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Technology Education Key Learning Area

Teacher’s Experience Sharing

Subject: Design and Applied Technology

Background

Information about the School

� The School is a co-educational secondary school at Tsuen Wan with English as the

medium of instruction. The School is one of the elite schools in the Tsuen Wan

district.

� There were two teachers in the D&T panel. Only the subject panel head was involved

in teaching DAT at S4 and S5 levels.

� The academic performance of the school is good in general. However, students who

chose to study DAT were mainly come from the bottom end in the classes. Regarding

the elective part, the school was offering the Design Implementation and Material

Processing Module (M3) and Visualisation and Computer-aided Design (CAD) Modelling

Module (M5) for students.

� At S1 and S2 levels, Design and Technology (D&T) was offered with three periods per

10-day cycle for one term each year. The total lesson time was around 14 hours per

year for S1 and S2. At S3 level, one more period was provided which made up around

19 hours per year. In general, the total lesson time for junior secondary D&T was

about 47 hours.

� At S4 and S5 levels, five students were taking DAT at each level. DAT was offered with

nine periods per 10-day cycle. The total lesson time at S4/5 was about 168 hours.[it

seems that the total lesson time for S4-6 will be less than 270 hours?]

Lead Reflection:

How can school/teacher plan to take care of the needs of students who are the

minority group (say less than 10 students) and wish to study a particular subject or

elective module?

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Considerations and Implementation

Curriculum Planning for DAT

The School followed the teaching sequences suggested in the Design and Applied

Technology Curriculum and Assessment Guide (S4-6). In order to build up a solid

foundation in the study, the teacher decided to teach the compulsory part at S4, and then

planned to teach the two optional modules at S5 and S6 levels respectively. As sketching

and visualization skills are the basic communication tools for design which requires more

time to practise, the teacher taught Visualisation and Computer-aided Design (CAD)

Modelling (M5) at S5, right after the completion of the compulsory part which gave a

coherence in teaching as well as continuing the practice. The teaching sequence of DAT in

the School was as follows:

Level Topics Coursework

S4 Compulsory Part

Strand 1: Design and Innovation

Strand 2: Technology Principles

Strand 3: Value and Impact

Design Project

� Chair design with model making and presentation

� Hair dryer design

Case Study

� Mobile phone

Theme-based Learning

� Octopus card

� Track guided vehicle

S5 Elective Part

Module 5: Visualisation and

Computer-aided Design (CAD)

Modelling

Case Study

� Michigan’s Gateway bridge

Theme-based Learning

� Action Torch

� Interactive game for a theme park

Practise

� 3D modelling, sketches, drawings

SBA

� Identification & analysis of problem

� Research, investigation and data collection

� Idea sketches & development sketches

S6 Elective Part

Module 3: Design

Implementation and Material

Processing Module

Design Project

� Display system

Case Study

� Earphone

SBA

� Design Portfolio

� Final Product/solution

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Teacher was fully aware that coursework was an integral part of learning and teaching in DAT,

in which students learned through doing. Through coursework, knowledge and

understanding of technology can be promoted in a practical manner. Therefore teacher

tried to integrate the learning elements with coursework in his teaching, including design

project, case study, theme-based learning tasks, skills practise, quizzes, and exercises. He

used a variety of learning activities in different nature to engage students and reinforce their

learning outcomes. The case study of Michigan’s gateway bridge was a good example to

consolidate what students have learn in Strand 1 to 3, especially on the technological

principles, values, and impact to the society.

In addition, teacher has adopted various pedagogical approaches, including direct

instruction, examining existing products, demonstrations, questioning, discussion, group

work, and using learning kits to suit students with different learning styles.

Lead Reflection:

How can you engage students in technological activities which enhance their

creativity and critical thinking? In order to reveal what students know and don’t

know, and their strengths and weaknesses, have you made use of students’

performance in the coursework as a tool for formative assessment?

Interface arrangement

The teacher considered that curriculum planning should start at junior secondary level

where he had opportunities to know students’ prior knowledge and their interests so that

appropriate elective options were offered for students to further their study in specific areas

of DAT.

In order to provide the essential skills and concepts required for DAT, the learning and

teaching activities at S2 to S3 levels emphasised on the development of generic skills, such

as, critical thinking skills, communication skills, and problem-solving skills through more

open-ended discussion and product analysis. Moreover, students were given the

opportunities to build up their design implementation skills, such as application of tools and

materials, at the junior secondary level through hands-on project activities.

The School aimed to provide a curriculum with the following focuses:

� Design and communication was emphasized at all levels especially at S1.

� Thinking skills were adopted at all levels.

� It aimed to develop students’ creativity, communication skill and critical thinking.

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� It emphasized on learning to solve problems involving technology.

� It aimed to teach generic skills which were useful in the wider world of work.

� It provided the basic competence needed for and an understanding and

appreciation of technological activities in general.

(*Information extracted from the D&T panel meeting minutes)

Lead Reflection:

Are your students ready for the DAT curriculum? What are the essential skills and

concepts students need to have before they take the DAT class?

Teacher has introduced different learning tasks to develop students’ essential generic skills

such as, information processing, critical thinking, creativity and communication skills at the

junior secondary level. Design project was one of the effective learning activities to blend

all these generic skills into one meaningful task. The Panel Head and his partner have

introduced various design projects like photo stand and mechanical toy in S1 to S3.

In order to better illustrate various concepts and applications in the DAT curriculum, teacher

made use of a SimMan (See Appendix 1) learning platform in teaching at S3 level. The

learning platform, composing of multimedia resources was developed by the EDB which

provided students with essential knowledge and applications of manufacturing machines

and processes. Moreover, in order to strengthen students’ design and production skills,

various tools including laser cutter, SolidWork software, Control and iZebot software were

also introduced in S3.

Teacher also made use of the material in the booklet “Case study for Technological Subjects

(S1-3)” to enable S3 students to put their learning into an authentic context. The booklet

provided resource materials to strengthen the learning about technology and design.

Lead Reflection:

In order to help your students prepare for the DAT curriculum, can you think of any

other relevant strategies and tactics that can be implemented at the junior

secondary level?

Curriculum Adaption

In light of students’ prior knowledge and experience, teacher has adjusted the level and

scope of his teaching in order to promote effective learning. In general, the teacher was

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using the resources materials developed by EDB as the blueprint of the course materials.

Adaptations were made according to previous knowledge and experience of his students.

For examples, robotic control were removed as his students already had similar knowledge

and experience in S2. Minor adjustments on language were made to suit his students.

Lead Reflection:

� Learning activities should be planned with reference to students’ prior

knowledge and experience. When designing practical tasks, teachers should

flexibly adjust the level of difficulties and ensure the tasks to be manageable by

students.

� In what way can your school build on students’ strengths when planning the

curriculum? What are the targets/ focuses of your programme in accordance

with the abilities, interests, and aptitudes of your students?

Support Measures and Planning Strategies

The academic standard of the School as well as the self-learning ability of students are high.

The teacher used SimMan as a self-learning platform at S4-6. Students could explore the

concepts and operations involved in Computer Integrated Manufacturing (CIM) for industrial

production through the SimMan and learned to solve production problems at their own

pace.

In timetabling, school has arranged one double-period to be held as the last two lesson in

one school day. Students were allowed to continue their project work with the facility and

equipment in the DAT room after school. School provided additional time and

opportunities for students in using the school facililty in their learning.

Lead Reflection:

A variety of teaching resource materials can be employed as tools of learning. For

example, computers and CAD/CAM tools can help students produce high-quality

products, accurately, and repeatedly. What are the possible ways that your school

can adopt to expand the availability of learning and teaching resources?

Case study, design project (see Appendix 2) and theme-based learning are the major

learning activities in the DAT class. As students explored through the design contexts, they

were provided with the opportunity to bring in their own experience and develop their

attributes of innovation.

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Teacher used case studies to conduct investigation tasks, which provided opportunities for

students to carry out research in technology by reading, product analysis, interviews,

observation, and discussion. Design projects were also used to engage students in various

problem-solving activities in which‘hands-on’ practical activities were the essential

elements.

Lead Reflection:

Learning and teaching in DAT is structured around enquiry into a range of

technological and design contexts. Have you provided opportunity for your

students to appreciate the changing, complex, and controversial nature of design

contexts? How can strategies like product analysis and discussion, help students

gain new perspective to problem solving as well as develop new design ideas?

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Assessment Planning for DAT

Assessment Policy and Guiding Principles

Teacher fully understood that assessment was an essential part of learning and teaching. It

provided useful information for teacher and his students to enhance teaching and improve

learning. Assessment helped students recognise progress. Assessment policy included:

� Alignment with learning objectives, clear assessment criteria and arrangement were

well defined.

� Cater for full range of students abilities

� Tracking progress over time

� Varieties of means to assess students performance over time

Level Type of assignments and

assessment

Frequency/

cycle

Time/

cycle

Test/

term Project

S1

Material Exploration, Research,

Product Analysis, Sketch/Design,

Evaluation

Once per 3 cycles 30 min.

Memo Clip and

Photo Stand for

Golden Jubilee

Cerebration

Worksheet Once per 2 cycles

S2

Material Exploration, Research,

Product Analysis, Sketch/Design,

Evaluation

Once per 7 cycles 30 min.

Identification Tag,

Mechanical Toy

Worksheet Once per 3 cycles

S3

Research, Sketch/Design, Working

Drawings, Evaluation Once per 7 cycles

30 min.

Attraction Devices

for Golden Jubilee

Cerebration Worksheet Once per 2 cycles

S4

Multiple Choice, Long Questions Once per a cycles 90 min.

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Chair Design and

Open

Competition Theme based learning Once per 3 cycles 60 min.

Design, including Design Dairy Once per 1 cycles 90 min.

S5

Multiple Choice, Long Questions Once per a cycles 90 min.

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SBA Project

Theme based learning Once per 3 cycles 60 min.

Design, including Design Dairy Once per 1 cycles 90 min.

(*Information extracted from the D&T panel meeting minutes)

Teacher arranged and gave daily assignments, coursework and tests on a regular basis. The

weighting on each item was planned and students were informed of the details in the

beginning of the year. In order to cater for different learning modes, teacher also

employed a wide variety of assessment tasks such as, quizzes, practical tasks, design projects,

case studies, and presentations. Students were able to reflect in the assessment process,

while teacher could keep track of individual student’s learning progress effectively. (see

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Appendix 3)

Homework is also another integral part of students’ learning and assessment. Teacher has

a clear homework policy in his DAT class. Other than design project and case study,

teacher made use of the materials in the Learning Resources Material provided by EDB1 to

prepare exerciese for student on a regular basis, at least once per cycle.

Timely and encouraging feedbacks were provided to his students through these continuous

assessment tasks.

Lead Reflection:

How does feedback on performance provided to students in your school help them

improve? How would you improve your school’s assessment policy and practices in

order to better assist students’ learning in NSS DAT?

Integrating Learning with Assessment

In School, theme-based learning was used to integrate learning elements with formative

assessment. The theme provided students with a purpose for learning - a meaningful

context - and thus engages them in the activities. Students were required to complete

different “Design Papers” under the selected theme each year.

Teacher also made use of all the quizzes and exercises in the Resources Material as a mean

to evaluate students’ progress as well as understanding of concepts and knowledge.

Lead Reflection:

During the course of study, do your students find enjoyment and able to develop a

sense of ownership and commitment in their learning?

Through a number of strategies, teacher was able to align public assessment with the school

curriculum and to promote assessment for learning in his school. All the test papers,

examination papers, and design projects have the same assessment criteria and were

conducted similar to the arrangement in the HKDSE examination. The marking scheme of

each examination paper in school has incorporated standards-referenced reporting (SRR)

elements. Feedbacks on students’ performance based on the SRR format were also

1 The Learning Resource Materials provided by EDB for DAT is available in EDB’s website,

http://www.edb.gov.hk/index.aspx?nodeID=3516&langno=1

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provided in order to familiar students with the SRR requirements. (See Appendix 4 & 5)

Continuous assessment through coursework and SBA were in place in S5 and S6 respectively.

Lead Reflection:

How is internal assessment in your school linked to the public examination? How

would you make use of the level descriptors to help students stretch their full

potential in learning? What measures would you employ to avoid overloading

students with unnecessary assessment tasks?

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Catering for Learner Diversity

Due to the small class size and similar ability of students, the learner diversity in the DAT

class in school was not a great problem. However variations on abilities in writing,

sketching, and analytic thinking skills were still identified.

Teacher understood that DAT curriculum was not structured in a linear form and was not

necessary taught in a sequential order. In this regard, he made use of the flexibility to

structure appropriate, achievable, but challenging activities to cater for students’ different

abilities.

In School, teacher provided students with authentic ‘hands-on’ learning experiences to

reinforce the importance of both manipulative and problem-solving skills so that students

with a practical orientation to learning could find their own way to perform well. He also

encouraged group work in design projects so that students with different personal

characteristics, such as ‘thinkers’ and ‘doers’, could learn to support each other in

completing the tasks through collaboration.

Lead Reflection:

Are there SEN students in your school? What strategies does your school employ to

stretch the potential of students with SEN and engage them in learning?

To cater for individual learning diversity, especially on academic performance, the School has

set up Student Support Team and Academic Development Team to offer assistance such as

after-school tutorials, individual study groups.

Lead Reflection:

Should there be a higher-level achievement objective, such as critical thinking,

added? Does the teaching schedule allow for an appropriate level of independent

learning so that individual students can learn at their own pace?

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Epilog

Students in this school have good academic performance in general. The allocation of

lesson time in D&T at S1-3 was comparative low, with a total of 47 hours. However,

teacher has developed a well structured curriculum in S1-3 with a focus on the development

of generic skills for design and making; which has successfully provided a solid foundation

for his students to explore the technological concepts and knowledge at the senior

secondary level.

The learning activities arranged by the teacher were closely integrated with formative and

summative assessment. Through daily exercises and practises, students were able to

reinforce the concepts and knowledge acquired; while the design projects, tests and

examinations provided students with constructive feedback for them to improve

accordingly.

With appropriate support measures, students could learn successfully according to their

interest and ability. The teacher has made use of e-learning and theme-based learning to

cater for the needs of students and encouraged them to expand their potential as well.

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Appendix 1 – Use of SimMan in School

Aims and Objectives

“SimMan” is a web-based learning platform aims to provide a simulated learning environment on

Computer Integrated Manufacturing (CIM) for S3-6 students studying technological subjects. The

website is developed and hosted by the Hong Kong Productivity Council:

1. To explore the concept and operations in using CIM for industrial production;

2. To understanding the functions and relationship of individual manufacturing elements in a CIM

process;

3. To use CIM as a tool to solve industrial production problems in real life situations; and

4. To use CIM as a tool to optimize cost and efficiency of a production process.

Resources and Features

1. Introduction to CIM

• What is CIM?

• Authentic examples in CIM

(videos)

• Demonstration in using SimMan

2. Understanding the Basics of CIM

• Common CIM Machines (Name,

uses, drawings/photos, required

parameters)

• Common CIM Process

3. Project Learning (Individual)

• Select suitable pre-defined

materials, process and machines

• Arrange schedule and workflow

• Evaluate efficiency and cost with simulation tools: 3D animation, Gantt charts, costing

reports

• Reassign process and rearrange schedule to optimize efficiency

4. Quiz

5. Project Learning (Group/Enterprise)

• Define roles and resources of the enterprise

• Collaboration between members of the team

• Select suitable pre-defined materials, process and machines

• Arrange schedule and workflow

• Evaluate efficiency and cost with simulation tools 3D animation, Gantt charts, costing

reports

• Redesign process and schedule to optimize the overall production efficiency

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Appendix 2 – Design Project Folder (coursework sample)

Design Brief

A. Task:

To design and make a chair for your home

B. Design Criteria:

The chair should fulfil the following criteria:

1. User-device

i. Should be used by people not less than 70kg but more than 120kg

ii. Should be well fit on the user’s human dimensions

2. Situation- the device

i. Should have certain features of banana

ii. Should be used in the sitting room of 10 square metres

iii. The style, shape, form, colour of the chair should match with the surroundings of the

sitting room

3. Process- the device

i. Should be stable

4. Ergonomics and human dimensions- the chair

i. Should allow people to rest on the seat comfortably

ii. Should be wider than the shoulder to receive the user

iii. Should provide a support for the back ensuring the user would not fell tire easily

iv. The angle between the seat and the ground should not be smaller than 5 degrees

ensuring the user would not slip off the chair

C. Final design outcome:

1) Finalized design brief

2) Research and analysis (14 chair research and 15 features study of banana)

3) Chair design thumb nail ( 12 thumb nails)

4) Development sketches (6 A4 size drawing)

5) Drawing of final design

6) Explanation through visual presentation

7) Mock up

Project Schedule

Week 1 2 3 4 5 6 7

Design brief X

Research and Analysis X X

Idea sketch X

Design development X X

Test model X

Final design presentation X X

Final design mock up/prototype X

Final presentation X

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Relevant analysis and

comments on design features

were made, which could

provide valuable hints for

students to develop their own

solution.

Possible ideas on

functionality and

variations of form were

generated with

reference to the needs

and requirements of

user.

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Final solution with

annotated sketches was

used to explain the

features, functionality

construction and materials

of their design.

Transformation of

ideas – from a

natural form to

functionality

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Appendix 3 - Assessment Policy and Teaching Strategies adopted in the school

Assessment Policy and Teaching Strategies

1. Test and Examinations

Written examination and uniform test will be provided for senior secondary student. The

setters and markers are summarized as follows:

Half-yearly Exam Yearly Exam

Paper Setter Marker Time Paper Setter Marker Time

S4 I LST LST

1.5 hrs I

LST LST 2 hours

S5 2 hours

S5 II 1 hours

2. Coursework/Exam grade & assessment mode.

Junior Students

Coursework grade Material Exploration, Worksheet 100%

Exam grade Coursework grade 50%

Design Projects 50%

Secondary 4

Coursework grade

Exercises and Design Dairy 40%

Theme base learning and

Enhancement Workshops 60%

Exam Marks Examination (Paper I) 60%

Design Project 40%

Secondary 5

Coursework grade

Exercises and Design Dairy 40%

Theme base learning and

Enhancement Workshops 60%

Exam Marks Examination (Paper I/ and Paper II) 60%

Design Project/SBA 40%

3. Teaching strategies

a. The medium of instruction is English. For safety reasons, supplementary explanation in

Chinese may also be provided for students to understand the safety precautions and

manipulating skills of certain hand tools/machinery.

b. Project guidelines should be prepared for all projects so as to help student designing.

c. Design factors should be discussed with students so they can understand the project in

depth.

d. PowerPoint, samples of artifact and background information should be provided for

students in order to students’ ideas.

e. In order to enhance students’ life-long learning skills, teacher should encourage students

to gather information in various ways.

f. After finishing the projects. Students should evaluate the artifacts. All students should at

least present their ideas/artifacts/evaluations to the class once.

g. Group projects, Open Competition, Theme Base Learning are implemented in S4 to

develop students’ generic skill.

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Appendix 4 – S4 Exam Paper

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Appendix 5 – S4 Exam Student’s Answer Book (Sample)

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