Making Thank-you Cards – TEALS case study
Background
Gateways and learning outcomes
Defining the brief and establishing the attributes
The production line and quality control
The iced-biscuit production line
Visiting a shoe factory
Designing and selecting the card
Designing a production line
Assessment gateways
Defining the brief and establishing the attributes
The students were given a brief to develop and produce a thank-you card suitable for giving to teacher aides at school or in places visited by the class.
To introduce the unit, the brief was discussed and students examined how a card was made. They looked at the materials and the structure of different types of cards and identified what sort of things an effective card should have (establishing criteria). William was able to identify the main parts of a card and the materials and structures used in making them.
A professional card maker visited the classroom to discuss the parts of a card, to demonstrate simple card-making techniques, and to show students how and where to stamp the cards.
A class brief was developed, including the key attributes the card would need.
Technological language
The following technological language was introduced to the students, and used during the unit of work:
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brief
inputs
insert
landscape
outputs
portrait
processes
production line
prototype
quality control
sequence
specialist
standard
The teacher recognised that not all of the students needed to be skilful in the production-line tasks of cutting and stamping, so the concept of experts or specialists was introduced. After practising cutting and stamping, the students who successfully completed a small task earned their Cutting and Stamping Licence. This identified them as specialists whose skills could be used in a production line. William was considered to be both a good stamper and a good cutter.
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