Assessment 2: Programming a Unit of Work
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AssessmentInstructions.pptx8B. Finalising the Program
Dr Deborah Trevallion
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From Week 5
Read the design brief for the program with the group
Email the program to date to me and I will review it and get back to you in the next few days.
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Include in each program
A title page with the Design Brief
Program Synopsis
A rationale
Syllabus Outcomes
Syllabus Content (Learn about& Learn to)-What to teach
Teaching Strategies How to teach
Informal Assessment
Supporting resources
Teacher Evaluation Form
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Design Brief
Background:
My partner is from a traditional Japanese family who eat Japanese seafood dishes, they do not like Australian or western food. Both my mother and father are allergic to seafood. I invited both of our parents to our place for my partners birthday dinner.
Problem:
What will I serve for dinner?
Limitations:
Time-prepared in 1 hour, Cost <$10.00 per head, it must be delicious, nutritious and appealing.
Write a design brief that will involve the students using specific materials such as computing, food or textiles or timber or graphics that you will use for your program
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Design Limitations
In stage 4 teachers set limitations on the briefs, while they develop students skills at applying and modeling the design process/ problem solving.
Years 9&10 should see teachers set design briefs and now encourage students to set their own personal design situations and limitations.
Year 11& 12 students are designing and writing their own proposals, analysing the problem, setting their own limitations and design situations
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Title Page and Program Synopsis
Title Page: Subject name (Technology Mandatory), Year 7 or 8, Term 1,2,3,4, Year, 2025, School name, Teacher Name, Unit Name, Stage 4, Context Area and the Design Brief
A one page synopsis
| Week | Topic Taught | Outcomes Taught | Teacher Registration |
| 1 | Skills | ||
| 2 | Skills- | ||
| 3 | Design Brief, Revise Design Process | ||
| 4 | Design Process step 1 | ||
| 5 | Design Process step 2 | ||
| 6 | Design Process step 3 | ||
| 7 8 9 10 | Design Process step 3 Design Process step 3 Design Process step 3&4 Design Process step 4 |
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Program Rationale
Rationale-Reason why we are studying this.
Under this heading, in approximately 12-15lines, you must explain why it is important to study this program.
Read the syllabus rationale
Include links between the program content and the syllabus rationale
This can be written as a passage or the link can be in a table See following table
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Revision: PROGRAM GRID (1 week=1 page)
Week 1
| Outcome (Number and Words) | Content (Cut and paste from syllabus and elaborate) | Teaching Strategies | Informal Assessment | Resources |
| 1 | ||||
| 2 | ||||
| 3 | ||||
| 4 |
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CONTEXT AREA: MATERIALS OUTCOMES
designs, communicates and evaluates innovative ideas and creative solutions to authentic problems or opportunities TE4-1DP
plans and manages the production of designed solutions TE4-2DP
selects and safely applies a broad range of tools, materials and processes in the production of quality projects TE4-3DP
investigates how the characteristics and properties of tools, materials and processes affect their use in designed solutions TE4-9MA
explains how people in technology related professions contribute to society now and into the future TE4-10TS
.
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CONTEXT AREA: MATERIALS SYLLABUS CONTENT
DESIGN PROCESS STEP 1
IDENTIFYING AND DEFINING
Students:
investigate products and services for the individual and/or the community, considering ethical and social factors
investigate a current and innovative product developed by an Aboriginal and/or Torres Strait Islander designer that is influenced by their cultural identity
investigate the role of the professional in the related technology, and their impact on the environment and society
develop criteria to evaluate design ideas, processes and solutions, the functionality, aesthetics and a range of constraints, eg accessibility, cultural, economic, resources, safety, social, sustainability, technical
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CONTEXT AREA: MATERIALS CONTENT: DESIGN PROCESS STEP 2
RESEARCHING AND PLANNING
investigate the characteristics and properties of a range of materials and products
select from a range of materials, components, tools, equipment and processes to develop design solutions
experiment with a range of appropriate techniques to produce a design solution
generate and communicate the development of design ideas, plans and processes for various audiences using appropriate technical terms and technologies including graphical representation techniques, for example: sketches, drawings and computer-aided designs (CAD), patterns, models, digital presentations
use appropriate project management processes when working both individually and collaboratively to coordinate the production of a designed solution
select and justify the safe use of tools and equipment used to create a design solution
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CONTEXT AREA: MATERIALS CONTENT DESIGN PROCESS STEP 2
PRODUCING AND IMPLEMENTING
demonstrate safe, independent and collaborative work practices in the production of designed solutions
apply appropriate tools, equipment, materials, techniques and processes in the production of a design project, for example:
contemporary, traditional and/or advancing manufacturing techniques
surface preparation techniques, finishes, embellishments and/or decorations
materials to meet a specific need
consider innovative applications of advancing technologies to increase efficiency of time and/or materials in the production of models or products
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CONTEXT AREA: MATERIALS CONTENT DESIGN PROCESS STEP 4
TESTING AND EVALUATING
evaluate the effectiveness and suitability of choices made during the development and production of the solution
assess the solution against the predetermined criteria
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TEACHING STRATEGIES
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The TEACHING STRATEGIES to be taught will explain how you will teach.
.For Example:
Assess the impact of the activities undertaken in the development of design projects on the individual THROUGH THE COMPLETION OF A CLIENT QUESTIONNAIRE
Assess the impact of the activities undertaken in the development of design projects on societyTHROUGH AN INTERVIEW WITH APPROPRIATE MEMBERS OF SOCIETY
Assess the impact of the activities undertaken in the development of design projects on the environment THROUGH THE COMPLETIONS OF A LIFE CYCLE ANALYSIS TASK
The TEACHING STRATEGIES to be taught EXPLAIN HOW YOU WILL TEACH THE CONTENT In the program, this complete list of content must be taught.
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PROGRAM GRID (1 week=1 page)
Week 10
| Outcome (Number and Words) | Content (Cut and paste from syllabus and elaborate) | Teaching Strategies | Informal Assessment | Resource List |
| investigates how the characteristics and properties of tools, materials and processes affect their use in designed solutions TE4-9MA | evaluate the effectiveness and suitability of choices made during the development and production of the solution | T Displays an eposter of manufacturing procedure with images and sound S Edit and correct their written and illustrated manufacturing procedure. GATS-Digitize their procedure | Completed edited Written Procedure with PMI included. | 1. 2. |
| ” | “ | S Complete a PMI on each step focusing on content | Complete, edit & evaluate manufacturing Procedure with PMI | 1. |
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Informal Assessment
The informal assessment tasks are used to evaluate whether the student has achieved that section of the outcome.
The informal assessment is NOT worth any marks.
The informal assessment allows the teacher to see what the student knows and what they don’t
The informal task may have already been completed in the lesson
For example: When teaching the “processes used by designers” an informal assessment task may involve a task where the students list and describe the steps used (in the design process) by a designer of their choice.
If the student can describe the steps, they have achieved that section of the outcome.
If the student cannot describe the steps, the teacher will need to revise this with this student next lesson
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Resources
The resources can be listed at the end of the program as a reference list with numbers.
The numbers can be used in the program column which can be narrow
These resources will be used by a number of people so an accurate reference is required for each reference
This reference list ensures that all teachers know where to go to gather resources
For a ten week program 60-70 references to resources are required.
These references will include text books, academic articles, magazines, websites, applications, games and excursions
The teacher needs to provide accurate referencing for these to be used and they may be used more than once.
All ICT will need to be colour coded in the program, so must be included weekly.
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Example of resources
Visual thesaurus- https://visuwords.com/
Sample folio- file:///C:/Users/reece/Documents/UNI%202019/Sem%202/EDUC3507/ass%201-
%20Industry%20study/Industry%20Study%20-finished.pdf
Industry Study -finished.pdf
PMI sheet- Appendix 1
Online mind map- https://mind42.com/
WorkSafe (safety app)- https://apps.apple.com/app/id1078690937?fbclid=IwAR0wPGSxmq_ACTMYxybAqDYJNa7Gg56oBaBd7awanDIE3TjaiMtg01ldW uY
What is an industry study PowerPoint- (Resources to help)
https://www.acehsc.net/wp-content/uploads/Industrial_Technology_Resources_-
_TimberIndustry_Study_Assessment.pdf
http://thacindtech.weebly.com/industry-study.html
What is an industry study pamphlet-
https://www.acehsc.net/wp-content/uploads/Industrial_Technology_Resources_-
_TimberIndustry_Study_Assessment.pdf
http://thacindtech.weebly.com/industry-study.html
Word cloud- https://coggle.it/
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Coding the program
Colour code the program for
ICT inclusions-Green
Higher Order thinking activities-Blue
Program differentiation eg GATS, NESB…..Yellow
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What type of learning will your program promote?
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For Week 9
Complete AT2
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