Criterion D: Create

Students are expected to document, with a series of photographs or a video and a dated record, the process of making their product/solution, including when and how they use tools, materials and techniques. Students are expected to follow their plan, to evaluate the plan and to justify any changes they make to the plan while they are creating the product/solution.

Students will sometimes embark upon a very ambitious project, or they may encounter unforeseen circumstances. In some circumstances a product/solution that is incomplete or does not function fully can still achieve one of the levels awarded for this criterion.

0- The student does not reach a standard described by any of the descriptors given below.
1-2The student considers the plan and creates at least part of the product/solution.
3-4 The student uses appropriate techniques and equipment. The student follows the plan and mentions any modification made, resulting in a product/solution of good quality
5-6 The students competently uses appropriate techniques and equipment. The student follows the plan and justifies any, modification made, resulting in a product/solution of appropriate quality using available resources.
Appropriate Quality: This is the best product/solution that the student can produce, taking into account the resources available, the skills and techniques they have used, their educational development, how the product/solution addresses the identified need, and aspects of safety and ergonomics.

SELF Grade ____ Date:_______________________
Descriptors __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

PEER Grade ____ Date:_______________________
Descriptors ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Guiding Parameters
A- Competently uses appropriate techniques
B- Following the Plan
C- Justifies any modifications made
D- Appropriate quality use of the resources available
E- Responses of the product to the identified needs
F- Responses of the product to the aspects of safety
G- Responses of the product tie the ergonomics
TEACHER Grade: _________ Date: _______________________
Section Complete Partial Non
A
B
C
D
E
F
G
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

PLAN

PLAN

Design the Model
• generate a range of designs that attempt to meet the design specifications
• compare the designs against the design specifications and
identify the pros and cons of each design
• select one program design and justify its choice and possible improvements
Plan the Model
• devise, with guidance, a series of logical steps to create the product/solution
• construct a plan to create the product/solution that makes effective use of resources and time
• analyze the plan and explain the need for any modifications to the design.
Achievement level
Criterion C: PLAN

0 The student does not reach a standard described by any of the descriptors given below.

1–2 The student produces a plan. The plan makes reference to resources and time. Describes, with guidance, the steps needed to create the product. With guidance, evaluate the plan and identify modification.

3–4 With some guidance, the student produces a plan that contains some detail of the steps. The plan shows some details in term of resources and time. The student attempts to analyze the plan against the design specifications.

5–6 The student produces a plan that contains a number of logical steps. The plan shows effective use of time and resources. The student identifies key aspects and safety hazards with the plan. The student analyses the plan against the design specification with regards to modification.
COMMENTS
SELF Grade ____ Date:_______________________
Descriptors __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

PEER Grade ____ Date:_______________________
Descriptors ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Guiding Parameters
A- Producing logical a number of steps
B- Shows effective use of time
C- Shows effective use of resources
D- Identifies key aspects
E- Identifies safety hazards
F- Analyses the plan
G- Identifies any modification
Section Complete Partial Non
A
B
C
D
E
F
G
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Activity 1(Wk4) - DESIGN

Design
-Generate A RANGE of feasible designs that meet the design specification (developed at investigate stage)
- EVALUATE EACH design against the design specification (developed at investigate stage).
-Select ONE design, justifying your choice and EVALUATE this in detail (FULLY AND CRITICALLY) against the design specification (developed at investigate stage).

Assess your work -PERSONALLY
Request Your Work to be assessed by a COLLEAGUE
Submit the work to your Course Tutor

Use the following Template
Criterion B: design
Maximum 6
Students are expected to generate several feasible designs that meet the design specification and to evaluate these against the design specification.

Students are then expected to select one design, justify their choice and evaluate this in detail against the design specification.



COMMENTS
SELF Grade ____ Dare:_______________________
Descriptors __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
PEER Grade ____ Dare:_______________________
Descriptors __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Guiding Questions
Design
A -Generate A RANGE of feasible designs that meet the design specification (developed at investigate stage)
B- EVALUATE EACH design against the design specification (developed at investigate stage).
C-Select ONE design,
D-justifying your choice and
E-EVALUATE this in detail (FULLY AND CRITICALLY) against the design specification (developed at investigate stage).
TEACHER Grade:_________ Dare:_______________________
Section Complete Partial Non
A
B
C
D
E
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Investigate Discussion forum

Post you reflection in the Discussion Forum

http://printmediadiscussion.wikispaces.com/message/view/home/37133858

Repsond to two postings

Activity 1 (Wk3) Criterion A -INVESTIGATE-PRINT MEDIA

a) Explain the problem
b) Discuss its relevance
c) Design brief: show how you intend to solve the problem you have presented. This will guide you investigation as you work to develop a more detailed design specification
d) Critically investigate the problem
a. Through appropriate (2) internet sources/(2)books/(2) newspapers or magazines
b. Through discussion with consumers
c. Through your personal experience
e) Evaluate the information you have critically collected and investigated. Make sure you cite (in text) the sources and also provide a detailed reference list (APA).
f) Design specification: make detailed description of the conditions, requirements and restrictions with which a design must comply. This is a precise and accurate list of facts such as conditions, dimensions, materials, process and methods that are important for the designer and for the user. All appropriate solutions will need to comply with the design specification
g) Describe detailed methods for appropriate testing to evaluate your product against a design specification

Assessment
Criterion A: investigate
Maximum 6
Investigation is an essential stage in the design cycle. Students are expected to identify the problem, develop a design brief and formulate a design specification. Students are expected to acknowledge the sources of information and document these appropriately.

COMMENTS
SELF Grade ____ Dare:_______________________
Descriptors __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
PEER Grade ____ Dare:_______________________
Descriptors __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 
Guiding Questions
a) Explain the problem
b) Discuss its relevance
c) Design brief: show how you intend to solve the problem you have presented. This will guide you investigation as you work to develop a more detailed design specification
d) Critically investigate the problem
a. Through appropriate (2) internet sources/(2)books/(2) newspapers or magazines
b. Through discussion with consumers
c. Through your personal experience
e) Evaluate the information you have critically collected and investigated. Make sure you cite (in text) the sources and also provide a detailed reference list (APA).
f) Design specification: make detailed description of the conditions, requirements and restrictions with which a design must comply. This is a precise and accurate list of facts such as conditions, dimensions, materials, process and methods that are important for the designer and for the user. All appropriate solutions will need to comply with the design specification
g) Describe detailed methods for appropriate testing to evaluate your product against a design specification
TEACHER Grade:_________ Dare:_______________________
Section Complete Partial Non
A
B
C
D
E
F
G
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________

Activity 1(Wk3) - Exploring Designs

-I dentify three magazines you like reading.
-Explore the content layout.
-What would you like to borrow from these magazine.
-Briefly explain the above.

BEST

Activity 1 (WK2)

Today we visit the discussion forum.

-We Introduce ourselves (30 Words)
-We briefly explain our topic.(150 words)
-We briefly outline how the strand fits the topics (50 words)
-We briefly ouline how the AOI fits the topic (50 Words)
-We respond to one posting of a classmate by critiquing any issue in their posting.

Link
http://groups.google.com/group/print-media-the-class-project?hl=en


Best

Investigation Questions

1. What is the problem with current print media? (250 words)
2. What is the relevance of solving this problem? (100 words)
3. How can we solve this problem? (250 words)
4. How can we test the solution above? (250 words)

MYPCTY10 VOL 10 (3)

USING PRINT MEDIA TO EDUCATE THE MASSES
Guiding Question “How can we use print media to address issues in our community”

AOI
APPROACHES TO LEARNING (ATL) - Through Approaches to learning, we aim to help students understand how they learn, know and communicate their understanding. Each course helps students:
Strengthen their oral and written communication skills
Become effective researches by asking good questions

HEALTH AND SOCIAL EDUCATION - This area of interaction deals with key aspects of development leading to complete and healthy lives. It encompasses physical, social and emotional health and intelligence. The aim is to develop in students a sense of responsibility for their own well-being and for their physical and social environment. In particular, the exploration of this area in the subject groups allows students to discuss and reflect on the following aspects of health:
Physical Psychological Sociological Economic legal

AK Strand -Governance
Leading Qualities (core leadership qualities)
a disposition towards finding innovative solutions to challenges
a critical awareness of individual rights and responsibilities within a society


Identity and Citizenship
an ability and willingness to participate in projects which involve real solutions to real problems, leading to critical reflection on goals achieved and the comparison of different perspectives on the issues

PROBLEM
There many issues happening in our communities and the awareness levels are minimal or not present at in some cases. Currently the media we have is not issue specific but presents multiple aspects. The publishers prefer this approach because of the economic demands. Selling is profitable when presented to multiple audiences. Some of the media used are not portable such as videos while others are not accessible such as internet. The print media is portable and it can be revisited several times, even in remote locations. However what is present is multiple issues in a single print media. Moreover the youth are not proactive in addressing issues in their community.

CHALLENGE
Research on an issue in the society and explore how it is being addressed. Design a print media to create awareness and to engage the readers on the issue at hand. Use video, website, power point presentation and online collaboration to inform/advertise the community about your print media. Follow the design cycle.
The design folder should be presented as a booklet with table of contents, page numbering and the correct organization of the design cycle. After the magazine is done, the various forms of representation should advertise your magazine. The magazine is 8 paged on 2 A3 papers back to back.
Time Line – 12 weeks
Visit http://mypct.blogspot.com for more details

Magazines- Knowing about them.

Research on Magazines
Find out
-Why are they written.
-How are they organised
-Contents
-Main Story
-Feature Story
-Letters to the Editor
-Picture Speak
-Crossword Puzzle
-Word Serch Puzzel
-Jokes
-How is the Marketing done
-TV ads
-Presentations
-Web Sites
Compile your findings. Do not cut and paste use your own words. Any information that is not yours MUST be quoted. Follow the APA standard of fomarting.

Answer the following questions
-Which is your favorite magazine?
-Why do you like it?
-How did you know about it?
-Why do you think the magazine was published?

Submit your Findings on Monday 29th 8.50 a.m without FAIL