Student Friendly Assessment for KS3 Design & Technology
|
|
- Stephanie Sparks
- 5 years ago
- Views:
Transcription
1 Student Friendly Assessment for KS3 Design & Technology It is important to remember that students need to feel an ownership for their assessment process so that they are able to make effective progress. The year 9 focus group discussed the need for re-wording the National Curriculum assessment criteria so they could fully understand what they were expected to do in order to meet the different levels. Students also suggested that the criteria needed to be condensed into 3 individual points per level that were of equal weighting. This results in the marking system being a lot more straight forward and easy for both student and staff to understand. For example: A piece of work demonstrating one of the level 4 criteria would be a 4C, any 2 of the level 4 criteria would be a 4B and a piece of work demonstrating all of the criteria would be a 4A. The criteria on the following pages you will find the assessment criteria for all National Curriculum areas. The criteria are worded ready for you to use directly as learning outcomes so that you can also differentiate your lesson.
2 COMMUNICATION: RESEARCH 4c 4b 4a 5c 5b 5a 6c 6b 6a 7c 7b 7a I can IDENTIFY basic information based on my theme from one source that will help me to generate ideas. I can LIST information from a potential user/target market for my I can DESCRIBE basic technical information that I can use to help me to develop my I can SUMMARISE visual information based on my theme from more than one source that will help me to develop my ideas. I can EXPLAIN how visual information gathered from existing products will help me to develop the product I am designing. I can USE economic information (how much different materials or parts cost) for the product I am designing. I can CREATE a thoughtfully presented mood board based on my theme from a wide range of sources that will help me to develop my ideas. I can USE the information gathered from looking at the form and function of products I know well to help me to develop my own ideas. I can RELATE the information gathered in my research to my own developing ideas. Level 7 I can EVALUATE how my own ideas have been influenced by looking at the form, function and production processes of different products. I can DEMONSTRATE that I am aware of the different needs of a range of users. I can JUSTIFY how my designs show that I am aware of trends and patterns in existing products. of your communication RESEARCH work in the future. My targets for improving my RESEARCH work:
3 COMMUNICATION: DESIGN 4c 4b 4a 5c 5b 5a 6c 6b 6a 7c 7b 7a I can CREATE design ideas using some of my research. I can ILLUSTRATE my ideas using a thoughtful selection of drawing media. I can LABEL my sketches or models to explain my idea. I can PREPARE models of my initial ideas and talk with other people about them to improve my work. I can EXPLAIN my ideas by adding labels to my designs to show how the range of information that I collected from my research has helped to develop my work. I can GIVE EXAMPLES of how eco-issues have been considered in my developing ideas. I can ANALYSE other products and use the information to help me develop, model and test my ideas. I can SUPPORT my ideas fully by labelling my designs in detail to show that I have used my specification to create designs that fit the criteria. I can DEVELOP fully realistic designs showing different viewpoints to fully explain my idea in a visual way. Level 7 I can JUSTIFY how I have met the different needs of a range of users. I can DEMONSTRATE how my designs show an awareness of trends and patterns in existing products. I can DISCUSS in detail how other designers and their designs have inspired my own creative ideas. of your communication DESIGN work in the future. My targets for improving my DESIGN work:
4 COMMUNICATION: SPECIFICATION 4c 4b 4a 5c 5b 5a 6c 6b 6a I can LIST the basic requirements for my product development. I can SELECT basic elements of the information gathered from my research to help me write my specification. I can IDENTIFY what I need to include within my product by writing in full sentences. I can DESCRIBE what I need to include in my product as a result of my research to help me to develop a successful looking idea. I can EXTEND my specification points by using the information gathered from my research into existing products to write my specification. I can DEMONSTRATE an understanding of the purpose of research by including some exact details (measurements, costs etc.) in my specification. I can GIVE REASONS for my specification points with clear evidence of my research findings. I can CREATE a precise list of requirements for my product including all of the details from my research (measurements, costs etc.) in my specification to help me to develop a product for my user. of your communication SPECIFICATION work in the future. My targets for improving my SPECIFICATION work:
5 PLANNING 4c 4b 4a 5c 5b 5a 6c 6b 6a I can LIST what tools and equipment I am going to use to make my I can DESCRIBE the step-by-step process to help me make my product I can DESCRIBE my own detailed process for making my I RE-WRITE my plan while making my product if I make changes to improve my I can EXPLAIN which tools, equipment, materials (ingredients for a food product), components and processes I am going to use to make my I can COMPARE different methods of making and select the best manufacture process for my I can JUSTIFY my choices of tools, materials (ingredients for a food product) components and processes by fully explaining how and why I will use them for my making process. of your PLANNING work in the future. My targets for improving my PLANNING work:
6 QUALITY PRODUCT: CONTROLLED ASSESSMENT 4c 4b 4a 5c 5b 5a 6c 6b 6a 7c 7b 7a I can DESCRIBE the equipment and materials that I need and how I will use them to make my I can IDENTIFY any problems I have had during the making process and show that I have a basic understanding of how to change them. I can SELECT appropriate making methods and make use of techniques I have learnt with some level of accuracy. I can fully EXPLAIN the limitations of the equipment and materials I will use to make my I can GIVE REASONS for the creative changes I have made to my work during the making process to show that I am thinking about the quality of my work. I can USE techniques I have learnt with a good level of accuracy during my making process. I can DEMONSTRATE how to make my product by joining materials with precision and using the equipment accurately and safely. I can SOLVE my own problems and work independently during the making of my I can SUPPORT others with their practical work by using my knowledge of the equipment, materials and different practical techniques. Level 7 I can DEFEND my choices of materials and techniques selected to make my I can MODIFY the method of my making process to improve the outcome of my product based on changing circumstances. I can JUSTIFY any changes to my work from the original design proposal. of your QUALITY PRODUCT work in the future. My targets for improving my QUALITY PRODUCT work: PLEASE ATTACH A PHOTO OR SAMPLE OF YOUR WORK HERE
7 QUALITY PRODUCT: 4c 4b 4a Peer-Assessed CONTROLLED PRACTICAL ASSESSMENT Ask your partner the following questions Criteria below They should show you their practical work when discussing their answers to help them to explain their making process. Can you explain the materials and equipment you have used to make your practical work? What are the limitations of the materials or equipment you have used for your making process? Have you had any problems during the making process? 4. How did you solve your problems? - would you change anything? You should assess their work using the level criteria below. Remember to listen carefully to the amount of detail in their answers to make sure that you mark them correctly. I can DESCRIBE the equipment and materials that I need and how I will use them to make my I can IDENTIFY any problems I have had during the making process and show that I have a basic understanding of how to change them. I can SELECT appropriate making methods and make use of techniques I have learnt with some level of accuracy. I can fully EXPLAIN the limitations of the equipment and materials I will use to make my I can GIVE REASONS for the creative changes I have made to my work during the making process to show that I am thinking about the quality of my work. I can USE techniques I have learnt with a good level of accuracy during my making process. I can DEMONSTRATE how to make my product by joining materials with precision and using the equipment accurately and safely. I can SOLVE my own problems and work independently during the making of my I can SUPPORT others with their practical work by using my knowledge of the equipment, materials and different practical techniques. 5c 5b 5a 6c 6b 6a You should REFLECT on your work and set yourself 2 targets to help you to improve the level of your QUALITY PRODUCT work in the future. My targets for improving my QUALITY PRODUCT work: 4. PLEASE ATTACH A PHOTO OR SAMPLE OF YOUR WORK HERE 5.
8 EVALUATION 4c 4b 4a 5c 5b 5a 6c 6b 6a 7c 7b 7a I can IDENITY what works well with my project. I can EXPLAIN what could be improved with my work to make it more successful. I can ANOTATE my designs as they develop to fully explain my ideas. I can DEMONSTRATE how I have solved problems during my design development. I can RECORD any creative changes I have made to my work during the making process to show that I am thinking about how to improve. I can TEST my product against my original design specification to check if it successfully fits my criteria. I can DISCUSS my research sources and explain how they have inspired the design of my final I can COMPARE my own work to the work of others to help me to improve my own developing ideas. I can USE other people to support my own design development and help me to solve technical problems independently. Level 7 I can DEFEND my choices of materials and techniques selected for making my I can MODIFY my design ideas as a result of detailed evaluation in order to create a more successful I can JUSTIFY the method of manufacture chosen for making my product by comparing it to other alternative manufacture methods. of your EVALUATION work in the future. My targets for improving my EVALUATION work:
Grade Descriptors: Design & Technology
Grade Descriptors: Design & Technology Investigating the Design Context Development of the Design Proposals Making Testing and Evaluation Communication Grade 9 Discrimination show when selecting and acquiring
More informationTuesday Thursday 7. Animated Logo Development
Tuesday Thursday 7 Animated Logo Development Aims & Outcomes: Aims: To understand the animated logo development process, and how this relates to a time-based task. To use understanding of the principles
More informationLearning Ladder Year 7: Natural Forms
Learning Ladder Year 7: Natural Forms Percentage I can Prove it! 80% I can make strong and imaginative links between my work and the work of other artists. Independently research an artist who is inspired
More informationBig Picture Curriculum Planning
Big Picture Curriculum Planning Year 7 Project Title / Unit Iconic Designs and Surface graphics What are we trying to achieve? (curriculum aims) The Big National Curriculum Coverage Picture This project
More informationDESIGN AND TECHNOLOGY POLICY
DESIGN AND TECHNOLOGY POLICY Last reviewed: September 2014 Date for next review: September 2017! Ashton Hayes Primary School Church Road, Ashton Hayes, Chester, Cheshire CH3 8AB Ashton Hayes Primary School
More informationare able to share their experiences with cancer. are able to create a piece of art that conveys a strong message regarding Terry Fox and Cancer.
S Lesson: Terry Fox Doodle Art Curriculum Connection: Visual Arts Grade Level: Intermediate Time: Approximately 100 minutes Lesson Snapshot Many of us have lost or know of someone who has lost a loved
More informationDesign and Technology Skills to be met
Design and Technology Skills to be met Skill Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Background Research Lesson 1 Exploring context and existing s Understand what a is and who it is for Understand how
More informationRIVERSDALE PRIMARY SCHOOL. Design & Technology Policy
RIVERSDALE PRIMARY SCHOOL Design & Technology Policy EQUALITY At Riversdale we have due regard for our duties under the Equality Act 2010. Through the use of the library, we will ensure that we: eliminate
More informationInformation for teachers
Topic Drawing line graphs Level Key Stage 3/GCSE (or any course for students aged - 6) Outcomes. Students identify what is wrong with a line graph 2. Students use a mark scheme to peer assess a line graph
More informationVA7MC.1 Identifies and works to solve problems through creative thinking, planning, and/or experimenting with art methods and materials.
GRADE 7 VISUAL ARTS Visual art continues to build opportunities for self-reflection, and exploration of ideas. Students benefit from structure that acknowledges personal interests and develops individual
More informationSt Joseph s RC Primary School Art and Design Policy
St Joseph s RC Primary School Art and Design Policy September 2017 Let your light shine before others, so that they may see your good work. Matthew 5:16 Mission Statement We believe that each person is
More informationGreenfield Primary School DESIGN TECHNOLOGY POLICY
Greenfield Primary School DESIGN TECHNOLOGY POLICY Approved by Governors (date)... Signed on behalf of the Governing Body...... Chair of Governors GREENFIELD PRIMARY SCHOOL DESIGN AND TECHNOLOGY POLICY
More informationDesign & Technology. Programmes of Study. *Created by Inspire Curriculum Working Party, based on National Curriculum 2014.
Design & Technology Programmes of Study *Created by Inspire Curriculum Working Party, based on National Curriculum 2014. Design and Technology KS1 range of relevant contexts, including the home and school.
More information1. WHAT AREAS OF LEARNING DOES THIS ASSESSMENT ADDRESS?
Year 8, Technology RECREATION PARK Due Date: 2/11/2018 Date Distributed: Task Weighting: 20% Outcomes 4.1.1 applies design processes that respond to needs and opportunities in each design project 4.1.2
More informationYEAR 9 Art Term 1. Homework Booklet
YEAR 9 Art Term 1 Name:... Teacher:... Homework Booklet Over the next term you will complete a range of tasks at home Details of each task can be found in this booklet, clearly labelled weeks 1-12, plus
More informationHoly Cross College Assessment 2018 YEAR 11 Design and Technology - Preliminary Sustainable Design
Holy Cross College Assessment 2018 YEAR 11 Design and Technology - Preliminary Sustainable Design Assessment Task No: 2 Presentation and Folio Date Issued Term 3, Week 1 Date Due: 19th Sept 18 Term 3 Week
More informationCorporation Road Community Primary School. Design & Technology Policy
Corporation Road Community Primary School Design & Technology Policy To be approved by the Governing Body Chair of Governors: Mrs Val Johnston Date: October 2017 To be reviewed: October 2020 Purpose of
More informationHow to complete the Work-Based Project ASSOCIATION MUSEUMS AMA. Building a successful career in museums
How to complete the Work-Based Project MUSEUMS ASSOCIATION AMA Building a successful career in museums What is the Work-Based Project? The WBP focuses on an area of your current work that you want to do
More informationWainscott Primary School
DT Policy Signed: Chair of Governors Signed: Head Teacher Date of next review September 2020 September 2017 1 DT Policy Design & Technology Policy The importance of design and technology. Design and technology
More informationDESIGN TECHNOLOGY POLICY
EDWARD WORLLEDGE ORMISTON ACADEMY DESIGN TECHNOLOGY POLICY Date approved by Governors.... Signed........... Date for Review........ 1 RATIONALE Design and technology is concerned with knowledge about and
More informationDesign Make Evaluate Technical knowledge CONSOLIDATION & DEEPER LEARNING OF SKILLS & KNOWLEDGE
Design Make Evaluate Technical knowledge EXCELLING CONSOLIDATION & DEEPER LEARNING OF SKILLS & KNOWLEDGE ADVANCED Use and apply detailed research and exploration, such as the study of different cultures,
More informationFASHION BUYING WITH DESIGN BA (HONS) INTERVIEW ADVICE
FASHION BUYING WITH DESIGN BA (HONS) INTERVIEW ADVICE FASHION BUYING WITH DESIGN INTERVIEW DAY Your Fashion Buying with Design Interview Day will combine a short interview, portfolio review and a variety
More informationNCEA Level 3 Geography (91429) 2013 page 1 of 7
NCEA Level 3 Geography (91429) 2013 page 1 of 7 Assessment Schedule 2013 Geography: Demonstrate understanding of a given environment(s) through selection and application of geographic concepts and skills
More informationDesign and Technology Policy Statement
Design and Technology Policy Statement Through Design and Technology children build upon earlier experiences, acquire and apply knowledge and understanding of: Materials and components Mechanisms and control
More informationIowa Core Technology Literacy: A Closer Look
Iowa Core Technology Literacy: A Closer Look Creativity and Innovation (Make It) Use technology resources to create original Demonstrate creative thinking in the design products, identify patterns and
More informationYear 8 Textiles KNOWLEDGE BOOKLET. You will be set homework every 2 weeks.
Year 8 Textiles At the end of this unit you will have an assessment. 50% = The quality of the Textiles cushion cover you have made 50% = The information you have learnt KNOWLEDGE BOOKLET You will be set
More informationYEAR 9: Still Life. Percentage I can Prove it!
YEAR 9: Still Life Percentage I can Prove it! 90% Show an exceptional ability to I can independently investigate the work of artists and designers other artists with skill using a wide range of complex
More informationThe Language of Instruction in the Writing Workshop: Some possibilities organized by teaching methods
The Language of Instruction in the Writing Workshop: Some possibilities organized by teaching methods DEMONSTRATION Write in front of students, or refer to a piece already written Focus may be only on
More informationCURRICULUM ART DRAWING I
CURRICULUM ART DRAWING I (Elective Course) Supports Academic Learning Expectation # 5 Students and graduates of Ledyard High School will demonstrate critical thinking skills Approved by Instructional Council
More informationGrand Avenue Primary and Nursery School. A Policy for Design and Technology. Contents
Grand Avenue Primary and Nursery School A Policy for Design and Technology Contents 1. Rationale 2. Aims 3. Teaching and Learning Experiences 4. Time Allocation 5. Planning 6. Monitoring and Evaluation
More informationDrawing and Painting. (ART 201/202, 301/302, 401/402) Quick Reference Curriculum Guide. December, 2014
Drawing and Painting (ART 201/202, 301/302, 401/402) Quick Reference Curriculum Guide December, 2014 Visual Arts Curriculum, Instruction, and Assessment 2323 Grand Avenue Des Moines, Iowa 50312 P: 515-242-7619
More informationDesign and Technologies: Engineering principles and systems and Materials and technologies specialisations Automatons
Sample assessment task Year level 10 Learning area Subject Title of task Task details of task Type of assessment Purpose of assessment Assessment strategy Evidence to be collected Technologies Design and
More informationb. How would you model your equation on a number line to show your answer?
Exercise 1: Real-World Introduction to Integer Addition Answer the questions below. a. Suppose you received $10 from your grandmother for your birthday. You spent $4 on snacks. Using addition, how would
More informationT h e C o l l e t t S c h o o l SPECIAL EDUCATIONAL NEEDS
T h e C o l l e t t S c h o o l SPECIAL EDUCATIONAL NEEDS Age-related National Curriculum Topic to Teach. In order of NC increasing compleity/ demands of the pupils EYFS Key Stage 1 Curriculum Map: Design
More informationY10 Art at Ark Elvin Academy
Y10 Art at Ark Elvin Academy Curriculum: Still Life Project followed by Fantasy and Strange. Support: Art Club and intervention Parent support: Please ensure that you child completes homework tasks and
More informationCreative Process - Observational Rubric
Creative Process - Observational Rubric Plans multiple strategies and selects idea prior to creating. Demonstrates craftsmanship through intentional skills/techniques practice while safely and skillfully
More informationWELCOME TO LIFE SCIENCES
WELCOME TO LIFE SCIENCES GRADE 10 (your new favourite subject) Scientific method Life science is the scientific study of living things from molecular level to their environment. Certain methods are generally
More informationE D C B A MS2.1. Correctly calculates the perimeter of most of the drawn shapes. Shapes are similarly drawn. Records lengths using cm.
Stage 2 - Assessment Measurement Outcomes: MS2.1 Estimates, measures, compares and records lengths, distances and perimeters in metres, cm and mm MS2.2 Estimates, measures, compares and records the areas
More informationTarget: Renders an object in light and dark values. Criteria: Uses hatching and cross-hatching to render the shapes of the shadows s/he observes.
ARTS IMPACT ARTS-INFUSED INSTITUTE LESSON PLAN (YR1-TTAL) FIFTH GRADE LESSON TWO: Value in Line Artist-Mentor Beverly Harding Buehler Grade Level: 5 (Link to Arts Connections, Level 5, Value in Lines pages
More informationThe Tilery Curriculum
Together Promoting Success The Tilery Curriculum Purpose of study Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products
More informationElements of the Short Story in Glenn Blake s Westerns
Common Core Standards Elements of the Short Story in Concept: Elements of the Short Story Primary Subject Area: English Secondary Subject Areas: N/A Common Core Standards Addressed: Grades 9-10 Grades
More informationJohn Shelton Community Primary School. Presentation Policy
John Shelton Community Primary School Presentation Policy SEPTEMBER 2013 Introduction Presentation is an important part of children s learning. The quality of presentation reflects the effort and pride
More informationFASHION BUYING WITH PRODUCT DEVELOPMENT BA (HONS) INTERVIEW ADVICE. DMU awarded Gold in the 2017 Teaching Excellence Framework
FASHION BUYING WITH PRODUCT DEVELOPMENT BA (HONS) INTERVIEW ADVICE DMU awarded Gold in the 2017 Teaching Excellence Framework YOUR INTERVIEW University interviews are often a new experience for applicants
More informationMAKE IT HAPPEN! GUIDE
MAKE IT HAPPEN! GUIDE 1 WELCOME TO YOUR MAKE IT HAPPEN! GUIDE This guide is for you and your team to use as you create, develop and prepare your Make It Happen! project. Please read everything in the document
More informationApplying communication and interpersonal skills to other relationships. Fast track 3
Applying communication and interpersonal skills to other relationships Fast track 3 Important points People are not cars: we cannot fix them. You do not have a magic wand to fix problems. It is not your
More informationBusiness English- Starting and ending negotiations simplest responses game and key words
Business English- and ending negotiations simplest responses game and key words Without looking below for now, listen to your teacher and raise the or cards depending on when you think that thing is probably
More informationCentre for the Study of Human Rights Master programme in Human Rights Practice, 80 credits (120 ECTS) (Erasmus Mundus)
Master programme in Human Rights Practice, 80 credits (120 ECTS) (Erasmus Mundus) 1 1. Programme Aims The Master programme in Human Rights Practice is an international programme organised by a consortium
More informationSUBJECT: YEAR: Half Term:
Art 8 1 PROJECT ONE TERM ONE MAIN THEME NATURAL FORMS To develop accuracy and presentation. Introductory task to recap on drawing and design skills developed during Year 7. AFL folders handed out and labelled,
More informationWebb s Depth of Knowledge: Transitioning to
Webb s Depth of Knowledge: Transitioning to the 2014 GED Test December 2012 Outline of today s webinar Today s webinar includes: Information on Webb s Depth of Knowledge (DOK) Sample questions and DOK
More informationRowan Gate Primary School Creative Curriculum
Rowan Gate Primary School Creative Curriculum Class: Grapes Term: Autumn Group 1- Group 2- Group 3- To Explore Egyptian art and Hieroglyphics To use a range of techniques to show understanding of Egyptian
More informationDesign and make a Balance Scale (Letter Balance)
Design and make a Balance Scale (Letter Balance) Pupil Name Key Stage 2 Learning Points (from the National Curriculum) Specific to this project. Design Technology D1 work confidently within a range of
More informationNotes for teachers D2/12
General aim Notes for teachers D2/12 D: Make a written message Level of difficulty 2 Intermediate aim 1: Produce a written message Operational aim 2: Answer a questionnaire Pre-requirements Ability to
More information2013 Assessment Report. Design and Visual Communication (DVC) Level 2
National Certificate of Educational Achievement 2013 Assessment Report Design and Visual Communication (DVC) Level 2 91337 Use visual communication techniques to generate design ideas. 91338 Produce working
More informationAssessment 3: e-portfolio Part 3: Unit of inquiry outline
EDP263 Visual and Media Arts Education Assessment 3: e-portfolio Part 3: Unit of inquiry outline Jamie Musson 18240467 Contents: 1.0 Arts Unit of Inquiry (AUOI) Outline 2 2.0 EDP263 learning outcomes 7
More informationGrade 12: IB Visual Arts Summer Assignment :
Grade 12: IB Visual Arts Summer Assignment 2018-2019: Your summer assignment is going to be about art making, process, exploration and being curious!! This work should be approached with freedom and yet
More informationMarch/April Six-Word Independent Book Analysis & Creative Project
March/April Six-Word Independent Book Analysis & Creative Project r Read the assignment sheet and ask questions about anything you don t understand. r Some examples: Hugs prove stronger than magic twigs.
More informationGCSE Art and Design 2016: Personal Portfolio guide
GCSE Art and Design 2016: Personal Portfolio guide Contents Planning for the Personal Portfolio 1 Assessment Objectives 3 Drawing 4 Written annotation 5 Selecting work for assessment 6 Planning for the
More informationLesson 2: Using the Number Line to Model the Addition of Integers
: Using the Number Line to Model the Addition of Integers Classwork Exercise 1: Real-World Introduction to Integer Addition Answer the questions below. a. Suppose you received $10 from your grandmother
More informationHow the Light Bulb Gets Switched On The Evolution of Ideas
How the Light Bulb Gets Switched On The Evolution of Ideas Developed By Suggested Length Suggested Grade Level(s) Subject Areas Gweneth Branch-Rice Lesson 1: Two 80 minute classes Lesson 2: Two 80 minute
More informationReadBox Project -Graphic Novel-
ReadBox Project -Graphic Novel- Creating a short Graphic novel or comic: explanation of the assignment The focus of this Readbox project is on creating a graphic novel or comic, based on a novel that you
More informationHow to get the best out of client review meetings
How to get the best out of client review meetings Client review meetings are an important part of any relationship. But what should they achieve? How can you make sure that they are valuable for both supplier
More informationD & T curriculum Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to
D & T curriculum Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making.
More informationDesign and make a Helicopter
Design and make a Helicopter Pupil Name Key Stage 2 Learning Points (from the National Curriculum) Specific to this project. Design Technology D1 work confidently within a range of contexts, such as the
More informationWriting Lessons K 1. Step-by-Step. for. Waneta Davidson Deneen Wuest Deanne Camp
Step-by-Step Writing Lessons for K 1 Waneta Davidson Deneen Wuest Deanne Camp New York Toronto London Auckland Sydney Mexico City New Delhi Hong Kong Buenos Aires Contents Unit 1: Basic Routines Mini-Lesson
More informationDesign & Technology Policy. Summer 2017
Design & Technology Policy Summer 2017 At the schools within our collaboration, we are committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers receiving services
More informationStudent Guidance Notes 2019
Student Guidance Notes 2019 This guidance is here to help you complete our application form. Please read through this guidance carefully before you apply for our programmes. If you have any questions,
More informationQuiddler Skill Connections for Teachers
Quiddler Skill Connections for Teachers Quiddler is a game primarily played for fun and entertainment. The fact that it teaches, strengthens and exercises an abundance of skills makes it one of the best
More informationClassroom-Based Assessment 1: From Process to Realisation
Junior Cycle Visual Art Classroom-Based Assessment 1: From Process to Realisation Example of Student Work 01 Strand: Art Theme: My Viewpoint Learning outcomes: Students should be able to: 1.1 analyse their
More informationKS3 DESIGN TECHNOLOGY SCHEME OF WORK Textiles
Term/ Week Wk1 Key objectives Content/Pilot strategy KS3 DESIGN TECHNOLOGY SCHEME OF WORK Textiles Teaching/ Thinking Literacy and Assessment/ Learning Skills Numeracy Differentiation styles () Resources
More informationIndustrial Practices, Systems and Control at Key Stage 4
Industrial Practices, Systems and Control at Key Stage 4 Abstract This article discusses the relationship between designing and making processes followed in design and technology and industrial and commercial
More informationDefining Lines by Points, Slopes and Equations
CONCEPT DEVELOPMENT Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Defining Lines by Points, Slopes and Equations Mathematics Assessment Resource Service University of
More informationStudent Outcomes. Lesson Notes. Classwork. Example 1 (10 minutes)
Student Outcomes Students understand that a letter represents one number in an expression. When that number replaces the letter, the expression can be evaluated to one number. Lesson Notes Before this
More informationbackground research word count Title SUBMISSION GUIDELINES FOR PUBLISHING SCIENCE FAIR WRITTEN WORK
Name and number January 26 Science Fair background research word count Title SUBMISSION GUIDELINES FOR PUBLISHING SCIENCE FAIR WRITTEN WORK Open a single Word document for your Science Fair project. That
More informationFinal Story and complete packet DUE:
Checklist: Short Story Project Description Character Sketch 20 points Plot Structure/Story Line 30 points o Must be detailed and accurately depict your storymust be detailed and accurately depict your
More informationKS3 Technology Year 9. Y9 Unit Time Allocation. Rotation 1 Rotation 2 Rotation 3 Rotation 4
KS3 Technology Year 9 All students cover all 4 areas on a carousel of 9 10 weeks Areas are; Food, DT1, DT2, DT3 Y9 Unit Time Allocation Rotation 1 Rotation 2 Rotation 3 Rotation 4 Year 9 & Technology National
More informationStage 2 - Assessment
Stage 2 - Assessment Position Outcomes: SGS2.3 Uses simple maps and grids to represent position and follow routes. WMS2.3 Uses appropriate terminology to describe, and symbols to represent, mathematical
More informationTopic Rectification. Draw and understand the use of diodes in half wave and full wave
Topic 2.4.2 Learning Objectives: At the end of this topic you will be able to; Draw and understand the use of diodes in half wave and full wave bridge rectifiers; Calculate the peak value of the output
More informationPRACTICE PAPER DESIGN AND APPLIED TECHNOLOGY PAPER 1 Technology, Design and Society
PRACTICE PAPER DESIGN AND APPLIED TECHNOLOGY PAPER 1 Technology, Design and Society Section A - Compulsory question. 1. Design problem plant sprinkler system (a) Most candidates were able to clarify the
More informationFACES n VACES Student Examples
FACES n VACES Student Examples Materials -Pre-cut plaster strips (about 1 wide) -Plastic bags or Vaseline for face covering -water containers -clay -clay tools -Internet for research -Sketchbook -Glaze
More informationMathematics Success Grade 8
T936 Mathematics Success Grade 8 [OBJECTIVE] The student will find the line of best fit for a scatter plot, interpret the equation and y-intercept of the linear representation, and make predictions based
More informationSAMPLE ASSESSMENT TASKS MATERIALS DESIGN AND TECHNOLOGY ATAR YEAR 12
SAMPLE ASSESSMENT TASKS MATERIALS DESIGN AND TECHNOLOGY ATAR YEAR 1 Copyright School Curriculum and Standards Authority, 015 This document apart from any third party copyright material contained in it
More informationSecond Hand High. When taking the setting trick or when you know that the setting tricks have been established. Example 1a.
Second Hand High You ve all heard the old saying, Second hand low, third hand high. Like all bridge adages, this one has some validity, but if you follow it blindly, many a declarer will be very pleased.
More informationlearning progression diagrams
Technological literacy: implications for Teaching and learning learning progression diagrams The connections in these Learning Progression Diagrams show how learning progresses between the indicators within
More informationIntroduction. Have you ever stopped to consider what makes a person successful? Most people would give you
Introduction Have you ever stopped to consider what makes a person successful? Most people would give you long lists of qualities that could help you become a better person, or even be considered as a
More informationARTS IMPACT ARTS-INFUSED INSTITUTE LESSON PLAN (YR2-AEMDD)
S IMPACT S-INFUSED INSTITUTE LESSON PLAN (YR2-AEMDD) LESSON TITLE: Parallel and Perpendicular Lines: Unity and Variety Visual Art and Lesson Artist-Mentor Meredith Essex Grade Level: Fourth Grade Enduring
More informationTips for Producing an Amazing GCSE Art Sketchbook
Tips for Producing an Amazing GCSE Art Sketchbook This document contains tips, examples and guidance to help students produce a top grade GCSE Art sketchbook. It outlines best practice in terms of annotation,
More informationTExES Art EC 12 Curriculum Crosswalk
TExES Art EC 12 Curriculum Crosswalk Domain I Creating Works of Art Competency 001: The teacher demonstrates knowledge of the elements and principles of art and analyzes their use in works of visual art.
More informationADVICE FOR USING THE BLUEPRINT
Overview It s important to begin any storytelling project with intention. Before you start making things, you should have a clear sense of who you re trying to reach, what you re trying to say and the
More informationBi-Borough Technology Curriculum
. Bi-Borough Technology Curriculum Grades K-6 Mr. Matthew Wilson Superintendent Oradell Public School Dr. Tova Ben-Dov Superintendent River Edge Public Schools Ms. Megan Bozios Principal Oradell Public
More informationKS1 Subject. Design & Technology Progression of Knowledge, Understanding and Skills WIJPS
Design & Technology Progression of Knowledge, Understanding and Skills WIJPS Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make
More information5 DAYS TO YOUR BEST YEAR EVER WORKBOOK GET CLEAR, GET MOTIVATED, GET STARTED. MICHAEL HYATT
5 DAYS TO YOUR BEST YEAR EVER WORKBOOK GET CLEAR, GET MOTIVATED, GET STARTED. MICHAEL HYATT INTRODUCTION Congratulations on taking a huge step toward making this your best year ever! I m thrilled to welcome
More informationFormality in Presentations- Brainstorming and Correction Present your ideas to your partner, inviting questions and then your partner s opinion.
Formality in Presentations- Brainstorming and Correction Present your ideas to your partner, inviting questions and then your partner s opinion. Do the same, but this time pretending you are giving a formal
More informationThe Orchard Primary School Design and Technology and Food Technology
NAME OF POLICY: STATUS: Technology Non Statutory DATE ISSUED: Summer 2018 REVIEW DATE: Summer 2021 APPROVED BY: Headteacher APPROVED DATE: April 2018 Purpose Design and Technology is an inspiring, rigorous
More informationWJEC PATHWAYS - ENTRY QUALIFICATIONS
WJEC PATHWAYS - ENTRY QUALIFICATIONS Title Unit Ref. No. The effects of consumerism K/617/3329 D/617/3330 Entry Code 6240/E2 6240/E3 Level Entry 2/3 Credit Value 3 Unit aim This unit aims to enable learners
More informationArt Progression of Skills Key Stage 1
Art Progression of Skills Key Stage 1 Reception Year 1 Year 2 End of Key Stage Expectations - Explores what happens when they mix colours, - Manipulate materials to achieve a planned effect - Constructs
More informationWelcome Year 10. What do you know about the structure of your faces?! What are the proportion rules?
Welcome Year 10 What do you know about the structure of your faces?! What are the proportion rules? Draw a labelled diagram of where you think features go 1 Project over year: Drawing & Experimentation
More informationReading Comprehension Lesson Plan
Reading Comprehension Lesson Plan Name: Stephanie Evans Date: October 19, 2010 Grade Level: 1 st 1. Introduction Purpose of the lesson: A small group of students are struggling with the reading strategy:
More informationDesign and make a Jet Propelled Car (Balloon Car)
Design and make a Jet Propelled Car (Balloon Car) Pupil Name Key Stage 2 Learning Points (from the National Curriculum) Specific to this project. Design Technology D1 work confidently within a range of
More informationThe Henry Prince CE (C) First School & Nursery Design and Technology Curriculum
Purpose of study Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a
More informationOutcomes/Evidence of what they have learnt (Where will this be found? Will it be in a book? Topic book? Display? Photographic evidence?
Year 3/4 Key Skills to be covered, taken from Lancashire Key Learning Document pitching at the correct year group and differentiation within plan for different groups Be specific in the key skills, and
More information