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Unit: Stage 6 - Design and Technology

Design Project: Partition Screen and Portfolio


Timeline: 6 weeks

Rationale:
This unit of work has been designed to enhance student knowledge of the design process and further develop their skills in the theoretical and practical
based studies of Design and Technology. Students will focus on the nature of design and technology, and how it contributes to our daily lives, developing on
their understanding and appreciation of the interrelationship of technology, design, environment and society.

Students will interpret a design brief and follow a design process to develop a Partition Screen for the school, accompanied with a Portfolio. Students will use
various research tasks and discuss social and environmental impacts and trends. Students will use freehand drawing, Sketch-up and 3D printing to complete
their project and present to the class.

Timeline: Syllabus Outcomes Covered:

6 weeks, P1.1 examines design theory and practice, and considers the factors affecting designing and producing in design projects
18 lessons
P2.2 explains the impact of a range of design and technology activities on the individual, society and the environment through the
development of projects

P3.1 investigates and experiments with techniques in creative and collaborative approaches in designing and producing

P4.1 uses design processes in the development and production of design solutions to meet identified needs and opportunities

P6.2 evaluates and uses computer-based technologies in designing and producing.                                                            
Cross-Curriculum Priorities: General Capabilities:
Aboriginal and Torres Strait Islander History and culture - Numeracy - Interpret proportions, data, scales and timelines, use of geometric
Acknowledgment of social, cultural and historical trends patterns
Literacy - Reading, writing, responding to questions, visual literacy
Sustainability ICT capabilities - Computer use, sketch-up, 3D printing
- Comprehend appropriate sustainable materials to be used Critical and Creative thinking - Group collaboration, solicit data, interpret design
brief
History Ethical Understanding - Changes to production and manufacturing industry
-Exploration of how production has changed overtime is evidence of Personal and social capability - Peer collaboration and assessment throughout
history

Quality Teaching Elements: Bloom’s Thinking Skills Utilised:

Intellectual Quality The unit of work incorporates relevant strategies to establish goals and monitor
Deep knowledge - The importance of the design process is progress of students learning prompting students ability to: Remember,
maintained throughout the project Understand, Apply, Analyse and Evaluate.
Substantive Communication - Class discussion optimises sustained
interactions where student thinking and understanding is explicit

Quality Learning Environment:


High Expectations - lessons are scaffolded for diverse learners with
explicit and challenging work
Social Support - active listening and peer collaboration create an
inclusive class environment

Significance:
Connectedness - giving students the opportunity to create their own
deign creates a high element of connectedness
Inclusivity - the lessons are designed for students to explore designs
which they feel they can connect to at their own rate
Literacy Approaches to Learning: Numeracy Approaches to Learning: Technologies Integrated:

Opportunities are offered for students to Student exploration of proportion, size, Opportunities are provided for students to
develop their literacy skills through various scale, quantities, data analysis, geometric integrate a variety of ICT applications to
tasks within this UOW. This includes writing patterns and timelines enables students to their research and documentation.
and research as well as annotations to develop their numeracy skills. Including usage of internet search engines,
timelines, visual literacy on computer word processing, powerpoint, website
programs, reading and answering building, sketch-up, and 3D printing.
questions.
Syllabus Content Teaching and Learning Tasks

W Modified or Resource
Outcome Learn About Learn To Core Task
k Extended s

P1.1 examines *design processes -describe and analyse Task 1,2,3: Overview of Project and UBD strategies are Overhead
design theory the processes Design Process incorporated to offer projector,
and practice, -design processes used undertaken when multiple means of whiteboard
and considers designing *Overview of course including class expression for diverse and markers
the factors in domestic, community, expectations and safe working learners to document their
affecting industrial and commercial practices work Resource A
designing and settings from initial contact
producing in *Design process an its significance GAT Ss can advance their
with clients to final
design projects technical skills by creating
presentation
a website for their portfolio
* How to document work in a
1 portfolio and why LA Ss can work at their
own rate and in a medium
Assessment: Ss will be assessed on their their are comfortable with
understanding of the design process and
significance of documentation in a project Group work creates an
portfolio. Ss are given the flexibility to inclusive classroom
document their work in various forms environment that builds Ss
self esteem
Syllabus Content Teaching and Learning Tasks

W Modified or Resource
Outcome Learn About Learn To Core Task
k Extended s

P1.1 examines *design theory and practice *investigate at least one Task 4,5,6: Production Focusing on a UDL Paper, pens,
design theory -range of design designer and the nature approach, the lessons are whiteboard
and practice, professions of their work *Ss explore history of production flexible and allow students and marker,
and considers to complete their tasks at computers.
the factors -nature and variety of work *identify a range of *Ss examine the differences between mass various learning levels.
affecting career opportunities in production and hand made products GAT students are Projector
designing and of a range of design design and production encouraged to include Youtube:
producing in v=0eGiQzf6
design projects *Ss explore environmental, social and ethical more depth to their tasks.
professions *identify factors affecting nac&list=PL
issues associated with mass production Peer collaboration fosters
design vwi0m_atnj
P2.2 explains an inclusive environment.
-Australian and international -analyse design UndUC_928
the impact of a products * Ss explore geometric patterns in bgvBqHIvDy
range of design designers and their work design
ond&index=
and technology *factors affecting designing -compare and contrast 1
activities on the and producing including: the factors to be Assessment: Students will be assessed on
individual, -appropriateness of the considered in the design their knowledge and understanding of how
society and the design solution and production of design production has changed over time and how it
environment projects effects the interrelationship of technology,
through the -needs design, environment and society.
development of -appraise the aesthetic
projects -function and functional qualities
of a variety of design
-aesthetics products, systems
2 and/or environments
-finance
*assess the impact of
-ergonomics the activities undertaken
in the development of
work health and safety design projects on the
-quality individual, society and
the environment
-short-term and long-term
*evaluate examples of
environmental design and production
and relate these to
consequences environmental and social
Syllabus Content Teaching and Learning Tasks

W Modified or Resource
Outcome Learn About Learn To Core Task
k Extended s

P3.1 *creative approaches *select and apply a Task 7,8,9,10: Analysis of design brief The design brief offers Pens, paper,
investigates and including:                            variety of cognitive multiple means of pencils,
experiments ­cognitive organisers organisers *Ss interpret design brief and follow design expression, adhering to rulers,
with techniques process the UDL approach, and computers
in creative and ­strategies for problem *apply problem solving *Ss work collaboratively to investigate allowing diverse
collaborative techniques to identified consumer needs learners to challenge Resource B
approaches in problems
solving and solution themselves
designing and
creating *Ss interpret and analyse data to determine
producing
*identify the factors that consumer needs
­ideas generation contribute to successful
P4.1 uses
work and collaboration * Ss write rationale of design project
design
processes in the *collaborative approaches    * Ss brainstorm and conceptualise
development ­design teams: roles and *collaborate and
design
and production tasks of members participate in design
of design teams Assessment: Ss must demonstrate their
solutions to ­communication between ability to work collaboratively and analyse
meet identified and within design teams *work cooperatively data and apply this to their design to
needs and effectively reflect consumer needs
3- opportunities
­team responsibilities
4
*project analysis -design *formulate and analyse
briefs design briefs

-appropriateness of design *identify the parameters


of design
solutions
*identify criteria for
­criteria for evaluation and success of design
projects
factors to consider
*conduct market
research to identify
needs and opportunities
Syllabus Content Teaching and Learning Tasks

W Modified or Resource
Outcome Learn About Learn To Core Task
k Extended s

P4.1 uses *project analysis -design *formulate and analyse Task 12: Sketch-up All students should Computer,
design briefs design briefs achieved the outcome, Sketch-up
processes in the *Recap on Sketch-up however some students
development -appropriateness of design *identify the parameters may advance in their
and production designs by incorporating
of design *Ss create PS design using Sketch-up
of design solutions more detail or a better
solutions to understanding of the brief
meet identified ­criteria for evaluation and *identify criteria for *Ss refine and evaluate design
needs and success of design
opportunities projects *Specific measurements must be followed to
factors to consider ensure design is printed successfully
P6.2 evaluates *conduct market
and uses research to identify Assessment: Students will be assessed on
4- computer-based *computer-based needs and opportunities their technical skills in sketch-up and their
6 technologies in technologies and their ability to self evaluate and refine their design
designing and *discriminate in the demonstrating progressive prototypes before
application including:
producing. choice and use of completion of task
modeling, research,
computer-based
simulation and graphics,
technologies to develop,
communication,
communicate and
presentation.
present design ideas
and processes.
Syllabus Content Teaching and Learning Tasks

W Modified or Resource
Outcome Learn About Learn To Core Task
k Extended s

P5.2 * communication -use appropriate design Task 13: Finalise and present portfolios Student may present their Computer,
communicates -forms of communication and technology and models work through video, 3D printer
ideas and including verbal, written, terminology powerpoint, oral
solutions using graphical, visual, audio * Ss finalise project presentation or any other
a range of ­experiment with a range method suitable. Offering
techniques ­elements of the * Ss print 3D model students multiple means of
communication process of techniques and forms * expression accommodates
Ss present finalised project outlining diverse learning needs and
which include sender, to visualise and
the function of the room divider and how it enables students to take
receiver, medium, message communicate ideas and
meets the needs of a specified group initiative and challenge
solutions
themselves.
­criteria for evaluating * Ss submit scale model and portfolio
communication including ­communicate design for marking
clarity of message, ideas and solutions
appropriateness of method effectively using a range Assessment: In the completion of their
chosen, ease of technologies project Ss will be assessed on their technical
skills in the creation of their portfolio, their
of interpretation ­use appropriate conceptualisation of the product and their
standards and understanding and execution of the design
6 ­communicating information conventions to visualise brief
and communicate ideas
through a variety of media and solutions

­visualising solutions ­justify the selection and


use of communication
­the purpose of prototypes techniques

and/or models

­presentation techniques

suited to the needs of


design clients and design
projects
Week Lesso Teaching and learning tasks Reg
n

Week 1 1 Overview of design project - What is a Partition Screen?

T gives overview of design project

Outline Ss will design a Partition Screen (PS) and document their process in a design portfolio

Outlines class expectations, research and practical tasks that will assist in the development of their portfolio and safe working
practices.

T explains the purpose of a room divider by identifying what it is and why it is used

In an open class discussion Ss are prompted to discuss the positive and negative qualities of a room divider, their social and
environmental impact, and the reason behind their popularity which can be used as a form of informal diagnostic assessment
of the students prior knowledge.

Task 1: In small groups Ss design a PS for their classroom and explain its function. Ss must sketch a mock-up
design with annotations and present it to the class. Ss are encouraged to be as creative as they want, being
advised their is no budget

T provides images of past stage 6 designs to ensures Ss know where the unit is headed and why
2 Exploration of the design process

T discusses what a design process is and why it is important

T presents powerpoint presentation of the Design Process (Resource A attached)

Task 2: In groups Ss are to create a mind map of the design process

Powerpoint is uploaded to class Googledrive folder for individual Ss to revisit ;’

3 Portfolio

T discusses why it is important for designers to document their work in a portfolio

T presents powerpoint presentation on varies forms of designers portfolios and invites Ss to think of how they wish to document
their work

Task 3: Ss commence work on design portfolio. The portfolios can be in created in electronically or by hand.
Examples include: word, powerpoint, website (such as wix.com). The portfolio must include: front cover, contents,
numbered pages, relevant class tasks, ideas & inspirations, clear concept, working drawings (photographs, scans)
and finalised design.

Flexibility allows Ss of different learning levels to explore different mediums of documentation


Week 2 4 History of production

T discusses how the production of furniture has changed over time

Ss research the impact of mass production on the economy, environment and consumer

T prompts Ss to discuss why the consumer needs and aesthetics for a PS may have changed over time

Task 4: Ss create a timeline on the history of furniture production, including illustrations and annotations. Ss must
include at least one example of furniture used by Aboriginal and Torres Straight Islander people.

Incorporating Aboriginal and Torres Straight Islander cultural history supports inclusion
Flexibility allows Lower Ability (LA) Ss to use visual imagery to support their research
Gifted and talented (GAT) Ss are encouraged to look at worldly events and movements at the time of production changes

5 Laser cutting

T outlines what laser cutting is and why it is becoming more popular.

Ss watch Youtube: Inside Adam Savage’s Cave: The New Laser Cutter:
v=0eGiQzf6nac&list=PLvwi0m_atnjUndUC_928bgvBqHIvDyond&index=1

T prompts Ss to consider positive and negative aspects of production

Ss compare and contrast with traditional methods of production

Task 5: In groups Ss research a designer who uses laser cutting e.g Martijn van Strien, Sarah Schofield, Julia
Lohmann. Ss must discuss the positive and negative qualities, including mass production, environmental and
ethical impacts. Ss must identify what materials can be used in laser cutting

Group work supports inclusive class environment


6 Incorporating geometric patterns

T demonstrates how geometric patterns are used in design to create visually appealing and easily produced products

T gives examples of Geometric patterns used in PS

Task 6: Ss are given dot paper to create visually appealing geometric patterns that could be laser cut

Flexibility allows diverse learners to create work of various complexity

7 Students receive Design Brief

T goes through design brief with Ss ensuring they have a thorough understanding of what is expected

(Resource B attached)

In groups ss are prompted to follow the design process in order to satisfy the brief

Ss commence research into consumer needs including function, style, safety, sustainability, cost, cultural aspects,
Aboriginal and Torres Straight Islander influences etc.

Task 7: Ss work in groups to identify the needs and concerns of consumers. Ss collaborate making a
survey, vote or other cognitive organiser to solicit needs from peers, teachers and the wider
community, which will be incorporated into their design.
Week 3
T goes through design brief to ensure expectations are explicit

Flexibility of Design project allows diverse learners to showcase their skills and understanding

8 Groups use data collected to identify trends

In their groups ss interpret data to reveal common themes of consumer needs

Ss must apply these findings into their design

Task 8: Ss write rationale of PS design based on results of their collected data.


9 Conceptualisation

Ss use research to brainstorm design ideas

Ss experiment with freehand sketching and collage

Ss consider materials, intended location

Task 9: Ss conceptualise the design of their product to fulfil the needs of the consumer.

Week 4 10 Develop solutions and prototypes

Students should now have a basic concept which they can add further detail to in this lesson

Ss establish materials and function of their design

Task 10: Ss create prototypes

Students to take risk, self evaluate

11 Continued

Students should have a clear concept and more refined prototypes

Task 10: Ss exhibit their design process by executing at least 2 x prototypes using freehand sketches
12 Sketch-up tutorial (recap)

T demonstrates functions of Sketch-up

Ss practice using tools and developing shapes

Ss practice measurement scale and views

Ss complete worksheet (Resource C attached)

Task 11: Ss create numerous shapes to scale, and screen shot: front, top, side and isometric views, to
demonstrate understanding

GAT Ss may create more complex shapes

Week 5 13 Creating Partition Screen on Sketch-up

Ss select their most appropriate prototype and create it on the computer program Sketch-up

Task 12: Ss create PS design on sketch-up to scale

14 Continued

Ss may evaluate their work, and explore different designs

Task 12: Ss create PS design on sketch-up to scale

Self assessment is encouraged


15 Continued

Ss add colour and refine features

Task 12: Ss refine their designs, ensure all measurements are accurate

Students evaluate their designs and work at their own rate

16 Finalise sketch-up design

Ss finalise their designs on sketch-up

Ss add front, top, side and isometric views of their design to their portfolios

Ss export design to an .stl file to print off 3D printer

Task 12: Complete sketch-up designs and add top, side, front and isometric views to their portfolios. Print from 3D
printer

17 Work on presentation

Ss utilise this lesson to prepare for presentation.


Week 6
Task 13: Ss can practise presenting their work in groups

Self evaluation, student feedback and collaboration

18 Presentation

Ss present their work to the class, identifying the function of their design and how it meets the needs of a specific demographic.

Ss must present a completed portfolio and printed 3D model which adheres to the design brief.

Task 13: Students submit their printed 3D model and portfolio for marking

Flexibility allows Ss to present in various ways, including video, powerpoint, oral etc
Academic Justification

It is vital that all senior students receive quality educational standards through successful programming that

satisfy the requirements of the NSW Syllabus (NESA, 2012). Teachers must produce units of work that consist of

high quality and engaging tasks that are supportive of diverse learning needs. To ensure differentiation within

lessons are present, numerious pedagogical strategies must be utilised which adhere to the Universal Design for

Learning, Blooms Revised Taxonomy (2001) and the Quality Teaching (Model) in NSW Public Schools (Ladwig &

Gore, 2009) as well as the Australian Professional Standards for Teachers (AITSL, 2017).
The (attached) Unit of Work (UOW) was created to align with the outcomes of the NSW Stage 6 Design and

Technology Syllabus (NESA,2012). It aims to provide opportunity for students to advance their skills in technical

programs and gain further understanding of design processes and concepts.

When scaffolding a UOW, one must consider the age and learning level of students. As this UOW was created for

Stage 6 learners over a course of 6 weeks, relevant strategies have been implemented from Blooms Revised

Taxonomy (2001), establishing learning goals for students to advance their ability to ‘Remember, Understand,

Apply, Analyse and Evaluate’.

The introductory lesson is scaffolded to enable an informal diagnostic assessment of the students existing

knowledge of the interrelationship of technology, design, environment and society. This is a useful tool for

teachers to document each students progress during the course addressing AITSL Standard 5.1 ‘assess student

learning’. An emphasis on group activity in this lesson and throughout the UOW work to promote inclusivity 3.4

as well as social support 2.4 on the QT Model (Ladwig & Gore, 2009), and initiate peer assessment and

evaluation (Blooms Revised Taxonomy, 2001).

Focusing on strategies of the Universal Design for Learning (UDL), pedagogies have been incorporated into the

UOW to optimise students ability to explore multiple avenues of representation (CAST, 2012), whilst maintaining

the central theme of the design process. Methods include: literacy, visual lieracy, video, peer collaboration, open
class forums as well as multiple use of information and communication technologies (ICT). Students of diverse

learning abilities are given the opportunity to perform at a level that challenges them whilst they analyse the

designers process, outcome p1.1 (NESA, 2002).

Students engage in problematic knowledge 1.3 (Ladwig & Gore, 2009) by recognising multiple concepts and

design processes. ‘Fun’ tasks are tactfully implemented to and engage students and motivate them to develop

their literacy and numeracy skills. By keeping tasks visually simple, which includes using less text, and more

relevant visual stimuli, students with lower learning abilities are not overloaded with information which can cause

negative connotations and intimidation (Lewthwaite et al. 2015). A key example of this is in the third week of the

UOW when students are asked to create a survey or vote to collect and analyse data. Students demonstrate their

ability to identify common trends through mathematical equations and analyse information at their own rate

(Blooms Revised Taxonomy, 2001).

Weeks 4 - 6 are heavily focused on the development and implementation of ICT enabling students to develop

their technical skills adhering to outcome P6.2 (NESA, 2002).

Lessons are sequenced strategically to initiate the students response to environmental and social issues and

trends which can influence a design adhering to outcome P2.2 (NESA, 2002), in which students can build upon.
The design portfolio included in the UOW is a vital element for the formal assessment of student understanding

and progress. It is essential that teachers monitor student participation and motivation levels, and the design

portfolio provides opportunity for the teacher to give prompt, quality feedback, assisting students understanding

of context. It is important that students are kept on task as this not only motivates them to improve their skills,

but it is also key element creating a positive class room environment, and will help to prevent behavioural

managment problems (Edwards & Watts 2004).

Student/teacher oral communication is heavily incorporated into this UOW to establish positive relationships and

incorporate a relevant methodology for Aboriginal and Torres Straight Islander students, resembling their history

of having a non-written language (Chilisa, 2012).

Numerous other essential methods have been included in the UOW, for example visual stimuli through the use of

powerpoint/youtube etc. as well as written lesson outlines, and printed powerpoint presentations, which can be

helpful for students with lower learning abilities, hearing impairments or language difficulties. It enables students

to select their preferred means of processing data (Strain, Kohler, & Goldstein, 1996). Students with challenging

behaviour or lower learning abilities also benefit from written guidelines inwhich expectations are expressed

explicitly ensuring teachers use ‘effective classroom communication, adhering to Standard 3.5.
The UOW employs pedagogical strategies to support the gifted and talented (GAT) students. Tasks are scaffolded

to be flexible, enabling students to advance their skills at a greater speed and depth as opposed to merely

overloading them with additional work which causes frustration and a negative outlook (Rowley, Jennifer L, 2008).

Students are constantly prompted to go beyond the initial task and further their skills and development. An

example of this is in week 1 when GAT students are encouraged to not only create a timeline of changes to

production but also to research how worldly events such as war effected the production industry. Students are

also given the opportunities to use multiple means of expression to present their timeline adhering to the UDL

(CAST, 2012). The UOW is designed so that the teacher is a facilitator of learning, which gives students the

opportunity to produce higher-order thinking, applying Standard 1.4 (Kanevsky, 2002).

Multiple methods of representation, expression and engagement are optimised throughout this Unit Of

Work to create engaging and differentiated lessons that allow students of different learning abilities to

participate in work that is both meaningful and challenging to them.


References:

Australia Institute for Teaching and School Leadership (AITSL). (2014). Retrieved from
http://www.aitsl.edu.au

CAST, (2017). Retrieved from


http://www.cast.org/our-work/about-udl.html#.WZQYtrRy_zI

Crosland, K. and Dunlap, G. (2012). Effective Strategies for the Inclusion of Children With Autism in General
Education Classrooms. Volume: 36 issue: 3, page(s): 251-269

Chilisa, B. (2012). Indigenous research methodologies. California, USA: Sage.

Edwards, C.H. and Watts, V. (2004). Classroom Discipline and Management an Australasian Perspective.
Milton, QLD: John Wiley & Sons Australia, Ltd.
Eggen, P. and Kauchak, D. (2010). Educational Psychology: Windows on Classrooms. New Jersey:
Pearson.

Harris. A. (1999). Teaching and Learning in the effective School. Haunts, UK: Ashgate Publishing

Jackson. Y. (2011). The Pedagogy of Confidence. NYC, USA: Teachers Collage Press

Ladwig, J.G. & Gore, J.M. (2009). Quality teaching in NSW Public Schools: a classroom practice guide.
Sydney Australia: Department of Education and Training. Retrieved from
http://web1.muirfield-h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching
%20Guide.pdf

Ladwig, J.G. & Gore, J.M. (2006). Quality teaching in NSW Public Schools: an assessment practice guide.
Sydney Australia: Department of Education and Training. Retrieved from
https://stjohnsprimarystaff.wikispaces.com/file/view/asspracg.pdf

Lewthwaite, B. E., Osborne, B., Lloyd, N., Boon, H., Llewellyn, L., Webber, T., Laffin, G., Harrison, M.,
Day, C., Kemp, C., & Wills, J. (2015). Seeking a Pedagogy of Difference: What Aboriginal Students and Their
Parents in North Queensland Say About Teaching and Their Learning. Australian Journal of Teacher Education,
40(5). Retrieved from
http://dx.doi.org/10.14221/ajte.2015v40n5.8

NSW Education Standards Authority (2012). Retrieved from


http://educationstandards.nsw.edu.au/wps/portal/nesa/home

Rowley, Jennifer L. Teaching Strategies to Facilitate Learning for Gifted and Talented Students.
Australasian Journal of Gifted Education, Vol. 17, No. 2, Dec 2008: 36-42. Retrieved from

<http://search.informit.com.au.ezproxy.uws.edu.au/documentSummary;dn=720828846652095;res=IELAPA >
ISSN: 1323-9686. [cited 10 Aug 17].

Strain P. S., Kohler F. W., Goldstein H. (1996). Peer-mediated interventions for young children with autism. In
Jensen P., Hibbs T. (Eds.), Psychosocial treatments of child and adolescent disorders (pp. 573-586). Bethesda, MD:
National Institutes of Health
Resources

Resource A - Powerpoint Presentation - Design Process


Resource B - Design Brief
Resource C - Sketch-up revision task

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