“A curriculum exists to change the pupil, to give the pupil new power. One acid test for a curriculum is whether it enables even lower-attaining or disadvantaged pupils to clamber into the discourse and practices of educated people, so that they gain the powers of the powerful.”
“When students are assigned independent work [for example watching a tutorial video or reading a page], without checking, we don’t know who’s reading [or following], who’s understanding. We hope they are. But hope is not a pedagogy.”
Curriculum design involves thorough planning by specifying precisely what knowledge students should acquire. This clarity benefits both teachers and students, as students gain a clear understanding of what they are learning, while teachers comprehend what they are teaching. School curriculum leaders can also identify meaningful connections between different subjects when the curriculum is detailed. Elaborating on curriculum details aids teachers in contemplating progression within individual lessons and lesson sequences. Additionally, detailed curriculum content facilitates precise measurement of pupil performance, as it specifies the specific understanding that needs assessment. Precise content description is integral to effective curriculum design.
And so to designing a curriculum for Computer Aided Design (CAD). If we start with the assumption that we agree that CAD is a worthy and useful thing to teach, we need to start to select curriculum content. We can only concentrate on a few things at once, so we need to eliminate distractions from our CAD curriculum and hone in on what’s most important. Thinking about key concepts can help give the curriculum focus. What are the big ideas that are central to understanding and using CAD? What do we want pupils to know about them? How will we intentionally revisit them to develop deep understanding?
We know that understanding arises through connection, so we need to build-in connections within and between areas of learning. For example, we learn about axes in Maths and when using CAD. In order to ensure new knowledge sticks, we must return to it many times. This means thinking about sequencing content so that there’s space to revisit previous learning with multiple opportunities for practice.
We have a specialist CAD vocabulary we need to master. We need to know what these words are, what they mean and know where else they are used so as to avoid misconceptions. Extrude, revolve, shell, mirror, sketch…..We need to plan for how much new information is being added at any point, so pupils don’t experience cognitive overload.
So where to start. I think we should start by defining domains (or types) of knowledge in CAD.
I will use these definitions:
- Declarative knowledge: “Knowing what” or providing factual information such as specific facts or theories
- Procedural knowledge: “the understanding of how something is done, the series of steps or actions taken to accomplish a goal. Some procedural knowledge is domain-specific, some is transferable across domains”
- Substantive knowledge: “the specific, factual content for the subjects, which must be connected into a careful sequence.”
- Disciplinary knowledge: “the action taken within a particular subject to gain knowledge”
- Epistemic knowledge: “is the understanding of how expert practitioners of disciplines work and think”
- Interdisciplinary knowledge: "involves relating the concepts and content of one discipline/subject to the concepts and content of other disciplines/subjects”
- Hinterland knowledge: ““involves the rich array of content, stories, and examples that give meaning to the core”
The following is my first attempt to define CAD knowledge, it is not ordered.
Let's work together on this! Your suggestions, objections and corrections in the comments of this blog will be much appreciated as I develop this further.
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Declarative knowledge:
“Knowing what” or providing factual information such as specific facts or theories
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CAD stands for Computer-Aided Design, which refers to the use of computer software to create, modify, analyse, and optimise designs in various fields, including architecture, engineering, and product design.
Understanding the components of a CAD software interface, including tools, menus, toolbars, and palettes, and how to navigate and utilize them for design tasks.
Knowing the distinction between 2D (two-dimensional) and 3D (three-dimensional) design within CAD, and understanding how to create and manipulate both types of designs.
Knowledge of geometric construction tools and techniques, such as drawing lines, circles, arcs, and polygons, and how to use them to create precise shapes and forms.
Parametric modelling is an approach to 3D CAD in which you capture design intent using features and constraints.
Knowing how to add dimensions and annotations to CAD drawings, including text, symbols, and labels, to communicate important information about the design.
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Procedural knowledge:
“the understanding of how something is done, the series of steps or actions taken to accomplish a goal. Some procedural knowledge is domain-specific, some is transferable across domains”
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How to navigate a 3D workspace with a 3 button mouse
Knowing how to use CAD tools to create fundamental geometric shapes, such as lines, circles, rectangles, and polygons, as building blocks for more complex designs.
Knowing how to create three-dimensional objects using CAD, including extrusion, lofting, and revolving techniques to generate complex shapes.
Understanding how to draw lines with specified lengths and angles, and using editing tools to modify line segments, such as trimming, extending, and filleting.
Understanding how to edit and modify 3D models, including techniques such as Boolean operations, chamfering, and filleting to refine and adjust the geometry.
Ability to import external files, such as images or geometry from other CAD software, and export CAD files in various formats for compatibility with other systems.
Developing problem-solving skills to address common issues and errors that may arise during the CAD design process, such as intersecting geometry or dimensioning conflicts.
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Substantive knowledge:
“the specific, factual content for the subjects, which must be connected into a careful sequence.”
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CAD can help designers by visualising a shape in 3D, but this requires the prior knowledge of 2D and 3D views
Familiarity with common CAD file formats (e.g., .DWG, .DXF) and understanding issues related to interoperability, enabling the exchange of design data between different CAD software.
Knowledge of considerations and limitations when using CAD for creating designs intended for prototyping or 3D printing, including material requirements and resolution considerations.
Understanding the integration of Computer-Aided Manufacturing (CAM) with CAD, including how CAD models can be used for generating toolpaths and instructions for CNC machining or additive manufacturing.
Understanding how CAD is applied in specific industries such as architecture, aerospace, automotive, or electronics.
Understanding legal and ethical considerations related to CAD, including intellectual property rights, licensing agreements, and ethical practices in design and collaboration.
Studying real-world examples and case studies where CAD has been applied successfully in design and manufacturing, gaining insights into practical applications and challenges.
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Disciplinary knowledge:
“the action taken within a particular subject to gain knowledge”
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The relationship between 2 and 3 dimensions in design
Understanding geometric principles, including angles, lines, circles, and polygons.
Knowledge of various manufacturing processes, such as machining, injection moulding, and 3D printing, to design products that can be feasibly and efficiently manufactured.
Knowledge of human factors and ergonomic principles for designing products that are user-friendly, comfortable, and align with human capabilities within CAD.
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Epistemic knowledge:
“is the understanding of how expert practitioners of disciplines work and think”
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Specific Design Thinking methodologies to aide ideation e.g SCAMPER
Developing the habit of reflective practice, which involves critically reflecting on one's own CAD design process, identifying areas for improvement, and learning from past design experiences.
Being aware of emerging technologies related to CAD, such as virtual reality (VR) or generative design, and knowing how to explore and integrate these technologies into the design process.
Knowing how to explore design libraries, repositories, and online platforms for CAD models, components, and templates that can be leveraged in design projects.
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Interdisciplinary knowledge:
“involves relating the concepts and content of one discipline/subject to the concepts and content of other disciplines/subjects”
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Anthropometric data is the result of demographic sampling and is calculated using percentiles.
incorporating principles of art and design, such as colour theory, composition, and aesthetics, into CAD models to create visually appealing and well-designed products.
Considering principles of sustainability and environmental science in CAD design, making informed decisions about materials, energy efficiency, and the overall impact of products.
Merging principles from materials science and engineering into CAD design, considering material properties, durability, and environmental impact in product development.
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Hinterland knowledge:
“involves relating the concepts and content of one
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Understanding the historical development of CAD, including key milestones, technological advancements, and the evolution of CAD software over time.
Recognizing the impact of globalisation on design processes, including how CAD facilitates collaboration across geographic boundaries and influences design choices in a global context.
Being aware of the broader digital transformation occurring in industries and understanding how CAD contributes to the integration of digital technologies in manufacturing and design processes.
Being aware of open-source movements in design and CAD, understanding the philosophy behind open-source software.
Understanding the historical evolution of prototyping technologies, including how CAD has influenced the shift from traditional prototyping methods to digital prototyping.
Being aware of broader digital literacy trends, including how digital literacy requirements evolve in education and the workforce, influencing the skillsets expected of CAD users.
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