Chinese International School

Course Outline 2013-2014 Department: Design Technology Year Year Year Year Year Year Year 07 08 09 10 11 12 13

Course outline MYP DT, Years 1 - 5

Y7 Y9

The CIS technology program is designed to create a balance between the imparting of skills, the acquisition of techniques and knowledge, the growth and awareness of the students' personal responses. The aims listed below are common to all strands through the areas of information, materials and systems. Aims The aims of MYP Technology are to: encourage an awareness of the impact of technology on life, society and the environment develop an appreciation of the international, inter-cultural aspects of technology provide a variety of technological information and ideas encourage curiosity, ingenuity, and resourcefulness stimulate self-confidence through the knowledge and application of technology develop skills and techniques through the creation of quality products/solutions promote effective, informed and appropriate communication foster responsibility for designs, decisions, actions and assessment promote effective co-operation and respect for individual differences and alternative viewpoints when responding to technological challenges develop logical-thinking skills. develop problem-solving, critical- and creative-thinking skills through the application of the design cycle. use and apply information and communication technology (ICT) effectively. Areas of Interaction Approaches to Learning The three branches of MYP technology put the emphasis on the following communication and problem-solving skills: ability to communicate experiences, ability to work in teams, receptiveness to other alternatives, investigation, organization, presentation, evaluation. Community Service Technology also encourages students to reflect on the needs of the wider community and to use their ingenuity to respond in appropriate ways. Technology projects and skills will contribute significantly to the investigation of problems and the production of products for community service projects. Health and Social Education Health: During their experience of technology, students will acquire knowledge about the risks they are being exposed to when using different tools, materials and information. A knowledge and appreciation of appropriate safety precautions will become an integral part of each student's practice. Students need to be aware of the effects that their behavior may have with regard to safety for themselves and others in the working areas. Social Aspects of Technology: When researching or designing products, students should reflect on the ways in which technology affects people's daily lives. MYP technology involves reflection on values and beliefs regarding current and future technological options. The issues discussed will be those relevant to the MYP age group, such as sports technology or scientific research. Environment MYP technology provides ample opportunity to stress the positive and negative effects of technology on the environment; technology projects can actively involve students in decisionmaking that is environmentally conscious, such as examining the suitability and effective treatment of materials, and recycling materials.
Course outline Y7-9 DT 2013.doc Page 1 of 2

Human Ingenuity Technology in itself has its own subject-specific role to play, as it encourages students to assess the effects of technology and makes them aware that they themselves can bring about change through the application of technological skills to information, materials and systems. The generation of ideas, together with the realization of their practical application and effects on society and the minds of people, are essential elements of human ingenuity. Through experience of the design cycle the students will come to understand that they are the creators.

THE DESIGN CYCLE

The design cycle is the process that form an essential element of the programme; it is expected that students will use this process in all technology-related learning.

The Design Cycle stages are: Investigation Design Plan Create Evaluation Attitudes to Technology NOTE: In carrying out activities in technology al stages of the design cycle are used but the weighting will change according to the age and experience. In the early years there will be more emphasis on creating a product and recording processes. Later, in Years 10 and 11, investigations and planning will take on a more significant part of the process the students work through.

DESIGN CYCLE

Explanation

Years 7 - 11

Criterion A Investigation Criterion B Design Criterion C Plan Criterion D Create Criterion E Evaluation Criterion F Attitudes

This will involve research tasks. This will involve drawing either by hand or using the computer. This will involve planning practical activities. This will involve practical skills and manufacturing a product. This will involve reflection of the unit and what you have done. This will involve your motivation in class and for homework tasks.

6 6 6 6 6 6

The practical projects given to students will cover a range of contexts such as Global Issues Awareness, Identity, Public Furniture etc. The students acquire skills through each project with an emphasis given to the design process. All students will be encouraged to use CAD in their work as much as possible.

Course outline Y7-9 DT 2013.doc

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Course Outline MYP DT, Years 1 5

Y 10 Y11

The CIS technology program is designed to create a balance between the imparting of skills, the acquisition of techniques and knowledge, the growth and awareness of the students' personal responses. The aims listed below are common to all strands through the areas of information, materials and systems. Aims The aims of MYP Technology are to: encourage an awareness of the impact of technology on life, society and the environment develop an appreciation of the international, inter-cultural aspects of technology provide a variety of technological information and ideas encourage curiosity, ingenuity, and resourcefulness stimulate self-confidence through the knowledge and application of technology develop skills and techniques through the creation of quality products/solutions promote effective, informed and appropriate communication foster responsibility for designs, decisions, actions and assessment promote effective co-operation and respect for individual differences and alternative viewpoints when responding to technological challenges develop logical-thinking skills. develop problem-solving, critical- and creative-thinking skills through the application of the design cycle. use and apply information and communication technology (ICT) effectively. Areas of Interaction Approaches to Learning The three branches of MYP technology put the emphasis on the following communication and problem-solving skills: ability to communicate experiences, ability to work in teams, receptiveness to other alternatives, investigation, organization, presentation, evaluation. Community Service Technology also encourages students to reflect on the needs of the wider community and to use their ingenuity to respond in appropriate ways. Technology projects and skills will contribute significantly to the investigation of problems and the production of products for community service projects. Health and Social Education Health: During their experience of technology, students will acquire knowledge about the risks they are being exposed to when using different tools, materials and information. A knowledge and appreciation of appropriate safety precautions will become an integral part of each student's practice. Students need to be aware of the effects that their behavior may have with regard to safety for themselves and others in the working areas. Social Aspects of Technology: When researching or designing products, students should reflect on the ways in which technology affects people's daily lives. MYP technology involves reflection on values and beliefs regarding current and future technological options. The issues discussed will be those relevant to the MYP age group, such as sports technology or scientific research. Environment MYP technology provides ample opportunity to stress the positive and negative effects of technology on the environment; technology projects can actively involve students in decisionmaking that is environmentally conscious, such as examining the suitability and effective treatment of materials, and recycling materials.
Course outline Y10&11 DT 2012.doc Page 1 of 3

Human Ingenuity Technology in itself has its own subject-specific role to play, as it encourages students to assess the effects of technology and makes them aware that they themselves can bring about change through the application of technological skills to information, materials and systems. The generation of ideas, together with the realization of their practical application and effects on society and the minds of people, are essential elements of human ingenuity. Through experience of the design cycle the students will come to understand that they are the creators.

THE DESIGN CYCLE

The design cycle is the process that form an essential element of the programme; it is expected that students will use this process in all technology-related learning. The Design Cycle stages are: Investigation Design Plan Create Evaluation Attitudes to Technology

NOTE: In carrying out activities in technology al stages of the design cycle are used but the weighting will change according to the age and experience. In the early years there will be more emphasis on creating a product and recording processes. Later, in Years 10 and 11, investigations and planning will take on a more significant part of the process the students work through.

Assessment Criteria Students will be assessed according to level descriptors designed for the stages of the design cycle for each project. A more detailed description of each stage follows below: Investigate Show that you have researched and analyzed the problem to be solved, the skills required, have referenced and used appropriate sources. This should be written in an organized manner. Design Generate several feasible designs that meet the design specification and to evaluate these against the design specification. You will then select one design, justify your choice and evaluate this in detail against the design specification. Plan Construct a clear and thorough plan on how to create your chosen product/solution that has a series of logical steps, and that makes effective use of resources and time. Indicate how you will organize your time and resources. Evaluate the plan and justify any modifications to the design.

Course outline Y10&11 DT 2012.doc

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Create a. Follow your plan using appropriate tools to create your original product/solution. b. Create a Journal showing all the steps of how you created your product/solution, including all the mistakes and corrections you made along the way and why you made any amendments. Evaluate Evaluate the effectiveness, quality, and efficiency of your final product/solution. Include improvements that could be made. Attitudes in Technology It is expected that students will motivate themselves to enthusiastically and independently create products/solutions that are interesting and engaging. Students are expected to adhere to deadlines and make themselves aware of all MYP assessment criteria. Assessment Summative Assessment Some of the published Assessment Criteria published above will be applied using level descriptors modified to take into account students' ages, the project content and the teacher's expectations. Formative Assessment The following are various aspects of students' work that could be assessed formatively. Preparation for class Participation in class discussion Communicating ideas and information Managing time effectively Working as a member of a group/Collaborative skills Working independently and confidently with self-motivation and a positive attitude Punctuality in meeting deadlines Note Each cycle = six 75 minute periods The teacher will explain the weighting to students, grades and grade boundaries. Years 10-11 follow on naturally from the earlier years who cover a range of contexts such as Global Issues Awareness, Identity, Public Furniture etc. The students acquire skills through each project with an emphasis given to the design process. The projects studied in Years 7-9 lead into longer projects during the final two years of MYP. There are smaller challenges given at appropriate times to encourage and enhance creativity, as well as independent thinking. All students will be encouraged to use CAD in their work as much as possible. TOPICS COVERED OVER THE YEAR: YEAR 10 11 S1 Mousetrap Vehicle Designing Everyone In S2 Flatpack Community Project

Course outline Y10&11 DT 2012.doc

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