Grade 12 - Personal and Interpersonal Management

PRESCRIBED LEARNING OUTCOMES

• demonstrate employability skills
  
• describe the effects of technological change in the fields of drafting, design, and production
  
• use appropriate technical vocabulary and information technology tools to communicate solutions
  
• acquire an understanding of the principles of WCB and WHMIS regulations in the working environment
  
• explore career opportunities in the field of drafting and design
  
  

SUGGESTED INSTRUCTIONAL STRATEGIES

• Display in the school's Drafting shop the Conference Board of Canada's list of Employability Skills 2000+, available online at http://www.conferenceboard.ca/nbec/research.htm or from the Board at 255 Smyth Road, Ottawa, ON K1H 8M7 Canada, Tel. (613) 526-3280, Fax (613) 526-4857. Draw attention to it as opportunities arise.
  
• Have students in groups design a drafting office floor plan. Establish a design brief, then an overall design strategy (e.g., individual group members can lay out specified sections and incorporate external references to each other's data). Have groups create a project portfolio and a description of the process they followed.
  
• Lead a group discussion on possible ramifications for the manufacturing or construction industries in terms of errors and incomplete information on working drawings.
  
• Have students research an appropriate new CADD procedure, tip, or trick to share with classmates (colleagues) using resources such as current periodicals, the Internet, and software documentation. Have students prepare a tutorial on the procedure that could include:
  • drag-and-drop graphics
    
  • relevant applications
    
  • plotting instructions
    
  • an oral presentation.
  Discuss how the process followed in this assignment can be one affordable way for drafting firms to stay current and productive in a constantly changing technological environment.
• Have students, individually or in groups, review sections of the WCB regulations and identify those that specifically apply to drafting and design (i.e., the classroom or a workplace). Ask students to work in pairs to develop a drafting work station that considers personal safety and ergonomics. As an extension, have students design an ergonomic kitchen work space within a specified area, taking into account counter heights, the work triangle, and safety guidelines.
  

SUGGESTED ASSESSMENT STRATEGIES

• Challenge students as a class or in groups to develop a realistic marking criteria for a term project (e.g., a drafting office floor plan). Observe the extent to which they are able to work cooperatively in teams.
  
• Ask students to create portfolios of their drawings and design solutions (to include samples of working drawings, presentations and descriptions of how they were created, final versions, and self-assessments). Review the portfolio from time to time, looking for signs of:
  • organization
    
  • increased sophistication in problem-solving
    
  • increased technical ability or progression in drawing quality
    
  • increased creativity in using design elements
    
  • variation in and flexibility of approaches to presentations
    
  • increased awareness of how to combine drafting skills.
    
• Ask students to complete the following sentence stems to assess their own abilities to apply a structured process in their designs:
  • Three ideas I considered when I began planning my design solution were ________
    
  • I was able to test the effectiveness of my solution by _______________.
    
  • One part of the project I would improve if I continued to develop this idea would be _______________.
    
• Have each student interview someone who works in the drafting and design field, write a report summarizing the research, and develop an education plan for that occupation. Collect the reports. Look for evidence that students are able to:
  • identify all facets of the job including responsibilities and salary
    
  • identify relevant personal attributes and skills
  • generate sequential lists of educational requirements
    
  • generate alternate pathways based on changes in technology and educational attainment
    
  • describe what they observed at the work site.
    

RECOMMENDED LEARNING RESOURCES

 Print Materials

• Architecture: Drafting and Design
  
• Architecture: Residential Drawing and Design
  
• Canadian Wood-Frame House Construction
  
• Engineering Drawing and Design
  

 Software

• AutoCAD 2000i
  
• AutoCAD LT 2000i
  
• Autodesk Inventor 4
  
• Ezedia MX
  

 CD-ROM

• Architectural Graphic Standards (also available in print)
• CADDEX AutoCAD R2000 Resource Library
  

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