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How to improve for Year 7
Help for students and parents
We encourage all our students to reflect on their learning in lessons and use feedback from their teacher’s to help them improve. Below, you will find the ‘statements for improvement’ that summarise the feedback students are given.
These statements will be used on the termly reports sent to parents and students and parents are asked to look at the further guidance below to help clarify the statements on the reports.
1. Use the correct names and spellings for all tools and equipment, materials and processes
We encourage students to use the keywords displayed in classrooms and on glossary sheets when referring to specific tools and equipment and when describing how to make a product.
For example: Rather than asking for a saw, a student should ask for the specific type of saw e.g. a tenon saw or hacksaw.
2. Pay attention to instructions to ensure you carry out tasks safely
Safety in classrooms and workshops is paramount, therefore students must listen to instructions, failure to do so may result in a student being removed from the class.
For example: When a teacher explains how to use a piece of equipment such as a drill machine, they must be confident that a student fully understands how to use the machine before allowing the student to use it. If a student is distracted or not fully concentrating during the demonstration, the teacher would not allow the student to use the equipment.
3. Complete all homework to the best of your ability and hand it in on time
All homeworks set by teachers are relevant to students’ projects and they contribute to their assessed work, therefore it is important that the work is completed to the best of each student’s ability. As homework is part of ongoing project work, it is important that it is completed on time as if it is not it may also hinder progress in lessons.
For example: A teacher may request ingredients to be brought to a food technology lesson, failure to do so (or with no notice to the teacher in advance) would result in the student not being able to take part in the practical lesson.
4. Use the written instructions you are given to improve independence before asking for help
Teachers will give students feedback on their assessment sheets with the expectation that any suggestions for improvement are read carefully and acted on by the student before asking for help.
For example: If a student has not annotated their work, the teacher may suggest on the feedback sheet that the student explains their choice of material on their designs or they might ask them
to explain what they like or dislike about their idea.
5. Reflect on both verbal and written comments made by the teacher
We encourage our students to think carefully about any feedback we give to them. When offering feedback teachers might suggest how current work could be developed further, or advice might be g
iven on what improvements a student can make when they start their next project.
For example: If a student has produced two ideas that are very similar, the teacher wo
uld suggest that they produce three ideas that are more varied for their next project.
6. Use the blue assessment sheet and the display boards to understand what makes good quality work
Each classroom or workshop displays samples of work on the walls for the particular project students are working on. Students are encouraged to use the displays for guidance if they are not sure how they should present their work or if they are not sure of the content of a particular piece of work.
For example: When starting an ideas sheet it is helpful to look at the wall display to give students an indication of the standard of work expected.
At the beginning of each project students are given a blue assessment sheet which provides details about the work that is being assessed, we encourage students to self-assess their work in addition to the teacher’s assessment.
For example: If a student is not sure what they should include when annotating their work, they can look at their assessment sheet for guidance.
7. Explain in detail the features of your idea e.g. materials / ingredients and how it could be made
Students are expected to be able to be descriptive when annotating their work and should show an understanding of how their product will be made. Descriptions should include keywords.
For example: When annotating sketches for a wooden vehicle, students should include names of tools that will be used e.g. tenon saw, and describe features such as hinged doors, windows and any decoration such as lights or vinyl stickers.
8. Present your folder work neatly; use pencil for drawings and think about the layout of your work
We encourage students to consider carefully how they intend to present their work by planning what is intended to be included on a sheet, often sketches are annotated [notes to explain the design] so space around a sketch is needed. We encourage students to colour their ideas using colouring pencils not pens.
For example: when sketching designs for a cushion, students should sketch one design in the centre of each square on the page then annotate around it.
9. When evaluating, consider what went well, but also include at least three possible improvements
It is important to comment on the success of a project, but it is equally important to suggest how work can be improved so that the student can build on their skills and knowledge during the next project.
For example: suggestions for improvements could include accuracy of drilling holes, use of keywords such as vacuum forming when annotating, or quality and detail of sketches when designing ideas.
10. Make sure you know what equipment is needed for each lesson to ensure you are organised and prepared
As well as basic school equipment, students will need an apron for practical sessions, technology folders to store paperwork and ingredients for Food Technology lessons.
For example: Students will need a pencil, rubber and ruler for drawing lessons.
11 Improve your knowledge even further by reading or watching TV programmes about relevant technologies
Technology is developing at an incredible rate and there are frequently programs and news articles relating to this, we encourage students to watch and read around the subject to inspire and enthuse students.
For example: We encourage students to watch programs such as The Great British Sewing Bee, the Great British Bake Off, Grand Designs and follow KTS Technology Twitter.
12 Follow the washing up instructions correctly and leave your sink area clean
A fundamental part of Food Technology is about developing basic skills such as washing up, we expect students to be able to follow the simple instructions placed next to each sink in the Food Technology classroom which show how we expect the sink area to be left at the end of a practical session.