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PIALBA STATE SCHOOL: DESIGN & TECHNOLOGY YEAR 3 SEMESTER 1 UNIT 2 PLAN

Deep Learning Inquiry Cycle QuestionWhat’s for lunch?In this unit, students investigate food and fibre production and food technologies used in modern and traditional societies. They design and make a lunch item that includes modern and traditional technologies.Students will apply processes and production skills, to: Investigate food and fibre production and food technologies used in modern and traditional

societies 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 design and make a lunch item that includes modern and traditional technologies.(Portfolio)

Term 1, Week 5 F Part A: Investigating

Term 1, Week 8 S Part B: Generating and producing designs

Term 1, Week 10 S Part C: Evaluating design solutions

Note: this unit is integrated with HASS Unit 1 Our Unique Communities.

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: 1 Semester 1

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

VocabularyInvestigating, producing, designing, evaluating

WALT: How our food is produced using modern and traditional technologies

WILF:

Students to understand that our food comes to us through a production process

TIB: It takes significant input/planning and processes from agriculture and industry to bring the products to the public

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 purpose of the assessment and design challenge.

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

• Conduct the assessment when learning occurs and at appropriate intervals during the unit.

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

Part B Generating and producing

designs

Part C Evaluating design solutions

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

U2B

Expose 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

Assessment task — What’s for lunch:

Portfolio


Portfolio — Student resource 1

(Investigate food production)



(Choose food technologies)


Portfolio — Student resource 3 (Needs

and opportunities)



(Developed criteria for success)



(Generate and evaluate design idea)


Portfolio — Student resource 6 (Make

a plan)


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






Lesson 2: Connections between learning & assessment





Resources

VocabularyTechnology, food, fibre, society

WALT: How people develop technologies to bring us the foods and fibres we need and what have we learnt throughout history about production of these items

WILF: Students to identify the technological changes throughout history with regards to food and fibre production

TIB: Continual development and refinement of these technologies will benefit future societies and impact on how we live

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

technology is used in society to meet needs.

• Explore the unit’s context for study and its focus on:o how people develop food and fibre

technologies to meet human needso investigation of food and fibre and food

technologies in traditional and modern societies

o how history understanding can be applied in technologies.

• Identify, review and understand safety in Design and Technologies, including safe use of tools and personal protective equipment.

• Understand the individual avatars and icons used in the student resources and assessment to help students recognise when the associated design processes are being applied.

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.


U2BExpose to more technical or specific vocabulary.




Student resources

Sheet - Student's project sheet Slideshow - Meet the design team Slideshow - Introduction to the

unit: What's for lunch?

Teacher resources

Supporting learning resource - Introduction to the unit: Design and Technologies Years 3-4 Unit 2

Slideshow - What is a portfolio? Supporting learning resource -

What is a portfolio? Supporting learning resource -

Alternative projects Supporting learning resource -

Context information Supporting learning resource -

Tools and materials Supporting learning resource -

C2C: Design and Technologies glossary

Supporting learning resource - Technologies essentials








Lessons 3-5

Check for Understanding

Internal monitoring data Formative

(Feedback)



Resources

VocabularyNeed, want, cater, occupation, industry, commerce, role

WALT: How food and fibre caters for the needs of a society. Why are they important?

WILF: Students to identify a range of occupations involved in the production of these items and to compare the various types of production processes

TIB: Each society throughout history has required different foods and fibres and used a variety of production methods from we can learn from and use to improve upon for future needs


• Examine the concept of food and fibre production and the community needs they fulfil (e.g. food, clothing and shelter). Brainstorm why food and fibre are important in everyday life.

• Explore the range of occupations involved in food and fibre production chains and discuss their roles and contributions to the community (e.g. farmers, fishing boat captains, engineers who design and make harvesters).

• Examine and compare production chains for particular food items; show technologies, roles and occupations involved in providing a fresh food item to the community.

• Understand that individuals and groups have designed new technologies throughout history to improve food and fibre production and how food is preserved and prepared.

• Investigate how Aboriginal peoples or Torres Strait Islander peoples traditionally fulfilled their food and fibre needs. Examine technologies used to gather and prepare food and fibre.

• Compare technologies, including continuity and change, between traditional (early to mid-

Assessment checkpoint: This is an appropriate time to complete the assessment activity Investigate food production.

Assessment checkpoint: This is an appropriate time to complete the assessment activity Choose food technologies.


U2BExpose to more technical or specific vocabulary.




Student resources Sheet - Importance of food and

fibre production Sheet - Food and fibre roles Slideshow - What is food and fibre

production?Teacher resources Slideshow - Using natural

materials

Student resources Sheet - Food and fibre in

traditional and modern societies Sheet - Food technologies in

traditional and modern societies Slideshow - Preserving foods Slideshow - Ways to prepare food Slideshow - What's new in food

production? Slideshow - What's new in fibre

production? Slideshow - Images of food and

fibre production Slideshow - Images of food

technologies Slideshow - Food technologies in

Torres Strait Islander communities







18th century) and modern food and fibre technologies, such as farming machinery and practices and food preparation and preservation technologies.

• Identify a range of modern food and fibre technologies. Discuss the reasons for their development, needs and opportunities.

• List the advantages and disadvantages of traditional and modern technologies (including sustainability considerations).

• Compare how access to fresh and seasonal foods has changed in traditional and modern societies.

• With guidance, explore technologies that have substantially improved food and fibre production and impacted and changed society.

• Identify the differences between processed and unprocessed foods.

• Examine the contents of a lunch box and classify the unprocessed and processed foods.

• Discuss the reasons for the development of processed and convenience foods in modern societies.

• Brainstorm roles of people involved in food design and technologies including preparing lunches and meals, such as: family members, chefs, bakers, butchers, people who design new flavours.

• Discuss the selection of food for a healthy lunch.

Teacher resources Supporting learning resource -

Food and fibre in traditional and modern societies





Lessons 12-20: Designing and producing





Resources

VocabularyPreparation, tools, safety, risks, equipment, techniques, grating, chopping, stirring, traditional/modern, multicultural

WALT: How food is prepared safely for human consumption.

WILF: Students to identify and demonstrate safe food handling and safe equipment use when preparing food

TIB: For food to be consumed by society, it requires strict processing steps to ensure it is safe for consumption.


• Identify risks associated with using food preparation tools and preparing food in the classroom. Discuss and develop class safety rules.

• Explore different technologies for food preparation. For example:o safe use of appropriate tools and

equipment for basic food preparation techniques such as grating, chopping, stirring

o technologies used in traditional and modern societies.

• Discuss the needs and opportunities for a food product (e.g. multicultural day, community food drive, fundraising event).

• Consider and critique factors, such as sustainability, that impact on designing food products. Other factors include nutrition, packaging, allergies, and storage.

• Model how to draw design ideas in a graphical form and annotate the

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

Assessment checkpoint: This is an appropriate time to complete the assessment activity Needs and opportunities.

Assessment checkpoint: This is an appropriate time to complete the assessment activities ‘Criteria for success’ and ‘Generate and evaluate design idea’.


U2B

Expose to more technical or specific vocabulary.



Digital Technology Digital Resource Library


Student resources

Sheet — Technologies to prepare food

Sheet — Food technologies in your

lunch

Sheet — Designing a sensational

sandwich







drawing using technical terms.• Draw a diagram of a technology

explored in this unit.• In small groups design a ‘sensational

sandwich’ for a friend including:o interviewing the friend to find likes

and dislikeso collaboratively generating criteria

for successo individually completing quick

sketches of sandwich designso comparing designs and choosing the

design that best addresses the criteria for success

o individually drawing a diagram of the sandwich design, annotating it with ingredients and tools to be used

o listing the technologies used to produce and prepare two key ingredients.


Assessment Task:

Design and TechnologiesWhat’s for lunch?

Years 3–4 Band Unit 2

Assessment task — Portfolio

Name Class

Teacher Date

Task

Design challenge: Design and make a lunch item that includes modern and traditional technologies.

Instructions

Below are descriptions of tasks that comprise the assessment portfolio. You may cut them out and glue them into your project journal where you will record your responses. Alternatively, you may use the headings as a way of organising your responses in a digital portfolio.------------------------------------------------------------------------------------------------------------------

Investigate food productionMost people don’t have time or the space to produce or make all their food. Instead fresh produce is grown on farms, processed and sold in shops. People have designed technologies to make food production quicker and easier.

Choose a common food product (such as bread, milk, tinned tomatoes). Think about how people have designed technologies to make producing this food quicker and easier.

1. List some of these technologies.

2. Choose two technologies and describe:

the roles of different people who designed the technologies how the technologies meet community needs.

------------------------------------------------------------------------------------------------------------------

Choose food technologies

Think about the food technologies (techniques) you have used in class for keeping food fresh. Some have been around for a long time and some are new.

1. Sort the techniques into old and new (traditional and modern) technologies.

2. Why were the new technologies developed?

3. Choose one of the preserving technologies and explain how it keeps food fresh for longer.

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Needs and opportunities

Your design challenge is to ‘design and make a lunch item that includes modern and traditional technologies’.

Describe opportunities for making this lunch item for a person or event.

------------------------------------------------------------------------------------------------------------------

Criteria for successAs a class, write some criteria for success for your lunch item.

Note: You will use this later in the project to assess your ideas and the lunch item you will make.

------------------------------------------------------------------------------------------------------------------

Generate and evaluate design idea

1. Draw your idea for a lunch item that uses old and new ( traditional and modern) technologies.

2. Use annotations to show the technologies (such as ingredients and preparation techniques).

3. Identify if the technologies are old or new.

4. Use the class criteria for success to check whether your design meets the design challenge.

5. Make any changes to your idea which will improve it or help it match the design challenge. Make notes about what changes you made and why.

------------------------------------------------------------------------------------------------------------------

Make a plan

Create a plan to show how you will make your lunch item.

1. List the ingredients and equipment you will use to make the lunch item.

2. Describe the steps you will follow to make your lunch item.

3. As a class, identify safety risks and how they will be managed.

Make the lunch item

Use your design and plan to make your lunch item. Follow all safety rules.

------------------------------------------------------------------------------------------------------------------

Evaluate the lunch item

1. Evaluate your lunch item using the criteria for success developed in class.

2. What other technologies (ingredients and techniques) could you have used to make your design?

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Years 3–4 Band Design and Technologies: Unit 2 — What’s for lunch? Portfolio Name:

Purpose of assessment: To design and make a lunch item that includes modern and traditional technologies.

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 implementingEvaluating;

Collaborating and managing

Describe contributions of people in design and technologies occupations to meet community needs; describe how features of technologies can be used to produce designed solutions.

Explain needs or opportunities for a lunch item; develop and expand design ideas and communicate these using drawings including annotations.

Identify appropriate technologies and techniques and demonstrate safe work practices when producing designed solutions.

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

Explains the reasons for developing new (modern) technologies. Justifies importance of technology to meet community needs.

Justifies choice of opportunities. Uses relevant evidence when explaining design decisions. Communicates designs with detailed, annotated diagrams and explanations.

Skilfully uses tools and materials.

Creates detailed, logical production sequence that links to resources and safety issues. Evaluates ideas and solutions to identify logical refinements.

A

Lists old and new technologies (traditional and modern). Describes importance of technologies to meet community needs.

Critiques design ideas. Explains suitability of materials, components, tools and equipment.

Uses tools and materials when producing a quality lunch item.

Lists relevant steps in a clear and logical sequence. Identifies other relevant criteria.

B

Explains how technologies are designed to meet community needs. Describes contributions of people in food and fibre occupations.

Explains needs or opportunities for the lunch item. Develops and expands design ideas and communicates them using drawings including annotations.

Identifies appropriate technologies and techniques. Demonstrates safe work practices when producing a lunch item.

Plans and sequences major steps in design and production. Uses criteria including environmental sustainability to evaluate ideas.

C

Describes how features of a technology keep food fresh.

Draws or describes a food product.

Identifies relevant materials and tools.

Evaluates ideas using criteria. Identifies some production steps.

D

Identifies a technology or occupation. Suggests a design idea. Uses safe work practices.

Engages in food preparation. Identifies elements of production. E

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Feedback:

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Australian Curriculum

Design and Technologies - Year 3, 4

Year 3 and 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.

Content Descriptions

Design and Technologies Knowledge and Understanding Design and Technologies Processes and Production Skills Investigate food and fibre production and food technologies used in

modern and traditional societies (ACTDEK012) 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)

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 how plants and animals are grown for food, clothing and shelter and how food is selected and prepared for healthy eating (ACTDEK003) 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 how and why food and fibre are produced in managed environments and prepared to enable people to grow and be healthy (ACTDEK021) 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 consideration of sustainability to evaluate design ideas, processes and solutions (ACTDEP027) Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACDEP028)

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 Grammar knowledge Word knowledge Visual knowledge

Numeracy Estimating and calculating with whole numbers 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-awareness 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 prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.

Assessing student learning

https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx

Assessment name: What's for lunch? PortfolioAssessment description: Students design and make a lunch item that includes modern and traditional technologies. 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:

identification of personal and community needs catered for within food and fibre production and the roles and occupations which contribute to fulfilling those needs comparison of technologies in traditional and modern societies checking each stage of the production process by examining project portfolios.

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

investigate technologies used in the preservation and preparation of food generate design ideas and communicate them in sketches and annotations safely use equipment to make a product evaluate ideas and product

Year 3 Semester 1 Unit 2 Digital & Design Technology Report Card Comment Bank

A B C D E1T3A2 1T3B2 1T3C2 1T3D2 1T3E2

Unit 2 – What’s for lunch?

{Name} explained the reasons for developing new (modern) technologies. {She,He} justified importance of technology to meet community needs and justified choice of opportunities. {Name} used relevant evidence when explaining design decisions. {She,He} communicated designs with detailed, annotated diagrams and explanations. {Name} created detailed, logical production sequence that links to resources and safety issues. {She,He} evaluated ideas and solutions to identify logical refinements.


{Name} listed old and new technologies (traditional and modern). {She,He} described importance of technologies to meet community needs. {Name} critiqued design ideas. {She,He} explained suitability of materials, components, tools and equipment. {Name} used tools and materials when producing a quality lunch item. {She,He} listed relevant steps in a clear and logical sequence. {Name} identified other relevant criteria.


{Name} explained how technologies are designed to meet community needs. {She,He} described contributions of people in food and fibre occupations. {Name} developed and expanded design ideas and communicates them using drawings including annotations. {She,He} identified appropriate technologies and techniques. {Name} planned and sequenced major steps in design and production. {She,He} used criteria including environmental sustainability to evaluate ideas.


{Name} describes how features of a technology keep food fresh. {She,He} drew or described a food product. {Name} identified relevant materials and tools. {She,He} evaluated ideas using criteria and identified some production steps.


{Name} identified a technology or occupation. {She,He} suggested a design idea and used safe work practices. {Name} engaged in food preparation and identified elements of production.

Design & Technology Pre-ModerationYear 3: Unit 2 Semester 1 Title: What’s for lunch?

Curriculum Intent for the Unit (see unit /task description) In this unit, students investigate food and fibre production and food technologies used in modern and traditional societies. They design and make a lunch item that includes modern and traditional technologies.Learning opportunities support students to:

Investigate food and fibre production and food technologies used in modern and traditional societiesRecognise 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 collaborativelySelect 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 understanding and application of skills. In this unit this may include providing feedback about a student's ability to:

investigate technologies used in the preservation and preparation of food generate design ideas and communicate them in sketches and annotations safely use equipment to make a product evaluate ideas and product.

Scan and Assess

Prioritise

Develop and Plan

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 technologies are designed to meet community needs. Describes contributions of people in food and fibre occupations

Design and Technologies Processes and Production Skills Explains needs or opportunities for the lunch item. Develops and expands design ideas and communicates them

using drawings including annotations. Identifies appropriate technologies and techniques. Demonstrates safe work practices when producing a lunch

item. Plans and sequences major steps in design and production. Uses criteria including environmental sustainability to

evaluate ideas

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

Design and Technologies Knowledge and Understanding Lists old and new technologies (traditional and modern). Describes importance of technologies to meet

community needs.Design and Technologies Processes and Production Skills

Critiques design ideas. Explains suitability of materials, components, tools and equipment. Uses tools and materials when producing a quality lunch item. Lists relevant steps in a clear and logical sequence. Identifies other relevant criteria.

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

Design and Technologies Knowledge and Understanding Explains the reasons for developing new (modern) technologies. Justifies importance of technology to meet

community needs.Design and Technologies Processes and Production Skills

Justifies choice of opportunities. Uses relevant evidence when explaining design decisions. Communicates designs with detailed, annotated diagrams and explanations.

Skilfully uses tools and materials. Creates detailed, logical production sequence that links to resources and safety issues. Evaluates ideas and

solutions to identify logical refinements.

Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

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

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?

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


Discuss a variety of foods and fibres? Demonstrate an understanding of where they

come from/how they are produced?Lessons 3-5Investigating food and fibre technologies Key ideas

Explore food and fibre technologies Explore food and fibre in traditional and modern

societies Explore food technologies in society


Identify the role of food and fibres in society? Identify and discuss food technologies?

Lessons 6-10Creating a designed solution Key ideas

Exploring materials and components Exploring tools and techniques


Justify their design and choices of materials and components?

Demonstrate appropriate techniques and safe working practices?

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

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