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PIALBA STATE SCHOOL: DESIGN & TECHNOLOGY YEAR 4 SEMESTER 2 UNIT 1 PLAN Deep Learning Inquiry Cycle Question Repurpose It! In this unit, students will investigate the suitability of materials, systems, components, tools and equipment for specific purposes. They will repurpose a clothing item with other recycled materials to create a useful item. Students will apply processes and production skills, to: Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to produce designed solutions Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques Plan a sequence of production steps when making designed solutions individually and collaboratively Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions Pedagogical Practices Levering Digitally Learning Environments Learning Partnerships Pedagogical Practices are used to design, monitor and assess learning. Leveraging digital accelerates access to knowledge beyond the classroom and cultivates Learning Environments foster 24/7 interaction in trusting environments where students take responsibility for their Learning Partnerships are cultivated between and among students, teachers, families and the wider environment 1 of 43 DiT_YP-02Band_U1_AT_COW Assessment (D – Diagnostic, M- Monitoring, S – Summative) Week D-F- S Assessment Title Task: Students apply understanding of the properties of materials and components to repurpose an item of clothing into another useful item. (Portfolio) Term 3, Week 4 D Part A: Investigating materials and technologies Term 3, Week 6 F Part B: Investigating and generating designed solutions Term 3, Week S Part C: Managing and producing designed Note: This unit is integrated into HASS Unit 2 Using

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Page 1: pialbastateschool.files.wordpress.com  · Web view2018. 8. 31. · PIALBA STATE SCHOOL: DESIGN & TECHNOLOGY YEAR 4 SEMESTER 2 UNIT 1 PLAN. Assessment (D – Diagnostic, M- Monitoring,

PIALBA STATE SCHOOL: DESIGN & TECHNOLOGY YEAR 4 SEMESTER 2 UNIT 1 PLAN

Deep Learning Inquiry Cycle QuestionRepurpose It!In this unit, students will investigate the suitability of materials, systems, components, tools and equipment for specific purposes. They will repurpose a clothing item with other recycled materials to create a useful item.Students will apply processes and production skills, to:

Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes

Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs

Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to produce designed solutions

Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment

Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques

Plan a sequence of production steps when making designed solutions individually and collaboratively

Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions

Pedagogical Practices Levering Digitally Learning Environments Learning PartnershipsPedagogical Practices are used to design, monitor and assess learning.

Leveraging digital accelerates access to knowledge beyond the classroom and cultivates student driven deep learning.

Learning Environments foster 24/7 interaction in trusting environments where students take responsibility for their learning.

Learning Partnerships are cultivated between and among students, teachers, families and the wider environment

Continual Feedback loop / monitoringDeep Learning opportunities through open-ended questioning and tiered tasks using Collaboration: Elbow partners, small groups, whole class, Innovation Space, Computer lab.Check in / Check out (thumbs up) strategies

Deep Learning Competency Focus: (Focus from 2019 beyond other than Year 4 NPDL Planning 2018)Collaboration Creativity Critical Thinking Citizenship Character Communication

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Assessment (D – Diagnostic, M- Monitoring, S – Summative)Week D-F-S Assessment Title

Task: Students apply understanding of the properties of materials and components to

repurpose an item of clothing into another useful item. (Portfolio)

Term 3, Week 4 D Part A: Investigating materials and technologies

Term 3, Week 6 F Part B: Investigating and generating designed solutions

Term 3, Week 8 S Part C: Managing and producing designed solutions

Term 3, Week 10 S Part D: Evaluating the design process

Note: This unit is integrated into HASS Unit 2 Using Place Sustainably.

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Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: Digital & Design Tech Year Level Team: add teacher names Term: 3 Semester 2

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Lesson 1: Assessment

Check for UnderstandingInternal monitoring data

Formative (Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

VocabularyMaterials, properties, repurpose, clothing

WALT: To apply understanding of the properties of materials and components to repurpose an item of clothing into another useful item

WILF: Students to understand and identifying properties of materials

TIB: Materials often possess a variety of properties and hence the items may serve a variety of purposes

Digital Design & TechnologyEach lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

• Understand the assessment.

• Review the Guide to making judgments and understand the standards A-E.

• Conduct the assessment.

Formative (Feedback)Check students understanding through elbow partner and small group discussions of their understanding of technologies involving toys. Safe use of digital and design equipment. Provide feedback on students’ prior knowledge.

Part A:• Investigating materials and

technologies

Part B:• Investigating and

generating designed solutions

Part C:• Managing and producing

designed solutions

Part D:

• Evaluating the design

process

L2BAllow 'wait time' for the student to process informationExplicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.Provide smaller number of vocabulary words and use picture clues with explanation.Plan for visual supports to instruction.Break tasks into smaller, achievable steps.Use small group instruction and cooperative learning strategiesUse technology to record students work; e.g. digital photography, tape and video. Important in Assessment

U2BExpose to more technical or specific vocabulary.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.

Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.

Digital Technology Digital Resource Library

https://learningplace.eq.edu.au/cx/resources/file/edcdedce-5d83-4e54-813e-33ab29729724/1/design.html

Student resources

Assessment task — Repurpose it!

Portfolio

Teacher resources

Assessment task — Repurpose it!

Portfolio: Teaching notes

Assessment task — Repurpose it!

Portfolio: Model response

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Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: Digital & Design Tech Year Level Team: add teacher names Term: 3 Semester 2

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Lesson 2: Connections between learning & assessment

Check for Understanding

Internal monitoring data Formative (Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

VocabularyCreate, design, technology/ies, safety, tools, materials, investigate, generate, produce, evaluate, collaborate

WALT: How people create design solutions using technologies including working safely with materials and tools

WILF: Students to demonstrate an understanding of a variety of material types and the properties of those materials

TIB: Various materials are used for a specific purpose based on their properties.

Digital Design & TechnologyEach lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.• Understand the concept of design and how

technologies are used in society to meet needs

• Explore the unit’s context for study and its focus on:

o how people create designed solutionso how technologies provide solutions for

sustainability issueso tools, techniques and materials that will be

explored in this unito how to work safely with tools and materialso creating designed solutions by:

investigating

generating

producing

evaluating

• collaborating and managing.

Formative (Feedback)Check students understanding through elbow partner and small group discussions of their understanding of technologies involving toys. Safe use of digital and design equipment. Provide feedback on students’ prior knowledge.

L2BAllow 'wait time' for the student to process informationExplicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.Provide smaller number of vocabulary words and use picture clues with explanation.Plan for visual supports to instruction.Break tasks into smaller, achievable steps.Use small group instruction and cooperative learning strategiesUse technology to record students work; e.g. digital photography, tape and video. Important in Assessment

U2BExpose to more technical or specific vocabulary.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.

Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.

Digital Technology Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/edcdedce-5d83-4e54-813e-33ab29729724/1/design.html

Student resources

Slideshow - Meet the design team

Teacher resources

Supporting learning resource - Introduction to the unit: Design and Technologies Years 3-4 Unit 1

Supporting learning resource - Alternative projects

Supporting learning resource - Tools and materials

Supporting learning resource - C2C: Design and Technologies glossary

Supporting learning resource - Safety in Design and Technologies

Supporting learning resource - Technologies essentials

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Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: Digital & Design Tech Year Level Team: add teacher names Term: 3 Semester 2

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Lessons 3-5: Materials and technologies in society

Check for Understanding

Internal monitoring data Formative

(Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

VocabularyNeeds, wants,

WALT: Investigate how designed solutions meet needs.Investigate the role of designers and their solutions over time.

WILF: Students to make a connection between the need(s) of a designer in solving a problem and the choice of material used in the design of the product/item

TIB: Designers will explore a range of materials the suit the needs of the product they are designing and often combine materials based on the products properties

Digital Design & TechnologyEach lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

• Investigate needs and opportunities that designed products have met by:o identifying problems that need solvingo discussing how to improve something or

simply do it differentlyo analysing why we use particular products

— what the need or opportunity was that the designer saw

o explaining how the solution meets the identified need.

• Examine the impact of changing needs and opportunities on designed solutions such as by:o comparing different versions of the same

product and identifying the associated change in need or opportunity

o exploring the changes in their personal lives and society arising from some of the new technologies and what life might be like today if certain technologies had not been developed (e.g. plastic, vehicle engines, velcro, vacuum cleaners).

Check students understanding through elbow partner and small group discussions of their understanding of technologies involving toys. Safe use of digital and design equipment. Provide feedback on students’ prior knowledge.

L2BAllow 'wait time' for the student to process informationExplicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.Provide smaller number of vocabulary words and use picture clues with explanation.Plan for visual supports to instruction.Break tasks into smaller, achievable steps.Use small group instruction and cooperative learning strategiesUse technology to record students work; e.g. digital photography, tape and video. Important in Assessment

U2BExpose to more technical or specific vocabulary.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.

Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.

Digital Technology Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/edcdedce-5d83-4e54-813e-33ab29729724/1/design.html

Student resources Sheet - Needs and

opportunities Slideshow - Objects from the

past Slideshow - Daily life in the past

and in the present Slideshow - Wayne is a

designer Sheet - Wayne is a designer Sheet - Analyse a design Slideshow - Reuse, recycle,

repurpose Sheet - Reuse, recycle,

repurpose Slideshow - Sustainability: The

mobile phone story

Teacher resources Supporting learning resource -

Wayne is a designer: Teacher note

Supporting learning resource - Wayne is a designer (Answers)

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Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: Digital & Design Tech Year Level Team: add teacher names Term: 3 Semester 2

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Lessons 6-9: Investigating materials and technologies

Check for UnderstandingInternal monitoring data

Formative (Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

VocabularyMaterials, properties, strength, flexibility, waterproof, smooth, rough, function, shape, join

WALT: To manipulate materials and components to identify their properties and uses

WILF: Explain the properties and uses of a range of materials and components?Explain the suitability of materials and components for a range of purposes?

TIB: Students needs to make appropriate choices of materials and to do this they must understand the proprieties of these materials, including how the materials can be shaped/joined/ separated etc.

Digital Design & TechnologyEach lesson KWL and Vocab development• Investigate a range of materials.• Identify the properties of materials that make

the materials useful, such as strength, durability, flexibility, waterproofness, smoothness.

• Test properties.• Identify the suitability of different materials for

a range of purposes (e.g. paper or plastic for an umbrella; fabric or paper to write on).

• Analyse materials used in different items and identify how the material adds to the design.

• Identify components within a designed item (e.g. a zip in clothing, eyelets in shoes).

• Explore components, such as opening and closing clasps, Velcro, buckles, linings.

• Explain how components add to the functionality and purpose of items.

• Understand general safety rules and how to safely use a range of tools and equipment.

• Explore different techniques to shape and join materials.

• Explore the function of different tools.• Compare the suitability of different tools to

conduct a particular joining or shaping technique (e.g. compare the suitability of a screwdriver, hammer and pliers to nail, screw or bend).

• Evaluate the appropriateness of techniques for different materials.

Formative (Feedback)Check students understanding through elbow partner and small group discussions of

Assessment checkpoint: This

would be an appropriate time

to complete the following part

of the assessment:• Part A

L2BAllow 'wait time' for the student to process informationExplicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.Provide smaller number of vocabulary words and use picture clues with explanation.Plan for visual supports to instruction.Break tasks into smaller, achievable steps.Use small group instruction and cooperative learning strategiesUse technology to record students work; e.g. digital photography, tape and video. Important in Assessment

U2BExpose to more technical or specific vocabulary.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.

Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.

Digital Technology Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/edcdedce-5d83-4e54-813e-33ab29729724/1/design.html

Student resources Slideshow - Materials and

components Sheet - Investigating shoes Sheet - Investigating design

features Sheet - Investigating properties

of materials Video - Identifying materials and

their propertiesTeacher resources Supporting learning resource -

Tools and materials

Student resources Slideshow - Shaping: How many

different ways can you shape materials?

Slideshow - Joining: How many different ways can you join materials?

Sheet - Exploring tools and techniques

Teacher resources Supporting learning resource -

Tools and materials

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Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: Digital & Design Tech Year Level Team: add teacher names Term: 3 Semester 2

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Lessons 10-13: Creating a designed solution

Check for UnderstandingInternal monitoring data

Formative (Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

VocabularySolution, refine, justify, label, diagram, sequence

WALT: Understand how to plan a sequence of production steps and communicate.Understand how to generate and communicate design ideas, and use success criteria to evaluate design ideas and solutions. Make a designed solution.

WILF: Generate design ideas?Create a production plan?Safely make a designed solution?Evaluate design ideas, processes and products?

TIB: Design ideas need to be communicated clearly and logically for production purposes

Digital Design & TechnologyEach lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

• Look at how a designer follows the steps of the design process.

• In pairs or small groups, create a solution to solve a simple problem or address a need or opportunity (e.g. make a ramp for toy cars):o generate multiple ideas to solve a simple

problemo refine ideas, choose the preferred design

and justify choiceo select appropriate materials, tools and

equipment needed to make the solution and justify choices

o draw a labelled diagram of the design idea using appropriate techniques

o develop logical, sequenced steps in a production plan

o identify safe practices.• Make the item using a range of materials,

tools and joining techniques.• Work collaboratively by managing time and

resources and applying positive group-work practices.o Evaluate the solution to assess:

how well it works how easy it is to use how it could be improved.

Formative (Feedback)Check students understanding through elbow partner and small group discussions of

Assessment checkpoint: This would

be an appropriate time to complete

the following parts of the

assessment:• Part B• Part C• Part D

L2BAllow 'wait time' for the student to process informationExplicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.Provide smaller number of vocabulary words and use picture clues with explanation.Plan for visual supports to instruction.Break tasks into smaller, achievable steps.Use small group instruction and cooperative learning strategiesUse technology to record students work; e.g. digital photography, tape and video. Important in Assessment

U2BExpose to more technical or specific vocabulary.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.

Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.

Digital Technology Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/edcdedce-5d83-4e54-813e-33ab29729724/1/design.html

Student resources

Slideshow - Wayne is a designer

Sheet - Generating and refining ideas

Slideshow - Being a designer Sheet - Evaluating designs Sheet - Production plan Slideshow — Wayne is a

designer Sheet — Generating and

refining ideas

Teacher resources

Supporting learning resource - Creating designed solutions

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Assessment Task:

Design and TechnologiesRepurpose it!

Band for Years 3–4 Unit 1

Assessment task — Portfolio

Name Class

Teacher Date

Task

The design challenge is to repurpose an item of clothing to create another useful item.

Setting the scene

What do you do with your old clothes?

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My mum uses them as cleaning rags.

We donate them to a charity shop.

I wonder what else you could do with them…

I hand mine down to my little brother.

My old clothes get thrown in the rubbish.

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Part A: Investigating materials and technologies

1. a) Which of these things has been designed to keep us safe in a car?

radio seatbelt water bottle

b) Why did the designers include different design features in their design for this seatbelt?

Design feature Why did the designer make this decision?

Christopher Doyle 2007, easyJet seatbelt https://www.flickr.com/photos/irishflyguy/2425021379 CC BY-SA 2.0 creativecommons.org/licenses/by-sa/2.0/

straps are made from fabric

straps are wide

clasp is made of metal

c) Explain why seatbelts have been designed to help the community.

2. Choose two materials.

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Designers come up with ideas and make design decisions that help to meet the needs of the

community.

Before we begin the designing, let’s start by investigating technologies we will use.

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a) Identify their properties and what they could be used for.

You can stick your material on the sheet or draw it.

Material 1 Material 2

Sample — fabric Sample — other

Properties Properties

Uses Uses

b) Choose one of your materials and explain how its properties make it useful.

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3. Look closely at a school bag and complete the table below.

Sketch the bag and label the components What is the function of these components?

Eric Castro 2007, Used tires https://www.flickr.com/photos/ericcastro/509558983/ CC BY-NC-SA 2.0 creativecommons.org/licenses/by-nc-sa/2.0/

4. What will happen to these tyres when they are thrown away?

5. How would the community and the environment benefit if we did something else with the tyres?

Part B: Investigating and generating designed solutions

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Items can be made from a range of components.These components work together to make a useful item.

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3 4 5

3. charlene mcbride 2008, tire swing https://www.flickr.com/photos/ursonate/2815999397/ CC BY 2.0 creativecommons.org/licenses/by/2.0/4. London Permaculture 2002, 10_May 2008_6 https://www.flickr.com/photos/naturewise/2679874372 CC BY-NC-SA 2.0 creativecommons.org/licenses/by-nc-sa/2.0/5. Travis Lupick 2011, 2011.07.16 Blantyre https://www.flickr.com/photos/tlupic/5946069452/ CC BY-NC-SA 2.0 creativecommons.org/licenses/by-nc-sa/2.0/

1. a) What item of clothing will you repurpose? ______________________________________

b) Look at your item of clothing and identify the materials, their properties and the components that it is made from.

materials properties components

c) Explain how your item of clothing could be repurposed into a useful item for different people.

yourself

a friend

an adult

d) Which would be the best opportunity?

Explain why this is a good opportunity.

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Now that we have done some investigating we can look at our design challenge.

Repurposing old items is one way we can design new things and act sustainably. These items are all ways people have repurposed car tyres.

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2. Sketch and label three different design ideas.

You may add an extra page if you need more space.

Idea 1

Idea 2

Idea 3

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Usually the best solution is not our first idea. Often solutions combine the best bits of lots of different ideas.

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3. Decide which one of your designs you will make and develop it further. Draw a detailed labelled diagram of this design.

You may add an extra page if you need more space.

Draw a different view of your item. Explain why you made your design decisions.

Teacher sign off:

This design is complete. Now begin your production plan.

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Part C: Managing and producing designed solutions

1. Complete the table to show what materials and equipment you need.

Material listInclude size and quantities

Equipment list

e.g. 20 cm material

4 buttons

scissors

ruler

needle

2. Identify the joining techniques you are going to use to make your item.

Joining techniques

Draw a close-up of part of your item to show how you will use a joining technique.

Explain why you have chosen to use this technique.

3. Complete the plan to show how you are going to make your item.

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Before we can start making our ideas we need to manage our project. What things will you need? How will you make it?

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What will you do in each step?Attach a separate sheet if you need more space.

Step 1Collect tools and materials and organise workspace.

Step 2

Step 3

Step 4

Step 5

4. Explain what you will do to manage safety risks when you make your item.

Risk Safety strategy

Example: Stepping on pins Make sure they stay in their container and pick up any that are dropped.

Teacher sign off:

The production plan is complete and risks have been assessed. Now begin making your item.

Take your finished item and any changes to your teacher for checking.

Teacher sign off:

An item has been made using safe practices. Now begin your final evaluation.

Part D: Evaluating the design process

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Now you have developed your ideas, you are ready to make your design: Follow your production plan to make your item. Write down any changes you make to your design or production plan as you go. Remember that you need to work safely as you make your item.

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Complete the questionnaire to evaluate your final item and the design process.

1. a) What changes did you make to your design as you were making the item?

b) Why did you make these changes?

2. a) Which part of your design worked best?

b) Why did this work well?

3. a) How well does the item meet the design brief?

b) How is it a sustainable solution?

Teacher sign off:

All components of the project have been completed and checked.

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Remember what the design challenge was:

Repurpose a piece of clothing to make another useful item.

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Years 3–4 Design and Technologies: Unit 1 — Repurpose it! Name:

Purpose of assessment: To apply understanding of the properties of materials and components to repurpose an item of clothing into another useful item.

Design and Technologies Knowledge and Understanding Design and Technologies Processes and Production skills

Technologies and society; Technologies contexts

Investigating and defining; Generating and designing Producing and implementing

Evaluating;Collaborating and managing

Explain how the design of products meets the needs of the community and environments. Identify how materials and components can be used to create designed solutions.

Explain needs or opportunities. Develop and expand design ideas. Communicate using annotated drawings and symbols.

Identify appropriate materials, equipment and techniques. Demonstrate safe work practices when producing a designed solution.

Plan and sequence major steps in design and production. Evaluate ideas and designed solutions against identified criteria for success including sustainability.

Justifies choice of materials and suitability of designs to meet specific needs. Applies detailed understanding of materials and components to designs.

Compares needs or opportunities. Communicates innovative designs with detailed, annotated diagrams and explanations.

Selects and uses tools and materials skilfully to make a quality designed solution by repurposing a clothing item.

Creates detailed, logical production sequence. Evaluates ideas and solutions to identify logical refinements.

A

Identifies how reusing materials and components is a sustainable solution. Explains design decisions.

Uses materials and techniques to produce a designed solution by repurposing materials and components. Identifies potential safety risks and proposes safety strategies.

Lists relevant steps in a clear and logical sequence. Manages time and resource allocation.

B

Explains how solutions are designed to meet needs.Describes how material properties and components are used to create designed solutions.

Explains how a need or opportunity can be met through a design idea, and develops and expands design ideas.Communicates designs using drawings including annotations and symbols.

Identifies appropriate materials, components and techniques. Creates designed solution.

Plans and sequences major steps in design and production.Evaluates ideas and designed solution against criteria.

C

Identifies a product for a purpose. Links a property to a use.

Identifies relevant need or opportunity and suggests a solution. Identifies materials and tools. Identifies steps in design. Reflects on

ideas or a solution. D

Identifies a designed product. Identifies a property of a material.

Identifies a need or opportunity. Draws or describes a design idea.

Uses safe work practices with guidance.

Identifies a production step. Comments on an idea or solution. E

Feedback:

17 of 28DeT_Y05-06Band_U2_AT_DesignSecureEnviron

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Australian Curriculum

Design and Technologies - Years 3 and 4

Years 3 and 4 Achievement Standard By the end of Year 4, students explain how products, services and environments are designed to best meet needs of communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the features of technologies can be used to produce designed solutions for each of the prescribed technologies contexts.

Students create designed solutions for each of the prescribed technologies contexts. They explain needs or opportunities and evaluate ideas and designed solutions against identified criteria for success, including environmental sustainability considerations. They develop and expand design ideas and communicate these using models and drawings including annotations and symbols. Students plan and sequence major steps in design and production. They identify appropriate technologies and techniques and demonstrate safe work practices when producing designed solutions.

Content Descriptions

Design and Technologies Knowledge and Understanding Design and Technologies Processes and Production Skills Investigate the suitability of materials, systems, components, tools and

equipment for a range of purposes (ACTDEK013) Recognise the role of people in design and technologies occupations and

explore factors, including sustainability that impact on the design of products, services and environments to meet community needs (ACTDEK010)

Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to produce designed solutions (ACTDEP014)

Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment (ACTDEP017)

Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTDEP015)

Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018)

Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions (ACTDEP016)

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Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with the following in Years P-2 Band:

Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs (ACTDEK001) Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004) Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005) Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006) Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007) Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment (ACTDEP008) Sequence steps for making designed solutions and working collaboratively (ACTDEP009)

Curriculum working towardsThe teaching and learning in this unit work towards the following in Years 5-6 Band:

Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services, and environments for current and future use (ACTDEK019)

Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (ACTDEK023) Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024) Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025) Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed solutions (ACTDEP026) Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions (ACTDEP027) Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028)

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General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Word knowledge Grammar knowledge Visual knowledge

Numeracy Estimating and calculating with whole numbers Recognising and using patterns and relationships Using spatial reasoning Using measurement

Information and communication technology (ICT) capability Investigating with ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-management Social management

Ethical understanding Reasoning in decision making and actions

Intercultural understanding Recognising culture and developing respect

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Cross-curriculum prioritiesSustainabilityStudents will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.For further information, refer to Sustainability in the Australian Curriculum and the Learning area statements.

Assessing student learning

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Assessment name: Repurpose it! PortfolioAssessment description: Students apply understanding of the properties of materials and components to repurpose an item of clothing into another useful item.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 4, students explain how products, services and environments are designed to best meet needs of communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the features of technologies can be used to produce designed solutions for each of the prescribed technologies contexts.Students create designed solutions for each of the prescribed technologies contexts. They explain needs or opportunities and evaluate ideas and designed solutions against identified criteria for success, including environmental sustainability considerations. They develop and expand design ideas and communicate these using models and drawings including annotations and symbols. Students plan and sequence major steps in design and production. They identify appropriate technologies and techniques and demonstrate safe work practices when producing designed solutions.

Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observation, consultation and samples of student work. For example:

identifying needs and opportunities and how they are met by designed solutions analysing a design describing examples and benefits of repurposing identifying suitable tools and techniques for specific purposes creating a designed solution in which design skills are applied and materials are joined to create an item that addresses a need or solves a problem checking students' progress at key junctures in the design process of the assessment task.

FeedbackFeedback may relate to the development of students' Design and Technologies knowledge and understanding and processes and production skills. In this unit this may include providing feedback about a student's ability to:

investigate and describe the suitability of materials, components and tools for specific purposes describe the properties of materials and components as well as how they are used in designed solutions generate design ideas and communicate them in sketches, labelled diagrams and annotations safely use tools and materials to make a useful product evaluate ideas and solutions.

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Year 4 Semester 2 Unit 1 Digital & Design Technology Report Card Comment Bank

A B C D E2T4A1 2T4B1 2T4C1 2T4D1 2T4E1

Unit 1 – Repurpose It!

{Name} justifies choice of materials and suitability of designs to meet specific needs. {She,He} compared needs or opportunities. {Name} communicated innovative designs with detailed, annotated diagrams and explanations. {She,He} selected and used tools and materials skilfully to make a quality designed solution by repurposing a clothing item. {Name} created detailed, logical production sequence. {She,He} evaluated ideas and solutions to identify logical refinements.

Unit 1 – Repurpose It!

{Name} identified how reusing materials and components is a sustainable solution. {She,He} explained design decisions. {Name} used materials and techniques to produce a designed solution by repurposing materials and components. {She,He} identified potential safety risks and proposes safety strategies. {Name} listed relevant steps in a clear and logical sequence and managed time and resource allocation.

Unit 1 – Repurpose It!

{Name} explained how solutions are designed to meet needs. {She,He} described how material properties and components are used to create designed solutions. {Name} explained how a need or opportunity can be met through a design idea, and develops and expands design ideas. {She,He} communicated designs using drawings including annotations and symbols. {Name} identified appropriate materials, components and techniques. {She,He} evaluated ideas and designed solution against criteria.

Unit 1 – Repurpose It!

{Name} identified a product for a purpose. {She,He} linked a property to a use. {Name} identified relevant need or opportunity and suggests a solution. {She,He} identified materials and tools. {Name} identified steps in design and reflected on ideas or a solution.

Unit 1 – Repurpose It!

{Name} identified a designed product. {She,He} identified a property of a material and identified a need or opportunity. {Name} drawed or described a design idea. {She,He} used safe work practices with guidance. {Name} identified a production step. {She,He} commented on an idea or solution.

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Design & Technology Pre-ModerationYear 4: Unit 1 Semester 2 Title: Repurpose It!

Curriculum Intent for the Unit (see unit /task description) In this unit students will investigate characteristics and properties of a range of materials, systems, components, tools and equipment, and evaluate their suitability for use. They will design a product to meet an identified need or opportunity for wildlife in their local area.

Learning opportunities support students to: Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes Recognise the role of people in design and technologies occupations and explore factors, including sustainability that

impact on the design of products, services and environments to meet community needs Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and

equipment and the techniques needed to produce designed solutions Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including

care for the environment Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical

representation techniques Plan a sequence of production steps when making designed solutions individually and collaboratively Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed

solutions

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)By the end of Year 4, students explain how products, services and environments are designed to best meet needs of communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the features of technologies can be used to produce designed solutions for each of the prescribed technologies contexts.Students create designed solutions for each of the prescribed technologies contexts. They explain needs or opportunities and evaluate ideas and designed solutions against identified criteria for success, including environmental sustainability considerations. They develop and expand design ideas and communicate these using models and drawings including annotations and symbols. Students plan and sequence major steps in design and production. They identify appropriate technologies and techniques and demonstrate safe work practices when producing designed solutions.

Additional Targeted Teaching Priorities* Identified from previous assessment & post moderation of Semester 1 & 2 Technologies units. Were there any literacy / numeracy identified areas?

Feedback Guide/Assessment OpportunitiesSee Feedback that may relate to misunderstandings and commo alternative conceptions (in planning – Pre Moderating)Feedback may relate to the development of students' Design and Technologies knowledge and understanding and processes and production skills. In this unit this may include providing feedback about a student's ability to:

investigate and describe the suitability of materials, components and tools for specific purposes describe the properties of materials and components as well as how they are used in designed solutions generate design ideas and communicate them in sketches, labelled diagrams and annotations safely use tools and materials to make a useful product evaluate ideas and solutions.

Scan and Assess

Prioritise

Develop and Plan

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Unit Success Criteria and DifferentiationHow will you know you students have succeeded?

Differentiation: CONTENT PROCESS PRODUCT

and ENVIRONMENT

‘C’ Year Level Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors (AAP) – including prior content – previous levels)Year 3 – Year 4 Achievement StandardBy the end of Year 4, students explain how products, services and environments are designed to best meet needs of communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the features of technologies can be used to produce designed solutions for each of the prescribed technologies contexts.Students create designed solutions for each of the prescribed technologies contexts. They explain needs or opportunities and evaluate ideas and designed solutions against identified criteria for success, including environmental sustainability considerations. They develop and expand design ideas and communicate these using models and drawings including annotations and symbols. Students plan and sequence major steps in design and production. They identify appropriate technologies and techniques and demonstrate safe work practices when producing designed solutions.Design and Technologies Knowledge and Understanding

Explains how solutions are designed to meet needs. Describes how material properties and components are used to create designed solutions.

Design and Technologies Processes and Production Skills Explains how a need or opportunity can be met through a design idea, and develops and expands design ideas. Communicates designs using drawings including annotations and symbols. Identifies appropriate materials, components and techniques. Creates designed solution. Plans and sequences major steps in design and production. Evaluates ideas and designed solution against criteria.

‘B’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors)Design and Technologies Knowledge and Understanding

Identifies how reusing materials and components is a sustainable solution.Design and Technologies Processes and Production Skills

Explains design decisions. Uses materials and techniques to produce a designed solution by repurposing materials and components.

Identifies potential safety risks and proposes safety strategies. Lists relevant steps in a clear and logical sequence. Manages time and resource allocation.

‘A’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors + above)Design and Technologies Knowledge and Understanding

Justifies choice of materials and suitability of designs to meet specific needs. Applies detailed understanding of materials and components to designs.

Design and Technologies Processes and Production Skills Compares needs or opportunities. Communicates innovative designs with detailed, annotated diagrams and

explanations. Selects and uses tools and materials skilfully to make a quality designed solution by repurposing a clothing item Creates detailed, logical production sequence. Evaluates ideas and solutions to identify logical refinements

Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

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Reporting Sentence: ‘Students working at Year x as per their Support Plan or ICP Plan Tasks and assessments.’

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Maker Model Guiding Questions

Content What students need to learn (Select focus questions as required)

Can I choose a familiar context to help make connections or will I scaffold to broaden student world knowledge?

What links can I make to real life? Can I change the context to match student

interests? What prior learning experiences are required? How will I know what students already know?

Which data? Will students complete a Pre-test? Can I skim over some of the content or miss it

completely? How will I extend those students who already

have this knowledge? Will I accelerate students?

Process How students learn (Select focus questions as required)

Can I tier the activities around concepts and skills to provide different levels of support or opportunities to demonstrate deeper knowledge?

Do I need to vary the length of time students require to grasp a concept either by compacting the curriculum or extending the timeframe?

Can I provide opportunities for students to construct and demonstrate knowledge using digital resources and technologies?

Can I scaffold activities or break larger tasks down into smaller tasks?

Can I provide study guides or graphic organisers for targeted students?

Can I modify delivery modes for individuals or small groups?

Can I use peer tutoring?

ProductHow students demonstrate what they know (Select focus questions as required)

To complete the scheduled assessment task will some students require more/less time?

Can students be extended by communicating the information in a more challenging way? E.g. change to authentic audience

Are there students who need the assessment task to be broken down for them?

Will some students need adjustments to the task e.g. having concrete materials at hand or access to digital technologies?

Will some students need feedback provided more frequently or in a different manner?

Environment How learning is structured (Select focus questions as required)

Which of a range of flexible groupings: whole class, small group and individual, best suits this concept and skill set?Have I offered a range of materials and resources -including ICT's to reflect student diversity?Can I vary the level of class teacher support for some students?Would activities outside the classroom best suit this concept? E.g. Other learning spaces within the school, excursions, campsWhat routines can I put into place to assist students in developing independent and group work skills?What class structures can be modified e.g. team teaching or shared teaching and timetabling?Are there additional support provisions from specialist, teacher aide, mentor etc.?Can I provide visual cues for students e.g. content posters or list of instructions for students to follow?

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Feedback: Evidence of Learning

Teaching Sequence FeedbackLesson 1AssessmentKey ideaAssessment of learning

Evidence of learningCan the student:

Understand an overview of the unit? Understand what the assessment task is?

Lesson 2Connections between learning and assessmentKey ideas

Curriculum organisation Prior learning

Evidence of learningCan the student:

Discuss the role of designers? Identify problems in society that make require

a design solution (past/present/future)?Lessons 3-5Materials and technologies in societyKey ideas

Identifying needs and opportunities Designers and design decisions Repurposing and sustainability

Evidence of learningCan the student:

Identify the needs of society? Identify what a design is and what it make

consist of? Explain ‘repurposing’ and ‘sustainability’?

Lessons 6-9Investigating materials and technologiesKey ideas

Exploring materials and components Exploring tools and techniques

Evidence of learningCan the student:

Identify various materials that may be suitable for a design purpose?

Explain the properties of materials? Explain ‘joining’, ‘smoothing’ etc.

Lessons 10-13Creating a designed solution

Creating a designed solution

Evidence of learningCan the student:

Identify the steps involved when designing? Identify and explain ‘steps’. ‘sequence’,

‘diagram’, and ‘label’? Explain ‘producing’, ‘managing’, ‘evaluating’?

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Post Moderation “Every Student Succeeding”

Objective: Develop professional knowledge and practice (Refer to Pialba state School Moderation and Reporting Policy)

Moderation ProtocolsRefer Appendix of Pialba State School Reporting and Moderation (pre-post) School Policy – Social Moderation Norms.

Moderation of Completed Design & Technology Assessment Samples Refer Appendix of School Policy – Making judgements using standards.

Previously agreed criteria (Pre Moderation) A-E given using the GTMJ On balance teacher judgement- poles Start at the C Move up or down according to the evidence in the sample. The achievement standard is the C standard. Compare each student sample to the standard not against other student samples Give an A-E grade for the task This sample will become part of the student’s portfolio of work

Where to next after Moderation Refer Appendix of School Policy – Moderation Reflection Tool. From the moderated samples information can then be used to plan for the next task. Complete in next Technologies Unit or Digital Integration within other KLA’s

the ADDITIONAL TARGETED TEACHING PRIORITIES Identified from this terms assessment & moderation.

Scan and Assess

Act

Review

Prioritise

Review