environment : development of sensori-motor cognition strands through activities that aim at taking into consideration very basic hygiene and safety precautions when working with food. objects in the environment : development of sensori-motor cognition strands through activities that aim at exploring the uses of different textile products. Respond to people and objects in the environment : development of sensori-motor cognition strands through activities that aim at instilling an element of curiosity in the components of which textile products are made of. Engage with people and objects in the environment : development of sensori-motor cognition strands through activities that aim at communicating preferences for a particular material and at performing an action. Engage with people and objects in the environment : development of sensori-motor cognition strands through activities related to making requests and choices between two different electrical/electro nical devices. Engage with people and objects in the environment : development of sensori-motor cognition strands through activities that aim at making a food product using a mould. Engage with people and objects in the environment : development of sensori-motor cognition strands through activities that show awareness of some differences in textile products. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 21

23 Participate in activities of people and objects in the environment : development of sensori-motor cognition strands through activities that aim at exploring materials in increasingly complex ways and observing the results of own action. Participate in activities of people and objects in the environment : development of sensori-motor cognition strands through shared activities related to exploring electronics in increasingly complex ways. Participate in activities of people and objects in the environment : development of sensori-motor cognition strands through activities that aim at shared participation with support in developing a simple food product. Participate in activities of people and objects in the environment : development of sensori-motor cognition strands through activities that aim at shared participation with support in manipulating textiles. 2.5 The value of a unitised curriculum There is a clear relationship between the volume of content to be taught as projected within a syllabus/course of study and the level of attainment that each student can achieve. The greater the volume of content then less time is available for teaching each aspect of that content. By writing a unitized curriculum the balance between the range of content and the time available for student learning can be achieved. For this new curriculum, in many areas this has meant a reduction in what was being offered in the preceding syllabus. Each unit then has a specific set of objectives which can be reasonably expected to be learned as the allocated time for that unit is made available on the school timetable. In addition by having a unitised curriculum it is easier for the teacher and the subject Head of Department to manage the curriculum for they are able to quantify the number of specific objectives that it has been possible to deliver and subsequently to make decisions about which units should be presented in which order throughout each year of schooling 2.6 Strands of learning for Design & Technology A strand of learning represents a goal that a student can attain throughout Primary and Secondary education. Each subject will have several strands of continuous learning called attainment level descriptors, which begin in Year One of Primary School and end in Form Five of Secondary School. Each strand is defined and the strands for Design & Technology are: 1. Resistant Materials This strand involves students in the evaluation and application of materials with the main focus on wood, metals and plastics. This is carried out through designing for problem solving in a practical context. It also covers those elements which are relevant to solve control problems Directorate for Quality and Standards in Education Curriculum Management and elearning Department 22

24 through the system approach together with a focus on basic concepts of mechanisms. 2. Electronics This strand introduces students to the basic concepts of electronics. It covers the essential elements involved to identify and solve problems derived from practical perspectives through a design and make process. This includes the application of knowledge and understanding of electronic components to be used as input, processing and output devices together with the appropriate skills of using tools, processes and equipment to construct circuits. 3. Food This strand instigates students to develop new or trial food products for the food industry. They do this by applying knowledge and understanding of components, together with making skills. Students are involved in the manipulation of recipes through a design and make process whilst considering economic, cultural, social, and environmental issues. 4. Textiles This strand looks into the properties and application of fabrics as used in the textiles manufacturing industry. It introduces students to the application of knowledge and understanding together with designing and making skills required for using fabrics and related components when textiles products are being designed for the market. 2.7 The use of the attainment level descriptors for Design & Technology There are ten levels of attainment level descriptors. Level Four is equivalent for Year One and two in Primary school and each level then progresses at two yearly intervals. Each strand of learning has a set of attainment levels which describe the progression in student learning. There are ten attainment level descriptors that cover the full range of attainment of ALL students. The attainment level descriptor Four is indicative of what the average student can learn by the end of Year Two in Primary education. Each subsequent level represents the range of attainment that an average student can be expected to achieve every two year years. Attainment levels one, two and three are indicators for students who may not attain level four at the end of Year Two. Attainment level ten is for those students who significantly exceed the expected level of attainment at Form Five. The attainment level descriptors are observable statements of learning outcomes that students can attain. There are approximately eight of these statements in each attainment level descriptor. The statements are referred from the Teaching Objectives Framework and indicate a sample of what can be expected to be learned. Once a student has attained the majority of the learning outcome statements in a attainment level descriptor they are assumed to be working within the next level. The attainment level descriptors for Design & Technology are: Directorate for Quality and Standards in Education Curriculum Management and elearning Department 23

25 Strand 1: Resistant Materials This strand involves students in the evaluation and application of materials with the main focus on wood, metals and plastics. This is carried out through designing for problem solving in a practical context. It also covers those elements which are relevant to solve control problems through the system approach together with a focus on basic concepts of mechanisms. Attainment Level 1 Students encounter activities and experiences. Students follow a slow moving object. Students watch their hand when it moves. They apply potential solutions systematically to problems, for example, tipping a container in order to pour out its contents. Students make sounds when not distressed. Students show interest in adults. Students use emerging conventional communication. They vocalize sounds similar to models immediately and imitate at least one invisible gesture immediately. They attempt to activate an object by giving it back to the adult. They can remember learned responses over increasing periods of time e.g. use a stick to get an object without demonstration. Attainment Level 2 Students, with support, handle a range of materials, exploring their sensory qualities. They also explore colour, shape texture and forms of different objects. Students are interested in everyday objects and contribute to activities by coactively grasping and moving simple tools e.g. a glue spreader. Students demonstrate preferences for products and materials. They experience materials of different properties related to their use e.g. wool to make clothes. With support, students use simple tools and materials e.g. scissors to cut paper and pushing a roller. Attainment Level 3 Students recognise familiar objects and explore the different parts that they are made from. e.g. matching chair with a piece of wood. They watch others using tools and then with support, copy this actions e.g. joining two pieces of cardboard to make a birthday card. They begin to offer responses to making activities e.g. suggesting colour or shape of a card. Students operate familiar products and with support, explore how they work. They select and use basic tools or equipment in simple processes e.g. cutting or shaping materials. With prompting, they begin to communicate preferences and choices in designing and making e.g. folding paper to make it stiffer and using a rope instead of thread to be stronger. Students e x p l o r e f a m i l i a r p r o d u c t s a n d communicate t h e i r i d e a s a b o u t t h e m w h e n prompted. With help, they manipulate a wider range of basic tools, e.g. gluing picture onto a chart. Attainment Level 4 Students are familiar with some common materials such as paper, cardboard, plastic, and wood and their properties such as texture and flexibility. They can group different materials according to their basic properties and uses, e.g. wood to make furniture. With support and guidance students can use very basic materials like paper, plastic and cardboard and simple tools such as rulers, templates, scissors, tape, glue and staplers to create very simple products with constant guidance and assistance. They use words and drawings to explain what they are making. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 24

26 Attainment Level 5 Students are aware that a product needs to be designed before being made. They are aware that research about materials and products on the market is important in the making of a product. They explore the main features of simple products such as cardboard boxes and communicate their observations. With help, they use 2D sketching and few annotations to communicate one own idea as a solution to the problem. They show preference on the selection of resistant materials for making simple products like a toy for a sibling. With continuous help, carry out the given steps in an orderly manner; they use basic hand tools such as round-edge scissors, punchers, staplers and glue dispensers to manipulate materials such as paper, cardboard, wood, metal and plastic. They are aware of health and safety issues. Students are aware that a product is checked and evaluated before being used. Attainment Level 6 Students recognize that a problem can be solved through a process. They use one source to research about different wood, metals and plastics. They name and record different resistant material products on the market. They understand, respond to and discuss the main criteria of a basic product design. They use 2D sketching and few annotations to communicate two similar but not identical initial ideas, and with some help select one idea for development. Students are able to discuss their work as it develops noting what is working and what is not, and apply alternative solutions. They prepare materials, tools and components in an orderly manner before starting making a simple product such as a pencil holder. They use basic hand tools with some degree of accuracy under guidance to produce a product. They are conscious of health and safety issues. Students perform a simple set test, reporting results verbally, and evaluate the artifact against the design brief with help. Attainment Level 7 Students develop the awareness that a problem can be solved through several stages, collectively known as design process. They sort and record the information gathered regarding the market and wood, metals and plastics. They consider the most obvious design criteria to improve a given preliminary specification list. They use 2D freehand sketching and annotations to communicate a minimum of two different ideas, select with reasoning one idea, produce conceptual drawings and use models to develop part of a design concept. They make a plan which includes materials, tools/equipment and method to be used. Students use basic hand tools such as try square, steel rule, backsaw, hacksaw, flat file and smoothing plane safely with a degree of accuracy and minimum supervision. Students test and evaluate the finished resistant material product against the design brief and specifications. Attainment Level 8 Students use the steps involved in the design process with guidance to solve a given problem. They take into account the most obvious issues associated with a problem. They use various sources of information and their knowledge and understanding of wood, metals, plastic and mechanisms to be used in their designs. They decide on both basic and obvious design criteria for a specification list. They look into at least three different ideas to select the most suitable solution with reasoning. They are able to communicate and develop their ideas by using 3D labelled freehand sketching, orthographic Directorate for Quality and Standards in Education Curriculum Management and elearning Department 25

27 working drawings and models. They make a plan which includes materials, tools/equipment, method to be used and safety precautions. Students select and use safely a range of tools and equipment with some precision to produce static or mechanical products. They test and evaluate their resistant material product and explain improvements verbally and textually. Attainment Level 9 Students analyse some of the issues involved in a problem and compose an appropriate design brief. They perform research from a range of source to produce documentation with relevant and clear information. They use criteria to judge the quality of a product and come up with a detailed product specification list. They communicate a series of solutions by using a range of drawing techniques and modelling. They apply knowledge and understanding of mechanisms, material properties and standard form to choose wood, metals and plastics for a particular design. They prepare a realistic work plan to select and use safely a range of materials, tools, equipment, and processes with precision. They consider design factors for batch and mass production. They know about the use of computer aided design and manufacture and recognise that computer systems can control machines. They choose and apply appropriate tests to the finished resistant material product and suggest necessary modifications verbally, textually and graphically. Attainment Level 10 Students analyse all the issues involved in a design problem and compose an open ended design brief. They collate information to produce relevant and clear documentation verbally, textually and graphically using appropriate terminology. They use criteria to judge the quality of a product: how it looks, its performance, its function, the needs of the end users, safety and value for money and produce a set of detailed design specifications. They communicate a variety of innovative solutions derived from their exploration of different approaches by using a range of drawing techniques and modelling. Students make appropriate choices to reflect aesthetic, moral, social and environmental implications. They apply knowledge and understanding of mechanisms, material properties and standard form to choose wood, metals and plastics for a particular design. They prepare a realistic and accurate work plan to select and use safely, effectively and precisely a range of tools, equipment and processes. They consider design factors for batch and mass production. They know how and when they can use computer aided design and manufacture. They test and evaluate their final resistant material product to suggest and apply necessary modifications, whilst considering the design process. Strand 2: Electronics This strand introduces students to the basic concepts of electronics. It covers the essential elements involved to identify and solve problems derived from practical perspectives through a design and make process. This includes the application of knowledge and understanding of electronic components to be used as input, processing and output devices together with the appropriate skills of using tools, processes and equipment to construct circuits. Attainment Level 1 Students encounter activities and experiences. Students follow a slow moving object. Students watch Directorate for Quality and Standards in Education Curriculum Management and elearning Department 26

28 their hand when it moves. They apply potential solutions systematically to problems, for example, tipping a container in order to pour out its contents. Students make sounds when not distressed. Students show interest in adults. Students use emerging conventional communication. They vocalize sounds similar to models and imitate at least one invisible gesture immediately. They attempt to activate an object by giving it back to an adult. Students remember learned responses over increasing periods of time, e.g.: uses a stick to get an object without demonstration. Attainment Level 2 Students handle a range of battery operated and remote controlled equipment with support and explore their sensory qualities. They also explore colour, shape, texture and forms of different equipment. Students are interested in everyday objects and contribute to activities by coactively grasping and controlling switch accessible equipment. Students demonstrate preferences for different battery operated and handheld electronic equipment such as switch accessible and adaptive computer technologies. They experiences materials of different properties related to their use, e.g: solar energy windmill. Students use simple environment control units and voice output combination aids to communicate their needs and preferences. Attainment Level 3 Students recognise familiar everyday appliances and explore the different parts that they are made from, e.g.: a switch, a power cable. Students operate familiar equipment and explore how they work with support. Such equipment include: a battery operated whisk, a Probot, and a Construsta Bot. They select and use basic battery operated equipment in simple processes. With prompting, they begin to communicate preferences and choices using simple voice output communications aids. Students explore familiar everyday appliances and communicate their ideas about them when prompted. Attainment Level 4 Students are made aware of and can communicate, verbally or through pictures, about a variety of everyday appliances which use electricity, such as the electric kettle and the television. They discover that some appliances may also use batteries as a power source, such as an alarm clock. Students are aware of, and can communicate verbally about, the dangers associated with using mains electricity and that they should never touch electrical appliances with wet hands or insert anything into electrical sockets. Students discover that electrical power is generated by power stations and brought to our houses through electricity cables. They are aware that there are also alternative sources of electrical energy, like the sun and the wind. Attainment Level 5 Students are aware that a product needs to be designed before being made. They are aware that research about basic electrical/electronic components and products on the market is important in the making of a product. They explore the main features of simple products such as torch and communicate their observations. They state the characteristics of basic input and output electrical/electronic components such as battery, bulb, bulb/battery holder, wires and crocodile clips, with continuous help. They are aware that a complete circuit is needed for the circuit to function and for instance make a bulb light. With continuous help, they identify components on a given component layout, and follow given Directorate for Quality and Standards in Education Curriculum Management and elearning Department 27

29 instructions to construct a circuit using prepared wires with crocodile clips. They are aware of health and safety issues. Students are aware that a product is checked and evaluated before being used. Attainment Level 6 Students recognise that a problem can be solved through a process. They use one source to research about basic electrical/electronic components. They name and record different electrical/electronic products on the market. They understand, respond to and discuss the main criteria of a basic product design. They interpret a circuit diagram and complete an unfinished component layout with continuous help. Students are able to discuss their work as it develops noting what is working and what is not, and apply alternative solutions. They prepare tools and components in an orderly manner before starting making a simple product such as a toy. They use basic hand tools with some degree of accuracy under guidance to mount a circuit. They are conscious of health and safety issues. Students perform a simple set test, reporting results verbally, and evaluate the artifact against the design brief with help. Attainment Level 7 Students develop the awareness that a problem can be solved through several stages, collectively known as design process. They sort and record the information gathered regarding the market and electrical and electronic components. They consider the most obvious design criteria to improve a given preliminary specification list. They use block diagrams to identify the input, process/control and output stages of a system and read an electronic circuit to develop a component layout. They make a plan which includes materials and components, tools/equipment and method to be used. They use tools, equipment, materials and components to build a circuit. Students test and evaluate the finished electronic product against the design brief and specifications. Attainment Level 8 Students use the steps involved in the design process with guidance to solve a given problem. They take into account the most obvious issues associated with a problem. They use various sources of information and their knowledge and understanding of electrical and electronic components to be used in their designs. They decide on both basic and obvious design criteria for a specification list. They look into at least three different ideas to select the most suitable solution with reasoning. They determine and choose the input, process/control and output components of a circuit, carry simple calculations, and read an electronic circuit to produce a component layout as the development part of a design concept. They make a plan which includes materials and components, tools/equipment, method to be used and safety precautions. They choose the correct tools, equipment, materials, components and techniques with some accuracy to construct a circuit. They test and evaluate their solutions and explain improvements verbally and textually. Attainment Level 9 Students analyse some of the issues involved in a problem and compose an appropriate design brief. They perform research from a range of source to produce documentation with relevant and clear Directorate for Quality and Standards in Education Curriculum Management and elearning Department 28

30 information. They use criteria to judge the quality of a product and come up with a detailed product specification list. They communicate a series of solutions by using a range of drawing techniques and modelling. They use knowledge and understanding of materials and electrical/electronic components, whilst carrying out calculations for a particular use. They prepare a realistic work plan to select and use safely a range of materials, components, tools, equipment, and processes with precision. They consider design factors for batch and mass production. They know about the use of computer aided design and manufacture and recognise that computer systems can control machines. They choose and apply appropriate tests to the finished electronic product and suggest necessary modifications verbally, textually and graphically. Attainment Level 10 Students analyse all the issues involved in a design problem and compose an open ended design brief. They collate information to produce relevant and clear documentation verbally, textually and graphically using appropriate terminology. They use criteria to judge the quality of a product: how it looks, its performance, its function, the needs of the end users, safety and value for money and produce a set of detailed design specifications. They communicate a variety of innovative solutions derived from their exploration of different approaches by using a range of drawing techniques and modelling. Students make appropriate choices to reflect aesthetic, moral, social and environmental implications. They use knowledge and understanding of materials and electrical/electronic components, whilst carrying out calculations for a particular use. They prepare a realistic and accurate work plan to select and use safely, effectively and precisely a range of materials, components, tools, equipment and processes. They consider design factors for batch and mass production. They know how and when they can use computer aided design and manufacture. They test and evaluate their final electronic product to suggest and apply necessary modifications, whilst considering the design process. Strand 3: Food This strand instigates students to develop new or trial food products for the food industry. They do this by applying knowledge and understanding of components, together with making skills. Students are involved in the manipulation of recipes through a design and make process whilst considering economic, cultural, social, and environmental issues. Attainment Level 1 Students encounter activities and experiences. Students follow a slow moving object. Students watch their hand when it moves. They apply potential solutions systematically to problems, for example, tipping a container in order to pour out its contents. Students make sounds when not distressed. Students show interest in adults. Students use emerging conventional communication. They vocalize sounds similar to models immediately and imitate at least one invisible gesture immediately. They attempt to activate an object by giving it back to the adult. They can remember learned responses over increasing periods of time e.g. use a stick to get an object without demonstration. Students are made aware of very basic hygiene and safety precautions, e.g. not eating food that was dropped to the floor. Attainment Level 2 Directorate for Quality and Standards in Education Curriculum Management and elearning Department 29

31 Students, with support, handle a range of ingredients/food products, exploring their sensory qualities. They also explore colour, shape texture and forms of different ingredients/food products. Students are interested in everyday ingredients/food products and contribute to activities by coactively manipulating food products e.g. pastry. Students demonstrate preferences for products and materials. They experience ingredients of different properties related to their use e.g. different fruits to make smoothies. With support, students use simple tools and food products e.g. pastry cutters to cut pastry and rolling pins to roll out pastry. Students are made aware of basic hygiene and safety precautions, e.g. washing hands before eating. Attainment Level 3 Students recognise familiar products and explore the different ingredients that they are made from. e.g. vegetable salad. They watch others using tools and then with support, copy these actions e.g. spreading butter on bread. They begin to offer responses to making activities e.g. suggesting to coat sponges with different ingredients such as jam and coconut or crème. With prompting, they begin to generate ideas and recognise characteristics of familiar products. They communicate preferences and choices in designing and making e.g. adding flour to pastry mixture to make it stiffer or adding cherries to yoghurt to make it colourful. Students follow hygiene and safety precautions such as cleaning work tops. Attainment Level 4 Students are able to understand very basic given information related to different everyday food products and living a healthy lifestyle. With continuous guidance and supervision students use basic utensils such as plastic cutlery, and plastic plates and bowls and are able to follow instructions on basic hygiene and safety precautions to make a very simple but healthy food product. Attainment Level 5 Students are aware that a product needs to be designed before being made. They are aware that research about ingredients and healthy food products on the market is important in the making of a product. They explore the main features of simple products such as sandwich filling and communicate their observations. With help, they use 2D sketching and simple words to communicate one own idea as a solution to the problem. They show preference on the selection of food components for making simple products like a packed lunch. With continuous help, carry out the given steps in an orderly manner; they use basic hand tools/equipment such as knives and chopping boards to manipulate materials. They are aware of hygiene and health and safety issues. Students are aware that a product is checked and evaluated before being eaten. Attainment Level 6 Students recognise that a problem can be solved through a process. They use one source to research about different ingredients and healthy food. They name and record different food products on the market. They understand, respond to and discuss the main criteria of a basic product design. They use 2D sketching and few annotations to communicate two similar but not identical initial ideas, and with some help select one idea for development. Students are able to discuss their work as it develops Directorate for Quality and Standards in Education Curriculum Management and elearning Department 30

32 noting what is working and what is not, and apply alternative solutions. They prepare tools/equipment and components in an orderly manner before starting making a simple product such as a child s breakfast. They use basic hand tools with some degree of accuracy under guidance to produce a product. They are conscious of health and safety issues. Students perform a simple set test, reporting results verbally, and evaluate the artefact against the design brief with help. Attainment Level 7 Students develop the awareness that a problem can be solved through several stages, collectively known as design process. They sort and record the information gathered regarding the market, food, ingredients and healthy lifestyle. They consider the most obvious design criteria to improve a given preliminary specification list. They use 2D freehand sketching and annotations to communicate a minimum of two different ideas, select with reasoning one idea and develop part of a design concept. They make a plan which includes materials, utensils, tools/equipment, method to be used and critical control points. Students use basic utensils and hand tools such as knives, peelers, graters, chopping boards, pots and pans following all hygiene and safety precautions and with minimum supervision. Students test and evaluate the finished food product against the design brief and specifications. Attainment Level 8 Students use the steps involved in the design process with guidance to solve a given problem. They take into account the most obvious issues associated with a problem. They use various sources of information a n d their knowledge and understanding of ingredients, food products, ready made meals and lifestyles to be used in their designs. They decide on both basic and obvious design criteria for a specification list. They look into at least three different ideas to select the most suitable solution with reasoning. They are able to communicate their ideas by using 2D/3D labeled freehand sketching, and use models to develop a packaging. Considering the time factor, they perform trials to develop their chosen idea. They make a plan which includes materials, tools/equipment, method to be used, time frame and hazard analysis critical control points. Students select and use safely a range of tools and equipment with some precision to produce meals and food products. They test and evaluate their solutions and explain improvements verbally, textually and graphically. Attainment Level 9 Students analyze some of the issues involved in a problem and compose an appropriate design brief. They perform research from a range of source to produce documentation with relevant and clear information. They use criteria to judge the quality of a product and come up with a detailed product specification list. They communicate a series of solutions by using a range of drawing techniques and modeling. They use knowledge and understanding of properties and characteristics of food and how these affect the finished product to select processes for a particular use. They plan and prepare food and meals to meet a range of diets. They evaluate the nutrition requirements of a product. They prepare a realistic work plan to select and use safely a range of materials, tools, equipment, and processes with precision. They consider design factors for batch and mass production. They know about the use of computer aided design and manufacture and recognize that computer systems can control machines. They choose and apply appropriate tests to the finished food product and suggest necessary modifications verbally, textually and graphically. Attainment Level 10 Directorate for Quality and Standards in Education Curriculum Management and elearning Department 31

33 Students analyze all the issues involved in a design problem and compose an open ended design brief. They collate information to produce relevant and clear documentation verbally, textually and graphically using appropriate terminology. They use criteria to judge the quality of a product: sensory analysis, nutrition value, needs of the end users, safety and value for money and produce a set of detailed design specifications. They communicate a variety of innovative solutions derived from their exploration of different approaches by using a range of drawing techniques and modelling. Students make appropriate choices to reflect aesthetic, moral, social, health and environmental implications. They use knowledge and understanding of properties and characteristics of food and how these affect the finished product to select processes for a particular use. They plan and prepare food and meals to meet a range of diets. They evaluate the nutrition requirements of a product. They prepare a realistic and accurate work plan to select and use safely, effectively and precisely a range of tools, equipment and processes. They consider design factors for batch and mass production. They know how and when they can use computer aided design and manufacture. They test and evaluate their final food product to suggest and apply necessary modifications, whilst considering the design process. Strand 4: Textiles This strand looks into the properties and application of fabrics as used in the textiles manufacturing industry. It introduces students to the application of knowledge and understanding together with designing and making skills required for using fabrics and related components when textiles products are being designed for the market. Attainment Level 1 Students encounter activities and experiences. Students follow a slow moving object. Students watch their hand when it moves. S t u d e n t s d e m o n s t r a t e a n e l e m e n t o f c u r i o s i t y i n t h e c o m p o n e n t s a t t a c h e d t o t e x t i l e p r o d u c t s. They apply potential solutions systematically to problems, for example, tipping a container in order to pour out its contents. Students make sounds when not distressed. Students show interest in adults. Students use emerging conventional communication. They vocalize sounds similar to models immediately and imitate at least one invisible gesture immediately. They attempt to activate an object by giving it back to the adult. They can remember learned responses over increasing periods of time e.g. use a stick to get an object without demonstration. Attainment Level 2 Students, with support, handle a range of fabrics, exploring their sensory qualities. They also explore colour, shape texture and forms of different textile products. Students show awareness that everyday objects are made of fabrics and that they can use fabrics to make products. Students are interested in everyday textile products and contribute to activities by coactively manipulating fabrics e.g. fabric book mark. Students demonstrate preferences for products and materials. They experience fabrics of different properties related to their use e.g. wool to make clothes. With support, students use simple tools e.g. safety scissors to cut fabrics and a glue dispenser. Students are made aware of basic safety precautions, e.g. using a round pointed pair of scissors. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 32

34 Attainment Level 3 Students recognise f a m i l i a r textile products and explore the different fabrics that they are made from. e.g. oven glove made of cotton fabric and padding. They watch others using tools and then with support, copy these actions e.g. cutting fabric. They begin to offer responses to making activities eg: selecting the appropriate fastener. With prompting, they begin to generate ideas and recognise characteristics of familiar products. They communicate preferences and choices in designing and making a textile product e.g. applying an interfacing to strengthen/shape fabric. Students follow safety precautions such as keeping workplace clean and use tools safely. Attainment Level 4 Students show awareness, with continuous prompting and help, that fabrics are used to make certain products. They understand that not all fabrics are the same but different fabrics may have different qualities. Students are able to use scissors, with help and under continuous supervision, to cut very simple fabric shapes. They are aware that fabrics can be attached together using different methods and not only through sewing, and are able to glue fabric shapes together. Attainment Level 5 Students are aware that a product needs to be designed before being made. They are aware that research about textiles and textile products on the market is important in the making of a product. They explore the main features of simple products such as oven gloves and communicate their observations. With help, they use 2D sketching and few annotations to communicate one own idea as a solution to the problem. They show preference on the selection of fabrics for making simple products like a puppet for a sibling. With continuous help, carry out the given steps in an orderly manner; they use basic hand tools such as round-edge scissors, knitting sewing needle and glue dispensers to manipulate textiles material. They are aware of health and safety issues. Students are aware that a product is checked and evaluated before being used. Attainment Level 6 Students recognize that a problem can be solved through a process. They use one source to research about different fibres and fabrics. They name and record different textile products on the market. They understand, respond to and discuss the main criteria of a basic product design. They use 2D sketching and few annotations to communicate two similar but not identical initial ideas, and with some help select one idea for development. Students are able to discuss their work as it develops noting what is working and what is not, and apply alternative solutions. They prepare materials, tools and components in an orderly manner before starting making a simple product such as a textile pencil case. They use basic hand tools with some degree of accuracy under guidance to produce a product. They are conscious of health and safety issues. Students perform a simple set test, reporting results verbally, and evaluate the artefact against the design brief with help. Attainment Level 7 Directorate for Quality and Standards in Education Curriculum Management and elearning Department 33

35 Students develop the awareness that a problem can be solved through several stages, collectively known as design process. They sort and record the information gathered regarding the market, fabrics and components. They consider the most obvious design criteria to improve a given preliminary specification list. They use 2D freehand sketching and annotations to communicate a minimum of two different ideas, select with reasoning one idea, produce conceptual drawings and use models to develop part of a design concept. They make a plan which includes materials, tools/equipment and method to be used. Students use safely basic hand tools such as cutting shears, scissors, try square and iron safely, with a degree of accuracy and minimum supervision. Students test and evaluate the finished textile product against the design brief and specifications. Attainment Level 8 Students use the steps involved in the design process with guidance to solve a given problem. They take into account the most obvious issues associated with a problem. They use various sources of information a n d their knowledge and understanding fibres, yarns, fabrics and components to be used in their designs. They decide on both basic and obvious design criteria for a specification list. They look into at least three different ideas to select the most suitable solution with reasoning. They are able to communicate and develop their ideas by using 3D labelled freehand sketching, orthographic working drawings and models. They make a plan which includes materials, components, tools/equipment, method to be used and safety precautions. They select and use safely the correct tools, equipment, materials, components and techniques with some accuracy to produce a textile product. They test and evaluate their final textile product and explain improvements verbally and textually. Attainment Level 9 Students analyse some of the issues involved in a problem and compose an appropriate design brief. They perform research from a range of source to produce documentation with relevant and clear information. They use criteria to judge the quality of a product and come up with a detailed product specification list. They communicate a series of solutions by using a range of drawing techniques and modelling. They apply knowledge and understanding of fabric properties and components to choose materials for a particular design. They prepare a realistic work plan to select and use safely a range of materials, components, tools, equipment, and processes with precision. They consider design factors for batch and mass production. They know about the use of computer aided design and manufacture and recognise that computer systems can control machines. They choose and apply appropriate tests to the finished textile product and suggest necessary modifications verbally, textually and graphically. Attainment Level 10 Students analyse all the issues involved in a design problem and compose an open ended design brief. They collate information to produce relevant and clear documentation verbally, textually and graphically using appropriate terminology. They use criteria to judge the quality of a product: how it looks, its performance, its function, the needs of the end users, safety and value for money and produce a set of detailed design specifications. They communicate a variety of innovative solutions derived from their exploration of different approaches by using a range of drawing techniques and modelling. They apply knowledge and understanding of fabric properties and components to choose materials for a particular design. Students make appropriate choices to reflect aesthetic, moral, social and environmental implications. They prepare a realistic and accurate work plan to select and use safely, Directorate for Quality and Standards in Education Curriculum Management and elearning Department 34

36 effectively and precisely a range of tools, equipment and processes. They consider design factors for batch and mass production. They know how and when they can use computer aided design and manufacture. They test and evaluate their final textile product to suggest and apply necessary modifications, whilst considering the design process. 2.8 The use of attainment level descriptors for national benefit Attainment levels of all students should be assessed on an annual basis. This will allow all of the stakeholders to evaluate the progression in learning made by each student. The data collected will give a simple score of the number of the attainment level reached in each strand. This data can then be collated by the school, by the college or by the Department of Curriculum and elearning to give a general picture of year on year progression of attainment. The data base will be used with clearly defined ethical responsibility so that students, classes or schools cannot be identified by other schools or colleges. This data is very informative to support school development planning as it provides objective evidence of the year on year progress that is being made. This data can be used to celebrate success. 2.9 The use of attainment level descriptors within lessons The reference to the learning outcomes levels within a unit is to give the teacher a rough guide as to the possible range of student attainment in a class. Within a class of students there will be a wide range of diverse levels of student attainment. In order to support the teacher to appreciate this wide range of attainment it is possible to gauge the approximate level within which students find themselves. For example in Form One we might expect all students to be at level seven which is the average level for Design & Technology for that year group. Yet within such a Form One class the diverse range of ability may be as wide from level one to level nine. In planning a lesson, teachers need to be aware of this possible range of ability so that effective teaching and learning can take place. It is very important to note that an attainment level descriptor is a very indiscrete tool not to be used for weekly purposes at a classroom level. Within any one level reflecting annual attainment there will be many sub levels of attainment that different students will reach during a teaching block. Teachers should see the use of attainment level descriptors within the subject units to be a rough guideline to encourage their own more precise planning Avoiding the misuse of attainment levels and indicators of learning outcomes It is important to note that the results of the attainment level assessment should not be used: to inform daily progression because any group of students at one attainment level will still have different levels of understanding to indicate a student s actual level of attainment on a daily basis. to assume that working in one lesson is equivalent to a year s progress to assume that a student attainment level is the same across different units within the same strand 2.11 Avoiding the misuse of learning outcomes The indicators of learning outcomes identified within the units are based on the teaching objectives. These indications of learning outcomes are only a small sample of all the learning outcomes that will emerge from a teaching objective. Teachers need to be aware that there are many learning outcomes Directorate for Quality and Standards in Education Curriculum Management and elearning Department 35

37 that different students will achieve during the course of a unit. Teachers should not teach to the learning outcomes. It is also important that teachers do NOT assume that the indicators of learning outcomes in the unit reflect the focus of the whole unit. The driver of the units is the set of teaching objectives NOT the indicators of the few stated learning outcomes. When using the indicators of learning outcomes in the units it is important to acknowledge that these are a very rough guide for the teacher to begin to bring down the extensive range of other possible learning outcomes that a teaching objective will facilitate. 3. The structure of units in the Design & Technology curriculum documentation The curriculum documentation is written in the form of units and has the following content; 3.1 Unit code and title The title of each unit reveals the content of the unit and each unit is coded for the schools or teachers to record information collected. 3.2 Strands and Attainment Levels Each unit reveals the specific strands that are being delivered so as to remind teachers of the teaching aim of that specific strand and provide relevant learning experience for students. 3.3 The teaching objectives The specific objectives for each unit are drawn directly from the general objectives within the Teaching Objectives Framework. There are the specific teaching objectives within each unit. These unit specific objectives are in two categories, a set for those students who are within their year related range of ability and then a set for those whose ability requires a further level of assessment. Selected from mainstream teaching objectives, these objectives are adapted to suit the needs of students with learning difficulties. Teaching Objectives facilitate the focusing of knowledge, skill and attitude to be included in a unit. Usually there are three to five teaching objectives in a unit. Teachers may adjust the requirement of target attainment according to students abilities, and then plan teaching and a variety of class activities accordingly. 3.4 Vocabulary Relevant vocabulary included in the units that students need to experience and learn. 3.5 Points to note These should cover reference to the subject approach to teaching and learning, but they may refer to health and safety issues that teachers need to consider and deal when teaching the unit. 3.6 Resources A list suggesting teaching material required when teaching the unit. These include a variety of materials to support elearning. 3.7 Examples of teaching experiences and activities Directorate for Quality and Standards in Education Curriculum Management and elearning Department 36

38 The teaching and learning content of each unit should correspond to the teaching objectives of the curriculum units. Next to each exemplar teaching situation the specific teaching objective is clearly stated. The examples given for each specific objective reflect ideas to catalyse and inspire teachers to think of their own ideas and materials. The teaching examples indicate different activities for students who are attaining at different levels. The activities are also written in such a way as to encourage student c e n t r e d l e a r n i n g. In creating student centred learning opportunities the teacher must appreciate the difference between teaching objectives for the lesson which indicate the focus of the learning opportunities provided, and the learning outcomes which indicate a range of possible responses that students may give. 3.8 Differentiated Learning Outcomes The differentiated learning outcomes show an indicative range of attainment levels for different students. They are given as a rough guide to stimulate the teacher s planning. In their class the range of attainment may be wider or narrower. In preparing the unit the teacher should reflect on the range of ability of the students in that class. There can do so by referring directly to the attainment levels. As a consequence of the range of attainment levels the teacher may need to plan for different teaching activities occurring at the same time. 4. The units for Design & Technology The units have two consecutive parts. The first part relates to the attainment levels of students from 5 to 8. The second part refers to attainment levels of students from 1 to 4 and in this part the objectives are similar to those in the first part but they may have a third part which refers to elearning activities that relate to all levels of attainment. The teacher is expected to select the range of objectives (from parts one, two and three when available) needed according to the range of attainment levels of the students in their class. 5. Assessment Strategies Assessment needs to be effective, meaningful and must have a purpose. The purpose of Assessment for Learning is to provide feedback for teachers and learners on the teaching and learning taking place on a day to day basis at classroom and school level. This evidence will enable the teacher to adjust the learning programme accordingly in order to improve the quality of learning. Assessment tasks and procedures should be consistent with the aims of each strand of the subject and with the activities being done in class to achieve these aims. In this way assessment will be a vital part of the learning programme. The teacher needs to think of assessment tasks that disclose what has been learnt, what needs further prompting and the next step in learning for the student. Assessment strategies refer to the different method of data collection and how they are reported in both formative and summative contexts. A number of basic specific strategies include clear and shared learning intentions, specific and reachable success criteria, effective questioning, feedback that feeds forward, self and peer assessment. Assessment for learning and teaching is an essential part of promoting students active participation at the level of their understanding. There is an important distinction between strategies to assess attainment as opposed to achievement. Assessment of attainment relates to the academic work in the subjects of the curriculum. Assessment of achievement relates to the broader issues that relate to attainment but includes other concerns such as student effort and motivation. In this context we can have a student at level three who is a high Directorate for Quality and Standards in Education Curriculum Management and elearning Department 37

39 attainer and a student at level nine who is a low attainer. Understanding this distinction is important if the teacher is to ensure that effective progression in learning takes place. Assessment of the attainment level descriptors should only be summative once a year. Attainment level descriptors contain a number of learning outcomes that reflect a small example of all the learning outcomes arising from the units and their objectives. In assessing an attainment level descriptor the teacher should recognize each of these learning outcomes and use a best fit approach in deciding which learning outcomes within a level that a student has attained. Assessment of unit based work should be formative and ongoing. As students complete their work examples of it can be kept. The teacher may also make written comments in their own diary and separately encourage the students to write their own evaluation. The collection of this formative data can be used to inform the attainment level that best fits the student. It is important that the evidence be collected systematically to allow objective judgment as well as subjective reflections about the achievement of the learner. A classroom culture where a growth mindset is promoted needs to be created. It is a culture where learning is a priority, where learners yearn for that information that will stretch their knowledge, where the classroom changes into learning communities. Assessment for learning strategies is further elaborated in the Appendices. 6. Facilitating student centred learning with Curriculum documentation The curriculum documentation is written to encourage the teacher to ensure that every student has the maximum opportunity to learn. One important element is to reflect on the limited ineffectiveness of the traditional approach of teacher led teaching and to explore the value of student led or student centred learning as being a more efficient way of encouraging student curiosity and raising standards of educational attainment Traditionally teachers have taught their children using the same teacher led teaching method. They have decided on the lesson and one activity that they want to teach to all the students at the same time. Every student had the same experience and sometimes follow up exercises were given for two different groups. Teachers are encouraged to change their approach from teacher led teaching to student centred learning. 6.1 What is student centred learning? There are many terms linked with student centred learning e.g. Flexible learning, Experiential learning, Self directed learning. Student centred learning is about the shift in power from the expert teacher to the student learner. The paradigm shifts away from teaching is to move the power from the teacher to the student. In student centred learning, the teacher is a leader who is perceived as an authority figure in the classroom but is sufficiently secured within themselves to trust the capacity of the others to think and learn independently. The learner has full responsibility for their learning. 6.2 Teacher centred and student centred contrary perspectives There are two very different approaches to enabling students to learn. One is where the teacher tells Directorate for Quality and Standards in Education Curriculum Management and elearning Department 38

40 the students all that he thinks that they need to know. This direct teaching usually is given from the front of the class and the teacher controls the entire student learning by efficiently telling the whole class what needs to be learned. At the other end of the spectrum there is student centred learning where the teacher is only one of several resources available to each different student in the class. Teacher centred learning Low level of student choice Student passive Control is primarily with the teacher Student centred learning High level of student choice Student active Control is primarily with the student Directorate for Quality and Standards in Education Curriculum Management and elearning Department 39

41 6.3 Student centred learning continuum Within the various understanding of student centred learning there are a range of interpretations. In the limited interpretation the teacher decides what each individual student needs to know and sets the behavioural objectives to indicate efficient learning. Each student only learns what the teacher tells them but the information is specific to each student. At the other end of the student learning continuum, the student is in total control of what they learn and when they learn it. In this case the transmission of knowledge is not so efficient, but the control of the learning and understanding is very effective because it is monitored by the student themselves. In between these two extremes there are many interpretations of the term student centred learning. The key factor is that the student is in control of the flow of learning information, no matter what are their disability related barriers to learning. 6.4 Implications for curriculum design In order for a teacher to encourage student centred learning, there needs to be a clear curriculum framework through which students can progress, week by week and year by year. This framework should provide a curriculum of opportunity for each student to follow during their career through school. At the school and classroom levels there needs to be effective and appropriate curriculum design with the following features: a. The curriculum should be unitized with clear objectives b. Within a unit students should have a choice of what they wish to learn in the lesson 6.5 Lesson planning for student centred learning Student centred learning requires the teachers to plan their lessons effectively. A lesson plan for a group of students should address the following questions: a. Are the indicative learning outcomes clear? b. What are the identified learning processes for the beginning, middle and end of the lesson? c. What resources are identified? d. Is there any guidance for behaviour management? 6.6 Understanding the difference between the teacher s lowest conceptual level which is above the students highest conceptual level Across all of the range of ability there is evidence that teachers in a teacher led teaching context, significantly overestimate the level at which their students are capable of learning. Teachers use their lowest level of understanding to give students access to their lessons. Again and again, at all levels of attainment, there is evidence that the majority of students in a class fail to have a high enough level of understanding to appreciate the lowest level of their teacher. The teachers continue to teach what they know but fail to recognize that many of the students have no idea what the teacher is saying or doing. This is one of the greatest problems with teacher led teaching. Student centred learning would overcome this as the students level of understanding is the starting point which they control. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 40

42 7. The use of curriculum documentation for curriculum planning The value of unitized Curriculum documentation is that they support curriculum planning at both the school and classroom level. This approach means that the attainment of the students drives the balance of the school curriculum and not the subjective decisions of the school s senior management team. In the three tables below we can see that a unitized curriculum within a scheme of work allows the senior managers monitor at a school level what is happening at the classroom teaching level as well as at the classroom timetabling level. 7.1 Teaching hours for the allocation of subjects At a school level the scheme of work allows for the allocation of teaching hours in Form One Maltese English Mathematics Integrated Science Religion Total teaching hours Geography Arts Education History PSD Social Studies ICT PE + 1 foreign language option + other option 756 hours (The above data is based on scholastic year ) Directorate for Quality and Standards in Education Curriculum Management and elearning Department 41

43 7.2 Yearly planning statement This document can then be converted into a yearly planning statement for each class. This allows the senior management team to understand and then monitor what is happening across one year in any one class. School Yearly Planning Form One Teaching Block (TB1) Teaching Block(TB2) Teaching Block (TB 3) Maltese Unit 1 Jiena Unit 2 Film li ma ninsa qatt Unit 3 Int sabiħa o Malta tagħna Unit 4 Darba waħda Unit 5 Logħob u festi Unit 6 Sur editur Unit 7 L istorja ta Jo Unit 8 L iskola Unit 9 Jason Unit 10 Storja ta vera Unit 11 Naraw fejn aħna Unit 12 Aħna tfal bravi Maths Unit 1 Properties of whole numbers Unit 2 Angles Unit 3 Number patterns & coordinates Unit 4 Decimal number & money Unit 5 Fractions Unit 6 Metric measures & time Unit 7 Triangles & scale drawing Unit 8 Accuracy & number machines Unit 9 Polygons & symmetry Unit 10 Displaying data,central tendency & probability Unit 11 Using letters instead of numbers Unit 12 What are directed numbers? Unit 13 What are straight line graphs & transformations Unit 14 Solid Shapes & Volume Unit 15 Solid Shapes & Volume Geography Unit 1 Map Detectives Unit 2 Exploring Malta (1) Unit 3 Exploring Malta (2) English History Unit 1 The way we live Unit 2 Going on holiday Unit 3 The world of science Unit 4 The world around us and beyond Unit 5 Families Unit 1 Beyond history Unit 2 Meeting civilizations Unit 6 Friends Unit 7 The right job for me Unit 8 Let s sing & play Unit 9 Adventure Unit 10 Let s play this game Unit 3 The Roman eagle spreads its wings Unit 4 The Roman eagle spreads its wings Unit 11 Different ways of buying & selling Unit 12 Let s imagine Unit 13 Television Unit 14 Follow the rules Unit 15 Let s save the world Unit 5 Under the rule of the crescent Unit 6 Studying history Directorate for Quality and Standards in Education Curriculum Management and elearning Department 42

44 Social Studies Unit 1 Living in a society socialisation Unit 2 Living in a democracy Unit 3 The person as a consumer goods & Services PSD Unit 1 Getting to know my new school environment & peers Unit 2 All about me Unit 3 Respecting ourselves & others Unit 4 Understanding growing up changes & making responsible choices Unit 5 Roles & responsibilities within different social contexts Unit 6 Making good use of my time Music (General) Music (Option) Textile Studies PE Unit 1 Musicking Unit 1 note values, time names & signatures Unit 2 Pitch & pitch inflections Unit 1 One way to sew it up! Unit 2 Christmas Stocking Unit 1 Fast, high & far Unit 2 Let s dance Unit 2 Music in Art Unit 3 Intervals & aural awareness Unit 4 The triad & its application Unit 3 taking a look at textiles Unit 4 rags to riches Unit 3 That s a cool work out Unit 4 A cool routine Unit 3 A golden treasury of medieval & Renaissance music Unit 5 Writing & performing strands Unit 5 Creative Design Unit 6 Colour your Life Unit 5 Just between us Unit 6 Send it up high Unit 7 Outdoor 1 follow it, find it Integrated Science Religion Unit 1 In the lab Unit 2 Grouping Unit 3 Ecology Unit 4 Energy around us Unit 1 My journey Unit 2 The power within Unit 5 Energy & sustainable living Unit 6 Chemical reactions Unit 7 Cells & body systems Unit 8 Reproduction Unit 3 Choosing the way Unit 4 The backpack Unit 9 Acids & alkalis Unit 10 Materials Unit 11 Electricity Unit 12 Forces Unit 5 Challenges Unit 6 Never alone Art Unit 1 The magic of line Unit 2 A kaleidoscope of colour Unit 3 Patterns galore Unit 4 Textures to see, textures to touch Drama Unit 1 Let s polish it Unit 2 How do I behave? Unit 3 We become someone else Directorate for Quality and Standards in Education Curriculum Management and elearning Department 43

45 Italian Unit 1 Start Unit 2 Myself & others Unit 3 On the road Unit 4 In the city Unit 5 What do you do? Unit 6 My identity Unit 7 The family Unit 8 Whose is it? Unit 9 My home Unit 10 The Colours of life Unit 11 Daily routine Unit 12 What day is today? French German Unit 1 Recognising French in various forms Unit 2 My school mates Unit 3 All about myself Unit 4 My clothes, likes & dislikes Unit 1 Let s start Unit 2 All about myself Unit 3 Family & friends Unit 4 How much, how many? Unit 5 Life at school Unit 6 Consolidation & revision Unit 7 My family Unit 8 Time & date Unit 5 Daily routine Unit 6 What is the weather like? Unit 7 Free time & hobbies Unit 8 Yes, of course Unit 9 Where am I? Unit 10 Let s visit Paris! Unit 11 Where is all? Unit 12 Consolidation & revision Unit 9 What I can do & what I want to do Unit 10 Have you heard? Unit 11 At home Unit 12 Consolidation & revision Arabic Unit 1 Let s get started Unit 2 The Arabic Alphabet Unit 3 All about me Unit 4 Identifying yourself & others Unit 5 Sentence structure & punctuation Unit 6 Family & relatives Unit 7 Colours, Shapes & descriptions Unit 8 My house; types of houses Unit 9 My school & its environment Unit 10 Can you tell me where is..? Unit 11 Numbers (1 10) days of the week & months Unit 12 What I have learnt this year Design & Technology Unit 1 Test it yourself Unit 2 Gifts of the forest Unit 3 Plastic investigator Unit 4 Treasures from under ground Unit 5 One way operation Unit 6 Fun and play ICT Unit 1 Collecting and sharing information Unit 2 Texts, pictures and numbers Unit 3 Presenting and publishing information Directorate for Quality and Standards in Education Curriculum Management and elearning Department 44

46 Spanish Unit 1 Ready, set, go! Unit 2 Hello, how are you? Unit 3 Where are you from? Unit 4 the family is well, thanks. Unit 5 How hungry! Unit 6 Everyone has their favourite colour Unit 7 Home, sweet home Unit 8 Come on! Unit 9 My daily routine Unit 10 It s raining cats & dogs Unit 11 More beautiful than most Unit 12 Beach or mountain? Graph Communication Unit 1 Grasping the principles of basic geometric construction Unit 2 Constructing angles & patterns by means of compass & set squares Unit 3 Constructing triangles & quadrilaterals Unit 4 Constructing circles & polygons Unit 5 Projecting isometric drawings Unit 6 Introducing information graphics Home Economics Unit 1 Discovering Home Economics Unit 2 Pyramid power Unit 3 Smart snacking Unit 4 Breakfast Time Unit 5 Sweet Endings Unit 6 Roll up your sleeves 7.3 Weekly Timetable This document can then be used to identify a time table for any one class according to the relevant teaching block. So for example if we take the subjects for Teaching Block One above we can then produce a timetable for that Teaching Block. Monday Tuesday Wednesday Thursday Friday PSD English Int. Science Geography Unit 1 Getting to Unit 1 The way we Unit 1 In the lab Unit 1 Map know my school live Detectives Maths Unit 1 Properties of whole numbers English Unit 1 The way we live Maltese Unit 1 Jiena ALM Unit 1 Musicking PSD Unit 1 getting to know my school.. PE Unit 1 Fast, high & far Italian Unit 1 Start Maltese Unit 1 Jiena Maths Unit 1 Properties of whole numbers Maths Unit 1 Properties of whole numbers Italian Unit 1 Start Religion Unit 1 My journey English Unit 1The way we live Religion Unit 1 My journey Maths Unit 1 Properties of whole numbers Italian Unit 1 Start Directorate for Quality and Standards in Education Curriculum Management and elearning Department 45

47 Maths Unit 1 Properties of whole numbers History Unit 1 Beyond History Italian Unit 1 Start Maltese Unit 1 Jiena Maltese Unit 1 Jiena Home Econ. Unit 1 Discovering home Home Econ. Unit 1 Discovering home English Unit 1The way we live Int. Science Unit 1 In the lab Int. Science Unit 1 In the lab PE Unit 1 fast, high & far ICT Unit 1 Collecting & sharing information Social Studies Unit 1 Living in a societysocialisation English Unit 1 The way we live Int. Science Unit 1 In the lab Such a system means that there is a direct and manageable link between what is being taught in the classroom and what is planned at a senior management level. This also means that the results of the attainment levels of student assessment can influence that balance of hours allocated to each subject. If this happens then it is possible to say that the balance of the subjects taught in any school is driven by the student s level of attainment i.e. it is a student centred curriculum. 8. The important contribution of elearning elearning is about making learning more flexible by providing access to tools that give greater possibilities to teaching and learning. The question, What can teachers and students do today that they could not do without technology? has to be the guiding rule that helps teachers and students use the tools to achieve skills that are expected in a 21 st century learning environment. Digital technologies give control over to the users as to when and where they study while allowing them to develop at their own pace. Digital technology has the potential to provide a student centred learning environment tailored to meet individual needs. 8.1 Digital Technologies elearning provides a range of technologies including: 1. Generic software applications, word processors, spread sheets, and statistical tools which can be used to develop ideas and skills and to present and publish results and findings; 2. Subject specific software; 3. Presentation technologies including interactive whiteboards, projectors, digital cameras, recording microphone and presentation software; 4. The Internet which provides access to a range of digital resources including on line libraries, databases and Cloud computing. 5. Conferencing which includes e mail, Blogs and Wikis, discussion boards, bulletin boards and chat tools that can support a range of collaborative activities; 6. Multimedia to support a variety of learning styles and includes the use of images, sound, video and animation; 7. Computer assisted assessment automatic on line testing which will be available on the Directorate for Quality and Standards in Education Curriculum Management and elearning Department 46

48 National VLE. Some teachers are already using such software that is available on the Web; 8. Computer assisted learning using the computer to support learning e.g. online tutorials that might include video or animation and feedback within a structured framework; 9. Video conferencing, involving the use of audio and visual communication can be used to share ideas collaboratively; 10. Streaming digital audio and video delivered via the web can give students access to real situations that might otherwise be inaccessible; 11. Simulations and Models that enable students to explore real world models and develop practical skills in a safe environment; 12. Games including robotics, game consoles and 3D worlds where the student learns through experimentation and interacts with others in a simulated environment; 13. Visualisation tools including mind mapping and concept mapping tools that are used to represent complex information. 14. the list is not exhaustive and the creative teacher will be helped and supported in exploiting emerging technologies to enhance the teaching and learning. 8.2 Leaders role Digital technology plays a critical role in allowing teachers to focus on student centred approaches. Integrating digital technology into the curriculum is an essential way to retool our schools and turn them into learning spaces that will prepare our learners for tomorrow. Integrating technology into the curriculum is not the same as being competent in using the computer. Leaders should stop thinking about technology training and how it can be used in the classroom and start thinking about curriculum training that incorporates technology. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 47

49 9. Appendices Appendix 1: Supplementary Guidance on the Interpretation of the Range and Depth of Unit Content UNIT 7.1 : TEST IT YOURSELF UNIT SPECIFIC OBJECTIVE 1. Teach that designers need to go through a progression of activities collectively known as Design Process to solve a problem. RANGE AND DEPTH Design process: (The stages of the design process) Situation Design Brief Research Specifications Initial Ideas Chosen Idea Development Planning Making Testing Evaluation Directorate for Quality and Standards in Education Curriculum Management and elearning Department 48

50 2. Teach the main characteristics of common energy sources. a)primary batteries b) Secondary batteries c) Solar cells d) Mains power supply Main Characteristics: Voltage as the driving force for flow of electrical current (Units: Volts, V) Current as the flow of electricity (Units: A) Direct Current (D.C.) and Alternating Current (A.C.) Current from home wall outlets is AC and current from a battery is D.C. a) PRIMARY BATTERIES Sizes: button, coin (thinner and flatter than button), cylindrical type (AA, AAA), PP3 Different voltages 1.5V and 9V Initial voltage of primary batteries is higher than that of rechargeable type Inexpensive Convenient once used up cannot be recharged leading to large amount of waste batteries to be recycled Severe environmental impact if disposed off unwisely. Resultant voltage of connecting batteries in series aiding. b) SECONDARY BATTERIES Have a higher initial cost when compared to primary batteries Are rechargeable and therefore can be re used a number of times making them more cost effective Are manufactured in different sizes and voltages Have less environmental impact when compared to primary batteries c) SOLAR CELLS A long lasting source of energy Can be used almost anywhere High initial cost but more cost effective in the long run when compared to fossil sources of energy Totally silent (e.g. when compared with wind and water power) Non polluting Require little maintenance and have a long lifetime Air pollution and weather can have a large effect on the efficiency of the cells d) MAINS POWER SUPPLY Can be set to different voltage and current levels Gives a constant output voltage and current levels once set May include protection when maximum ratings are exceeded with a possibility for resetting Directorate for Quality and Standards in Education Curriculum Management and elearning Department 49

51 3. teach the basic characteristics of switches and lamps used in electronic circuits 4. teach how to identify input, process and output sections of a circuit, develop a component layout, construct, test and evaluate a simple circuit operation Basic characteristics of switches: SINGLE POLE SINGLE THROW SWITCH (SPST) Contacts: pole (number of switch contact sets) and throw (number of conducting positions) single momentary (switch returns to its normal position when released) open position (off position, contacts not conducting) and closed position (on position, contacts conducting) Method of operation toggle, push to make, push to break, slide, push to push (latching) and micro types. Their ON and OFF operation can easily be determined by means of a multimeter Basic characteristics of lamps: Performance characteristics: voltage, colour, power (consumption of the lamp) Physical characteristics: 1. Lamp base: screw, bayonet and wire type 2. Glass (sometimes it is not really glass) Envelope: ball type and pear shaped Schematic diagram: A schematic is a diagram representing a circuit in which : symbols represent components lines represent wires When wires cross over at right angles (perpendicular to each other) without a connection dot, then they do not connect. Component layout: The component layout helps to model the physical aspect of an object. Circuit construction here refers to the loose method. When using multi stranded wire, the ends should be properly twisted. Conductors: Materials which let current flow through them (Metals) Insulators: Materials which do not let current flow through them (Wood, Plastics, Paper) Directorate for Quality and Standards in Education Curriculum Management and elearning Department 50

52 UNIT 7.2 : GIFTS OF THE FOREST UNIT SPECIFIC OBJECTIVE 1. Teach how to obtain a basic design specification list 2. Teach the origin of natural and manufactured wood. 3. Teach that the use of wood depends on its properties and available standard forms 4. Teach the basic skills required for the manipulation of wood RANGE AND DEPTH Refer to Design Folio Guidelines Origin of natural wood: Evergreen/Coniferous: generally trees with needle like leaves producing softwoods (Red deal white deal Parana pine) Deciduous trees with generally broad leaves producing hardwoods (oak mahogany beech) Line of grain and end grain Origin of manufactured wood: manmade in factories using bonding processes (chipboard MDF Plywood) Properties: Texture (smooth and rough), colour, grain and density (high = heavy and low = light) related to the aforementioned wood Standard forms: Plank, scantling, dowel/rod, moulding and sheet or board Basis skills: Students are required to perform the following tasks whilst observing safety precautions and practices Smoothing down The use of smoothing plane The use of files (hand, flat, half round, round, triangular, square) and rasps The use of sand paper, sanding block, disc/belt sanding machine - Grit grade for going from a rough to a smooth finish Measuring and Marking out Economic use of material Effects of direction of grain on the work piece datum edge, cutting allowance steel rule, try square, sliding bevel, pencil, compass and dividers, bradawl Holding material Avoiding damage when clamping The use of wood worker s vice G clamps and bench hook Cutting out The use of back saw and coping saw Finishing materials Surface protection and aesthetic function Use of paint, varnish and stain Drilling The use of twist drills and hand drill Joining use of nails, cross-pein hammer and PVA glue Directorate for Quality and Standards in Education Curriculum Management and elearning Department 51

53 UNIT 7.3 : PLASTIC INVESTIGATOR UNIT SPECIFIC OBJECTIVE 1. Teach the difference between thermosets and thermoplastics 2. Teach that the use of plastics depends on their properties and available standard forms 3. Teach how to communicate ideas graphically 4. Teach the basic skills required for the manipulation of thermoplastics RANGE AND DEPTH Difference: regarding heating and reshaping Thermosets melamine formaldehyde (ref. to top layer of Formica), polyester resin (ref. to GRP) Thermoplastics PET, High and Low density Polyethylene / Polythene, PVC, Polypropylene, Polystyrene, Nylon, Expanded polystyrene, Acrylic Properties: recyclability related to the aforementioned plastics, density (high = heavy and low = light), thermal and electrical conductivity, texture and colour (including opacity, transparency and translucency) Standard forms: resin, tubes, rod, film, sheet, block or bar Refer to Design Folio Guidelines Basis skills: Students are required to perform the following tasks whilst observing safety precautions and practices. The awareness that certain tools used for the manipulation of wood can also be used on plastics. Smoothing down and finishing - The use of wet and dry abrasive paper and polishing and removing sharp edges Measuring and Marking out The application of masking tape for marking out The use of scriber and pen Holding material Avoiding damage when clamping purpose of surface protective plastic or paper film on sheets Cutting out The use of junior hacksaw and utility knife Bending and folding The use of hot air blower and line bender (strip wire heater) The use of formers and jigs Drilling The use of twist drills and hand drill Joining - use of screws and screw driver Use of adhesives: solvent cement for PVC, Tensol/Acrylic cement for acrylic, super glue Directorate for Quality and Standards in Education Curriculum Management and elearning Department 52

54 UNIT 7.4 : TREASURES FROM UNDERGROUND UNIT SPECIFIC OBJECTIVE 1.Teach the difference between ferrous and non ferrous metals 2. Teach that the use of metals depends on their properties and available standard forms 3. Teach how to develop a design idea 4. Teach the basic skills required for the manipulation of metals RANGE AND DEPTH Difference: regarding occurrence of iron Ferrous: cast iron, mild steel, stainless steel Non Ferrous: gold, silver, lead, copper, aluminium, tin, soft solder Properties: Colour, density (high = heavy and low = light), magnetic attraction, durability and hardness (hard, medium hard or soft) related to the above mentioned metals Thermal and electrical conductivity Standard forms: Wire, sheet, plate, rod, bar (sections: flat, round, square, tube / pipe, hollow square, hollow rectangular, angle) Refer to Design Folio Guidelines Basis skills: Students are required to perform the following tasks whilst observing safety precautions and practices. The awareness that certain tools used for the manipulation of wood and plastics can also be used on metals Smoothing down and finishing The use of emery cloth, Cross and draw filing Measuring and Marking out Use of centre punch Holding material Avoiding damage when clamping the use of vice jaw covers Cutting out The use of hacksaw and tin snips Bending The use of vice and ball pein hammer Drilling The use of handheld power drill and bench / pillar drill Joining Soft soldering flux Directorate for Quality and Standards in Education Curriculum Management and elearning Department 53

55 UNIT 7.5 : ONE WAY OPERATION UNIT SPECIFIC OBJECTIVE 1. Teach: the main characteristics of fixed resistors interpretation of colour code 2. Teach how to develop and test a circuit using a breadboard 3. Teach simple calculations a) Calculate the total resistance of a series circuit b) Using Ohm s Law RANGE AND DEPTH Main characteristics of fixed resistors: Passive component Two terminal device Fixed value Printed or colour coded value Power rated Interpretation of colour code: Use colour code chart to determine resistance value for the ring system. (eliminate tolerance calculations) Resistance unit : ohm Ω Multiple units : kilohm k Ω For development refer to Design Folio Guidelines Important points to observed when using a breadboard: Use 22 gauge solid wire. Thicker gauge, deforms spring contacts inside the holes rendering them unreliable Test probes of multimeter are definitely too big for these holes. Breadboards are not meant for high current connections. Breadboards are not meant for high voltage circuitry. Avoid wire insulation being pushed down into the spring contact, as this might cause a bad connection. When inserting a small wire or component, use your needle nosed pliers rather than your fingers to hold it. Stripping too much insulation or leaving long component leads, subject the circuit to accidental connections up in the air above the breadboard It is good practice to build up a circuit one stage at a time and to check out the connections using an ohmmeter (a multimeter set to measure resistance) before applying power Advantage of a breadboard: faster and easier to construct prototype circuits Disadvantage of a breadboard: wear and tear of holes may lead to weak or bad contact a) Total resistance: R t = R 1 + R 2 + R 3 b) Ohm s Law: Potential Difference (V) = Current (I) x Resistance (R) V = I x R; R = V/I; I = V/R All variations of the equation should be given and calculations are to be limited to V, A and Ω. Avoid the conversion to unit multiples except for kω. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 54

56 4. Teach the basic characteristics of one way semiconductor devices. a) Diode b) Light Emitting Diode (LED) c) Flashing LED a) The basic characteristics of a diode: PHYSICAL CHARACTERISTICS: Consists of a positive (P) material which is the anode (A) and a negative (N) material which is the cathode (K) or (C). Note: the above terminals can be identified either visually and / or using a digital multimeter. Follow normal procedure of using the multimeter to test a component. Has a silvery band or symbol marked on diode case to identify the cathode terminal PERFORMANCE CHARACTERISTICS: A silicon diode drops 0.6V across its terminals Forward and Reverse conditions Diode similarity to a SPST switch b) The basic characteristics of a Light Emitting Diode (LED) PHYSICAL CHARACTERISTICS: Has an anode and a cathode. The terminals can be identified either visually and / or using a digital multimeter Has a notch or flat spot to identify the cathode Has a short leg (cathode terminal) and a long leg (anode terminal ) Can be extremely small and durable Different LED colours PERFORMANCE CHARACTERISTICS: Converts electrical energy into light energy Consumes less power Has a higher luminance efficiency Lasts longer compared with incandescent or florescent lamps c) The basic characteristics of a flashing LED PHYSICAL CHARACTERISTICS: Has an anode and a cathode Cathode identification similar to an ordinary LED Can be extremely small and durable Similar in construction as an ordinary LED Contains a circuit to produce flashing effect Different LED colours PERFORMANCE CHARACTERISTICS: Emits flashing light when current is passed through it Flashing rate is fixed Can be directly to a supply varying from 9V to 12V without the need of a protection resistor Directorate for Quality and Standards in Education Curriculum Management and elearning Department 55

57 UNIT 7.6 : FUN AND PLAY UNIT SPECIFIC OBJECTIVE RANGE AND DEPTH 1. Teach the basic characteristics and applications of switches and piezo buzzer. 2. teach how to develop a component layout on a veroboard Note: Refer to Unit 1 contacts and ratings for switches. Identifying the connections to determine whether toggle, slide and rocker type switches are either of the SPDT or DPDT type. Identification is done visually and / or using a multimeter. The basic characteristics of a piezo buzzer: Needs a correct supply voltage and polarity Uses low power consumption It is robust It is cheap to buy It produces a tone as an output which is a good audible quality of sound May work without the need of a drive circuit Typical applications of a piezo buzzer: mobile phones, calculators, key ring alarm, anti theft devices, musical greeting cards and sirens For development refer to Design Folio Guidelines Important points to observed when using a veroboard: Are used to make up permanent, soldered circuits. Ideal for small circuits. Has parallel strips of copper track on one side with holes. No special preparation other than cutting to size. Avoid handling veroboard that you are not planning to use immediately, because sweat from your hands will corrode the copper tracks. If the copper looks dull, or you can clearly see finger marks, it is good practice to clean the tracks with fine emery paper or a dry kitchen scrub before you start soldering. Most veroboard circuits will need to have some tracks cut to break the connection at that point. Components are placed on the non-copper side, and then veroboard is turned over to solder the component leads to the copper tracks. Advantage of a veroboard: low in cost, circuit design can be transferred directly from breadboard, modifications are possible through soldering and desoldering, permanent connections Disadvantages of a veroboard: the appearance is unpleasant compared to a PCB because jumper wires are exposed on the front of the board, low density of copper means that traces can lift with repeated soldering, restricted to one side of the board Directorate for Quality and Standards in Education Curriculum Management and elearning Department 56

58 3. Teach how to elicit a Refer to Design Folio Guidelines components list and work plan for circuit and its mounting 4. Teach how to solder and desolder Important points to observed when using soft solder: Have a clean and tinned soldering bit correct temperature correct type of soft solder with resin filled core for flux Other practical hints: Secure the work somehow so that it doesn't move during soldering Re apply a very small amount of solder (again) to improve the thermal contact between the iron and the joint Heat all parts of the joint with the iron for under a second or so Use a shunt as a heat sink when soldering semiconductor devices Apply an appropriate amount of solder Remove and return the iron safely to its stand Not to move parts until the solder is cooled Avoid excessive amounts of solder Dry joints can be reheated until solder flows better around the legs of the components When soldering is finished, trimming of component legs is done using a side cutter Observe safety rules and precautions To desolder use a desoldering pump (vacuum pump) and solder wick. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 57

59 UNIT 8.1 : LOOKING INTO FABRICS UNIT SPECIFIC OBJECTIVE RANGE AND DEPTH 1. Teach the origin and classification of fibres What textile fibres are: Textiles fibres are fine hair like structures. Staple fibres are short lengths. Continuous filaments are long and endless. Classification: Natural and Man-made fibres Natural Fibres (all four) Cotton vegetable source from the boll of the cotton plant. Linen vegetable source from the stem of the flax plant. Wool animal source from animal hair usually sheep, but also goats, camels, rabbits, or llamas. Silk animal source from the cocoon of the silk worm. Man-Made (Synthetic fibres only) Synthetics chemical source from coal or oil. Fibres that belong to this group include Polyamide (Nylon), Polyester, acrylic and elastane 2. Teach the process of spinning fibres into yarn and the process of simple weaving. Definition of Spinning: the process of twisting fibres into yarns. Difference: S-twist and Z-twist. S-twist the yarn is spun anticlockwise Z-twist the yarn is spun clockwise Fabric construction: three main methods are Weaving, Knitting and Bonding. Concentrate only on weaving Terminology: Warp, Weft, Selvedge, Grain and Bias are introduced. Weaving is the most popular and ancient method of producing fabrics. Woven fabrics are made by the interlacing of two sets of yarns at right angles to each other using the loom. Types of weaves: Plain weave, Twill weave and Sateen weave. Blends of different fibres can be made either in the spinning or the weaving process. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 58

60 3. Teach how research can be applied for the selection of suitable fabrics through their properties. 4. Teach the performance characteristics of fabrics and the application of simple tests. For research refer to Design Folio Guidelines When selecting fabrics for designing and making textiles items, it is essential to choose the fabric that has the right properties and characteristics. Choosing fabrics for a textiles product may require research and investigating different types of fabric through their properties and characteristics. Properties should include: Absorbance - can soak up moisture. Abrasion resistance - does not wear out easily. Colourfastness - retains its colour after washing or exposure to sunlight. Crease resistance - does not easily crease. Elasticity - will stretch and return to its original shape and size. Insulation - prevents the passage of heat or cold through it. Mothproof - is resistant to clothes moth. Flammability - the way it catches fire or burn. Shrinkage - the way if changes size after washing. Showerproof - keeps a small amount of water out. Waterproof - keeps water out completely. Characteristics of fabrics: (Consideration of advantages and disadvantages for the selection of the appropriate fabric) Colour/Pattern - is the fabric the on both sides? Construction - how much space is there between yarns? How firmly are the yarns held in place? Drape - is the fabric stiff or floppy? Hole recovery - does the fabric recover from needle or pin marks? Some fabrics do not. Fraying - how easily do the yarns come apart? If they come apart easily, this can make seams weaker. Texture - what is the feel and physical appearance of the fabric? Thickness - is the fabric bulky or thin? Non-irritant - is the fabric comfortable against the skin? Transparency - is it possible to see through the fabric? Fabrics can be transparent, opaque or translucent. Weight - is the fabric heavy or light? Fabric testing There are many types of tests that can be carried out on fabrics to find out how they behave for a particular purpose. The following tests can be applied to test for the performance characteristics of fabrics: - Tensile strength, abrasion (wear of material), absorbency, insulation, flammability and aftercare(washing, ironing and stain removal) - Directorate for Quality and Standards in Education Curriculum Management and elearning Department 59

61 UNIT 8.2 : DO IT WITH FABRICS UNIT SPECIFIC OBJECTIVE 1. Teach how to generate ideas and compare them with the specifications to select one idea for development. 2. Teach how to use the cutting shears for the cutting of fabrics. RANGE AND DEPTH For initial ideas and chosen idea refer to Design Folio Guidelines The main cutting tools used for making textiles items: Paper scissors, used the cutting out of patterns Cutting shears, for cutting fabrics Pinking shears, for cutting pinking edges Trimming scissors, for general use during sewing Snippers/Clippers, for the trimming and cutting of thread Points to look for when choosing the correct cutting tool. Marking and cutting techniques. Lay plan (economic use of material). Laying out fabrics. Safety precautions when using cutting tools. 3. Teach how to use the Dry and Steam Iron. The main pressing tools and equipment: Ironing board Sleeve board Ironing cushion Dry iron Steam iron Steam iron with high pressure boiler Top pressing and under pressing techniques. Safety precautions when using pressing tools and equipment. 4. Teach the application of various fabric adhesives. Methods of joining fabrics together: by means of sewing (seams) and by the use of adhesives. The use of fabric adhesives in textile manufacture. The use, advantages and disadvantage of: Bond-a-web Contact adhesive Spray adhesive liquid adhesives. Iron on interfacing and their application. Safety precautions when using adhesives. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 60

62 UNIT 8.3 : FINISH IT WITH STYLE UNIT SPECIFIC OBJECTIVE 1. Teach how to apply decorative and functional components onto fabrics by means of adhesives. RANGE AND DEPTH Pre-manufactured components used in addition to fabrics in the manufacture of a textiles item. Match components with material. Components: Threads Fastenings; buttons, hooks and eye, zips, press fasteners (press studs), Velcro. Decorative Components; beads, braids, sequins, embroidered motifs, ribbons, appliqué pieces. Functional or structural components; elastic bands, bias binding tape, shoulder pads, bond-a-web. Application of decorative components by means of adhesives. 2. Teach how to apply heat transfer image onto fabric. 3. Teach how to evaluate an artefact. The use of ICT. The use of: transfer paper both for light coloured fabrics and dark coloured fabrics. computer software to produce digital designs. printer to print out digital designs. heat press and\or dry iron to transfer prints onto fabrics Refer to Design Folio Guidelines. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 61

63 UNIT 8.4 : THE USEFUL BUG UNIT SPECIFIC OBJECTIVE 1. Teach the role of microorganisms in food production RANGE AND DEPTH What is Traditional biotechnology? Traditional Biotechnology is the practice of using plants, animals and micro-organisms to create or modify products. Role of Micro-organisms This is the role of the preservation of food by fermentation, ex: bacteria ferment the lactose in the milk to produce energy and lactic acid. This process increases shelf-life and may make food more digestible. Bacteria, mould and yeast are all types of micro-organisms that cause food to change; they are beneficial under controlled conditions and produce edible goods. Identify the conditions of bacteria growth - warmth, time, food and moisture. Some foods produced by a technological process are yoghurt, cheese, vinegar, wine, beer, bread, pickles, salami and soy sauce. 2. Teach how to find out consumers preference and what products are available on the market. For market research refer to Design Folio Guidelines. Sensory analysis is used to measures human responses to food and drink. It evaluates similar or different products and analyse food so that modifications can be carried out. Senses that are used in analysing a product are: sight (appearance) smell (aroma) taste (flavour) touch (texture). Sensory analysis testing (tasting panel): Rating; Ranking; Descriptive. For example worksheet of sensory analysis testing, refer to Design Folio Guidelines under Testing. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 62

64 3. Teach how to plan for the process of making a biotechnological product paying special attention to safety and hygiene. For work plan refer to Design Folio Guidelines. Select and use tools and equipment to produce quality products. Work accurately and economically with materials and components. Experience measuring measuring jug; temperature control food probe Use tools and equipment safely. Apply safe, hygiene and quality control measures at different stages to ensure a high quality product. Critical control point - steps in the preparation of the food that must be controlled to either eliminate or reduce the hazard to an acceptable level. Biotechnological product Source and main functions of calcium. The effect of calcium deficiency on the body. Calcium needs vary throughout life. The function of the starter culture (live bacteria) that provides particular characteristics in a controlled fermentation. Important temperatures: to sterilise equipment; the danger zone; the fridge temperature; room temperature. The importance of applying safe food techniques at all stages of the process. Pasteurise to improve the quality of milk by heating it to 72 0 C for 15 seconds to destroy harmful bacteria. Know what is meant by cross-contamination and pathogenic bacteria. Describe the process used and make yoghurt. Healthy benefits of yoghurt. reasons-yogurt-top-health-food Directorate for Quality and Standards in Education Curriculum Management and elearning Department 63

65 UNIT 8.5 : COLOUR ME AND EAT ME UNIT SPECIFIC OBJECTIVE 1. Teach the classes, main functions and sources of nutrients. RANGE AND DEPTH Nutrition is the study of nutrients and their relationship with food and living things. Diet is the food that a person normally eats every day. Balanced diet is the correct amount of nutrients for the needs of a person. Malnutrition is the unbalanced intake of food Under-nutrition is the insufficient total intake of nutrients. Classification of Food Plant and Animal Nutrients what nutrients are, sources of nutrients and what each nutrient does in the body deficiency of nutrient and how it affects the body There are five main nutrients: Carbohydrates (sugars and starches) Protein Fats (saturate and unsaturated) Vitamins (water soluble Vit B and C; fat soluble Vit A, D, E, F) Minerals (Calcium and Iron) To function properly our body also needs water and fibre. It is important to drink plenty of water during the day - between two and three litres. Fibre helps to eliminate waste and prevent constipation, cancer of the bowel and haemorrhoids. It serves to slow down the absorption of sugar and add bulk therefore; it helps those who want to reduce weight. What are the functions of nutrients in the body? Protein helps growth and the repair of damaged cell tissue, provides energy. Carbohydrate provides energy. Fat provides energy, warmth and protects vital internal organs such as the heart and kidneys. Vitamins provide general health and wellbeing, resistance to infections and diseases. Minerals - Calcium is needed for healthy bones and teeth. - Iron produces the chemical haemoglobin, which enables the blood to carry oxygen round the body. Deficiencies of nutrients Protein poor growth, slow healing, kwashiorkor (potbelly). Carbohydrate lack of energy Fat lack of fat-soluble vitamins Vitamins poor resistance to infections and diseases, scurvy. Minerals: Calcium weak bones, weak teeth, rickets Iron tiredness, anaemia. Identify foods that are good sources of each nutrient. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 64

66 2. Teach how the dietary guidelines and the food pyramid guide our food choices for a healthy lifestyle. The food guide pyramid and the dietary guidelines are the tools for nutrition education. They are designed to help us make food choices that promote health. The four Dietary Guidelines: Eat less food containing fats. (DG) Eat less food containing sugars. Eat less food containing salts. Eat more food containing fibre. 8.pdf Nutrition/List_of_High_Fiber_Foods.shtml Explain how to apply these guidelines to eating behaviours. Example: Eat less food containing fat avoid processed meat such as sausages, bacon use vegetable oil for cooking instead of lard or butter Eat less food containing sugars avoid adding sugar to tea, coffee etc restrict intake of biscuits, cakes, sweets etc. Eat less food containing salt do not add salt to your food when eating cut down on canned food, salty snacks etc. Eat more food containing fibre eat more fresh fruit and vegetables especially with the skin eat wholemeal or wheatmeal bread instead of white bread The letters WHO stand for World Health Organisation The Food Guide Pyramid (FGP) is a guide for eating the correct amount of food from each group. identify food groups number of servings from each group main nutrient in each group Food Groups Serving from each group Main nutrient Grain 6 to 11 Carbohydrates Vegetables 3 to 5 Fruit 2 to 4 Meat and alternatives Vitamins and Minerals Vitamins and Minerals 2 to 3 Protein Dairy 2 to 3 Protein Directorate for Quality and Standards in Education Curriculum Management and elearning Department 65

67 3. Teach how to prepare food using hand tools. Name and use a range of equipment, appliances, processes and skills using knives, peelers, graters, mixing bowls, saucepans, colander, cutlery for mixing ingredients, different chopping boards, etc. Cutting skills: Chop cutting food with an up and down motion into small irregular pieces Cube cutting food into small square pieces Cut dividing food into pieces with a knife or scissors Dice cutting into small squares (half the size of cubes) Grate breaking up food into small particles by rubbing over a rough surface Peel to strip off the outside skin Shred cutting or tearing into thin strips or pieces Slice cutting into thin, flat pieces Mixing skills Beat making a mixture smooth by using a rotary motion with and electrical or hand mixer Stir mixing ingredients with a circular or figure of 8 to achieve a uniform consistency Toss to mix ingredients lightly with a fork and a spoon (salad) Mix to combine ingredients in any way that causes an even distribution of ingredients. Different chopping boards for different foods Green Fruits and vegetables Orange/Yellow Cooked meat and fish White Dairy and bakery Blue Raw fish and seafood Red Raw meat Food safety use by dates, best before dates, temperature control the danger zone, core temperature of food when reheating, storage temperatures; refrigerator, domestic freezer. High-risk food food high in protein and moisture such as ham, dairy products Cross-contamination the transfer of bacteria between raw and cooked foods. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 66

68 UNIT 8.6 : ACROSS DIFFERENT CUISINES UNIT SPECIFIC OBJECTIVE RANGE AND DEPTH 1. Teach that various factors influence people s choices of food. Various factors influence what food people buy and eat these may be: hunger, taste, cost, availability, peers, meal patterns, cooking skills, beliefs, advertisements. Some important factors are influenced by culture and religion. People eat the same food but cooked and seasoned in different ways. The family one forms a part of plays a significant role in the type of food one eats as it encourages dietary strategies and eating habits acceptable to them. Dietary customs of different cultural and religious groups: Jews no pork, no shellfish, meat must be kosher, meat and dairy products must not be eaten at same meal. Muslims no pork, meat must be halal, no alcohol. Hindus no beef, no alcohol, most are vegetarians. Sikhs no beef, no alcohol, some are vegetarians 2. Teach that traditions, customs and ingredients are combined to create dishes of a particular region Traditional Maltese food Traditional Maltese food is colourful, full of flavour and seasonal, typical of a Mediterranean cuisine. Although foreign influences played a major role on the Maltese cuisine, we still have our traditional food such as lumpuki pie, kusksu (a thick soup made with broad beans), ħelwa tat-tork (a very sweet sugary mixture of crushed and whole almonds). Example of Maltese food and popular dishes: Traditional Maltese Cuisine: eg. cheeselets, broad bean pate (bigilla), cheesecakes, Maltese sausages etc Maltese dishes popular in hot and cold weather: eg. fish soup (aljotta), thick vegetable soup (minestra), baked macaroni, rabbit in wine sauce, Lampuki pie, Maltese bread rubbed with tomatoes sprinkled with pepper and olive oil etc; Summer village festivals: eg. qubbajt (nougat), imqaret (pastry filled with dates), karamelli (sugar drops) etc Popular deserts associated with different occasions: eg. Easter figolli (pastry shapes filled with malzipan), kannoli (ricotta filled crisp fried pastry), qagħaq ta l-għasel (honey rings) etc. Vegetarian Diet A vegetarian is someone living on a diet of grains, pulses, nuts, seeds, vegetables and fruit with or without the consumption of dairy products and eggs. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 67

69 Types of vegetarians: Semi or partial vegetarian: avoids red meat Ovo-lacto-vegetarian: avoids meat, seafood and poultry, but does consume dairy products and eggs. Lacto-vegetarian: avoids meat, seafood, poultry and eggs but does consume milk products Ovo-vegetarian: avoids meat, seafood, poultry and milk product but does consume eggs Vegan: avoids all foods that contain animal products, including meat, seafood and poultry, milk products and eggs (free-range). A vegetarian diet is a healthy because it is low in saturate and total fats, high in fibre and complex carbohydrates. In a vegetarian diet protein is supplied from many sources such as beans, nuts, seeds, soya, etc. Examples of vegetarian symbols: Food Pyramid for vegetarians: 3. Teach how to develop a food product. Development Development is about making trial on small quantities or on the whole of the chosen idea. Making changes on small quantities of the design helps to find out the effect this makes on the finished product. Trails are carried out on: the ratio and proportion of ingredients to meet the set specifications to identify the impact of the function of ingredients on the outcome try different sizes and shapes alter texture and flavour improve the nutrition content At this stage, the necessary changes are made to improve the original idea and produce a good quality product. 4. teach how to test a product Refer to Design Folio Guidelines. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 68

70 Appendix 2: Electronic Symbols For each component a symbol is shown in its normally accepted orientation/s, i.e. vertically and / or horizontally. In electronics there is a longstanding convention to show most components with a vertical orientation and for the circuit to read from the source or input on the left to the output or remaining circuit on the right. Component group Component Symbol cell Power sources Battery DC power supply Solar cell / lamp Resistors Fixed resistor Junction diode Light emitting diode (LED) Diodes Flashing LED Directorate for Quality and Standards in Education Curriculum Management and elearning Department 69

71 Single pole single throw (SPST) switch Single pole double throw (SPDT) switch Double pole single throw (DPST) switch Switches Double pole double throw (DPDT) switch Normally Open (NO) / pushto-make switch Normally closed (NC) / pushto-break switch Meters Transducers Ammeter voltmeter Buzzer Non connected leads Circuit connections Connected leads Directorate for Quality and Standards in Education Curriculum Management and elearning Department 70

72 Appendix 3: Health and Safety in Design & Technology Laboratories Students will: recognise hazards in the D&T laboratories; understand and apply safe working practices during all stages of making; understand and apply hygienic practices when preparing, cooking, serving, storing and packaging foodstuffs; use protective wear (overall/apron, headgear, dust mask, safety glasses/goggles, welding visor, gloves, brazing goggles); consider safe material selection; make use of safety guards on machines/equipment; store and use materials, components, tools and equipment safely; make use of dust collectors and fumes extractions; know about the risks of hazardous vapours when soldering and using adhesives; follow manufacturers instructions; adhere to safety symbols exposed in the D&T workshops and school environment; dispose of disused products, materials and components with a safe and environmental friendly manner (separation of waste at source); know the procedures to follow in case of accidents (cuts, burns and insertion of foreign bodies). Directorate for Quality and Standards in Education Curriculum Management and elearning Department 71

73 Appendix 4: elearning in Design & Technology elearning can enhance the student s learning experience during the Design and Technology lesson. elearning comprises all forms of electronically supported learning and teaching. The information and communication systems, whether networked or not, serve as specific media to implement the learning process. The term will still most likely be utilized to reference out of classroom and in classroom educational experiences via technology, even as advances continue in regard to devices and curriculum. elearning is essentially the computer and network enabled transfer of skills and knowledge. E learning applications and processes include Web based learning, computer based learning, virtual classroom opportunities and digital collaboration. Content is delivered via the Internet, intranet/extranet, audio or video recordings, satellite TV, CD ROM and software. It can be self paced or instructor led and includes media in the form of text, image, animation, streaming video and audio. Presenting and developing ideas The internet can be used to collect secondary sources and information to support the teaching of Design and Technology projects and investigations. Blogs Students can develop a Blog into which they can collect digital photographs, scanned images, animations, videos and text based content. Podcasting: [Definition: The use of Podcasts is on the increase nowadays. Podcasts can be found ready for use and for free on practically any subject imaginable. In this case though it is of more benefit for the students to create their own podcast in which they present their discoveries or their acquired knowledge to the world. It is a process which they will certainly enjoy and it would definitely help concretise learning and facilitate memory retention. Digital video or still cameras This hardware can be definitely used for both Podcasting activities (above) or slide shows (below). Slide presentations Students can also create a multimedia presentation with text, images, sound and even embedded video content and they can even publish it online via services such as Authorstream ( Apart from the usual Slide Show software available on the school PC s (mainly Microsoft PowerPoint) one can also explore the use of web based services such as Prezi ( Microsoft s free Photostory, ( a008 49b3 b3f4 6f33852af9c1) can also be a great tool to present a set of images/photos with captions, background music and transitions. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 72

74 Printouts Obviously ideas can also be developed by using a word processor or a desktop publishing package such as Microsoft Word and Microsoft Publisher. The latter has the facility to organise the content in booklet format so as to be, for instance, presented as an exhibit in class or maybe even at school based activities which highlight the work done by students. Free drawing application When high end applications for drawing and editing images are not available one can resort to This is very similar to Photoshop but it is a web based application and it is offered for free. One can also save one s work online so that it is available from anywhere where there is an Internet connection. Free Video editing application To produce or edit videos one can resort to Microsoft s free Movie Maker. Investigating Design and Technology Apart from simply offering the World Wide Web as a massive tool to investigate Design and Technology aspects, students can be aided by the following: Webquests: [Definition: A webquest is the ideal tool/technique with which to entice investigation and exploration in any subject. It will give the student an amount of autonomy while still being guided and directed to an intended learning target. Cyberhunts: [Definition: Similar to what has been said about Webquests, a Cyberhunt is a very effective tool/technique to use with which to entice investigation and exploration. It is probably more suitable (as compared to webquests) for lower achieving students though should not be limited to just this category. Hardware Easy scope [ group.co.uk/shops/tts/products/pd /easi Scope Hand held Digital Microscope/] a digital microscope which might come in handy for research in Resistant Materials and Textiles technology. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 73

75 Appendix 5: Enhancing Design & Technology Through elearning Disseminating knowledge through concept maps Concept maps can be used to assist students expand their ideas on a particular topic/project with others of same thinking. The kind of concept map being suggested here can be used not just within the class group but even beyond the school boundaries. So other students from other colleges can share the same ideas among themselves as a collaborative team. Knowledge acquisition will augment radically if these concept maps are integrated in this subject. In essence a concept map is a diagram showing the relationships among concepts. It is a graphical tool for organizing and representing knowledge. Also, it helps the students to come up with better decision making during the project planning. The IHMC CmapTools is in fact a program which enables the student to construct, navigate, share and criticize knowledge models represented as concept maps. It allows the students to develop their Cmaps on a computer and share them on servers (CmapServers) anywhere on the Internet, link their Cmaps to other Cmaps on servers, automatically create web pages of their concept maps on servers, edit their maps synchronously (at the same time) with other users on the Internet, and search the web for information relevant to a concept map. Concept maps to generate knowledge Link to concept mapping: Directorate for Quality and Standards in Education Curriculum Management and elearning Department 74

76 Interactive quizzes Teachers direct has developed fine. There are quizzes of the above type for each unit covered during Form 1. Quiz Busters, developed by teachers direct.co.uk, is an interactive plenary quiz for two teams based on the popular television quiz program Blockbusters. The resource is designed to be used on an interactive whiteboard as a teacher led activity but can be played by individual students. Hopefully you and your students will find this a fun alternative to traditional question and answer plenary. Unit 2: Gifts of the forest Year 7 Resistant Materials Wood puzzle (Key Stage 3 Design and Technology) A short plenary to allow year 7 pupils to identify tools, materials used in Design and Technology (Resistant Materials) Unit 3: Plastic investigator Plastics and Metal Materials (Key Stage 4 Design and Technology) Plastics and Metal Materials Quiz Though this unit is for KS4, this might as well be used for KS3 in our Maltese context. Unit 5: Treasures from underground Metals and their Properties (Key Stage 4 Design and Technology) The quiz is based on metals and properties of materials. Same here, though this unit is for KS4, this can might as well be used for KS3 in our Maltese context. Link: direct.co.uk/resources/quiz busters/subjects/design and Technology.aspx Directorate for Quality and Standards in Education Curriculum Management and elearning Department 75

77 Interactive D&T knowledge tests GCSEBiteSize provides a set of revision notes together with multiple choice tests specifically designed about materials (wood, metal and plastics) where the student will understand their own characteristic and working properties such as strength, malleability, conductivity, toughness and durability. Link: Link: warren.org/gcserevision/resistantmaterials/gcsr Resistant Materials Quizzes.htm Publishing the product process A good way to disseminate the student s product process is by recording the building up of the product using a digital video camera. As a best practice, the first step before rushing to record the video, the students should plan a storyboard as this really makes them think before just running out with a camera. Then they edit these videos with a simple, but yet adequate (free) video editor such as Wax 2.0e and upload the artefact on YouTube for sharing with other fellow students. Ideally, the whole process should be voice over narrated so as to make it easy for understanding. Altec Storyboard maker Altec Storyboard Maker is a web based free program where it lets the students to develop their storyboard online, save it for later editing by the team members and then printed when it is done. Web 2.0e link: Wax/ _ html Storyboard link: Directorate for Quality and Standards in Education Curriculum Management and elearning Department 76

78 Appendix 6: Design Folio Guidelines for Form 1 and 2 With this curriculum framework, Form 1 students will complete two design folios in one scholastic year. Each folio will be fully completed over three units and therefore covering both the Resistant Materials and Electronics strands. However, the students will go through all the stages of the design process for each unit. Each section of the folio will expand as every single unit proceeds. Form 2 students will complete one folio for Textiles and two folios for Food. The Textiles folio will be build up along the three units. One of the folios for Food has to be completed over one unit; hence it will be very brief. The other Food folio will be completed over the remaining two units. All folios for all strands should be presented on A3 landscape format. Attention should be given to presentation, emphasizing on good use of paper space, borders, lettering, neatness and clarity. Situation: The situation will be decided by the teacher and one class should follow the same situation. Because of differentiated needs, the teacher may require to reword the same situation making it more focused for the sake of less able students. This means that students of different abilities can be presented with differently worded situations. Design Brief: After analysing the situation with the whole class, the teacher will lead the students to develop a common design brief unless students have the ability to compose a basic design brief on their own. Differentiation can be achieved by using simpler terms to describe what is going to be made. The students will highlight the keywords of the design brief. Research: For Form 1, research will consist mainly of product analysis going no further than the related topic of the unit being tackled. Other research related to subject content can be included, but it has to be related to the aims of the design brief such as defining the keywords of the design brief. Extent of research expected depends on the students level of ability. For Form 2, students will be introduced to market research. From market research, students are expected to find out the prices of different brands and customers satisfaction with products hence the demand for manufactured goods. In order to find out the information needed, students can carry out questionnaires/surveys. An example is given, however other types of questionnaires such as multiplechoice questions can be used. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 77

79 EXAMPLE OF QUESTIONNAIRE Market Research: Breakfast Cereals Look at different breakfast cereals on the market. Fill in this table with the details. Brand s Name Remarks Product s Name Manufacturer Weight/size Main ingredients Packaging Cost Special claims Do all products look alike? Are they value for money? Does the packaging provide enough information? Is the range available of these products enough? Specifications: For Form 1 and 2, the design criteria will be kept to the basic essentials. The main specifications, like those related to size limitations and material properties, will be defined by the teacher while the rest can be decided by the students. The number of specifications that the students decide depends on their level of ability. The specifications can be presented in a list or web diagram mode. Initial Ideas: All students will present a minimum of two different ideas. At this level there is no need for a student to present more than three initial ideas. For Resistant Materials, Textiles and Food, the ideas have to be presented in sketch form. Different sketches can be used to explore the same one idea. The graphical representation mode used can either be 2D or 3D, depending on the students abilities in graphical communication. Whichever method used, all sketches have to include labelling indicating at least part name and its function in project, proposed overall dimensions/portions and material/components. Meaningful use of colour is to be encouraged. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 78

80 For Electronics, the conceptual ideas will be presented in a block diagram form. From the block diagram the student will determine the components required at the input, process / control and output stages. Here is an example of a design approach for electronics. INPUT Power source primary battery / solar battery PROCESS On Off switching SPST / push-to-make switch OUTPUT Light Light bulb / LED Chosen Idea: This section needs to consist only of a short note stating which idea was chosen and a reason why it was regarded as the best idea for further development. Development: For Resistant Materials and Textiles, students will present their own designs in 2D showing different views and essential information. The use of grid paper is encouraged. Students who are able to draw in 3D can also add other views and annotations to communicate further details. For Electronics, students will present their own designs as labelled schematic diagrams of the circuit including any calculations when required. For Food, students will implement trials of their own designs and record results. Planning: The students are expected to present a component/parts list with necessary quantities. For Electronics, a component layout will a l s o be included within this section. The component layout will represent the circuit either on the artefact itself and/or on the strip board. Students are to include a work plan showing: the main activities needed to be performed to make the product tools needed for each step safety/hygiene/quality control point The work plan can be presented in different ways: in grid form or a flow chart. Making: The students will record any changes performed on the planned sequence of work or on the artefact. Photos can also be included as proof of work. Testing: Testing will be performed against design brief, specifications, functionality or user feedback. The teacher can decide on a common test which students will follow. Student will then record results according to their level of ability. Pie chart or bar graph can be included. Examples of different tests are given: Directorate for Quality and Standards in Education Curriculum Management and elearning Department 79

81 EXAMPLE OF TESTING AGAINST SPECIFICATIONS EXAMPLE OF TESTING FOR FUNCTIONALITY Gender: Survey Age: Use the scale 1 to 5 (1 being the least and 5 being the best) to rate the following: Yoghurt type of container used taste texture flavour aroma Would you like other flavour to be added? Suggest types of flavour you would like to include. EXAMPLE OF COLLECTING USER FEEDBACK Student can be provided with a comment sheet where prospective customers/consumers write down their comments about the product. Questions asked may include: How well does the design function? Does the design look good? Is the product safe to eat/use? Were suitable materials used? Evaluation: This section will consist of short notes which express general comments on test results and personal opinion. Whenever possible and depending on ability levels, students will be encouraged to propose possible improvements or modifications. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 80

82 Appendix 7: Assessment for Learning important general principles Assessment for Learning (AfL) occurs when evidence is used to adapt the teaching to meet the needs of the students. Assessment for Learning enhances learning for all types of students because it is there to build a bridge between what is known and what lies on the next step. 1. Understanding what students know Before starting to teach a new topic or concept, we need to become aware of what are the pupils perceptions on the subject. Techniques that can be used include Brainstorming, Questioning, Survey, Concept Mapping, Mind web, Discussion, Short test, Evaluate written work done at home or at school. 2. Effective Questioning Techniques We should consider the use of open challenging questions which allow a range of correct responses and require students to think. More wait time is required. This wait time has to be of around five seconds. Students usually leave the answering of questions to the few most able students in class or else when we use a hands up technique, only those that are sure of the answer put up their hand as the others would not want to risk. What about the rest of the students? How will we know that these students have grasped the concept or the skill? Therefore avoid the hands up technique and give everybody an opportunity to answer. Questions can be of the following type: Literal Questions Simple recall: Who? Where? When? What? Application Questions Can you think of another situation similar to this? Do you know of another story that deals with the same issues? Do you know where else this can be used? Analytical Questions What makes you think that? Can you support your view with evidence? Why do you think this was written/given in such a way? Why did you decide to do it in such a way? Synthesis Questions What is your opinion? What evidence do you have to support your view? Given what you know about what do you think? If you were. what would you think Evaluation Questions What makes this successful? Does it work if done in another way? Which is better and why? Directorate for Quality and Standards in Education Curriculum Management and elearning Department 81

83 3. Oral Feedback during the lesson Feedback is fundamental. It gives the opportunity to students to improve in their learning. Feedback has to be from teacher to student, student to teacher, and student to student. Good Oral Feedback should 1. focus on the student s work not on the person 2. state specific ways on how the work can be improved 3. compare the work the student produced with what was previously done 4. do it all along the activity 5. be critically constructive use 6. give comments that push the learning forward 7. use a language that does not intimidate the students 8. consider all the students comments 9. focus on the learning intentions explained at the beginning 4. Oral and Written Feedback after the lesson It is the nature, rather than the amount, that is critical when giving pupils feedback on both oral and written feedback. (Black 2004) Written feedback can be in the form of grades or comments or both. A numerical mark does not tell the students what needs to be improved in their work and therefore an opportunity to enhance their learning is lost. When a comment is written next to the grade, students tend to ignore the comment and all the corrections the teacher does. The mark becomes a measure of their ability. Give students the correct advice that would lead them to correct their mistakes. This advice has to be concordant with the learning intention. The advice should be a very short piece of information about where the students achieved success and where they could improve against the learning intention. The work should go back to the student who must be given time to carry out the requested changes. The work will then go back to the teacher who will correct it and give another advice on what can be done next to enhance learning. Comments need to begin with what has been a success by showing what needs to be improved and by giving advice on how this improvement can be achieved. The feedback given has to cause thinking and students need to be given time to answer Focus on specifics by asking a specific question about what went wrong Delve and ask questions that prompt a student to be more specific The feedback given should stimulate the student to improve. It should be challenging enough to motivate the students to learn. Visible improvements will increase the students self esteem. 5. Promoting Self Assessment and Peer Assessment Self Assessment Many studies show significant progress made by children who have been trained to be self evaluative. At the end of every lesson students are asked to produce reflective comments about their learning, followed by a teacher s summary, unravelling misconceptions that might have been created and Directorate for Quality and Standards in Education Curriculum Management and elearning Department 82

84 providing links with future learning. Self evaluation has to be linked with the learning intentions and this will lead to student progress, more persistence and a higher self esteem from the students part. Training students to be self evaluative 1. Explain why a self evaluation is needed. Significant progress is made by students who are selfevaluative. When they compare their learning against the learning intentions, they understand where they stand in their learning. Then they can ask the necessary questions to move forward. 2. Recap the learning intention a number of times during the lesson. 3. Be prepared with a number of questions for the end of the lesson. What did you find most difficult to learn? Is there something which you are still unsure about? Is there anything you need to know more about? 4. Give students some thinking time (15 30 seconds) to answer the above questions. 5. Use different approaches to get the answers for the above questions such as whole class responses, paired responses, and group responses. Peer Assessment When students are given the opportunity to verbalise what they have learnt, their brain will start processing the data by giving it a structure, forming bridges between what is new and those concepts/perceptions that they had before. This will make students aware of what has been learnt and what needs further clarification. Therefore it is of extreme importance that teachers give space and time for students to speak about the topic in question. Peer assessment is the ability to assess the work of others, whether it is written, spoken, painted or any other practical piece of work. Students will be able to perform peer assessment only if the teacher has given them clearly stated success criteria against which they can perform assessment. Skills which form the basis of peer assessment: Students have to learn to observe to form an opinion and to know why they have formed that opinion. Bibliography Dodge J., (2009) 25 Quick Formative Assessments for a Differentiated Classroom, Scholastic Inc. Broadway, New York. Clarke, S. (2001) Unlocking Formative Assessment, Hodder & Stoughton. Clarke, S. (2003) Enriching Feedback in the Primary Classroom, Hodder & Stoughton. Assessment reform Group (2002) Assessment for Learning: Ten Principles ( reformgroup.org.uk Directorate for Quality and Standards in Education Curriculum Management and elearning Department 83

85 Appendix 8: Digital Technology Enhanced Learning Using Digital Technology to enhance learning is a requirement of the National Curriculum. It is the entitlement of all students. The entitlement documents that follow are not intended to be exhaustive, but indicate where Digital Technology might usefully support students in acquiring knowledge, being creative, collaborative and in communicating appropriately and effectively. In many secondary schools access to Digital Technology at this point in time poses a number of challenges, so careful planning is necessary to use even a small amount with all students. The situation in Primary schools is less challenging as each class has at least three PC and the teacher s laptop. As any reform is a journey rather than a one off event, it is envisaged that the entitlement documents will be updated periodically to accommodate new emerging technologies. It is not intended that all of the suggested links and possible activities be used and those described may be used in different ways. Some activities and ideas lend themselves to using the teacher s laptop and the interactive whiteboard at its most basic function. Other activities and ideas work best with a networked system and portable computers, and which make best use of the virtual learning environment. Students may be able to use ICT at home and this should be encouraged where it is appropriate. The suggested ideas (at the end of each unit) exploit the software that already exists in school or is available freely in the public domain or cloud. Many of the activities are straightforward and easy to put in operation. Others may require support from e Learning Champions in the school. In any case the best idea is for class teachers to consult the school s e Learning Champion about what they want to do and how it might fit in the curriculum. It is not the intention of the e learning entitlement documents to deliver students ICT capabilities although some activities will consolidate what the students learn during discrete ICT and Computing lessons. The PC and other digital technology Primary and secondary school students need to be taught 21 st century skills if they are to thrive in the technology infused job sectors they will enter in the future. We need to fuse the traditional 3 Rs with critical thinking and problem solving, creativity and innovation, communication, and collaboration. It is no longer enough to instruct students in spoken and written communication. They need to be taught to communicate electronically including netiquette, and Web interactions. Collaboration today happens also virtually, where materials and documents are shared without regard to physical space. More collaboration will be occurring in 3D, immersive environments so students need to be adept at navigating virtual worlds. It follows that students should be given opportunities to apply and develop their ICT capability through the use of digital technology and Web 2.0 tools to support their learning in all subjects. Students should be given opportunities to support their work by being taught to: find things out from a variety of sources, selecting and synthesising the information to meet their Directorate for Quality and Standards in Education Curriculum Management and elearning Department 84

86 needs and developing an ability to question its accuracy, bias and plausibility; develop their ideas using ICT tools to amend and refine their work and enhance its quality and accuracy; exchange and share information, both directly and through electronic media especially Web 2.0 tools; and, review, modify and evaluate their work, reflecting critically on its quality, as it progresses. Bloom s Digital Taxonomy Bloom s Taxonomy in its various forms represents the process of learning. The six levels by Bloom have been simplified in some cases, like the three storey intellect inspired by Oliver Wendell Holmes and adapted to education by Art Costa, but basically Bloom s Taxonomy still represents how people learn. Bloom s revised digital map is an update of the original 1950 and 2000 map and accounts for the new behaviours, a c t i o n s a nd learning o ppo rtunities t h a t e m e r g e w i t h n e w t e c h n o l o g i e s. The d i g i t al taxonomy addresses the following skills: Key Term Thinking skills Digital skills Remembering Understanding Applying Analysing Evaluating Creating Recognise, listen, describe, identify, retrieve, name, locate, find Interpret, summarise, infer, paraphrase, classify, compare, explain, exemplify Implement, carry out, use, execute Compare, organise, deconstruct, attribute, outline, find, structure, integrate Check, hypothesise, critique, experiment, judge, test, detect, monitor Design, construct, plan, produce, invent, devise, make Bullet pointing, highlighting, bookmarking, social networking, social bookmarking, searching, Googling, local bookmarking. Advanced searching, Boolean searching, blogging, twittering (micro blogging), categorising, tagging, commenting, annotating, subscribing. Run, load, play, operate, hack (reconfigure or re program a system), upload, share, edit Mashing up (as in layering of images on maps), link, validate, reverse engineer, crack, media clip Comment in blogs, post, moderate, collaborate, network, refactor (as in improving code readability, i.e. undertaking tiny changes in program code to improve software), testing new code Program, film, animate, blog, video blog, mixing and remixing, wiki ing, publishing, video casting, podcasting, directing Low order thinking skills High Order Directorate for Quality and Standards in Education Curriculum Management and elearning Department 85

87 Appendix 9: Matching software to Attainment Levels 1 to 3 The following level 1, 2 and 3 attainment level statements all contain examples of software that can be used to support teaching activities. Level 1: A1i Using Big Bang, Switch It Patterns to attract attention, student may be passive or resistant. A1ii Using Switch It Series, student shows alertness and simple reflex responses. A2i Switching on a fan or tape recorder using a switch, watch and track images on a screen using Big Bang, Big Bang Patterns. A2ii Turn towards familiar music and stories and respond to familiar events in a story. Repeatedly press a sequence. A3i Communicate intentionally to ask for computer, press the Go button on a BeeBot to repeat a movement. Show pleasure at the responses e.g. Switch It Series build up. A3ii Initiate a program e.g. Touch Games, Switch it Maker 2 to start the sequence. Anticipate the next step in a program e.g. Choose and tell Legends. Use two switches to make a choice e.g. Switch Skills for Two, Choose and Tell Series. Use Choose it Maker 2 to make a simple decision. Show awareness of problem solving e.g. pressing a switch repeatedly when the computer has been switched off. Level 2 A4 Students recognise their own image (digital photographs in Switch It! Face Maker), start a story on a DVD. A5 Matching activities in Skill Builders Matching Skills, Sorting Skills, recognising numbers and alphabet letters in Choose It Maker 2, Clicker 5. Use a communication grid to make needs and wants known Boardmaker Plus, The Grid 2. A6 Use the computer or portable communication device to send a message, write their own name in Clicker 5, Symwriter. Save and retrieve work they have done in Clicker 5. Follow a set of instructions to control the Constructa bot, Pro Bot. Switch on the computer and load a familiar program independently Level 3 A7 Choose which images to include in Switch It Maker 2. Give directions and instructions and use symbols to write messages in Clicker 5, Symwriter, and Communicate in Print 2 A8 Record own voice on Easi Speak or computer program e.g. Switch it Maker 2, put together their own slide sequence using Switch it Maker 2, select and insert a clip art into a word processor, Select a range of tools from a toolbar in Clicker 5, make animation in Textease. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 86

88 Appendix 10: Online resources for attainment levels 1 to 3 The following list details sources of free software and guides that can be used to support students with individual educational needs and the use of Assistive Technology. ACE Centre Advisory Trust ACE Centre access software, a free version of Switch Access to Windows plus Windows shareware. Call Centre Downloadable communication boards and resources, BoardMaker V6, Clicker 5 and PowerPoint resources. Children s BBC (CBBC) BBC web site for children with switch accessible online games. Communication for All An interesting website which supports inclusion Crick Software Ltd and freely downloadable Clicker 5 grids, a software package used to support students across all curricular areas. Do to Learn Games, songs and fun activities. Enchanted Learning Online curriculum material including Languages, Physical Sciences, Geography, Sciences, Maths, Music. Help kidz learn a number of activities which can be used with a switch, tracker ball or other hardware. Hiyah downloadable games including pre literacy and early maths skills. Inclusive Technology Ideas, games and resources for art, music and playing video and computer games using switches. Intellitools Inc Activity exchange area including the Intellikeys concept keyboard and Classroom Suite. Jigsaw Planet Can create a puzzle with a minimum of 6 to a maximum of 200 puzzle pieces. Mayer Johnson resources johnson.com Software downloads and a 30 day trail version of Boardmaker symbols. Meldreth Manor Meldreth Manor School has downloadable PowerPoint and Illuminatus switch activities. Northern Grid for Learning Directorate for Quality and Standards in Education Curriculum Management and elearning Department 87

89 Appendix 11: Flexibility in curriculum management progression from a Unit to Teaching The flexible hierarchical structure of the curriculum At each level in the hierarchy of the schooling system the curriculum can be flexibly managed. This is more fully explained in the footnote. The central curriculum The curriculum of opportunity Subjects Subject units Unit teaching objectives Lesson procedure guidance Student learning outcomes from the DCMeL the whole set of units for each subject at a college and School level scheme of work with the strands, their units and level descriptors at HOD level all the units that make up the scheme of work for each subject at a classroom level for the teacher s delivery of the subject possible more detailed notes for a lesson to teacher macro for the class and micro for the student Different forms of flexibility when managing the units at a classroom level 1. Flexibility in preparation for action 2. Flexibility in initial unit planning 3. Flexibility preparing for a lesson 4. Flexibility in modifying the teaching plan as you progress 5. Flexibility as a result of reviewing the teaching objectives and student attainment Flexibility in developing a teaching implementation strategy at the classroom level Directorate for Quality and Standards in Education Curriculum Management and elearning Department 88

90 5. Flexibility as a result of reviewing the teaching objectives and student attainment 1. Flexibility in preparation for action 4. Flexibility in modifying your guidance notes as you progress if needed 2. Flexibility in initial unit planning 3. Flexibility in preparing for a lesson 1. Flexibility in preparation for action Decide the order of the units to teach within a year and in which teaching blocks. Flexibility is in choosing the units in the order that suits you. Example 1 is the recommended one in the handbook. Example 2 and Example 3 change the order of the units across the year. Teaching Block (TB 1) Teaching Block (TB 2) Teaching Block (TB 3) Design and Technology Example 1 Unit 1Test it yourself Unit 2Gifts of the forest Unit 3 Plastic Investigator Unit 4 Treasures from under- ground Unit 5 One way operation Unit 6 Sensible energy sources Directorate for Quality and Standards in Education Curriculum Management and elearning Department 89

91 Design and Technology Example 2 Unit 1Test it yourself Unit 5 Sensible energy sources Unit 6 One way operation Unit 4 Treasures from Unit 2Gifts of the forest Unit 3 Plastic Investigator Design and Technology Example 3 Unit 1Test it yourself Unit 5 Sensible energy sources Unit 3 Plastic Investigator Unit 6 One way operation Unit 2 Gifts of the forest Unit 4 Treasures from underground 2. Flexibility in initial unit planning Example: Subject: Design and Technology Form 1 Unit title: Plastic Investigator Unit duration: 9 sessions of 40 minutes: Total 6 hours Strand: Resistant Materials Objectives: At attainment levels 5, 6, 7, 8 The teacher will: 1. teach the difference between thermosets and thermoplastics 2. teach that the use of plastics depends on their properties and available standard forms 3. teach how to communicate ideas graphically 4. teach the basic skills required for the manipulation of thermoplastics At attainment levels 1, 2, 3, Help students become aware of different kind of plastics. 1.2 Help students to become familiar with different kinds of plastic and its properties. 3.1 Teach the basic skills required for the manipulation of plastics. Read the unit as a whole to ensure that you have a picture of what it says. Ensure that you appreciate the approach to teaching and learning for that subject, i.e. Design, Make and Evaluate. Reflect on the approach you will take to student centred learning. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 90

92 Decide on the teaching situations and learning activities that would suit your class of students. Review and if necessary re-write the range of possible learning outcomes so that they reflect the range of students attainment levels in your class. 3. Flexibility preparing for a lesson Decide on Unit Teaching Objectives for the week 1. teach the difference between thermosets and thermoplastics Insert the teaching objectives for the whole unit Identify some key words to be stressed throughout the unit Indicate some of the key teaching materials that you will use Decide on appropriate vocabulary. decide the key words to be used in the lesson: ex: thermosetting and thermoplastics, thermal conductivity The plan shown below is to illuminate what is meant by flexibility. It is no intended that the teachers has to write a similar plan although the teacher may make some sort of preparation guidance notes especially if there is an LSA in the class. Decide on work station groupings of students 1. For group one the objective and activity comes from unit. In this case the planning follows the examples of possible teaching activities. 2 For group two the objective is the same as group one but the activity is different. Flexibility in this case is in the change of teaching activity. For group three the objective is from a different inclusive objective level and the activity comes from the unit. Flexibility in this case is in the change of level of objective. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 91

93 Group 1 Clare: level 7, Peter : level 7, David: level 8 Teaching objective The teacher will: 1. teach the difference between thermosets and thermoplastics Activity The teacher will distribute different types of plastic items or products such as pieces of drain pipes, food containers and 3 pin plugs to the students and asks them to find out about their uses and why they think that particular plastic was used. Indicative learning outcomes The student s expected response is: know that there are two types of plastics. (Level 7) classify plastics according to their properties. (Level 8) Group 2 Mary: level7, Anna level 7, Karl Level 6, John level 5 Teaching Objective The teacher will: 1. teach the difference between thermosets and thermoplastics Activity The students will heat the samples with a hot air blower, try to bend them into a new shape and notice results. Indicative learning outcome The student s expected response is: know that there are two types of plastics. (Level 7) demonstrate awareness that there are different types of plastics. (Level 6) demonstrate awareness that plastic is one of the materials used Group 3 Petra level 5, Mark level 4, Andrew level 3 Teaching Objective The teacher will: 1.1 Help students become aware of different kind of plastics. Activity The teacher will distribute different types of plastic objects such as pieces of drain pipes, food containers and 3 pin plugs for the students to observe and touch. The teacher will explain their usage to students. Indicative learning outcome The student s expected response is: Become familiar with plastic and its properties. (Level 4) Become aware that plastic is used to make certain products. (Level 3) Become aware that there are different types of plastics.(level 2) Students experience touching different types of plastics. (Level 1) Directorate for Quality and Standards in Education Curriculum Management and elearning Department 92

94 Lesson notes Make a note of the approximate amount of time that you would devote to teacher centred teaching and student centred learning. You may have two 10 minutes teacher directed sections followed by a 10 minute student reviewed section within each lesson. Write the teaching situations and try to make them exciting. Write the guidance for teaching those activities to maximise student centred learning. Ensure that each LSA has the activity that they are to do, demonstrate to them (not just explained). Make sure that everyone knows that the learning outcomes are possible indicators of student response and not teaching objectives. 4. Flexibility in modifying your guidance notes as you progress 4.1 During the lesson During the lesson activities glance at the LSA to check that they are doing what you expect. If the LSA is not doing what you want either show them there and then or talk to them after the lesson. Ensure that any behaviour guidance is clear and adhered to. At the end of the lesson review the subject content that has been covered and evaluate if you need to make changes for the coming week. You may keep the same content for the whole teaching block or you may insert new activities or content. Then you can evaluate: The appropriateness and effectiveness of the teaching materials, The teaching interaction situations, The groups and the effectiveness of the LSA, The quality of achievement from the student, The actual responses the students give that indicate the level of learning outcomes. Constantly refer back to the subject unit: Ensure that the spirit of the unit as shown in the objectives and indicative learning outcomes are clear in your teaching plan. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 93

95 Reflect on the effectiveness of the delivery of your teaching objectives in the spirit of the unit. Check that your subject approach to teaching and learning meets the guidance in the Teachers Handbook. Reflect on whether you have assessed the student at the correct level of attainment that students can achieve without adult intervention. The modifications to subsequent lessons may be needed if not all objectives are covered. By modifying the teaching plan as the teaching block progresses, adjustments to lessons can be made according to: the speed at which the teacher successfully completes the teaching objectives; the teaching situations can be modified according to the spontaneous inspiration of the teacher; the student learning outcomes can be individually adjusted, as the learning progresses for different students. 4.2 Reviewing the teaching objectives and student attainment once the unit is completed Evaluate the effectiveness of the teaching objectives. Evaluate the learning outcomes for each student. Use the above information to plan the next unit. 4.3 Flexibility with the Teaching Objectives The teaching objectives are to inform the teacher s delivery of the subject content. All of the teaching objectives contribute to the Teaching Objectives Framework for the subject. The teaching objectives reflect the syllabus of the curriculum that is appropriate to the level of attainment of our students. Teaching objectives should NOT be referred to as learning objectives. (Learning objectives do not exist within our diversity paradigm.) Teaching objectives challenge the quality of the teacher s knowledge of the subject they are teaching. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 94

96 For ease of access, the Form 1 curriculum has a set of teaching objectives for students who are attaining at levels 5,6,7,8 and a later set in the same units for students who are attaining at levels, 1,2,3, Flexibility in evaluating learning outcomes Macro Learning Outcomes are based on the level descriptors and they give us an indication of the range of student responses within an annual review context. They allow the teacher to appreciate the broad range of levels of student attainment in the class and to reflect on the general differences across a class of students. Here are a set of examples of a set of Macro Learning Outcomes for D&T; The Teaching objective is: teach how to communicate ideas graphically The Macro Learning Outcomes from the unit are that the students will; use 3D freehand sketching and annotations to communicate a minimum of three different ideas. (Level 8) use 2D freehand sketching and annotations to communicate a minimum of two different ideas. (Level 7) use 2D sketching and few annotations to communicate one own idea. (Level 6) modify given templates and add annotations to compose one idea. (Level 5) use words and/or drawings to explain what they are making. (Level 4) explore familiar products and communicate their ideas about them when prompted. (Level 3) explore colour, shape texture and forms of different objects. (Level 2) use emerging conventional communication. (Level 1) Micro Learning Outcomes are based on the response of the students to their teaching experience within a lesson. When a lesson activity is first planned the micro learning outcome will be an estimate by the teacher. Once the lesson has been taught the teacher can write a realistic outcome statement. Each student will have their own expected learning outcomes. The ability to attain an outcome should be where the student is in control of the learning and NOT where the teacher is promoting an answer. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 95

97 During a Teaching Block a student should develop their learning outcome attainment. Examples of Macro Learning Outcomes could be at an Attainment Level 6 The Macro learning outcome is: use 2D sketching and few annotations to communicate one own idea. (Level 6) The possible micro learning outcome differences may be; Use 2D sketching and annotations to communicate one own idea with rendering techniques (Level 6.1) Use 2D sketching and annotations to communicate one own idea in a poor presentation (Level 6.2) Use 2D sketching and annotations to communicate one own idea on a squared paper (Level 6.3) Given an idea, modifies it and make it his own by using 2D sketching and annotations (Level 6.4) 5. Flexibility as a result of reviewing the teaching objectives and student attainment In order to allow learning and teaching to inform each other it is important to review the activity in the classroom from both a teacher and a student perspective. The following criteria may help the teacher to reflect on the flexible criteria that may influence modifications of the teaching and learning process. Critical review criteria 1. Are the teaching objectives from the Scheme of Work unit correctly copied? 2. How are the students put in groups at clearly defined work stations? 3. Does the range of activities fit the allocation of time for that lesson? 4. Is there an appropriate share of the amount of time between teacher centred teaching and student centred learning? 5. Do the teaching activities maximise student centred learning? 6. Are the teaching situations exciting? 7. Do the student learning outcomes differentiate the range of outcomes to be found within one level of attainment? 8. Is there an effective range of student learning outcomes expected for each teaching activity? Directorate for Quality and Standards in Education Curriculum Management and elearning Department 96

98 9. Do the supporting adults have clear written directions? Foot note on curriculum management and flexibility. At every hierarchical level of the schooling process the curriculum can be flexibly managed to ensure that the best quality of education is provided to the students. The different levels of management are DCMeL, College, SMT, HOD and Classroom. By curriculum management we are referring to the process whereby the co-ordination of the levels of attainment of each of the students is matched by the managed provision of the full range of educational resources, human, physical and financial. In a curriculum that is underpinned by the need to respond to diversity and student centred learning, then at each level there are two important features. In this case we are referring to curriculum management features for classroom teachers. The first feature is the need for teacher freedom to flexibly make decisions on how best to use the resources available. The second feature is the need to have responsibility so that the decisions that are made need to be evaluated. In this case the EO and HOD give the teacher a set of units which the teacher has flexibility to deliver. Conversely the teacher then is responsible to the HOD for the evaluating the effectiveness of the planning as indicated by the progression in attainment of the students. Flexibility and responsibility of managing the curriculum at the higher levels will be referred to in another paper. At every level it is the successful progression in attainment level of the students that drives the management of the full range of curriculum resources. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 97

99 Appendix 12: Attainment Level One explanation. This appendix is for teachers of those students who are attaining at Level One. In psycho-medical terms the students at this level have profound and multiple learning difficulties. A number of these students will be attending mainstream schools whilst some students at this level attend St Miguel and Helen Keller schools. A theoretical underpinning to early thinking skills An overview of Piaget s stages of cognitive development First Stage Sensorimotor Second Stage Pre- Operational Birth to 18 months 2 yrs to 7 yrs Infant interacts with the world through actions such as crying, regulated gestures, and exploring. Pre-schoolers relate to their world through symbolic reasoning, magical thought, and continued sensorimotor activity. Third Stage Concrete- Operational 7 yrs to Adolescence Children begin demonstrating logical thought by using concrete examples from the world around. Fourth Stage Formal Operational Adolescence into Adulthood Adolescents go beyond concrete examples and begin engaging in abstract thinking. The sensori motor development In order to understand how to develop thinking in pupils who are functioning at attainment level one, we adopted an approach based loosely around sensori motor perspective on cognitive development from 0-2 years of age Piaget (1955). This approach is illuminated in the following text whereby the six strands formed the focus of learning, and the three levels of circular reaction formed the developmental levels of progression in learning that became the basis of the P scales 1-3. Piaget s sensori motor development and the attainment level scales, A) Strands of development adapted from Uzgiris and Hunt (1975) Directorate for Quality and Standards in Education Curriculum Management and elearning Department 98

100 1) The Development of visual pursuit and the Permanence of Objects Fixating on and tracking objects, recognising the continued existence of partially hidden and hidden objects, retrieving partially hidden and hidden objects 2) Means of Obtaining Desired Environmental Events Increasingly complex ways of asking for things to happen. Getting repetition, various ways of getting objects, strategic planning for achieving ends. 3) The Development of a) vocal and b) Gestural Imitation a) differentiated coos and distress sounds, imitation of sounds already in repertoire, imitates some new sounds, will imitate most sounds b) Imitates familiar own body actions, imitates visible gestures, imitates invisible gestures, imitates new models of gestures 4) The Development of Operational Causality Increasing levels of understanding about what makes things happen. (Some overlap with scale 2). Profound egocentricity, self at the centre of all events, self and others making things happen. 5) Construction of Object Relations in Space Increasingly complex understandings of spatial relations. Tracking, grasping, appreciation of spatial effects e.g. gravity and position of objects. 6) The Development of Objects in Relation to Schemes Reflexes, simple undifferentiated schemes, differentiated schemes, dropping and throwing objects, socially instigated schemes. B) Piaget s Stages (levels) of Development, From Hogg and Sebba, 1986 There are three main levels which are divided into six stages, two levels at each stage Primary circular reactions, based on reflexive responses leading to schemes that are repeated and generalised; Secondary circular reactions, leading to the co-ordination of secondary schemes, where learned habits emerge into intelligent behaviour; Directorate for Quality and Standards in Education Curriculum Management and elearning Department 99

101 Tertiary circular reactions, leading to the invention of new means through mental combinations with trial and error and dependence upon feedback as a basis for new learning. C) The adaptation of the above approach to thinking means that we have six strands of learning i.e 1) The Development of visual pursuit and the Permanence of Objects 2) Means of Obtaining Desired Environmental Events 3) The Development of a) vocal and b) Gestural Imitation 4) The Development of Operational Causality 5) Construction of Object Relations in Space 6) The Development of Objects in Relation to Schemes Within each of these strands at Level One, there are a further three sub levels each of which is divided into two further levels. This makes a total of six sub levels in total Sub-attainment level 1i 1, 2, 4. Student encounters activities and experiences. Student follows a slow moving object. Student watches their hand when it moves. 3a. Student makes sounds when not distressed. 3b. Student shows interest in adults. 5. Student turns head in direction of familiar adult on hearing or seeing them. 6. Student touches an object. Sub-attainment level 1ii 1. Pupils show emerging awareness of activities and experiences. Student notices the disappearance of slowly moving objects. 2. They may have periods when they appear alert and ready to focus their attention on certain people, events, objects or parts of objects, student grasps an object visually directing his hand to the object. 3a student responds to infant like sounds. 3b student attempts to imitate action but does not succeed 4. student repeats arm actions to keep an object active consistently Directorate for Quality and Standards in Education Curriculum Management and elearning Department 100

102 5. student is able to localize the source of a sound visually 6 student may give intermittent reactions, student interacts with several objects at the same time by taking them to their mouth. Sub-attainment level 2i 1. They begin to show interest in people, events and objects. Student pulls off a screen to obtain an object. 2. Pupil s begin to respond consistently to familiar people, events and objects. Student repeats an action moving their hands systematically to produce an interesting event. 3a student vocalizes similar sounds to adults 3b student imitates a familiar gesture immediately 4. student accepts and engages in coactive exploration. Student produces a dominant act during a pause to suggest a procedure. 5. student reacts to new activities and experiences. Student follows a rapidly moving object and locates it visually only when it lands into views. 6. Student interacts with several objects at the same time by visual inspection Sub-attainment level 2ii 1 student finds an object completely covered in three places and searches directly under the correct screen. 2. Student begins to be proactive in their interactions. Student moves the body to regain an object and continues to play with it. 3a student imitates familiar words 3b student models unfamiliar gestures immediately. 4. student cooperates with shared exploration and supported participation, for example, in a familiar game the student responds during pauses. 5. student performs actions, often by trial and improvement, and they remember learned responses over short periods of time, for example, student drops objects into a container and reverses it to get it out 6.student bangs two objects together 7. student communicate consistent preferences and affective responses, for example, showing a consistent dislike for certain flavours or textures. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 101

103 Sub-attainment level 3i 1. student sustains concentration for short periods. Student finds an object under three super imposed screen. 2. student remembers learned responses over more extended periods. Student understands the relationship of a support and reaches for a object 3a student imitates unfamiliar sounds but not in a similar way. 3b student attempts to imitate unfamiliar actions they can see. 4. student participates in shared activities with less support. Student attempts to suggest a procedure to create a new event of interest to them 5. student observes the results of their own actions with interest. Student acts on a place with objects appreciating the force of gravity 6. student explores materials in increasingly complex ways, Student shows more varied actions adapted to specific objects such as swinging objects 7. Pupils begin to communicate intentionally; They seek attention; they request events or activities Sub-attainment level 3ii 1. student searches to find an object under the correct one of three screens. 2.They apply potential solutions systematically to problems, for example, tipping a container in order to pour out its contents. 3a.b. Pupils use emerging conventional communication. They vocalize sounds similar to models immediately and imitate at least one invisible gesture immediately 4. They attempt to activate an object by giving it back to the adult. They can remember learned responses over increasing periods of time e.g. uses a stick to get an object without demonstration. 5. Pupils may anticipate known events, for example, drops several objects repeatedly to see where they land. 6. They actively explore objects and events for more extended periods, for example, feeling the textures of different parts of a plant. When another person is present, a student will show objects to encourage social interaction. 7. They may respond to options and choices with actions or gestures, for example, touching one substance rather than another. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 102

104 These levels form the bases of the learning outcomes that are being developed attainment Level One within the Maltese curriculum. At this level of teaching the access is on the six strands of learning and the national curriculum forms the learning context and environment within which the students can learn. So for example the students may not be learning Science but in terms of cause and effect when ice-cream melts on their body then in scientific terms materials are changing their properties from solids to liquids. The application of this approach is particularly relevant in the teaching of mathematics at attainment Level One. Directorate for Quality and Standards in Education Curriculum Management and elearning Department 103

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