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MANDATORY TECHNOLOGY STAGE 4 - Wood

Unit Outline

Unit duration

Cutting Board Overview, Sequence & Scope - 2016


These two units focus on providing the students with the knowledge and skills to design and produce a cutting board. The students
will be using the design process to investigate a range of cutting board designs, represent certain features of these designs in the
creation of innovative cutting board. The cutting board will be made from a variety of timber species. The design process will be
studied and recorded using ICT in the form of a digital folio.
This course is offered at a stage 4-5 levels, where students would not have had any experience or exposure to workshop
environments in a school setting. Throughout this 5-7 week unit the students will be using a variety of tools, techniques and materials
appropriate to the creation of a quality timber cutting board. This process will involve the application of the design process to produce
quality solutions.

5-7 weeks

Big ideas/key concepts

Why does this learning matter?

The key concepts include:


Quality projects are derived from using a structured design process
Quality projects can be created using a broad range of mixed material
technologies.
Design can be inspired from a range of cultural influences
Timber is a natural resource that has its own unique qualities that can
be used in the creation of functional, aesthetically pleasing designs.

The learning matters because:


It enables students to understand how to apply the design process in
order to create quality designs made from a variety of materials.
It develops a greater understanding of cultural knowledge and its
application in design.
It develops an appreciation of ICT to document the progress of a
design and use it to research their own ideas.

Place in scope & sequence/Building the field

Target outcomes

This course is offered at stage 4-5 levels where students would


not have had any experience or exposure to workshop
environments in a school setting. Throughout this 5-7 week unit
the students will be using a variety of tools, techniques and

4.3.2 Demonstrates responsible & safe use of a range of tools, materials & techniques in
each design project.
4.1.1 Applies design processes that respond to needs & opportunities in design projects.

IQ1 Deep knowledge


IQ2 Deep understanding
IQ3 Problematic knowledge

Intellectual Quality
IQ4 Higher-order thinking
IQ5 Metalanguage
IQ6 Substantive communication

Quality Learning Environment


QLE1 Explicit quality criteria
QLE4 Social support
LE2 Engagement
QLE5 Students self-regulation
QLE3 High expectations
QLE6 Student direction

S1 Background knowledge
S2 Cultural knowledge
S3 Knowledge integration-

Significance
S4 Inclusivity
S5 Connectedness
S6 Narrative

materials appropriate to the creation of a quality jewellery product


that emphasises cultural influences. This process will involve the
application of the design process to produce a quality solution.

Literacy
improvement areas
Spelling pre-test and posttest
Reading Strategies
Scaffolded folio responses.

Numeracy
improvement areas

IQ1 Deep knowledge


IQ2 Deep understanding
IQ3 Problematic knowledge

ICT target areas

Common units of
measurement
Numeracy questions
relating to number
Sequencing
Scale/Proportion

Intellectual Quality
IQ4 Higher-order thinking
IQ5 Metalanguage
IQ6 Substantive communication

4.1.2 Describes factors influencing design in the area of study of Products


4.3.1 Applies a broad range of contemporary and appropriate tools, materials and
techniques with competence in the development of a design project.

Assessment

Creation of a digital folio.


Design Project based on timber cutting board.

Quality Learning Environment


QLE1 Explicit quality criteria
QLE4 Social support
LE2 Engagement
QLE5 Students self-regulation
QLE3 High expectations
QLE6 Student direction

S1 Background knowledge
S2 Cultural knowledge
S3 Knowledge integration-

Significance
S4 Inclusivity
S5 Connectedness
S6 Narrative

Outcomes:

Students learn to:

4.3.2

Manage risk
when
developing
design projects.

Students learn about:

4.1.1

Risk management
strategies
Responsible behaviour
in working
environments
Occupational Health and
Safety practices
Use tools, materials &
techniques in a
responsible & safe
manner in each design
project

Establish a
Design processes
design
including:
process that
responds to an - analysing needs, problems
identified
and opportunities
need

- establishing criteria for

Apply a design success


process when
developing
- researching
quality
solutions
Establish
criteria for
successful
achievement
of needs &
opportunities

IQ1 Deep knowledge


IQ2 Deep understanding
IQ3 Problematic knowledge

Learning Experiences

Concept Map What is a risk


in the wood workshop?
Practical demo relevant to
material/workshop. QLE1,
Demonstration of
responsible behaviour.
WH&S Definitions Signage,
housekeeping,
responsibilities.

Evidence of Learning

Safety Sheets
appropriate to wood
workshop General,
Disc sander. Drill
Press.
Record in folio.
Folio/project.

Students to complete Safety


Sheets General/Drill Press.
Teacher demonstrations of
use at appropriate stages of
construction specific to that
stage of project. S1, 5

Completed
project/folio.

Concept map of What is a


Design Process? teacher to
demonstrate examples of
completed designs to
deconstruct eg: Mobile
phone technologies. Then
relate to a timber product.
IQ4

Record in folio.
Completed project.

Definitions and introductory


examples.
Develop an understanding of
the PARDCEM acronym. S1
ICT/LIT: Students to record
their research & progress in
a Digital Folio scaffold

generating creative

Students to generate pencil


sketches of their initial
ideas, which are further
ideas
developed using Internet
Record design
research
of culturally
Intellectual Quality
Quality Learning
Environment
- communicating ideas
processesIQ4&Higher-order thinking
QLE1 Explicit quality criteria
QLE4 Social support
inspired
jewellery boxes. S1 Background knowledge
Metalanguage
LE2 Engagement
QLE5 Students self-regulation
S2 Cultural knowledge
decision IQ5
These
communicated S3
inKnowledge integrationIQ6 Substantive
High expectations
QLE6 Studentare
direction
- communication
experimentingQLE3
and
testing
making in a
the
folio.
ideas

design folio

Reg/Date

Scale Drawings of designs

Significance
S4 Inclusivity
S5 Connectedness
S6 Narrative

Registration
Comments
How did the unit rate in these areas ?

Time allocated for topic


Student understanding of content
Opportunities for student reflection on learning
Suitability of resources
Variety of teaching strategies
Integration of Quality Teaching strategies
Integration of ICT
Literacy strategies used
Numeracy strategies used

Evaluation/variation

IQ1 Deep knowledge


IQ2 Deep understanding
IQ3 Problematic knowledge

Intellectual Quality
IQ4 Higher-order thinking
IQ5 Metalanguage
IQ6 Substantive communication

Quality Learning Environment


QLE1 Explicit quality criteria
QLE4 Social support
LE2 Engagement
QLE5 Students self-regulation
QLE3 High expectations
QLE6 Student direction

S1 Background knowledge
S2 Cultural knowledge
S3 Knowledge integration-

Significance
S4 Inclusivity
S5 Connectedness
S6 Narrative

8 Aboriginal Ways of Learning


http://8ways.wikispaces.com

Story

Maps

IQ1 Deep knowledge


IQ2 Deep understanding
IQ3 Problematic knowledge

Non
verbal

Symbol

land

Non
linear

Intellectual Quality
IQ4 Higher-order thinking
IQ5 Metalanguage
IQ6 Substantive communication

Deconstruct

Community

Quality Learning Environment


QLE1 Explicit quality criteria
QLE4 Social support
LE2 Engagement
QLE5 Students self-regulation
QLE3 High expectations
QLE6 Student direction

S1 Background knowledge
S2 Cultural knowledge
S3 Knowledge integration-

Significance
S4 Inclusivity
S5 Connectedness
S6 Narrative