NOW UPDATED Please re download to update your copy. New page added at end for final prototype. Thanks to everyone who has purchased and downloaded, I hope it is working for you as well as it is for me. I shall add to the files if anything comes to mind as I continue to use it.
For the new 1-9 GCSE. As this is the first year there is going to be confusion amongst both teachers and pupils. AQA have not provided any great depth of information for anyone, and so I think this will be the best way to go forward.
Yes it is a workbook and AQA have said that we should not use them, but AQA have not given us very much at all so far. This just gives the pupils and us a foundation structure.
I intend to use it with Yr10 to make them aware of the new assessment criteria. This is a 21 page document for the whole project. All section AO1 to AO4 are covered and worksheets guide pupils to achieve the AQA assessment criteria. It may be that lower ability candidates may use this in Yr11 as a framework to guide them and help them to collect the right information, and that it can then be used a little like a scrapbook to 'cut and paste' their work into another folder.
This is now a 22 page document for the whole project. All section AO1 to AO4 are covered and worksheets guide pupils to achieve the AQA assessment criteria.
AO1-B - PRODUCING A DESIGN BRIEF AND SPECIFICATION
For the new 1-9 GCSE. As this is the first year their is going to be confusion amongst both teachers and pupils. AQA have not provided any great depth of information for anyone, and so I think this will be the best way to go forward.
Yes it is a workbook and AQA have said that we should not use them. This just gives the pupils and us a foundation structure.
I intend to use it with Yr10 to make them aware of the new assessment criteria. It may be that lower ability candidates may use this in Yr11 as a framework to guide them and help them to collect the right information, and that it can then be used a little like a scrapbook to 'cut and paste' their work into another folder.
This is a 3 page document for the AO1-B section, and worksheets guide pupils to achieve the AQA assessment criteria.
A slight take on the 4x4 exercise apart from pupils just work on their own sheet. It has been very useful with RM & Product Design pupils to allow them to top up the A02 Developing ideas section for AQA coursework. They have either added sketches in the boxes or the higher end pupils have attached photos of models. It also allows pupils to consider the modifications they have made at an earlier stage and helps with the A04 Evaluation section.
It also works well with KS3 design projects too.
An A4 sheet that should ideally be blown up to A3 size. Attached is also an example.
A cut out clock face with hands. You will need thin card, glue sticks, and paper fasteners.
These can be used as individual clocks for pupils to learn to tell the time.
Then when the lesson is done, pupils can set the time and write it in the box provided.
Then the whole class can display their work and you will have a useful display/resource available to you from then on.
So fun lesson or two ... and an interactive display to freshen your walls, before the headteacher starts mooching around and tutting, all in one go ... bargain.
A spreadsheet to help staff and pupils to keep a track on pupil progress in the NEW Technology GCSE from AQA. Coursework, Exam results and exam questions will all accumulate to give a predicted grade for the pupil.
The grade boundaries are based on previous ones released by AQA I have spoken to them and unsurprisingly they do not as yet have any idea what these will be, but suggested that the one I have used will ‘do for now’. If you go to the LOOKUPS page you can edit these yourself if you feel they are too high or too low.
I have found that pupils appreciate being able to graphically see the progress they are making, and this enables them to take more ownership of the project and become more independent.
Two separate sheets one for practicing shading with tone and one for practicing with texture. I find getting pupils to consider the background as part of the drawing can be difficult. When these sheets are filled in pupils can really appreciate how the shapes have a different look to them than when they leave the background white.
For Yr11 AQA examination 2018. The theme is remote control storage and I have produced this to show pupils a range of possible design ideas that they can use in the examination. Also information to help them to understand how each design would be made, and a simple evaluation of each design. These comments are added as note within the powerpoint and teachers can choose how to use them, depending on the groups they teach.
All the files I have produced for a number of lessons. Have a break from the book and GCSE Pod revision and let pupils design and make for some Kinaesthetic learning. Pupils evaluate existing CAD designs, develop designs for their own products and then can model one or more.
Works well for all ability levels.
Booklets to allow pupils to work independently at the start but then merge into teams, keeping an evidence based paper trail to appease the gods of assessment and progress. It is difficult to engage in team activities as the evidence is usually spread between member of the team and so folder can look empty if their is a book trawl etc. This is an excellent competition to run in Yr9 and again at the start of Yr10 when pupils have opted for the subject. It also prepares them for aspects of their NEA.
This is a great project and pupils love it. It uses 12cm squares of plywood but can be done with hardboard though this is not ideal, you could also use acrylic or foamex for details such as eyes or letters but pupils generally are happy to saw away using good quality birch faced plywood for hours. It can be shortened to just a practical task for a few weeks or spread over a whole term, and this helps to improve all the basic skills as pupils are drawing and peer evaluating, modelling their designs, learning to use the tools (a mini keyring project) Then they can evaluate their skills and produce the final design to produce a quality product. It never fails to please and pupils always take them home as a permanent ‘memory aid’. Everything is quantifiable for assessment purposes and assessment criteria based on a “making progress & Even better if” is included on key pages -winner.
It is a full project, involving research of existing products, producing a specification, creating designs that are then modelled in card to produce templates. Then a few practical sessions producing a keyring. Evaluation of skills learned, then on to the final design manufacture and final evaluation.
Sheets with assessment criteria that can be given to pupils as you start each section with them. Using highlighter pens they/you can assess their progress and they can visually see their current mark.
Each sheet has the AQA grading criteria, also a check list for relevant contents, and space for planning.
I find that giving the pupils one sheet at a time helps them to focus on the specific area they are working on and doesn't overload them with too much at one time.
A project suitable for KS3 and KS4 groups. Best run as a group activity. Build a solar powered water heating device and use scientific methods to collect data, use Mathematics and ICT to interpret the data, and Physical and Human Geography to correctly align the device and local HWRC's to educate children, and hopefully of course their parents in the types of materials that can and cannot be recycled.
This can be set up in a few lessons and the data collection and project folder work generated can go on for as long as you wish to.