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Student Name: Laura Herbert
Student ID No.: 22287364
Unit Name: Assessment and Reporting
Unit Code: EDU01104
Tutors name: David Lynch
Assignment No.: 2
Assignment Title: Developing an Assessment/Reporting Regime
Due date: 05/09/2014
Date submitted:
Declaration:
I have read and understand the Rules Relating to Awards (Rule 3 Section
18 Academic Misconduct Including Plagiarism) as contained in the
SCU Policy Library. I understand the penalties that apply for plagiarism
and agree to be bound by these rules. The work I am submitting
electronically is entirely my own work.
Signed: Laura Herbert
(please type
your name)
Date:

Learning Management Plan for: Year 8

KLA: Graphics Technology - Sketchup

(1) What have my students achieved to date?

All 25 students have been taught the basic
concepts and skills of graphics technology and
the use of a computer based presentation
technology.
All students are able to identify and minimise
the risks in the workplace and the WHS factors.
Majority of students are working at a standard
level. Refer to Cohort Identification Table.
Students Martin, Zoe and Stephanie will need
special consideration and assistance as they are
lacking the required knowledge.
Students need revision on the impacts that
graphics has on society and the environment.
(2) What do I aim to achieve in my students?
My learner will be able to:
LS 4.1 A student uses computer-based presentation
techniques.

(5) What are my teaching strategies?

Lesson Outcome
Lessons
Focus
What is to be taught? What are the Sequential
Strategies?
1

P1, D1

Time
Frame

- Students review their skills and knowledge with the

35-40
program Sketchup.
minutes
- Using the IWB, the teacher will demonstrate how to
create a Lego piece using Sketchup.
- Students, working individually will repeat the
teachers instructions using their own computer.
- Students will repeat the previous steps to create
multiple Lego pieces.
2
P1, P2
- Students will finish creating their Lego pieces.
35
- Once the students have completed their Lego pieces,
minutes
the teacher will demonstrate how to connect the Lego
pieces together using the IWB.
- Students will repeat the teachers instructions on their
design to create the base of the project.
3
P3
- The teacher will demonstrate on the IWB how to
35
(Procedural Knowledge):
create and attach eyes, ears and a mouth to the base.
minutes
P1: Construct basic Lego piece.
- The students will then repeat the teachers instructions
P2: Practice placing Lego pieces together.
to create their own individualized features on their
P3: Create ears, eyes and mouth.
project.
P4: Analyse the materials and components and
4
P4
- The teacher demonstrates on the IWB how to
35-40
incorporate into the design.
download components and materials and shows the
minutes
students how to apply them to their project.
(Declarative Knowledge):
- Students will finalize their project by following the
D1: Recognise the specific use for each button and
teachers steps and applying/incorporating their favored
measurement in Sketchup.
materials and components into their project.
D2: Recall the steps taken to complete the Sketchup
5
P1, P2,
- Students are given an open ended test to complete in
40
project.
P3, P4,
class, based on their construction steps and evaluation
minutes
D1, D2.
of the completed project.
(6) Who will do what to support my teaching strategies?
(3) How do my students best learn?
Teacher: Will inform the students of the steps that they have to take to complete the project to
Best practice:
the best of their ability using the provided technology. Will walk around the classroom assessing
the students work and assisting students in need.
Create basic 2D and 3D shapes, using
Students: Will listen attentively to the teachers instructions and follow each step as provided so
appropriate tools.
that their project will be completed on time and to the best of their ability.
Students work best individually, utilising their
IWB: Will assist the teacher in showcasing the required steps to the class as a whole.
own school supplies computer and required
(7) How will I check to see my students have achieved the defined learning outcomes?
software.
Learning
Evidence Required
Assessment
Type
When/
Students work efficiently, by being shown the
Outcomes
Strategy
Formative/
steps as a group before they are able to start the
Summative
project themselves.
Declarative
Knowledge
Project based on a certain animal. All students to
D1
Students are able to
Oral
Formative
Lesson 1
create the same animal, but can decorate it to
identify
specific
buttons
in
Questioning.
their liking.
Sketchup and their
10%
purpose.
Learner Peculiarities:
D2
Recount the steps taken
Open ended
Summative
Lesson 5
Martin, Zoe and Stephanie will need special
and evaluate the
test. 60%
consideration, explanation of terms and
completed project.
requirements for the course.
Procedural Knowledge
Brooke and Caitlin are both bright students and
P1, P2
Lego pieces constructed
Teacher
Formative
Lesson 1
will need tasks to keep them interested and their
and merged together.
Observations.
and 2
minds working.
10%
P3
Ears, eyes and mouth are
Teacher
Formative
Lesson 2 and
Habits of Mind and Attitudes and Perceptions:
created and attached to the Observations.
3
Thinking about the final design and the aesthetic
body.
10%
features.
P4
Appropriate components
Teacher
Formative
Lesson 3 and
and
decorations
added
to
Observations.
4
Allow students to practice and become
the completed project.
10%
accustomed with the software before starting the
project. This will allow the students to enjoy
(8) How will I report student progress?
using the program without becoming despondent
with it before they have started.

(4) What resources do I have at my disposal?

Textbooks
Sketchup
Interactive White Board
Computers
Sketchup Instructions

Learning
Outcomes
P1, P2,
P3, P4,
D1.
D2.

Reporting Strategy
Oral feedback will be given to students about their
knowledge on the program Sketchup. Students will
receive ongoing feedback throughout the lessons
based on their projects and how they can improve.
Test will be marked and grade recorded and will be
returned to the students with appropriate feedback
included.

Type
Formative/
Summative
Formative

Summative

When?
Lesson
1, 2, 3,
4.
After
Lesson 5

Student

William
Clare
Brooke
Mark
Tom
Courtney
Rachael
Sarah
Zoe
Blake
Steven
Emily
Grant
Brody
Stephanie
Timothy
Blair
Samantha
Martin

Create freehand
sketches to
communicate ideas
through graphical
sketching drafting
techniques.

Composes
appropriate
presentations
dependant on their
audience and
required
information.

Creates
graphical
presentations
that portray
certain designs.

Expresses
different
graphical
communication
s and
presentations.

Explores graphical
concepts through
selecting and
applying appropriate
standards and
procedures.

Solves project
briefs and
specifications
through graphical
presentations.

Stacey

Adrian

Brittany

Caitlin

Larnie

Josh

Cohort Identification Table.

Cohort Identification Table Continued.

Student

William
Clare
Brooke
Mark
Tom
Courtney
Rachael
Sarah
Zoe
Blake
Steven

Operates
computer based
technologies to
produce and
present images
and projects.

Recognises the
WHS factors to
ensure risks are
minimised in the
workplace.

Demonstrates
safe work
practices for
themselves,
staff and peers.

Chooses
appropriate
graphical
applications to
meet individual,
commercial or
industrial needs.

Analyses the
impact graphics
has on the
environment,
society and the
design industry.

Readiness

At Standard
At Standard
At Standard
At Standard
At Standard
At Standard
At Standard
At Standard
Special Consideration
At Standard
At Standard

Emily
Grant
Brody
Stephanie
Timothy
Blair
Samantha
Martin
Stacey
Adrian
Brittany
Caitlin
Larnie
Josh

At Standard
At Standard
At Standard
Special Consideration
At Standard
At Standard
At Standard
Special Consideration
At Standard
At Standard
At Standard
At Standard
At Standard
At Standard

References:
Lynch, D. (2014). Topic 3: Locating assessment and reporting in the classroom curriculum. Retrieved
from Southern Cross University Blackboard Site: https://learn.scu.edu.au/webapps/portal/frameset.jsp?
tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype
%3DCourse%26id%3D_131377_1%26url%3D
Lynch, D. (2014). Topic 4: Assessment strategies: Deciding the best fit assessment strategies. Retrieved
from Southern Cross University Blackboard Site: https://learn.scu.edu.au/webapps/portal/frameset.jsp?
tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype
%3DCourse%26id%3D_131377_1%26url%3D
Lynch, D & Smith, R. (2012). Assessing and reporting the classroom curriculum in the knowledge age
(second edition). The Primrose Hall Publishing Group, Australia.
NSW Board of Studies. (2003). Graphics technology 7-10. Sydney: Board of Studies
NSW.