Bullying and Harassment links to Design & Technology

Designing a friendly environment campaign

Designing a friendly environment campaign - page 51

Teacher Talk

Advertise the results of bullying surveys in local newspapers. The results may initiate the inclusion of the broader community.

Design and Technology
Critiquing

3.1 Describes the significance to diverse groups of people of the various criteria used in the design of particular products, processes and systems.

4.1 Explains the decisions and choices made in designed and manufactured products, processes and systems and identifies alternative possibilities.

Designing

3.2 Understands and uses the relationship between different design skills to become better designers.

4.2 Integrates design skills to create personal strategies for designing culturally and socially defensible products, processes and systems.

3.3 Selects appropriate communication forms and technologies to document and convey clearly design ideas, thinking and organisation.

4.3 Demonstrates skills in using a broad range of recognised communication forms and technologies to convey design thinking.
Making

3.4 Demonstrates skills and confidence in creating products, processes and systems which respect personal and collective identities.

4.4 Effectively uses, in personally and interpersonally appropriate ways, a range of skills that achieve consistent production outcomes.

3.5 Investigates the characteristics of materials and equipment used in design and production in order to achieve sustainability.

4.5 Evaluates materials and equipment in order to meet principles of function, aesthetics and sustainability.

3.6 Identifies and articulates a range of responsible strategies for managing resources and working safely.

4.6 Analyses and applies the principles of good resource management, sustainability and duty of care in their design and making practice.

Identity

3. Relating effectively to others regardless of their identities

Identifies actions taken individually or structurally to address issues around identity, eg harassment, racism, sexism, homophobia, employment/unemployment.

Uses personal skills and institutional structures to deal with issues affecting identity, eg harassment, grievance procedures, conflict resolution.

Develops personal and cultural resilience to maintain and support aspects of identities that are valued.

Thinking

1. Using a wide range of thinking modes

Takes risks in thinking, uses creative and imaginative processes, is independent and interdependent and shares thinking processes with others.

Rejects 'quick fix' thinking and appreciates the role and value of time and conflict itself, in generating new solutions, directions and understandings.

Let's make a story

Developing their story - page 75

Completing the story - page 75

There are no specific outcomes related to this KLA. However, the activities and sessions opposite would be useful in the classroom.

Thinking

1. Using a wide range of thinking modes

Knows how to learn in a range of contexts and for different purposes.

Understands and knows oneself as a thinker and learner (Metacognition).

Understands that meaningful learning develops through questioning, the recognition of patterns and the creation of relationships.

3. Demonstrating enterprising attributes

Uses enterprising thinking to identify areas for change, growth, innovation or future development.