DESIGN AND

TECHNOLOGY

FRAMEWORK

A Curriculum Framework for Seventh-day Adventist Secondary Schools

ACKNOWLEDGEMENTS

The South Pacific Division Curriculum Unit has enlisted the help of a number of teachers in preparing this document. We would like to thank all who have contributed time, ideas, materials and support in many tangible and intangible ways. In particular, the following people have helped most directly in the writing and editing of this document:

FIRST EDITION 1990

Lyndon Butcher Avondale College

Colin Clark Central Coast Adventist High School

Brian Houliston Avondale College

Ray Jull Lilydale Adventist Academy

Reg Morgan Brisbane Adventist High School

Daryl Nilsson Auckland Adventist High School

Barry Plane Avondale Adventist High School

Brian Shuttleworth Sydney Adventist High School

Dennis Tame South Pacific Division

Peter Wrankmore Adelaide Adventist High School

SECOND EDITION 2000

Meridee Brooks Mountain View Adventist College

Margaret Ladru Avondale Adventist High School

Peta Lewis Sydney Adventist College

Dennis Mathews Brisbane Adventist College

Brian Shuttleworth Sydney Adventist College

Kevin Stafford Carmel Adventist College

Laurie Taylor Nunawading Adventist College

It is our wish that teachers will use this document to improve their teaching and so better attain the key objectives of Seventh-day Adventist education.

Dr Barry Hill,

Director Secondary Curriculum Unit

South Pacific Division

Seventh-day Adventist Church

Department of Education

148 Fox Valley Road November 2000

WAHROONGA NSW 2076 Second Edition

Table of Contents

Acknowledgements . . . . . . . 2

CONTENTS . . . . . . . . . 3

What is a Framework? . . . . . . 4

Using the Framework . . . . . . 5

SECTION 1 PHILOSOPHY . . . . . . 6

A Philosophy of Design and Technology . . . . . 7

Objectives . . . . . . . 8

SECTION 2 HOW TO PLAN . . . . . . 9

Possible Steps in Planning a Unit . . . . . . 10

An Example of the PlanningProcess . . . . . . 12

The Design Process . . . . . . . . 15

Design Process diagram . . . . . . . 16

Unit of Work — Easter Egg . . . . . . . 17

section 3 planning elements . . . . . 20

The Christian View of Quality and Values . . . . . 21

Human Impact of Design on the Quality of Life . . . . 23

Teacher Model . . . . . . . . 25

Values . . . . . . . . . . 26

Assessing Values and Attitudes . . . . . . 28

section 4 appendices . . . . . . 30

Outcomes . . . . . . . . . 31

WHAT IS A FRAMEWORK?

A Framework

In the Adventist secondary school context, a ‘framework’ is a statement of values and principles that guide curriculum development. These principles are derived from Adventist educational philosophy which states important ideas about what Seventh-day Adventists consider to be real, true and good.

A framework is also a practical document intended to help teachers sequence and integrate the various elements of the planning process as they create a summary of a unit or topic.

The framework is not a syllabus.

The framework is not designed to do the job of a textbook. Although it contains lists of outcomes, values, issues and teaching ideas, the main emphasis is on relating values and faith to teaching topics and units.

Objectives of the Framework

1. One objective of the framework is to show how valuing, thinking and other learning skills can be taught form a Christian viewpoint. The Adventist philosophy of design and technology influences this process.

2. A second objective is to provide some examples of how this can be done. The framework is therefore organised as a resource bank of ideas for subject planning. It provides ideas, issues, values and value teaching activities of design and technology, so it is intended to be a useful planning guide rather than an exhaustive list of "musts".

The framework has three target audiences:-

1. All design and technology teachers in Adventist secondary schools.

2. Principals and administrators in the Adventist educational system.

3. Government authorities who want to see that there is a distinctive Adventist curriculum emphasis.

USING THE FRAMEWORK

LAYOUT

The framework is comprised of four sections — philosophy, the planning process, sample unit plans and appendices. The nature and purposes of each section are set out below.

It is suggested that you read this page describing these four sections now before attempting to use the document for the first time.

SECTION 1 — PHILOSOPHY

Section 1 is the philosophical section. This section contains a philosophy of design and technology, a rationale for teaching design and technology, and a set of outcomes which have a Christian bias.

This section is meant to remind teachers of the Christian perspective they should incorporate in their teaching. They may consult this section when looking at longer-term curriculum planning, and when thinking about unit objectives. They may also be adapted to form part of their program of work.

SECTION 2 — the planning process

Section 2 is the "how to" section of the framework. It explains a process teachers can follow when planning a topic or unit of work while thinking from a Christian perspective. It is followed by a sample summary compiled by working through the steps. Because it suggests an actual process for integrating ideas, values and learning processes, this section is the heart of the document.

SECTION 3 — planning elements

Section 3 contains lists of ideas, values teaching strategies that teachers may consult when working their way through Section 2 of the framework. It is a kind of mini directory of ideas to resource the steps followed in Section 2.

SECTION 4 — appendices

Section 4 contains ideas for teaching that could be useful as reminders of good teaching and learning practice.

SECTION 1

Philosophy

INDEX

A Philosophy of Design and Technology . 7

Objectives . . . . . . . 8

PHILOSOPHY

Christian teachers of design and technology believe that God exists, that he created the earth and the design-process, and that he made people in his image to create and design. Evidences of design abound, both in nature and in the technology that people create from natural resources. Unfortunately evidences of sin are also found in environmental degradation, bad technology and poor designs.

Design and technology impact on communities and environments in countless ways to improve the quality of life. The Christian teacher pursues quality because God created the earth, including design and technology to show his love, and to bring enjoyment to the creation. As stewards of the earth, Christians have a moral responsibility to show this love by promoting quality in design, and by improving society. They serve other people as they create designs that meet their basic needs, and that also take care of the earth’s resources.

One fundamental aim of design and technology is to develop students’ knowledge, attitudes and skills that assist them to understand and shape their environment, and to cope with a rapidly changing technological society. This is achieved through designing, planning, constructing and assessing. It is also achieved as they develop their thinking in a logical way, and as they act in a responsible manner when they confront problems requiring practical solutions.

Because saving students spiritually and educating them are closely related activities, the study of design and technology is meant to play a positive role in directing them to a practical knowledge of God and his purpose for their lives. This work requires the simultaneous development of their spiritual, physical, intellectual and social abilities.

OBJECTIVES

The design and technology key learning area aims to develop the following attitudes and values, knowledge and skills in students.

Students Develop the Following Values, Attitudes and Concepts Relating to Quality in Design and Technology:

1. A desire to develop in God’s creative image.

2. Acceptance of constructive comments, evaluation or criticism of their designs and technology.

3. Accountability for their time, resources, and quality of their designs.

4. Appreciation of the worth of individuality and uniqueness of people, technology and designs.

5. Attitudes of persistence and patience when designing.

6. Awareness of how God created design, structure and beauty in the earth.

7. Awareness of the influence of technology on people and the environment.

8. Integrity. This includes refraining from cheating or copying, being honest, responsible for damage, and refraining from stealing.

9. Pride in creating a high quality product or design. This includes a grasp of what constitutes good quality in design and technology.

10. Responsibility for being stewards of God-given resources.

11. The idea that God is the source of all quality, and the reason to design.

12. The idea that technology is a useful tool for serving others and improving the quality of life.

13. Tolerance of other cultures, races, genders, people with disability, and new ideas.

14. Willingness to share ideas and resources with others.

Students Develop the Following Elements of the Design Process.

1. Ability to understand and apply the design process.

2. Ability to create through understanding principles of design.

3. Ability to conceive and solve problems in designs.

4. Confidence to attempt a range of design tasks.

5. Motivation to produce good designs and technology.

6. Practical skills in designing and using technology.

Students Develop the Following Generic Skills of Design and Technology

1. Analysis.

2. Computer use as a design tool.

3. Cooperation and group work.

4. Evaluation of materials, design and technology.

5. Information-processing.

6. Marketing products.

7. Motor development and coordination.

8. Organisation and management of materials, tasks, and the design process.

9. Relationship to people, technology and the environment.

10. Research.

11. Self-esteem through the application of decision-making and design skills.

12. Thinking (eg acquire, integrate, extend, refine, use knowledge).

SECTION 2

The Planning Process

INDEX

Possible Steps in Planning a Unit . . 10

An Example of the Planning Process . . 12

The Design Process . . . . . 15

Design Process Diagram . . . . 16

Unit — Easter Egg . . . . . 17

Possible STEPS IN PLANNING a Unit

Below is a list of possible steps that could be taken in planning a unit.

A The Planning Process

1. Consult the syllabus, including the scope and sequence chart of your program, and the yearly planner for the school, if there is one. Also consult teachers from neighbouring schools if opportunity exists. Networking can be helpful for resourcing the planning process.

2. List ideas, designs and design processes you want to teach. Put these in order. These comprise the content of your course. Ask questions such as: What do I cover? Where do the syllabus outcomes fit?

3. Consult the Adventist framework to gain ideas about how to include the Christian perspective in planning design briefs. Ask questions such as: What is the Christian perspective? What important values and issues could be included?

4. List the most important outcomes the course develops. These may refer to systems, materials, technology process, investigating, devising, producing, evaluating, skills, values, knowledge etc.

5. Look for resources to support designs in the course. These may include your own teaching activities, materials, videos, text books, magazines, CD and internet references, government support materials, and ideas and materials of other teachers.

6. Choose design briefs to address the target outcomes.

7. Devise assessment tasks in consultation with the department head (in bigger schools), the syllabus, and any external examinations.

8. Go back and evaluate the process during and after your teaching.

B Applying The Design Process

The design process has four steps:

1 The Design Situation

Having selected the design brief, analyse it to understand it. Read available background information about the design, and ensure you establish the need for it in student learning. Gathering information builds the design situation that prepares the way for the design process.

2 Outcomes.

Select the specific outcomes you wish to address in the design.

3 Domains.

Select the domains of outcomes appropriate for this brief. Examples of domains are personal, commercial, industrial and global.

4 Plan the Design Process.

The planning process involves the following elements:

a Brief

b Restrictions

c Research

d Ideas

e Planning

f Design solution

g Making or manufacturing

h Final evaluation and modification

Throughout the whole process, remember the importance of teaching values and the valuing process. Remember also that the process is not a rigid step by step sequence. There can be fluid movement between any of the steps, and the task can be done in a number of different sequences.

AN EXAMPLE OF THE PLANNING PROCESS

Unit: Label for a Ginger Beer Bottle

1. Consult the syllabus, including the scope and sequence chart of your program, and the yearly planner for the school. There should be outcomes relating to graphic design, marketing a product, and the process of working in groups to design something.

2. Ask questions about the unit such as: What values can be taught by designing a label? Should ginger beer be something we make and market? How can group work improve the process of design?

3. Consult the Adventist framework to generate ideas about how the Christian perspective can be found in the design process. Examples of helpful ideas are: We often design things to be of service to others. We have a responsibility to the earth to fuse artistic and technological qualities of products when designing them. There are many purposes in marketing a product. One of these may be to raise funds for a worthy cause.

4. Match the brief with appropriate outcomes. Some outcomes that could apply to this design are to work in a group to design a bottle label, draw suitable graphics for the label, devise an attractive label layout, and market the label.

5. Look for resources to support the design brief. These may include various labels and bottle shapes, accounts of the label manufacturing process, advertisements of drinks, and a list of ingredients for ginger beer.

6. Devise assessment tasks. These may include marking schemes for the breadth of factors accounted for in the research step, the quality of the layout of the graphics, and for the quality of the final product.

7. Go back and evaluate the process during and after the teaching of the design.

Ask questions such as these:

a Was there sufficient guidance for designing the label layout?

b How could the group work be made more efficient?

c How would the marketing step work in practice?

d Was enough research done, and if not why not?

The Design Brief

a Assess the Design Situation. There is a fund raising drive. Students are asked to design a label to help market a new ginger beer product.

b Check the outcomes against the design brief. In this design the outcomes are focused on: marketing, group-work, graphics and layout

c Think about the domains that this brief applies to. The domains of outcomes appropriate for this brief are the commercial and personal domains.

d Plan the aspects of the design process. These are: the brief, the restrictions, the research, the ideas, the planning, the realization, and the final evaluation. They are described below:

1 Brief: Design a label for a ginger beer bottle

2 Limitations:

a Bottle size

b bottle type

c bottle shape

d time frame

e cost

3 Research:

a Brainstorm ideas

b Tools and/or facility needed

c Material properties

d Market research of current labels and target market

e Research into tools and equipment

f Safety

g Quality

h Renewable resources

i Manufacturing methods

j Management of the process

4 Ideas:

a Attempt sketches of possible labels

b Evaluate these in relation to the brief

c Preferred options are chosen

5 Planning:

a Drawings — construction, full size, detail

b Construct mockup or prototype

c Production procedure is set out

d Material list is compiled

e Costing list is made up

6 Construction: Make the label

7 Final evaluation and modification

THE DESIGN PROCESS

The design process referred to in previous pages on the steps for planning units, is outlined in more detail on this page as a reference for teachers.

Problem, Need, Situation

Identification of problem, brief, specification, considerations, constraints