Lesson 1.
Core learning objectives
Through their investigation process the pupils will use their previously acquired skills to extract information from external sources in order to understand and appreciate a wide range of candelabra designs, the materials from which they are made and the influences and styles of various designers. Through the use of internet sources they will seek information regarding designs for differing cultures and beliefs. Using this range of knowledge and understanding they will prepare a series of designs around the theme of a dinner party from which they will choose a single design for manufacture.
Extended learning objectives
Through the process of investigation extended pupils will show an attention to detail. Their work will be in greater depth and any study of particular designers will be supported by their own personal appraisal of the artifact. They will show a keen awareness of form and function and their study will be expected to show that both ergonomic and aesthetic considerations are important.
SEN learning objectives
Using investigation indicators, the pupils will be able to develop their understanding and prepare at least two reasonable ideas of how they would design a candelabrum. Should the need arise to provide motivation they will be provided with a range of ideas from which they can select a suitable design for manufacture.
Lesson context
To ensure that all pupils have the opportunity to study as full a range of examples as possible. To provide examples of candelabra for discussion about specific design elements, materials and manufacturing processes. To encourage discussion and provide initial knowledge and understanding as a stepping- stone to their own investigation and ideas.
Lesson structure
(Pre-lesson planning) Prepare display of candelabra. Prepare handouts with suitable web-sites for investigation. Inform the group of a time when the computer resources will be available for research.
- Explain the project - making references to what they will know, understand and be able to do by the end of the project. Give a clear indication of the level of capability the core will be working at. Explain that you will be providing some pupils with extension work to a higher level.
- Looking at candelabra. Structures, aesthetics, function, shape and form. Reference to FPT's of brazing, forming a twist and forming a scroll. Ensure that candelabra on display have these examples.
- Working in groups - each group will physically investigate and provide notes of their evaluation on candelabra. Material uses, aspects of design, indications of manufacturing processes. Quality and finish (have a range of items of differing quality to test pupil perception of what is well made and what is not and why and their views on quality). Rotate groups if time allows.
- Report back.
- Homework. (take each group in turn and explain what is required from them regarding their investigation homework whilst the other two groups are writing their evaluation diaries). Leave 5 min for teacher's own evaluation at the end. Explain that their evaluation is part of their overall project assessment. They must explain in their evaluation comments what they have learned during the lesson.
- Pupil and teacher lesson evaluation. (allow time for the completion of evaluation comments.)
Equipment and materials
- As full a range of candelabra as possible.
- Range of raw materials available for use.
- Handouts. Homework briefs.
Homework
Each pupil to investigate as indicated in their homework brief. Explain clearly what each group will be expected to do. Explain that the group must return the investigation homework on the day before lesson 3.
Risk Assessment
Hazard Identification |
Haz_x |
Risk_= |
RA |
Action |
Example Risk Assessment |
3 x |
1 = |
3 |
Satisfactory |
Are the candelabrum on display without sharp edges? |
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Are raw materials on display without sharp edges? |
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Are group working areas clear of any unnecessary hazards? |
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Are pupils made aware of safety requirements and behaviour during the lesson? |
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Are example products free of toxic materials? |
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Is there sufficient working space to examine and disassemble products? |
Lesson evaluation
To be completed at the end of each lesson by the teacher. Assessment
to inform future planning. How well did the group learn? Were
targets met? Do any aspects of the lesson require improvement?
Did any particular pupils perform well or otherwise?
