Developing Historical Signage - DDDO PO3

History - WOTPOINT

One of the projects that students enjoyed has been to develop new signage for some of the areas around the community. This was a project that was developed around the integration of learning areas, Technology and Social Science, this involved them finding out information through their social sciences class, on an aspect of the history of the area. This enabled students to have an authentic context in which to learn and implement design principles. 

Learning Objectives (Social Science)		Learning Objectives (Technology)
To MAKE SENSE by understanding cultural diversity. To MAKE SENSE by understanding the significance of biculturalism in New Zealand. To FOCUS on interpreting resource material for validity, meaning and relevance.		To generate by producing a technological outcome To refine by transforming materials to be fit for purpose

Using a variety of ideas from paper's past, as well as students developing their own inquiry into an aspect of the area.

While we are lucky at Hobsonville Point to have such a variety of history around us, from being an RNZAF base, also around us is the former pottery companies that existed, they loved the white clay of Onekiritea. 

Also using the https://www.heritage.org.nz/the-list site, as well as local historical knowledge to get students investigating their local history. Aspects of research, collecting images that are on the https://digitalnz.org/ project. As well as students going and taking their own images, an aspect of this is included at the bottom of the email around enabling priority learners.

Students looked at the buildings and areas that exist on the point and choose one from the list that was provided or one of their own suggestions. 

Students learnt how to do isometric drawings, as well as drawing sketches. They then took these into Google Sketchup to enable them to learn new tools and techniques in an unknown piece of software that they could then use to model up an idea in the future.

While we used the Auckland Design Guidelines, getting students to design and develop a sign that could be used to display the information. This highlighted to the students the new part of the progress outcome of the DDDO Progress Outcomes.

http://content.aucklanddesignmanual.co.nz/resources/park-elements/interpretive-signage/Documents/Signage%20-%20Auckland%20Council%20Signage%20Manual%202013.pdf

Opportunity for Priority Learners.

Outcomes involved students even creating their location through the use of Minecraft, working at below curriculum levels. But opportunities to build and develop content that could be used to incorporate into their design.

Also involved a student that is wheelchair bound to hook up a go pro to there wheel chair computer bracket for them to go out and take photos of their historical place to be able to incorporate their research and own images in their work.

Progress Outcome 3 used

In authentic contexts, students follow a defined process to design, develop, store, test, and evaluate digital content to address given contexts or issues, taking into account immediate social, ethical, and end-user considerations. They identify the key features of selected software and choose the most appropriate software and file types to develop and combine digital conten