As part of the required course knowledge pupils need to be able to outline the process involved in taking a square wooden blank and preparing it for turning between centres. These pictures depict that process chronologically.

Stage 1 * Preparation of wooden blank. Cut to size. Sand square. Mark across diagonals. Centre punch the centre point. Use spring dividers to mark circumference. Repeat on other end.

Stage 2 * Plane off corners down to circumference line. This takes cross section from square to octagon. This reduces force on cutting toll in initial prep of blank. Mount between fork [driven] centre and dead [or live ] centre at tailstock end. Apply grease a dead centre end. apply force from tailstock end to force fork into material at driven end. Adjust toolstock height to suit. Check for clearance.

Stage 3 * Roughout using scraper to diameter. Use combination of gouges and skew chisels to add beads and other decorative detailing as required. Ensure spindle speed is appropriate for material and cross section under consideration. Obey all safety instructions.

As part of the required course knowledge pupils need to be able to outline the process involved in taking a square wooden blank and preparing it for turning between centres. These pictures depict that process chronologically.

Stage 1 * Preparation of wooden blank. Cut to size. Sand square. Mark across diagonals. Centre punch the centre point. Use spring dividers to mark circumference. Repeat on other end.

Stage 2 * Plane off corners down to circumference line. This takes cross section from square to octagon. This reduces force on cutting toll in initial prep of blank. Mount between fork [driven] centre and dead [or live ] centre at tailstock end. Apply grease a dead centre end. apply force from tailstock end to force fork into material at driven end. Adjust toolstock height to suit. Check for clearance.

Stage 3 * Roughout using scraper to diameter. Use combination of gouges and skew chisels to add beads and other decorative detailing as required. Ensure spindle speed is appropriate for material and cross section under consideration. Obey all safety instructions.

As part of the required course knowledge pupils need to be able to outline the process involved in taking a square wooden blank and preparing it for turning between centres. These pictures depict that process chronologically.

Stage 1 * Preparation of wooden blank. Cut to size. Sand square. Mark across diagonals. Centre punch the centre point. Use spring dividers to mark circumference. Repeat on other end.

Stage 2 * Plane off corners down to circumference line. This takes cross section from square to octagon. This reduces force on cutting toll in initial prep of blank. Mount between fork [driven] centre and dead [or live ] centre at tailstock end. Apply grease a dead centre end. apply force from tailstock end to force fork into material at driven end. Adjust toolstock height to suit. Check for clearance.

Stage 3 * Roughout using scraper to diameter. Use combination of gouges and skew chisels to add beads and other decorative detailing as required. Ensure spindle speed is appropriate for material and cross section under consideration. Obey all safety instructions.

The first project S3 Craft & Design pupils undertake is a major design project to devise storage unit made up from common box joints. Examples of their efforts are shown here. They are a great year group and their solutions demonstrate their diversity, work etic and desire for quality finished folio and practical outcomes. It has been a real pleasure working with them this year. I look forward to seeing what their S4 projects will look like if their S3 work is anything to go on!

As part of the required course knowledge pupils need to be able to outline the process involved in taking a square wooden blank and preparing it for turning between centres. These pictures depict that process chronologically.

Stage 1 * Preparation of wooden blank. Cut to size. Sand square. Mark across diagonals. Centre punch the centre point. Use spring dividers to mark circumference. Repeat on other end.

Stage 2 * Plane off corners down to circumference line. This takes cross section from square to octagon. This reduces force on cutting toll in initial prep of blank. Mount between fork [driven] centre and dead [or live ] centre at tailstock end. Apply grease a dead centre end. apply force from tailstock end to force fork into material at driven end. Adjust toolstock height to suit. Check for clearance.

Stage 3 * Roughout using scraper to diameter. Use combination of gouges and skew chisels to add beads and other decorative detailing as required. Ensure spindle speed is appropriate for material and cross section under consideration. Obey all safety instructions.

As part of the required course knowledge pupils need to be able to outline the process involved in taking a square wooden blank and preparing it for turning between centres. These pictures depict that process chronologically.

Stage 1 * Preparation of wooden blank. Cut to size. Sand square. Mark across diagonals. Centre punch the centre point. Use spring dividers to mark circumference. Repeat on other end.

Stage 2 * Plane off corners down to circumference line. This takes cross section from square to octagon. This reduces force on cutting toll in initial prep of blank. Mount between fork [driven] centre and dead [or live ] centre at tailstock end. Apply grease a dead centre end. apply force from tailstock end to force fork into material at driven end. Adjust toolstock height to suit. Check for clearance.

Stage 3 * Roughout using scraper to diameter. Use combination of gouges and skew chisels to add beads and other decorative detailing as required. Ensure spindle speed is appropriate for material and cross section under consideration. Obey all safety instructions.

As part of the required course knowledge pupils need to be able to outline the process involved in taking a square wooden blank and preparing it for turning between centres. These pictures depict that process chronologically.

Stage 1 * Preparation of wooden blank. Cut to size. Sand square. Mark across diagonals. Centre punch the centre point. Use spring dividers to mark circumference. Repeat on other end.

Stage 2 * Plane off corners down to circumference line. This takes cross section from square to octagon. This reduces force on cutting toll in initial prep of blank. Mount between fork [driven] centre and dead [or live ] centre at tailstock end. Apply grease a dead centre end. apply force from tailstock end to force fork into material at driven end. Adjust toolstock height to suit. Check for clearance.

Stage 3 * Roughout using scraper to diameter. Use combination of gouges and skew chisels to add beads and other decorative detailing as required. Ensure spindle speed is appropriate for material and cross section under consideration. Obey all safety instructions.

2.5, and the other S2 classes are attempting to simplify their clock designs so that the right balance between visual interest and technical complexity is established. Evaluation criteria are discussed and agreed with the class. We came up with the following rules:

1. No more than five parts. [Not including backing piece]

2. No more than thirteen edges.

3. No tiny little parts.

4. No really tight curves.

5. If possible, all parts should be the same colour.

6. Must collapse back to a square, circle or triangle.

7. Must be manageable in a six period build time.

All rules were agreed after the practical limitations were explained. Pupils were urged to, "design in simplicity". After all, if the model is not completed within the build time what we'll end up creating is scrap. Also, we're firm believers in Mies van der Rohe's famous line, "Less is More". A day rarely passes when somebody is not heard proclaiming this statement. And it really is true. Simplicity is harder to design than complexity. Good design should look effortless but it rarely is.

These pupils have really grasped this and are demonstrating some really clever ways of explaining their design thinking in diagrammatic form using arrows to sequence the stages their thinking goes through. Interesting. Well done you lot. Keep it up!

As part of the required course knowledge pupils need to be able to outline the process involved in taking a square wooden blank and preparing it for turning between centres. These pictures depict that process chronologically.

Stage 1 * Preparation of wooden blank. Cut to size. Sand square. Mark across diagonals. Centre punch the centre point. Use spring dividers to mark circumference. Repeat on other end.

Stage 2 * Plane off corners down to circumference line. This takes cross section from square to octagon. This reduces force on cutting toll in initial prep of blank. Mount between fork [driven] centre and dead [or live ] centre at tailstock end. Apply grease a dead centre end. apply force from tailstock end to force fork into material at driven end. Adjust toolstock height to suit. Check for clearance.

Stage 3 * Roughout using scraper to diameter. Use combination of gouges and skew chisels to add beads and other decorative detailing as required. Ensure spindle speed is appropriate for material and cross section under consideration. Obey all safety instructions.

As part of the required course knowledge pupils need to be able to outline the process involved in taking a square wooden blank and preparing it for turning between centres. These pictures depict that process chronologically.

Stage 1 * Preparation of wooden blank. Cut to size. Sand square. Mark across diagonals. Centre punch the centre point. Use spring dividers to mark circumference. Repeat on other end.

Stage 2 * Plane off corners down to circumference line. This takes cross section from square to octagon. This reduces force on cutting toll in initial prep of blank. Mount between fork [driven] centre and dead [or live ] centre at tailstock end. Apply grease a dead centre end. apply force from tailstock end to force fork into material at driven end. Adjust toolstock height to suit. Check for clearance.

Stage 3 * Roughout using scraper to diameter. Use combination of gouges and skew chisels to add beads and other decorative detailing as required. Ensure spindle speed is appropriate for material and cross section under consideration. Obey all safety instructions.

As part of the required course knowledge pupils need to be able to outline the process involved in taking a square wooden blank and preparing it for turning between centres. These pictures depict that process chronologically.

Stage 1 * Preparation of wooden blank. Cut to size. Sand square. Mark across diagonals. Centre punch the centre point. Use spring dividers to mark circumference. Repeat on other end.

Stage 2 * Plane off corners down to circumference line. This takes cross section from square to octagon. This reduces force on cutting toll in initial prep of blank. Mount between fork [driven] centre and dead [or live ] centre at tailstock end. Apply grease a dead centre end. apply force from tailstock end to force fork into material at driven end. Adjust toolstock height to suit. Check for clearance.

Stage 3 * Roughout using scraper to diameter. Use combination of gouges and skew chisels to add beads and other decorative detailing as required. Ensure spindle speed is appropriate for material and cross section under consideration. Obey all safety instructions.

As part of the required course knowledge pupils need to be able to outline the process involved in taking a square wooden blank and preparing it for turning between centres. These pictures depict that process chronologically.

Stage 1 * Preparation of wooden blank. Cut to size. Sand square. Mark across diagonals. Centre punch the centre point. Use spring dividers to mark circumference. Repeat on other end.

Stage 2 * Plane off corners down to circumference line. This takes cross section from square to octagon. This reduces force on cutting toll in initial prep of blank. Mount between fork [driven] centre and dead [or live ] centre at tailstock end. Apply grease a dead centre end. apply force from tailstock end to force fork into material at driven end. Adjust toolstock height to suit. Check for clearance.

Stage 3 * Roughout using scraper to diameter. Use combination of gouges and skew chisels to add beads and other decorative detailing as required. Ensure spindle speed is appropriate for material and cross section under consideration. Obey all safety instructions.

As part of the required course knowledge pupils need to be able to outline the process involved in taking a square wooden blank and preparing it for turning between centres. These pictures depict that process chronologically.

Stage 1 * Preparation of wooden blank. Cut to size. Sand square. Mark across diagonals. Centre punch the centre point. Use spring dividers to mark circumference. Repeat on other end.

Stage 2 * Plane off corners down to circumference line. This takes cross section from square to octagon. This reduces force on cutting toll in initial prep of blank. Mount between fork [driven] centre and dead [or live ] centre at tailstock end. Apply grease a dead centre end. apply force from tailstock end to force fork into material at driven end. Adjust toolstock height to suit. Check for clearance.

Stage 3 * Roughout using scraper to diameter. Use combination of gouges and skew chisels to add beads and other decorative detailing as required. Ensure spindle speed is appropriate for material and cross section under consideration. Obey all safety instructions.

As part of the required course knowledge pupils need to be able to outline the process involved in taking a square wooden blank and preparing it for turning between centres. These pictures depict that process chronologically.

Stage 1 * Preparation of wooden blank. Cut to size. Sand square. Mark across diagonals. Centre punch the centre point. Use spring dividers to mark circumference. Repeat on other end.

Stage 2 * Plane off corners down to circumference line. This takes cross section from square to octagon. This reduces force on cutting toll in initial prep of blank. Mount between fork [driven] centre and dead [or live ] centre at tailstock end. Apply grease a dead centre end. apply force from tailstock end to force fork into material at driven end. Adjust toolstock height to suit. Check for clearance.

Stage 3 * Roughout using scraper to diameter. Use combination of gouges and skew chisels to add beads and other decorative detailing as required. Ensure spindle speed is appropriate for material and cross section under consideration. Obey all safety instructions.

2.5, and the other S2 classes are attempting to simplify their clock designs so that the right balance between visual interest and technical complexity is established. Evaluation criteria are discussed and agreed with the class. We came up with the following rules:

1. No more than five parts. [Not including backing piece]

2. No more than thirteen edges.

3. No tiny little parts.

4. No really tight curves.

5. If possible, all parts should be the same colour.

6. Must collapse back to a square, circle or triangle.

7. Must be manageable in a six period build time.

All rules were agreed after the practical limitations were explained. Pupils were urged to, "design in simplicity". After all, if the model is not completed within the build time what we'll end up creating is scrap. Also, we're firm believers in Mies van der Rohe's famous line, "Less is More". A day rarely passes when somebody is not heard proclaiming this statement. And it really is true. Simplicity is harder to design than complexity. Good design should look effortless but it rarely is.

These pupils have really grasped this and are demonstrating some really clever ways of explaining their design thinking in diagrammatic form using arrows to sequence the stages their thinking goes through. Interesting. Well done you lot. Keep it up!

As part of the required course knowledge pupils need to be able to outline the process involved in taking a square wooden blank and preparing it for turning between centres. These pictures depict that process chronologically.

Stage 1 * Preparation of wooden blank. Cut to size. Sand square. Mark across diagonals. Centre punch the centre point. Use spring dividers to mark circumference. Repeat on other end.

Stage 2 * Plane off corners down to circumference line. This takes cross section from square to octagon. This reduces force on cutting toll in initial prep of blank. Mount between fork [driven] centre and dead [or live ] centre at tailstock end. Apply grease a dead centre end. apply force from tailstock end to force fork into material at driven end. Adjust toolstock height to suit. Check for clearance.

Stage 3 * Roughout using scraper to diameter. Use combination of gouges and skew chisels to add beads and other decorative detailing as required. Ensure spindle speed is appropriate for material and cross section under consideration. Obey all safety instructions.

As part of the required course knowledge pupils need to be able to outline the process involved in taking a square wooden blank and preparing it for turning between centres. These pictures depict that process chronologically.

Stage 1 * Preparation of wooden blank. Cut to size. Sand square. Mark across diagonals. Centre punch the centre point. Use spring dividers to mark circumference. Repeat on other end.

Stage 2 * Plane off corners down to circumference line. This takes cross section from square to octagon. This reduces force on cutting toll in initial prep of blank. Mount between fork [driven] centre and dead [or live ] centre at tailstock end. Apply grease a dead centre end. apply force from tailstock end to force fork into material at driven end. Adjust toolstock height to suit. Check for clearance.

Stage 3 * Roughout using scraper to diameter. Use combination of gouges and skew chisels to add beads and other decorative detailing as required. Ensure spindle speed is appropriate for material and cross section under consideration. Obey all safety instructions.

As part of the required course knowledge pupils need to be able to outline the process involved in taking a square wooden blank and preparing it for turning between centres. These pictures depict that process chronologically.

Stage 1 * Preparation of wooden blank. Cut to size. Sand square. Mark across diagonals. Centre punch the centre point. Use spring dividers to mark circumference. Repeat on other end.

Stage 2 * Plane off corners down to circumference line. This takes cross section from square to octagon. This reduces force on cutting toll in initial prep of blank. Mount between fork [driven] centre and dead [or live ] centre at tailstock end. Apply grease a dead centre end. apply force from tailstock end to force fork into material at driven end. Adjust toolstock height to suit. Check for clearance.

Stage 3 * Roughout using scraper to diameter. Use combination of gouges and skew chisels to add beads and other decorative detailing as required. Ensure spindle speed is appropriate for material and cross section under consideration. Obey all safety instructions.

2.5, and the other S2 classes are attempting to simplify their clock designs so that the right balance between visual interest and technical complexity is established. Evaluation criteria are discussed and agreed with the class. We came up with the following rules:

1. No more than five parts. [Not including backing piece]

2. No more than thirteen edges.

3. No tiny little parts.

4. No really tight curves.

5. If possible, all parts should be the same colour.

6. Must collapse back to a square, circle or triangle.

7. Must be manageable in a six period build time.

All rules were agreed after the practical limitations were explained. Pupils were urged to, "design in simplicity". After all, if the model is not completed within the build time what we'll end up creating is scrap. Also, we're firm believers in Mies van der Rohe's famous line, "Less is More". A day rarely passes when somebody is not heard proclaiming this statement. And it really is true. Simplicity is harder to design than complexity. Good design should look effortless but it rarely is.

These pupils have really grasped this and are demonstrating some really clever ways of explaining their design thinking in diagrammatic form using arrows to sequence the stages their thinking goes through. Interesting. Well done you lot. Keep it up!

As part of the required course knowledge pupils need to be able to outline the process involved in taking a square wooden blank and preparing it for turning between centres. These pictures depict that process chronologically.

Stage 1 * Preparation of wooden blank. Cut to size. Sand square. Mark across diagonals. Centre punch the centre point. Use spring dividers to mark circumference. Repeat on other end.

Stage 2 * Plane off corners down to circumference line. This takes cross section from square to octagon. This reduces force on cutting toll in initial prep of blank. Mount between fork [driven] centre and dead [or live ] centre at tailstock end. Apply grease a dead centre end. apply force from tailstock end to force fork into material at driven end. Adjust toolstock height to suit. Check for clearance.

Stage 3 * Roughout using scraper to diameter. Use combination of gouges and skew chisels to add beads and other decorative detailing as required. Ensure spindle speed is appropriate for material and cross section under consideration. Obey all safety instructions.

2.5, and the other S2 classes are attempting to simplify their clock designs so that the right balance between visual interest and technical complexity is established. Evaluation criteria are discussed and agreed with the class. We came up with the following rules:

1. No more than five parts. [Not including backing piece]

2. No more than thirteen edges.

3. No tiny little parts.

4. No really tight curves.

5. If possible, all parts should be the same colour.

6. Must collapse back to a square, circle or triangle.

7. Must be manageable in a six period build time.

All rules were agreed after the practical limitations were explained. Pupils were urged to, "design in simplicity". After all, if the model is not completed within the build time what we'll end up creating is scrap. Also, we're firm believers in Mies van der Rohe's famous line, "Less is More". A day rarely passes when somebody is not heard proclaiming this statement. And it really is true. Simplicity is harder to design than complexity. Good design should look effortless but it rarely is.

These pupils have really grasped this and are demonstrating some really clever ways of explaining their design thinking in diagrammatic form using arrows to sequence the stages their thinking goes through. Interesting. Well done you lot. Keep it up!

As part of the required course knowledge pupils need to be able to outline the process involved in taking a square wooden blank and preparing it for turning between centres. These pictures depict that process chronologically.

Stage 1 * Preparation of wooden blank. Cut to size. Sand square. Mark across diagonals. Centre punch the centre point. Use spring dividers to mark circumference. Repeat on other end.

Stage 2 * Plane off corners down to circumference line. This takes cross section from square to octagon. This reduces force on cutting toll in initial prep of blank. Mount between fork [driven] centre and dead [or live ] centre at tailstock end. Apply grease a dead centre end. apply force from tailstock end to force fork into material at driven end. Adjust toolstock height to suit. Check for clearance.

Stage 3 * Roughout using scraper to diameter. Use combination of gouges and skew chisels to add beads and other decorative detailing as required. Ensure spindle speed is appropriate for material and cross section under consideration. Obey all safety instructions.

The first project S3 Craft & Design pupils undertake is a major design project to devise storage unit made up from common box joints. Examples of their efforts are shown here. They are a great year group and their solutions demonstrate their diversity, work etic and desire for quality finished folio and practical outcomes. It has been a real pleasure working with them this year. I look forward to seeing what their S4 projects will look like if their S3 work is anything to go on!

2.5, and the other S2 classes are attempting to simplify their clock designs so that the right balance between visual interest and technical complexity is established. Evaluation criteria are discussed and agreed with the class. We came up with the following rules:

1. No more than five parts. [Not including backing piece]

2. No more than thirteen edges.

3. No tiny little parts.

4. No really tight curves.

5. If possible, all parts should be the same colour.

6. Must collapse back to a square, circle or triangle.

7. Must be manageable in a six period build time.

All rules were agreed after the practical limitations were explained. Pupils were urged to, "design in simplicity". After all, if the model is not completed within the build time what we'll end up creating is scrap. Also, we're firm believers in Mies van der Rohe's famous line, "Less is More". A day rarely passes when somebody is not heard proclaiming this statement. And it really is true. Simplicity is harder to design than complexity. Good design should look effortless but it rarely is.

These pupils have really grasped this and are demonstrating some really clever ways of explaining their design thinking in diagrammatic form using arrows to sequence the stages their thinking goes through. Interesting. Well done you lot. Keep it up!

As part of the required course knowledge pupils need to be able to outline the process involved in taking a square wooden blank and preparing it for turning between centres. These pictures depict that process chronologically.

Stage 1 * Preparation of wooden blank. Cut to size. Sand square. Mark across diagonals. Centre punch the centre point. Use spring dividers to mark circumference. Repeat on other end.

Stage 2 * Plane off corners down to circumference line. This takes cross section from square to octagon. This reduces force on cutting toll in initial prep of blank. Mount between fork [driven] centre and dead [or live ] centre at tailstock end. Apply grease a dead centre end. apply force from tailstock end to force fork into material at driven end. Adjust toolstock height to suit. Check for clearance.

Stage 3 * Roughout using scraper to diameter. Use combination of gouges and skew chisels to add beads and other decorative detailing as required. Ensure spindle speed is appropriate for material and cross section under consideration. Obey all safety instructions.

The first project S3 Craft & Design pupils undertake is a major design project to devise storage unit made up from common box joints. Examples of their efforts are shown here. They are a great year group and their solutions demonstrate their diversity, work etic and desire for quality finished folio and practical outcomes. It has been a real pleasure working with them this year. I look forward to seeing what their S4 projects will look like if their S3 work is anything to go on!

2.5, and the other S2 classes are attempting to simplify their clock designs so that the right balance between visual interest and technical complexity is established. Evaluation criteria are discussed and agreed with the class. We came up with the following rules:

1. No more than five parts. [Not including backing piece]

2. No more than thirteen edges.

3. No tiny little parts.

4. No really tight curves.

5. If possible, all parts should be the same colour.

6. Must collapse back to a square, circle or triangle.

7. Must be manageable in a six period build time.

All rules were agreed after the practical limitations were explained. Pupils were urged to, "design in simplicity". After all, if the model is not completed within the build time what we'll end up creating is scrap. Also, we're firm believers in Mies van der Rohe's famous line, "Less is More". A day rarely passes when somebody is not heard proclaiming this statement. And it really is true. Simplicity is harder to design than complexity. Good design should look effortless but it rarely is.

These pupils have really grasped this and are demonstrating some really clever ways of explaining their design thinking in diagrammatic form using arrows to sequence the stages their thinking goes through. Interesting. Well done you lot. Keep it up!

The first project S3 Craft & Design pupils undertake is a major design project to devise storage unit made up from common box joints. Examples of their efforts are shown here. They are a great year group and their solutions demonstrate their diversity, work etic and desire for quality finished folio and practical outcomes. It has been a real pleasure working with them this year. I look forward to seeing what their S4 projects will look like if their S3 work is anything to go on!

The first project S3 Craft & Design pupils undertake is a major design project to devise storage unit made up from common box joints. Examples of their efforts are shown here. They are a great year group and their solutions demonstrate their diversity, work etic and desire for quality finished folio and practical outcomes. It has been a real pleasure working with them this year. I look forward to seeing what their S4 projects will look like if their S3 work is anything to go on!

20170630 한국공예디자인문화진흥원 업무협약식

por Ana Luísa, da TACóN Acessórios

blogged superziper.blogspot.com/2009/03/um-role-pela-craftdesign....

The first project S3 Craft & Design pupils undertake is a major design project to devise storage unit made up from common box joints. Examples of their efforts are shown here. They are a great year group and their solutions demonstrate their diversity, work etic and desire for quality finished folio and practical outcomes. It has been a real pleasure working with them this year. I look forward to seeing what their S4 projects will look like if their S3 work is anything to go on!

The first project S3 Craft & Design pupils undertake is a major design project to devise storage unit made up from common box joints. Examples of their efforts are shown here. They are a great year group and their solutions demonstrate their diversity, work etic and desire for quality finished folio and practical outcomes. It has been a real pleasure working with them this year. I look forward to seeing what their S4 projects will look like if their S3 work is anything to go on!

2.5, and the other S2 classes are attempting to simplify their clock designs so that the right balance between visual interest and technical complexity is established. Evaluation criteria are discussed and agreed with the class. We came up with the following rules:

1. No more than five parts. [Not including backing piece]

2. No more than thirteen edges.

3. No tiny little parts.

4. No really tight curves.

5. If possible, all parts should be the same colour.

6. Must collapse back to a square, circle or triangle.

7. Must be manageable in a six period build time.

All rules were agreed after the practical limitations were explained. Pupils were urged to, "design in simplicity". After all, if the model is not completed within the build time what we'll end up creating is scrap. Also, we're firm believers in Mies van der Rohe's famous line, "Less is More". A day rarely passes when somebody is not heard proclaiming this statement. And it really is true. Simplicity is harder to design than complexity. Good design should look effortless but it rarely is.

These pupils have really grasped this and are demonstrating some really clever ways of explaining their design thinking in diagrammatic form using arrows to sequence the stages their thinking goes through. Interesting. Well done you lot. Keep it up!

The first project S3 Craft & Design pupils undertake is a major design project to devise storage unit made up from common box joints. Examples of their efforts are shown here. They are a great year group and their solutions demonstrate their diversity, work etic and desire for quality finished folio and practical outcomes. It has been a real pleasure working with them this year. I look forward to seeing what their S4 projects will look like if their S3 work is anything to go on!

The first project S3 Craft & Design pupils undertake is a major design project to devise storage unit made up from common box joints. Examples of their efforts are shown here. They are a great year group and their solutions demonstrate their diversity, work etic and desire for quality finished folio and practical outcomes. It has been a real pleasure working with them this year. I look forward to seeing what their S4 projects will look like if their S3 work is anything to go on!

The first project S3 Craft & Design pupils undertake is a major design project to devise storage unit made up from common box joints. Examples of their efforts are shown here. They are a great year group and their solutions demonstrate their diversity, work etic and desire for quality finished folio and practical outcomes. It has been a real pleasure working with them this year. I look forward to seeing what their S4 projects will look like if their S3 work is anything to go on!

The first project S3 Craft & Design pupils undertake is a major design project to devise storage unit made up from common box joints. Examples of their efforts are shown here. They are a great year group and their solutions demonstrate their diversity, work etic and desire for quality finished folio and practical outcomes. It has been a real pleasure working with them this year. I look forward to seeing what their S4 projects will look like if their S3 work is anything to go on!

The first project S3 Craft & Design pupils undertake is a major design project to devise storage unit made up from common box joints. Examples of their efforts are shown here. They are a great year group and their solutions demonstrate their diversity, work etic and desire for quality finished folio and practical outcomes. It has been a real pleasure working with them this year. I look forward to seeing what their S4 projects will look like if their S3 work is anything to go on!

The first project S3 Craft & Design pupils undertake is a major design project to devise storage unit made up from common box joints. Examples of their efforts are shown here. They are a great year group and their solutions demonstrate their diversity, work etic and desire for quality finished folio and practical outcomes. It has been a real pleasure working with them this year. I look forward to seeing what their S4 projects will look like if their S3 work is anything to go on!

The first project S3 Craft & Design pupils undertake is a major design project to devise storage unit made up from common box joints. Examples of their efforts are shown here. They are a great year group and their solutions demonstrate their diversity, work etic and desire for quality finished folio and practical outcomes. It has been a real pleasure working with them this year. I look forward to seeing what their S4 projects will look like if their S3 work is anything to go on!

The first project S3 Craft & Design pupils undertake is a major design project to devise storage unit made up from common box joints. Examples of their efforts are shown here. They are a great year group and their solutions demonstrate their diversity, work etic and desire for quality finished folio and practical outcomes. It has been a real pleasure working with them this year. I look forward to seeing what their S4 projects will look like if their S3 work is anything to go on!

The first project S3 Craft & Design pupils undertake is a major design project to devise storage unit made up from common box joints. Examples of their efforts are shown here. They are a great year group and their solutions demonstrate their diversity, work etic and desire for quality finished folio and practical outcomes. It has been a real pleasure working with them this year. I look forward to seeing what their S4 projects will look like if their S3 work is anything to go on!

The first project S3 Craft & Design pupils undertake is a major design project to devise storage unit made up from common box joints. Examples of their efforts are shown here. They are a great year group and their solutions demonstrate their diversity, work etic and desire for quality finished folio and practical outcomes. It has been a real pleasure working with them this year. I look forward to seeing what their S4 projects will look like if their S3 work is anything to go on!

The S4 Craft & Design class are now using this site as their primary source of teacher/peer review and feedback. Observations on work in progress will be made by Mr. Jennings on a regular basis. Comments from the class will be encouraged and moderated by Mr. J. Comments and tags will be altered over time to better reflect the content. Given the massive quantity of paperwork generated by classes in the department this would appear to be the most efficient feedback mechanism.

The S4 Craft & Design class are now using this site as their primary source of teacher/peer review and feedback. Observations on work in progress will be made by Mr. Jennings on a regular basis. Comments from the class will be encouraged and moderated by Mr. J. Comments and tags will be altered over time to better reflect the content. Given the massive quantity of paperwork generated by classes in the department this would appear to be the most efficient feedback mechanism.

The first project S3 Craft & Design pupils undertake is a major design project to devise storage unit made up from common box joints. Examples of their efforts are shown here. They are a great year group and their solutions demonstrate their diversity, work etic and desire for quality finished folio and practical outcomes. It has been a real pleasure working with them this year. I look forward to seeing what their S4 projects will look like if their S3 work is anything to go on!