Lesson plan Technology Mandatory - Jewellery

Class/Stage: Year 8 (Stage 4)

minutes

Period: 1 and 2 (double)

Location: S102
Mandatory

Lesson Length: 55

Mentor teacher: Lauren Di Marco

Subject: Technology

Unit: Symbology
Students are required to design and produce a pendant and ring that reflects the personality of the
wearer. Students will look at the meaning behind a variety of symbols. Students will construct a
prototype from cardboard on the laser cutter. Students will use silver for the ring and a variety of
materials, for example, acrylic and timber, to produce the pendant.
Length of Unit:

12 Weeks

Design Project: Design and produce a variety of jewellery pieces that reflects the personality of the
wearer.
Lesson aim: Students are to explore the design process by working on their design folios. Students
answer questions in the structured folio booklet, explain and recount, complete a research task and
cut their silver ring to size.
SYLLABUS CONTENT to be covered
Area of Study

Design Specialisation

Products

Jewellery

Technology
Metal, Graphics, Polymer
Technologies

SYLLABUS OUTCOMES to be covered

Focus Outcomes
4.1.1

applies design processes that respond to needs and opportunities in each design project

4.1.2 describes factors influencing design in the areas of study of Built Environments, Products, and
Information and Communications
4.3.1 applies a broad range of contemporary and appropriate tools, materials and techniques with
competence in the development of design projects
Contributing outcomes:
4.6.2 identifies and explains ethical, social, environmental and sustainability considerations related
to design projects

Students will learn about:

Students will learn to:

Design process including

Researching
Generating creative ideas
Producing design solutions

using ICTs to plan, develop and

document design projects

Apply design processes when developing

quality solutions for each project
Record design processes and decision making
in a design folio for each design project
Use ICTs to communicate information
use word processing features including
inserting images
use a variety of methods to generate creative
design ideas for each design project

ICT

Aboriginal and
Indigenous

Work,
Employment
and Enterprise

Difference and
Diversity

Environment

Gender

Cross Curriculum
Content

Civics and
Citizenship

Key Competencies

Collecting
Analysing and
organising
information

Communicating
ideas and
Information

Planning and
organising
activities

Using
mathematical
ideas and
techniques

Solving
problems

Using
Technology

Working with
others in teams

Literacy

Numeracy

Students will develop technological literacy

skills in listening to Technology Mandatory
vocabulary. Students learn to include subject
specific vocabulary in order to develop and
present design solutions. Students learn how to
explain and recount.

Students are introduced to thinking about size and

proportion in relation to their project work as they
sketch and draw. They must consider how large
their pendant will be.

Considerations/Preparation
Prior
Knowledge/Experience

Resources/Materials/Techn
ology

Ability to undertake
investigations independently
in order to satisfy their own
curiosity

Laptops and internet

connection

Students have an awareness

of skills and processes
involved in designing and
making
Safety Risk
Safe internet usage
Computer cords and cables
Safe use of scissors and
plyers

Key Vocab
Explain
Trademark

Student folio guide booklets

on the school drive

Copyright

Whiteboard and marker

Origins

A4 paper for students

Symbol

Pencils for students

Scissors
Silver
Plyers
Rulers
Teacher laptop
Lesson plan

Recount

Key Questions
What does explain mean?
Explain what a symbol represents
Recount the origins of a symbols
creation
Explain the environmental impact
of silver
What is the meaning of copyright
and trademark

STAGE OF
LESSON

QUESTIONING/
TEACHER ACTIONS

STUDENT ACTIONS
UNDERSTANDING?

LINKING

Explain to students we will continue from last

lesson in which we discussed the jewellery
design project, by working on the design
folio guide booklet. Question students about
what they learnt last lesson.

Students listen and

answer question

INTRODUCTIO

Ask students to open the folio guide to page

4. Tell students that their pendant will
contain a symbol which will represent
themselves. To begin thinking about what
their symbol might be they will complete the
activity on page 4 of the research task:
Symbols. Ask students if they have page 4
open and to raise their hands when they do.

Students listen and

open folio booklets.

Read the first section of the task Investigate

three different symbols which have been
used in jewellery design. For each symbol
complete a sketch, explain what the symbol
represents, and recount the origins of its
creation.
Begin by asking students what a symbol is
and ask for examples.
Ask students what the word explain means
and refer them to their diaries to look up the
definition.
Have a student read out the definition and
repeat the key words how and why.
Expand upon their definition of explain. Write
a simplified definition of explain on the
board and emphasises the difference

Students listen,
answer questions and
look up definitions,
complete internet
research the answer
questions, share
answers with the
class, measure and
cut silver ring.

THE BODY

TIME
Students gain an
understanding of
how the lesson links
to the last lesson
and what they will
complete in todays
lesson.
Students gain an
understanding of
todays lesson and
the activity in the
folio booklet. This
activity provides
students with an
understanding of
the design process.
Students gain an
understanding of
key terms, such as,
explain, recount,
origin, symbol,
copyright and
trademark. Students
gain an
understanding of
the activity and the
first question.
Students reinforce
their ICT skills of
taking photos,
dropping them into
word and resizing.

RESOURCE
S

5
minutes

Lesson plan

5
minutes

Lesson plan
Student
laptops
Folio
booklets
located on
the school
drive

1.5
hours

Lesson plan
Student
laptops
Folio
booklets
located on
the school
drive, silver,
scissors,
paper,
rulers,
pencils,
plyers

between explain and describe. Use the

Turkish evil eye to demonstrate how to
explain what a symbol represents and
sketch the evil eye on the board.

Students gain an
understanding of
the environmental
impact of silver on
people and the
environment.
Students develop
their internet
research skills.
Students learn how
to measure and cut
silver.

Move onto the origins question. Ask students

if they know what recount means and then
discuss its meaning. Ask students if they
know what origins mean. Recount the origins
of the Turkish evil eye symbol.
Ask students to find 3 symbols used on
jewellery design on the internet and sketch
each and then take a photo and drop the
photo into the folio book in the table.
Students will then explain and recount as
demonstrated for each symbol in the table.
Discuss with students the environmental
impact of silver in relation to the
environment and people, candling
processing and production stages. Allow
students to research the impacts of silver.
Share answers and write them on the board
Explain and question students about the
meaning of copyright and trademark, giving
examples.
Explain how to measure and cut out silver for
the ring. Have students complete
measurements and cutting.
CONCLUSION

Tell students to pack up and we will continue

with folio work next lesson.

Teacher instructs
students to pack up.

Students pack up
and gain an
understanding of
when they will
complete their work.

10
minutes