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PIALBA STATE SCHOOL: DESIGN & TECHNOLOGY YEAR 6 SEMESTER 1 UNIT 2 PLAN

Deep Learning Inquiry Cycle QuestionHands Off!In this unit, students will investigate how electrical energy can control movement, sound or light in a designed product or system. They will design a solution to an environment's security need and make a prototype electrical device that is part of the solution.Students will apply processes and production skills, to: 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

Investigate how electrical energy can control movement, sound or light in a designed product or system

Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions

Develop project plans that include consideration of resources when making designed solutions individually and collaboratively

Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques

Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions

Select appropriate materials, components, tools, equipment and techniques and apply safe procedures 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 a solution to an environment's security need and make an electrical device that is part of the solution.

Term 2, Week 3 F Part A: Analyse electrical designs

Term 2, Week 5 S Part B: Design a secure environment

Term 2, Week 6 S Part C: Make an electrical device

Note: This unit is integrated with Science Unit 2 Energy and Electricity

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

VocabularyElectrical, device, design, problem, environment, secure

WALT: To design a solution to an environment’s security need and make an electrical device that is part of the solution

WILF: Students to recognise a problem in an environment that can be solved used an electrical device

TIB: Modern society depends upon many electrical devices to resolve issues

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.• Read the implementation advice in the

assessment task Hands off! Portfolio — Teaching notes, including suggestions on where elements of the assessment are best placed in the learning sequence.

• Conduct the assessment progressively throughout 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: Analyse electrical

designs

Part B: Design a secure

environment

L2BAllow 'wait time' for the student to process information

Explicitly teach the vocabulary to ensure the students have the required prior knowledge.

Plan for visual supports to instruction.

Break tasks into smaller, achievable steps.

Use small group instruction and cooperative learning strategies

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 resourcesAssessment task — Hands off! Portfolio

Teacher resourcesAssessment task — Hands off! Portfolio — Model responseAssessment task — Hands off! Portfolio — Teaching notesAssessment task — Hands off! Portfolio — Production skills observation checklist


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



KLA: Digital & Design Tech Year Level Team: add teacher names Term: 1 Semester 1



Lesson 2: Connections between learning & assessment





Resources

VocabularyDesign, technology, solutions, society, system, techniques, safety, tools, materials, icon

WALT: How designed technology solutions are developed and used to meet societies’ needs.

WILF: Students to identify design systems, how they are developed and used; an understanding of icons/avatars associated with design process

TIB: Designed solutions require a logical sequence including common language, symbols and processes in both the design phase and the production phase

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 how designed solutions are

developed and used in society to meet needs.

• Explore the unit’s context for study including:o how Science understandings (physical

sciences) can be applied to the Technologies context of Engineering principles and systems.

o how Technologies can provide solutions individually, locally or globally.

o tools, techniques and materials that will be explored throughout this unit.

o how to work safely with tools and materials.

• Understand the application of design thinking and systems thinking in how designed solutions are developed and used in society to meet needs.

• 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.

• Review Design and Technologies Years 3–4 Band knowledge of how designers create solutions to meet needs.

• Review prior knowledge about electricity and how it is used to control movement, light and sound, especially by discussing what was

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.










Student resources Slideshow - Introduction to the

unit: Hands off! Slideshow - The design process Sheet - Student project checklistTeacher resources Supporting learning resource -

Tools and materials Supporting learning resource -

C2C: Design and Technologies glossary

Supporting learning resource - Introduction to the unit: Design and Technologies Years 5-6 Unit 2

Supporting learning resource - Alternative projects

Supporting learning resource - Electrical safety in the classroom

Supporting learning resource - Safety in Design and Technologies


https://learningplace.eq.edu.au/cx/


learned in Year 6 Science, Unit 2 Energy and electricity. If this unit is done before the Science unit, knowledge of electrical circuits would be developed by doing more investigating in the Design and Technologies Years 3–4 Band Unit 3 Engineering principals and systems: Pinball paradise under the topic Creating a designed solution.





Lessons 3-11: Investigating Electrical Designs

Check for Understanding

Internal monitoring data Formative (Feedback)



Resources

VocabularyDevice, system, electrical, energy, work/effort, control, output, workings, environmental, sustainable

WALT: Understand how designed solutions can be controlled by electrical energy.Understand that designers create solutions to meet needs in the community

WILF: Students to be able to describe how electrical energy controls movement, light or sound in a designed solutions; Explain needs for engineered solutions in the community


• Brainstorm the range of devices and systems that use electrical energy and make a class list.

• Analyse how electrical energy is used to design solutions to personal and community needs, e.g.o reducing work and effort, such as mixer,

electric can opener, vacuum cleaner. Discuss how they reduce effort.

o providing entertainment, such as sounds and light in toys and media devices.

• Discuss the ways electrical devices control movement, light or sound. Use a Venn diagram to classify electrical devices based on whether they control movement, light, sound or a combination of those outputs.

• Investigate the workings of some simple electrical devices such as toaster, hair dryer, blender, by pulling them apart and analysing their components (after making sure they are safe, including removing power leads or batteries).

• Identify factors designers have to consider when developing a design that controls movement, sound or light. These may include cost, functionality; social and environmental sustainability; practicality

• Analyse electrical devices to identify the

Assessment checkpoint: This would be an appropriate time to complete Part A of the assessment task.

Assessment checkpoint: This would be an appropriate time to complete Part B: Question1 of the assessment task.

Design challenge: To design a solution

to an environment’s security need.

To make an electrical device that is part of the solution.










Student resources Slideshow - Electrical energy in

designs Slideshow - Electrical systems in

the community Sheet - Electrical energy - What

is it controlling? Sheet - Electrical solutions at

school or home Slideshow - How does it work? Slideshow - Secure

environments Slideshow - Designing secure

environments Sheet - Analyse needs

Teacher resources Supporting learning resource -

How does it work? Supporting learning resource -

Security systems




TIB: We use electrical energy everyday to control our environment and this will also impact on the environment – positively and negatively

influence of competing factors; discuss which ones were prioritised by the designers.

• Look at examples of systems that provide security in different environments including school, home and community.

• Analyse security systems and components to identify the inputs, processes and outputs.

• Discuss some simple security design challenges and how they could be addressed.

• Identify environments or spaces at school that have a need for a security system. Make a list and compare the practicality and importance of solutions.





Lessons 12-20





Resources

VocabularyDevice, switch, sequence, steps, security system

WALT: To examine and critique components, tools and techniques to make electrical circuits

WILF: Students to be able to create a practical production plan, use relevant tools and resources and work safely

TIB: For an electrical system to function correctly and serve its intended purpose in a safe manner, appropriate materials must be used and correct connections created


• Review learning from Science to identify components of electrical circuits and how to connect them.

• Experiment with components to create simple electrical circuits that control movement, light or sound.

• Find different kinds of switches in familiar devices; identify how each is operated and what it does.

• Examine different types of switches in security systems.

• Experiment with making simple switches to control electricity flow through circuits.

• Select and justify choice of materials and components to meet a need.

• Review the nature and purpose of criteria for success.

• Practise creating and using criteria for success to evaluate simple designs, creating questions that address criteria such as functionality; social and environmental sustainability; practicality.

• Explore ways designs are communicated, including annotated sketches and simple explanations.

• Generate and refine a range of design ideas:o Brainstorm multiple ideas for an electrical

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

Assessment checkpoint: This would be an appropriate time to complete Part B: Questions 2–5 of the assessment task.

Design challenge: To design a solution to an

environment’s security need. To make an electrical device

that is part of the solution.

Assessment checkpoint: This would be an appropriate time to complete Part C of the assessment task and to record observations of students on the assessment task Hands off! Portfolio — Production skills observation checklist.










Student resources

Sheet — Exploring circuits Sheet — Materials that conductSlideshow — SwitchesSheet — Switch huntSheet — Making switchesSlideshow — Criteria for successSheet — Develop criteria for successSlideshow — Communicating designs Slideshow — PrototypesSheet — Manage production

Teacher resources

Supporting learning resource — Designing and producingSupporting learning resource — Links to Science Year 6 Unit 2 — Energy and electricitySupporting learning resource —




device or system; evaluate and refine.o Combine multiple ideas into a final design.

• Discuss how and why designers create prototypes of their designs.

How to make a simple switch: Teacher noteSupporting learning resource — Switch simulation: switch on, switch off: Teacher notes


Assessment Task:

Design and TechnologiesHands off!

Years 5–6 Band Unit 2

Assessment task — Portfolio

Name Class

Teacher Date

Task

Design challenge: To design a solution to an environment’s security need.

To make an electrical device that is part of the solution.

Instructions Part A: Analyse electrical designs

Part B: Design a secure environment

Part C: Make an electrical device

The attached pages contain 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.

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Part A: Analyse electrical designs

Examine the workings of electrical devices (after checking with your teacher that they are safe).

Choose one device and analyse it by answering these questions:

1.

What need is met by this design?

How does this device meet the need?

2. How is the transfer and transformation of electrical energy used in the design of this device to control movement, sound and/or light?

Use sketches and notes or a flowchart to explain your answer.

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

3. In the device you analysed, explain some factors the designer had to think about.

Factor Design thinking

Example: Control Use a timer to switch off the electricity in a toaster. Make it adjustable so the amount of toasting can be controlled.

Materials

Cost

Electrical safety

Other:

4. Select two design factors. Describe how these factors ‘compete’ with each other.

Factor 1 Factor 2 How they compete

Example: Safety Strength

Plastic is an insulator so it’s safe for an electrical product but can crack and snap.Metal is stronger and not easily broken, but readily conducts electricity making it less safe.

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

Part B: Design a secure environment

Investigate


1. Identify an environment that has a need for a security system.

Make a labelled sketch to show:

the need for security

which input and output devices could be used.

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

Evaluate

2. Write criteria for the success of your design for a secure environment

Note: Don’t tick rating or write a comment until Question 4.

Before designing After designing

Criteria for success

What will a successful design do?

Rating () Comment

My design does this by:

Achievable:Can Years 5–6 students make this with the tools, materials and skills they have available?

Functional:Does it use electrical energy to …

Sustainable environment:Does it limit impact on the environment by …

Sustainable society:Will it help quality of life for people by …


Communicate

3. Present your design for a secure environment:

a) Describe the problem and how this system will solve it.

b) Draw a birds-eye view of the environment. Label the components of the system.

c) Draw other labelled drawings, if necessary, to show where components are located and how they will interact within your security system.

d) List inputs and outputs.

e) Explain how the system will work, including how transfer and transformation of electrical energy is used in the design of your system to control movement, sound and/or light. (You could use a flow chart.) Make note of any safety or accessibility considerations you have taken into account in your design.

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

Evaluate

4. Using the criteria for success you wrote in Question 2, evaluate the design by completing the rating and comment.

5. How could you improve the design to meet needs more effectively?

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

Part C: Make an electrical device

Your designed security system includes electrical components. Choose one electrical component to produce as a prototype electrical device.

Plan

1. Name the device being made.

2. List the materials and tools (resources) you will use.

3. Show the steps for making the device.(This could be a list, flow chart or set of labelled drawings).

Checkpoint: Have your plan checked by your teacher before you start work.

Produce

4. Make your prototype electrical device.

5. Demonstrate how it works.

Checkpoint: Your teacher will observe your work skills and safety.


Years 5–6 Band Design and Technologies: Unit 2 — Hands off! Portfolio Name:

Purpose of assessment: To design a solution to an environment’s security need and make an electrical device that is part of the solution.

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

Describe competing factors in the design of electrical devices. Describe how electrical systems are designed to meet needs. Explain how the features of electrical systems impact on designed solutions.

Explain how electrical designs meet identified needs. Generate and communicate design ideas for a secured environment. Select and use appropriate technologies and techniques, and record a production plan, to safely produce an electrical device. Suggest and use criteria for success, including sustainability, to evaluate a design.

Analyses how competing factors influence the design of an electrical device. Justifies design choices. Skilfully uses a variety of tools, materials and techniques to make a working device. A

Explains how components of electrical devices help them function. Independently develops a logical production plan that includes resources. B

Describes competing factors in the design of electrical devices.Describes how electrical devices are designed to meet needs. Explains how the transfer and transformation of electrical energy is used in the design of an electrical device to control movement, sound or light.

Explains how electrical designs meet identified needs. Generates and communicates design ideas for a secured environment. Selects and uses appropriate technologies and records a production plan, to safely produce an electrical device. Suggests and uses criteria for success to evaluate a design.

C

Identifies factors that influence design. Identifies a need for a security system. Identifies components of a security device. Uses materials and tools to make an electrical device. Lists production steps. Uses criteria to evaluate.

D

Identifies an electrical device. Identifies a production step. Safely uses materials and tools with guidance. E

Feedback:

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Australian Curriculum

Design and Technologies - Years 5 and 6

Years 5 and 6 Bank Achievement Standard

By the end of Year 6, students describe competing considerations in the design of products, services and environments, taking into account sustainability. They describe how design and technologies contribute to meeting present and future needs. Students explain how the features of technologies impact on designed solutions for each of the prescribed technologies contexts.

Students create designed solutions for each of the prescribed technologies contexts suitable for identified needs or opportunities. They suggest criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions. They combine design ideas and communicate these to audiences using graphical representation techniques and technical terms. Students record project plans including production processes. They select and use appropriate technologies and techniques correctly and safely to produce designed solutions

Content Descriptions

Design and Technologies Knowledge and Understanding Design and Technologies Processes and Production Skills

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)

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)

Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028)

Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025)

Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions (ACTDEP027)

Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed solutions (ACTDEP026)

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculum

Students require prior experience with the following in Years 3-4 Band: 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) Investigate how forces and the properties of materials affect the behaviour of a product or system (ACTDEK011) Investigate food and fibre production and food technologies used in modern and traditional societies (ACTDEK012) Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013) 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) Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTDEP015) Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions (ACTDEP016) Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment (ACTDEP017) Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018)

Curriculum working towards

The teaching and learning in this unit work towards the following in Years 7-8 Band Investigate the ways in which products, services and environments evolve locally, regionally and globally and how competing factors including social, ethical and

sustainability considerations are prioritised in the development of technologies and designed solutions for preferred futures (ACTDEK029) Analyse how food and fibre are produced when designing managed environments and how these can become more sustainable (ACTDEK032) Analyse how characteristics and properties of food determine preparation techniques and presentation when designing solutions for healthy eating (ACTDEK033) Analyse ways to produce designed solutions through selecting and combining characteristics and properties of materials, systems, components, tools and equipment

(ACTDEK034) Critique needs or opportunities for designing and investigate, analyse and select from a range of materials, components, tools, equipment and processes to develop design

ideas (ACTDEP035) Generate, develop, test and communicate design ideas, plans and processes for various audiences using appropriate technical terms and technologies including graphical

representation techniques (ACTDEP036) Select and justify choices of materials, components, tools, equipment and techniques to effectively and safely make designed solutions (ACTDEP037) Independently develop criteria for success to evaluate design ideas, processes and solutions and their sustainability (ACTDEP038) Use project management processes when working individually and collaboratively to coordinate production of designed solutions (ACTDEP039)

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 Recognising and using patterns and relationships Using fractions, decimals, percentages, ratios and rates Using spatial reasoning Using measurement

Information and communication technology (ICT) capability Applying social and ethical protocols and practices when using ICT Investigating with ICT Creating with ICT Communicating with ICT Managing and operating 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 awareness Social management

Ethical understanding Understanding ethical concepts and issues Reasoning in decision making and actions

Intercultural understanding Interacting and empathising with others

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

Cross-curriculum priorities

Sustainability

Students 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 learningAssessment name: Harvesting good health: Portfolio

Assessment description: Students design a service that provides an edible plant that can be used to create a healthy food product. In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 6, students describe competing considerations in the design of products, services and environments, taking into account sustainability. They describe how design andtechnologies contribute to meeting present and future needs. Students explain how the features of technologies impact on designed solutions for each of the prescribed technologies contexts.Students create designed solutions for each of the prescribed technologies contexts suitable for identified needs or opportunities. They suggest criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions. They combine design ideas and communicate these to audiences using graphical representation techniques and technical terms. Students record project plans including production processes. They select and use appropriate technologies and techniques correctly and safely to produce 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:

exploring how food can help our bodies grow and stay healthy examining systems, materials, techniques and tools to grow and distribute edible plants investigating a plant service and identifying criteria for a successful plant service generating design ideas for a plant service that provides an edible plant that can be used to create a healthy food product developing and implementing a production plan to create the design solution evaluating the design solutions using the identified criteria for success.

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

explain how food helps our bodies to grow and stay healthy describe ways to create healthy food products describe conditions plants need to growth and recognise sustainable practices recognise managed systems, tools and techniques used in agriculture describe the services provided by plant nurseries compare and contrast plant packaging materials and care instructions identify competing factors affecting plant distribution and recommend management strategies sketch and annotate design ideas and draw conclusions about packaging materials sequence and manage activities collaboratively and select and safely use appropriate tools and equipment for the design make judgments about the quality of the service by referring to the criteria for success.

Year 6 Semester 2 Unit 2 Digital & Design Technology Report Card Comment Bank

A B C D E2T6A 2T6B 2T6C 2T6D 2T6E

Unit 2 – Hands Off!

{Name} analysed how competing factors influence the design of an electrical device. {She,He} justified design choices. {Name} skilfully used a variety of tools, materials and techniques to make a working device.


{Name} explained how components of electrical devices help them function. {She,He} independently developed a logical production plan that includes resources.


{Name} described competing factors in the design of electrical devices. {She,He} explained how the transfer and transformation of electrical energy is used in the design of an electrical device to control movement, sound or light. {Name} explained how electrical designs meet identified needs and generated and communicated design ideas for a secured environment. {She,He} selected and used appropriate technologies and records a production plan, to safely produce an electrical device.


{Name} identified factors that influence design. {She,He} identified a need for a security system. {Name} identified components of a security device. {She,He} used materials and tools to make an electrical device. {Name} listed production steps and used criteria to evaluate.


{Name} identified an electrical device. {She,He} identified a production step. {Name} safely used materials and tools with guidance.

Design & Technology Pre-ModerationYear 6: Unit 2 Semester 2 Title: Hands Off!

Curriculum Intent for the Unit (see unit /task description) In this unit students will explore how competing factors and technologies influence the design of a sustainable service which provides a plant for the preparation of a healthy food product.

Learning opportunities support students to: 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 Investigate how electrical energy can control movement, sound or light in a designed product or system Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and

processes to achieve intended designed solutions Develop project plans that include consideration of resources when making designed solutions individually and

collaboratively Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms

and graphical representation techniques Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make

designed solutions

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)By the end of Year 6, students describe competing considerations in the design of products, services and environments, taking into account sustainability. They describe how design and technologies contribute to meeting present and future needs. Students explain how the features of technologies impact on designed solutions for each of the prescribed technologies contexts.Students create designed solutions for each of the prescribed technologies contexts suitable for identified needs or opportunities. They suggest criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions. They combine design ideas and communicate these to audiences using graphical representation techniques and technical terms. Students record project plans including production processes. They select and use appropriate technologies and techniques correctly and safely to produce 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 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

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 5 – Year 6 Achievement StandardBy the end of Year 6, students describe competing considerations in the design of products, services and environments, taking into account sustainability. They describe how design and technologies contribute to meeting present and future needs. Students explain how the features of technologies impact on designed solutions for each of the prescribed technologies contexts.Students create designed solutions for each of the prescribed technologies contexts suitable for identified needs or opportunities. They suggest criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions. They combine design ideas and communicate these to audiences using graphical representation techniques and technical terms. Students record project plans including production processes. They select and use appropriate technologies and techniques correctly and safely to produce designed solutionsDesign and Technologies Knowledge and Understanding

Describes competing factors in the design of electrical devices. Describes how electrical devices are designed to meet needs. Explains how the transfer and transformation of electrical energy is used in the design of an electrical device to

control movement, sound or light.Design and Technologies Processes and Production Skills

Explains how electrical designs meet identified needs. Generates and communicates design ideas for a secured environment.

Selects and uses appropriate technologies and records a production plan, to safely produce an electrical device. Suggests and uses criteria for success to evaluate a design.

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

Explains how components of electrical devices help them function.Design and Technologies Processes and Production Skills

Independently develops a logical production plan that includes resources.

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

Analyses how competing factors influence the design of an electrical device.Design and Technologies Processes and Production Skills

Justifies design choices. Skilfully uses a variety of tools, materials and techniques to make a working device.

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 the role of designers? Identify problems in society that may require

a design solution (past/present/future)?Lessons 3-11Investigating Electrical DesignsKey ideas

Analyse electrical designs Investigate design factors Explore needs and opportunities


Identify a range of devices and systems that use electrical energy?

Explain how electrical energy used to design solutions to personal and community needs?

Lessons 12-20Designing & producingKey ideas

Investigate electrical technologies Generate and evaluate designs Produce an electrical device


Identify components of electrical circuits and explain how to connect them?

Select and justify choices of materials and components to meet a need?

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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