Become familiar with the room, safety and routines
Label technology kits (place for each student to store their resources /project outcomes)
Discuss Technology at SMC (same process Year 7-13.)

Labels for Technology Kits
Large sheets of paper for brainstorming

Introduce context for technology learning – development of a ' Canvas Me'
Explain the term 'Ephemera'
(Ephemera is transitory written and printed matter not intended to be retained or preserved)

Examples of Ephemera

Skill development
Develop specific skills to enable the use of specialist equipment with independence:

Teach students skills in the use of:
Sewing Machine
Straight/embroidery
Threading the machine
Filling a bobbin
Sewing ribbon
Embellishments
Vliesofix
Hand sewing
Sewing on a button
Copying photos/images onto fabric

Sample provided, demonstrations given

Knowledge development
Demonstrate understanding of a 'colour palette'
Discuss how the use of colour can impact on a Technological Outcome.

Students create colour palettes.

Colour Wheels

Knowledge development
Understand that planning is an ongoing process.

Planning exercise: Provide students with a range of familiar and unfamiliar products (see www.Techlink.org.nz/
curriculum-support/strategies/
tp-planning/level5.htm) working in groups answer the following:

• What planning tools might have been used to create this product?
• What might have been the key stages required when developing this product?
• At what stages in the development of the product would it have been necessary to undertake a review of the product?
• When might the technologist have reviewed their progress?
• What would have informed changes to the planning that was undertaken?

Discussion: what it is important to have in a planning template e.g. key stages, resources etc.

Planning for Practice
Ensure that there is a brief against which planning to develop an outcome can occur

Sample Canvas Me

To explore ideas for themes
Students brainstorm to identify potential focus themes for individual Canvas (e.g. interests, hobbies.) Link students back to timelines/significant moment.

Brief Development
Identify a need or opportunity from the given context and issue

Introduce the Personal profile template.
Discuss who are the key stakeholders (e.g. other students), and others who may use the room (other family members). Introduce glossary definition of stakeholder

Students complete a personal profile detailing favourite colours, themes, stakeholders etc.
Remind students to reflect on prior learning (timeline, recount, smarts, goal setting etc.

Brief Development
Guide students to identify the key stakeholders and consider the environment where the outcome will be located.

Personal Profile handout

Research existing Canvases.
Technological Knowledge (technological products);
Understand relationships between materials used in a product and the way they are shaped and finished.

Knowledge development: analyse the features (visual and verbal) of existing Canvas/Visual Displays/Crafts

What do they like about the canvas?
How are the students informed about the person?
Possible future goals to improve the canvas.
What materials have been used?
Are the materials effective?
How else could have a similar effect been created?

Using language, symbols, and texts KC
Students recognize how choices of language, symbols, and/or text affect people's understanding

Work cooperatively with others
Students work in groups to identify and record features that could be included in their canvas. Findings shared with class to determine possible features which will be used by class members (generic) and those which will specific to individual members (specific to a class.)

Provide students with the opportunity to discuss performance properties (subjective; people's perception (looks attractive) and objective (size): fit for purpose.

Relationships (KC)
Using language, symbols, and texts KC
Students to recognise how choices of language, symbols, or text affect people's understanding

Magazines
Existing Canvases

Liaise with stakeholder/s
Students liaise with stakeholder/s to gather ideas of what would be acceptable for their Canvas (compare what stakeholder/s thinks compared to research findings) and determine specific needs and theme for their canvas design. Further research may be required to clarify ideas with stakeholder/s.

Brief development
Guide students to consider the key stakeholders ideas/needs and the environment where the outcome will be located.

Brief Development
Develop Initial Brief/Specs
Analyse a range of existing briefs to identify:
Conceptual statements
Specification including those that are measureable (objective) and attributes (subjective)
Resources
Constraints

Students write an initial brief.

Brief development
Establish a conceptual statement that communicates the nature (physical and functional) of the outcome and why such an outcome should be developed

Initial Brief handout

Conceptual Design: Sketch designs. Plan layout.
Students sketch possible designs for canvas annotating designs to specify its physical and functional features.

Continue to liaise with stakeholder/s to seek feedback on designs using key questions.
Students refine questions where necessary.

Outcome Development and Evaluation
Describe design ideas either through drawing and or models.

Draft an initial Plan
Link back to planning discussed earlier. Students to consider time, resources and key stages to design their Canvas.

For example:
Create a table – 3 columns
Steps/Resources/Time needed.
Use recorded key stages as success criteria – steps to success.

Managing Self (KC)

Developing students understanding of functional modelling and why it is used. Types of functional modelling: oral, physical and visual. Use examples from other technology classes to discuss their form (ie: visual) and purpose (ie: to test). Test stakeholder acceptance of the physical and functional features. Reflect on types of functional modelling undertaken to date (eg: interviewing stakeholders.)

Technological Modelling
Undertake functionalmodelling to develop design ideas into a conceptual design that addresses the key attributes.

Functional Modelling (Material testing)
Explore and test different materials and techniques suitable for the Canvas construction.

Research handout

Design development
Sketch any changes to conceptual design. Continue to liaise with stakeholder/s. Application of functioning modelling techniques
(talking to stakeholders in order to seek feedback, showing concept ideas to seek feedback.)

Outcome Development and Evaluation
Describe design ideas either through drawing and or models.

Decide on suitable materials to construct Canvas.
Continue to annotate design development.

Test material suitability using functional models – mockups

Evaluate suitability of materials based on their performance properties to select those appropriate for a booklet.

Writing final brief – Final
Brief must be written before starting the Canvas. Check specifications are measureable.

Final Brief handout

Construct individual canvas
Students construct their conceptual design into a final prototype

Evaluate Outcome (canvas prototype)
Students evaluate the fitness for purpose of the final outcome (prototype) against their final brief including feedback from stakeholders.

Outcome Development and Evaluation
Evaluate outcomes in site against key specifications.

Photo/evaluation handout

Reflect on the use of HOM
HOM reflection.
Create a word splash highlighting ways HOM have been applied during the Canvas Me Process.

Thinking (KC)

Word Splash using pages or Prezi

Celebrate learning
Bring all learning together by having a celebration of 'self'.

Students could evaluate their goals, match their timelines/significant moment (if selected) to classmates/peers.

Relating to others (KC)
Managing Self (KC)