|
Stage Ten:
The pupils will test their circuits. Fault finding will be discussed. The
use of metres for testing/fault finding will be explained. The pupils will
cut the shapes for the backgrounds, using fretsaws.
A safety
demonstration will be given and use of the fretsaw explained. The
backgrounds will be coloured using felt pens, pencils etc….
Foregrounds can
also be manufactured in the same way. Pupils will continue the sequence
drawing |
ICT.
Pupils can use the internet and clipart facilities to produce pictures for
the backgrounds/foregrounds.
L.
Pupils add notes to all stages of the sequence drawings.
C.
Explanation of the need for clear instructions not only sequence drawings
but also for forms people face on a day to day basis.
N.
Accuracy of measurement for the various shapes. Millimetres and centimetres
explained.
HWK.
Complete the next stages of the sequence drawing. |
Using
the internet, find more appropriate clipart for use in this project. |
ICT
access. Drawing and writing materials.
Felt pens, coloured pencils etc…Internet access. |
|
Stage Eleven:
The pupils will test and evaluate their projects. The importance of
evaluating products and customer participation in evaluations will be
discussed.
The pupils will
mark each others work awarding marks for quality of finish, fitness for
purpose, design/imagination. The marks will be totalled and the average mark
worked out.
Each pupil will
be given the opportunity to explain their marks. Pupils will draw a table to
display the results, including a pictogram. |
ICT.
The use of spreadsheet software for the collection of data and use of
sums/formulas.
L.
Tables as a format for information.
C.
The importance of seeking peoples opinion on a range of matters.
N.
Data collection, formulas/sums.HWK. Complete the data collection table and
pictogram. |
Ask
parents, guardians, friends and family to evaluate the completed project.
Present the findings. |
ICT
access. Drawing and writing materials.
Felt pens, coloured pencils etc…Internet access.
Spreadsheet software. |
