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KS3 scheme of work for the effective and progressive
teaching of CAD/CAM skills |
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School: Wolgarston High
School, Stafford |
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Fellow: Jeff Gillen |
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Email: j-gillen@wolgarston.staffs.sch.uk |
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Final Report |
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Aims: |
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The scheme of work will
include two (or three) Focussed Practical
Tasks plus at least one Design and Make
assignment for each year from year 7
to year 9 inclusive. |
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Each module of work will be designed
to teach and assess CAD skills and to
provide students with opportunities
to produce practical outcomes using
a range of CNC output devices. |
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The modules will teach design skills
in traditional and modern formats and
encourage comparison between board based
methods and CAD methods and comparison
between different types of software
(eg: 2-D Design Tools and Pro-DESKTOP). |
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Assessment of Focussed Practical Tasks
will be competency based whereas assessment
of Design and make Assignments will
reflect student capability against National
Curriculum criteria. |
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Modules will be devised in consultation
with Middle Schools, trialled and evaluated
in Middle and High Schools. |
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Success will be assessed through students’
evaluations, end of Key Stage Attainment
Levels and consultation between Middle
School and High School Design and Technology
staff. |
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Equipment, teaching support and technical
support will be made available to Middle
Schools as necessary. |
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The complete scheme of work, teaching
notes, examples of outcomes, teaching
materials (PowerPoint presentations,
hand-outs etc.) will be made available
to Middle Schools and GTEP. |
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By Christmas (2004) the scheme
had developed to include: (In Year 7) a hexagonal
desk tidy, manufactured from card on a Camm
1 (or plotter/printer); (In Year 8) a mobile
phone holder/charger, manufactured on a Camm
2 (or similar) from fluorescent acrylic; and
(in Year 9) an automata incorporating red
deal and MDF, traditional manufacturing techniques
and/or CNC outcomes.
Module 1 was virtually complete and included
Power Point presentations for each of the
FPT’s and examples of finished work.
Module 2 was developed in outline with examples
of finished work and some Power Point inputs.
The third module was always intended to be
the link to KS4 and as such delivered in the
summer term. However, the first FPT and the
general content of the third module had also
been developed before Christmas. |
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Unfortunately, due to staffing difficulties
within my department, the Gatsby project had
to take second place to course work completion
throughout the spring term. I have, however,
been able to make significant progress in
some areas, particularly links with middle
schools. I burned all of the work completed
at Christmas onto disc and sent it to both
feeder schools. I was very pleased when these
modules became the focus of a joint audit
of KS3 undertaken in order to launch the KS3
National Strategy for Design and Technology
across our local pyramid (High School and
two Middle Schools). |
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Both feeder schools are now
planning to deliver the first project in the
summer term. All three schools are working
and planning together and for the first time
there seems to be a real chance of developing
a single, and progressive, scheme of work
for KS3. I feel very strongly that my involvement
with GTEP has been central to this important
development. |
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I have made one or two additions to modules
2 and 3 and although these modules won’t
be completed in time for the seminar I am
confident that they will be finished by the
end of the summer term. |
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On a personal level my involvement with
GTEP has led me to investigate the impact
of an increasing use of CAD/CAM on the technology
environment. I am currently working towards
an MA/PhD with the University of Wales and
hope to undertake research into the impact
of environment on teaching and learning in
Design and Technology. |
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In September I will taking up a position
as Assistant Head Teacher in a large school
in Solihull. The school is in the 1st Phase
of the ‘Schools for the Future’
re-building programme and should be completely
re-built by 2008. I will have overview of
a number of areas in the school which, it
is hoped, will be housed together in a single,
purpose built, block. I hope to have a significant
input in the design of the building and will
draw upon experience gained through my involvement
with GTEP to inform part of this process. |
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In retrospect I am not overly
impressed with my project. However it has
been the catalyst for rapid professional development
and as such I am very pleased to have been
involved with it and would like to thank everyone
at GTEP and the subject specialists at Warwick
for their support and advice. |
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