Making Puppets – TEALS case study
Background
The plan of action
Developing the brief
Implementing the plan of action
Evaluation and assessment
Evaluation and assessment
In evaluating her overall practice, Ana noted that her plan of action was not separated out from her development recordings, but embedded within it. She commented that, by treating her plan of action in this way, it guided her towards completing her puppet without restricting her ability to make modifications or changes. It also helped her with resource management, allowing her to plan ahead to ensure that she had access to everything she needed.
This meant that her whole portfolio was clearly a working document providing evidence for assessing the learning outcomes of gateways 2 and 3.
Ana's technological practice reflected her sound technological knowledge, skills, and practice and demonstrated her high level of analytical, reflective thinking. She demonstrated evidence towards achieving 1.1 and 1.5, with excellence and therefore met all the learning outcomes covered within gateways 1 to 3.
| Gateway 1: Pre-determined Component of Practice | ||
| Learning outcome Students can create a plan of action for the development of a puppet. Achievement objectives: 1, 2, 3, 4, 5, 6a, 6c, 7, 8. |
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| Linked to Achievement Standard 1.1 This standard requires outlining and refining a plan of action and using it in the development of a technical solution involving a working model, a prototype, or a finished product example, to address a given brief. |
Assessment criteria The evidence provided shows that the students can: For achievement of the standard: Outline stages in the plan of action and identify resources required. For achievement of the standard with merit: Structure stages in a plan of action, allocate and prioritise appropriate resources for all stages. For achievement of the standard with excellence: Structure stages in a plan of action and allocate and prioritise appropriate resources for all stages so that the allocation of resources is efficient and justified. |
Assessment strategies Portfolio and conference with the teacher. Observation of management of classroom time, resources, and materials. For example, while waiting for the head to dry, the student will work on another part of the puppet. |
| Gateway 2: Pre-determined Knowledge | ||
| Learning outcome Students can provide evidence of relevant:
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| Linked to Achievement Standard 1.5: This standard involves the demonstration of understanding of relevant technological knowledge that has been accessed and applied in a technology programme. |
Assessment criteria The evidence provided shows that the students can: For achievement of the standard: Demonstrate understanding of relevant technological knowledge. For achievement of the standard with merit: Demonstrate in-depth understanding of relevant technological knowledge. For achievement of the standard with excellence: Demonstrate in-depth understanding of a wide range of relevant technological knowledge, drawn from a wide range of relevant knowledge bases |
Assessment strategies Health and safety assignment in portfolio. Teacher/student conferences. Class discussions. |
| Gateway 3: Pre-determined Component of Practice | ||
| Learning outcome Students can use the developed plan of action to produce and manipulate a puppet that fulfils the requirements of the brief. Achievement Objectives: 1, 2, 3, 4, 5, 6a-d, 7, 8. |
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| Linked to Achievement Standard 1.1. This standard requires outlining and refining a plan of action and using it in the development of a technological solution, involving either a working model, prototype or finished product example, to address a given brief. |
Assessment criteria The evidence provided shows that the students can: For achievement of the standard: Outline stages in the plan of action and identify resources required. For achievement of the standard with merit: Structure stages in a plan of action, and allocate and prioritise appropriate resources for all stages. For achievement of the standard with excellence: Structure stages in a plan of action and allocate and prioritise appropriate resources for all stages so that the allocation of resources is efficient and justified. |
Assessment strategies Final puppet. Manipulation of the puppet to tell a story to a chosen audience. Portfolios, which include records of modifications and changes to the student's plan with justifications. Teacher/student conferences. |
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