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I was convinced that, if I was going to achieve significant progress, the ICT facilities available would have to be radically enhanced from the four laptops available.
On the basis of the progress achieved with Y8 I persuaded the school to allocate 14 laptops, with a wireless link to the school network, to the systems and control area. |
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The major benefit of this was that pupils at KS3 (working in pairs) could now use ICT in systems and control – including circuit simulation and investigation with Crocodile Technology PCB design with real-PCB. The approach I adopted was to introduce them to PCB design at KS3, but to use a school-designed PCB for the actual projects.
Related to this I was able to bring an old CAMM 2 machine out of retirement and, using PCB Design and Make as a link to real-PCB, KS4 pupils were able to produce their own PCBs without needing the kind of close supervision necessary if they were using an etch tank.
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At GCSE level pupils could develop their design portfolio electronically, mainly using PowerPoint. This meant less time spent on ‘neat nonsense’ and a more satisfying portfolio for pupils without expending a lot of time. |
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I decided to continue my policy of enhancing KS3 and retired the Y7 fuse tester and the Y9 cycle safety light.
For Y7 I developed a ‘Cyberlight’. This was a torch based on an ultra-bright LED. The pupils conducted research into existing products and learned to model circuits using Crocodile Technology and how to develop PCBs. Pre-bought cases (to save on time) were modified by the pupils to house their PCBs. |
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In Y9 I replaced the cycle light with a toothbrush timer. This was still based on a 555 timer circuit but now there were more opportunities for:
- Selecting alternative output devices (buzzer or LED)
- Selecting alternative input sensors (switch or light sensor)
- Product design of the mounting
- Using CADCAM software to design printed circuit boards
- Using the Web to find graphics to personalise the product
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“Some people say our kids can’t do that quality of work!” |
I was pleased with the progress during the year, but I knew that I would need further support from the school if I was going to make improvements. In particular I needed to have more ICT facilities so that pupils could all make use of circuit, PCB, PIC and general purpose software whenever necessary.
So I continued to show faculty and school senior management what the extra resources already allocated had made possible at KS3. My head of faculty (David Pritchard) provided a lot of support and also funding for me to do what I wanted.
I found I had a second natural ally in Jane Wernick who was an AST, deputy head of faculty and was working to raise expectations throughout the school.
When I showed her the pupil projects from Y7 and Y9 her comment was: “Some people say our kids can’t do that quality of work!”
In the same year the senior management agreed to end the situation where electronics/systems and control was only available as an option to the higher band and we moved to a scheme (which has continued to the present) where:
- The higher band can opt for Electronics Products in Y10 and, provided they make good progress, they are entered in the exam in Y10 and also do GCSE Systems and Control in Y11.
- The intermediate band select one Design and Technology GCSE (which includes the option of Electronic Products) studied over two years
- The foundation band take only Mathematics, English and Science GCSEs and spend the rest of their time in the foundation learning group or supported study group
I have not actually made a lot of changes at KS4. My main focus has been on getting things right at KS3. The most important adjustments at GCSE have been:
- Insisting on a clear system-based design process
- Emphasising that research needs to be relevant – what input and outputs can we actually use for this idea? etc. – rather than doing ‘research’ to fill pages in the design portfolio
- Suggesting a realistic range of options for Electronic Products projects – alarms, dice, point of sale displays are the areas I recommend
- Encouraging the use of PICs and product design to allow pupils more choices in the operation and appearance of their projects
- Making the Systems and Control projects more manageable with less elaborate mechanisms and simpler circuits
There is a Pupil Case Study of GCSE work on this web site.
