Assignment2b 17730554

102091
Secondary Curriculum 2B,

TAS B Other Technologies
2017
Mr Adam Watson
Assignment 2
By: Ali Hasna, 17730554
1
Contents
Part 1 ....................................................................................................................................................... 3
Scope and Sequence............................................................................................................................... 3
Concept Map .......................................................................................................................................... 4
Assessment schedule ............................................................................................................................. 5
Assessment task ..................................................................................................................................... 6
Unit outline ........................................................................................................................................... 10
Relational tables ................................................................................................................................... 22
Part 2 ..................................................................................................................................................... 24
Online comparative study .................................................................................................................... 24
Pre lesson.............................................................................................................................................. 24
Post Lesson 1 ........................................................................................................................................ 39
Post Lesson 2 ........................................................................................................................................ 51
Justification........................................................................................................................................... 65
References ............................................................................................................................................ 67
2
Part 1
Scope and Sequence

Scope and Sequence For Stage 6 (Industrial Technology, Automotive)
HSC Course Number of Weeks: 40
TERM 4, 2017 TERM1, 2018 TERM 2, 2018 TERM 3, 2018
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
Task 1 CONTINUED: CONTINUED: CONTINUED:

Industry Study 15%
Students will undertake a broad study of Task 2 Task 2 Task 2
industry related to the specific business Major Project 60% & Industry Major Project 60% & Industry Major Project 60% & Industry
studied in the Preliminary course. Related Manufacturing Technology Related Manufacturing Technology Related Manufacturing
25% 25% Technology 25%
Outcomes:
H1.1, H1.2, H1.3, H3.2, H5.1, H7.1, H7.2 Task 3 Task 4
Half -yearly examination HSC Trial examination
Task 2
Major Project 60% & Industry Related
Manufacturing Technology 25%
Students learn to refine and extend

their project management skills in the
following areas, largely through the
development and completion of their
Major Project management folio.
Outcomes:
H1.2, H2.1, H3.1, H3.2, H3.3, H4.1, H4.2,
H4.3, H5.1, H5.2, H6.1, H6.2, H7.2
3
Concept Map
4
Assessment schedule
Component Weighting Task 1 Task 2 Task 3 Task 4

%
Industry Major Project, Half-Yearly HSC Trial

Study, Strip & Re-fit Examination Examination
Automotive of Car
(Practical &
Portfolio)
H1.1, H1.2, H1.2, H2.1, H1.1, H1.2, H1.1, H1.2,

H1.3, H3.2, H3.1, H3.2, H1.3, H2.1, H1.3, H2.1,
H5.1, H7.1, H3.3, H4.1, H3.1, H3.2, H3.1, H3.2,
H7.2 H4.2, H4.3, H5.1, H5.2, H3.3, H4.1,
OUTCOMES
H5.1, H5.2, H7.1, H7.2 H4.2, H4.3,
H6.1, H6.2, H5.1, H5.2,
H7.2 H6.1, H6.2,
H7.1, H7.2
SYLLABUS COMPONENTS
Industry Study 15% 15 10 15
Major Project 60% 45
Industry Related 25% 15

Manufacturing Technology
15
TOTAL 100 15 60 10
5
Assessment task
wSu Assessment Task Notification

Western Sydney High School
Faculty Industrial Arts, TAS

Year 12
Subject Industrial Technology, Automotive
Class Teacher Mr Hasna
Student Name
Topic Industry Study, Automotive

Weighting 15%
Date Issued 9th September 2017
Date Due 16th October 2017
Syllabus Outcomes
H1.1 investigates industry through the study of businesses in one focus area
H1.2 identifies appropriate equipment, production and manufacturing techniques and describes the
impact of new and developing technologies in industry
H1.3 identifies important historical developments in the focus area industry
H3.2 selects and applies appropriate research and problem-solving skills
H5.1 selects and uses communication and information processing skills
H7.1 explains the impact of the focus area industry on the social and physical environment
H7.2 analyses the impact of existing, new and emerging technologies of the focus industry on society
and the environment
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Cut Here _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Assessment Task Receipt

(To be given to Students upon task submission)
STUDENT NAME STUDENT SIGNITURE
ASSESSMENT TASK DATE
TEACHER SIGNITURE
6
Assessment Description
Students are to select a mechanical/automotive service centre of their choice, to conduct a detailed
industry study. This will provide real-life insight into the automotive sector. Students are to produce
an E-Portfolio (using Google Slides as per the headings below) and then present their findings to the
class in an in-class three minute presentation.
E-Portfolio
NOTE: Each point below is its own Google Slide
Section 1: Structural considerations
a) Describe the chosen automotive organisation and its business structure.

b) Evaluate whether this impacts on the businesss production, efficiency and quality, If so
how?
Section 2: Technical considerations
a) Describe the automation process used by the chosen business.

b) Evaluate whether this determines the production efficiency of the business.
c) Identify any new and emerging technologies used by the chosen business.
d) Analyse if these new and emerging technologies have OR have not contributed to the
success of the chosen business.
Section 3: Environmental and Sociological considerations
a) Describe the waste management and minimisation process used by the chosen business.
b) Evaluate if this waste management and minimisation process on has any impacts BOTH
society and the environment.
c) Explain the shift from traditional power to alternate power sources used by the automotive
businesses.
d) Describe TWO government legislative requirements relevant to the automotive sector.
e) Justify why these TWO legislative requirements have impacted BOTH the development and
sustainability of the automotive industry.
Section 4: Personnel issues
a) Describe TWO possible personnel issues that may arise within the chosen business.
b) Describe TWO government legislations and/or policies relevant to employees in the
automotive sector (not relevant to their safety though).
Section 5: WHS
a) Explain how WHS has impacted on the chosen business.

b) Describe TWO government legislations that ensure a safe working environment for
employees in the automotive sector.
Section 6: Historical developments
a) Evaluate whether the historical developments have EITHER positively and negatively
impacted on the automotive sector (note: be sure to mention manufacturing processes,
materials and work practices.
Section 7: References
7
Section 8: Presentation, In-class three minute Google Slide presentation (post due date)
MARKING CRITERIA
Given
Marking Guideline/s Score Range Grade
Responses give a description of the chosen business to an outstanding level

as well as cover its structural considerations, technical considerations, Outstanding A
environmental & sociological considerations, personnel issues, WHS & 90-100
historical developments (H1.1, H1.2, H1.3, H7.1, H7.2)
Selects & applies appropriate research & problem solving skills to an
outstanding level, demonstrated in the quality of responses (H3.2)
Selects and uses communication & information processing skills to an
outstanding level, demonstrated through a creative and engaging Google
Slides layout (H5.1)
Responses support an argument to an outstanding level (Justify)
Responses determine the value of/make judgment to an outstanding level
(Evaluate)
Responses demonstrate an outstanding cause and effect structure with
whys and hows (Explain)
Responses provide outstanding characteristics and features of the Industry
Study components (Describe)
No spelling and/or grammatical errors are present in responses
Responses give a description of the chosen business to a high level as well
as cover its structural considerations, technical considerations, High B
Selects & applies appropriate research & problem solving skills to a high
level, demonstrated in the quality of responses (H3.2)
Selects and uses communication & information processing skills to a high
level, demonstrated through a creative and engaging Google Slides layout
(H5.1)
Responses support an argument to a high level (Justify)
Responses determine the value of/make judgment to a high level
(Evaluate)
Responses demonstrate a high cause and effect structure with whys and
hows (Explain)
Responses provide high characteristics and features of the Industry Study
components (Describe)
No spelling and/or grammatical errors are present in responses
Responses give a description of the chosen business to a sound level as well
as cover its structural considerations, technical considerations, Sound C
Selects & applies appropriate research & problem solving skills to a sound
Selects and uses communication & information processing skills to a sound
(H5.1)
Responses support an argument to a sound level (Justify)
Responses determine the value of/make judgment to a sound level
8
(Evaluate)
Responses demonstrate a sound cause and effect structure with whys and
hows (Explain)
Responses provide sound characteristics and features of the Industry Study
Few spelling and/or grammatical errors are present in responses
Responses give a description of the chosen business to a basic level as well
as cover its structural considerations, technical considerations, Basic D
Selects & applies appropriate research & problem solving skills to a basic
Selects and uses communication & information processing skills to a basic
(H5.1)
Responses support an argument to a basic level (Justify)
Responses determine the value of/make judgment to a basic level
(Evaluate)
Responses demonstrate a basic cause and effect structure with whys and
hows (Explain)
Responses provide basic characteristics and features of the Industry Study
Numerous spelling and/or grammatical errors are present in responses
Responses give a description of the chosen business to a limited level as
well as cover its structural considerations, technical considerations, Limited E
Selects & applies appropriate research & problem solving skills to a limited
Selects and uses communication & information processing skills to a limited
(H5.1)
Responses support an argument to a limited level (Justify)
Responses determine the value of/make judgment to a limited level
(Evaluate)
Responses demonstrate a limited cause and effect structure with whys and
hows (Explain)
Responses provide limited characteristics and features of the Industry
Study components (Describe)
Repeated spelling and/or grammatical errors are present in responses
TOTAL / 100 Comment:
9
Unit outline
UNIT OUTLINE
Subject: Industrial Technology, Automotive Course: HSC Number of Weeks: 8
Unit title: INDUSTRY STUDY
Key Concepts/ Big Ideas The importance of this learning
Structural considerations Students are to select a mechanical/automotive service centre of their choice, to conduct a
Technical considerations detailed industry study. This will provide real-life insight into the automotive sector. Students are
Environmental and Sociological considerations to produce a presentation using Google Slides. An online comparative study is embedded into this
Personnel issues unit that houses individual lesson activities based on two cases studies.
WHS
Historical developments
ALL OF THE AUTOMOTIVE SECTOR
Unit context within Scope and Sequence Syllabus Outcomes
TASK 1 H1.1 investigates industry through the study of businesses in one focus area
H1.2 identifies appropriate equipment, production and manufacturing techniques and describes
the impact of new and developing technologies in industry
H1.3 identifies important historical developments in the focus area industry
H7.1 explains the impact of the focus area industry on the social and physical environment
H7.2 analyses the impact of existing, new and emerging technologies of the focus industry on
society and the environment
10
Literacy Focus Numeracy Focus ICT Focus Differentiation
-Use of an online EAL/D STUDENTS:
-Answering of extended -Analysis of numerical data comparative study website -Use of visual supports (concept maps) to dissect new
responses questions found in relevant to the costing and throughout the unit which information as opposed to language
the lesson activities on the production rates of the case acts as a digital tool for -Detailed assessment task outline organised in a
online comparative study, as study companies. research and information progressive/visual flow manner which can used as a checklist
well as in the assessment Additionally student must presentation.
task which apply the NESA create a line graph to portray LOW SES STUDENTS:
key terms their results -Students are to create blog -Detailed assessment task outline with clear instruction as to
post recording their what is expected of students (scaffolding)
responses to the online -Encouragement by the teacher for students to ask
comparative study. questions and contribute to class discussions, there can be
no right or wrong answers
-Student are to produce an -Peer based activities, encouraging greater communal
e-portfolio presentation of involvement
their completed assignment.
Week Syllabus Content Teaching and Learning Strategies including Resources

(4 x 1hr assessment for learning.
lessons
per week)
PRE-LESSON TO BE COVERED IN THIS WEEK
WEEK 1 H1.1 investigates industry through the study of -computer
businesses in one focus area ASSESSMENT TASK TO BE DISTRIBUTED -internet
-school server
Students Learn About: ONLINE COMPARITIVE STUDY TO BE PRESENTED -online comparison study
-projector
Structural considerations Lessons begin by the teacher presenting content. -whiteboard + markers
organisation Information to be covered this week includes dealer, -assessment task
management (roles and levels) independent, performance and mobile automotive - IT Automotive
11
marketing and advertising organisation structures, levels of management concept map
production and efficiency including workshop foreman, service manager and
restructuring owner operator. Marketing through social media, print
quality control media, TV and warranties. Levels in production
including service ranging from minor to major
Students Learn To: overhauls. Restructuring based on the life cycle of a
business (establishment, growth, maturity, post
identify the organisation and structure of businesses maturity). Quality testing and control through
related to the specific industry repetitive testing and prototyping.
identify structural factors/considerations that affect Students are then, for the remainder of the lesson, to
production, efficiency and refer back to the online comparative study (lesson 1,
lesson 2, lesson 3, lesson 4) where there are a range of
student centred/directed lesson activities to be
answered suing the given two case studies.
ONLINE COMPARITIVE STUDY TO BE UTILIZED

WEEK 2 H1.2 identifies appropriate equipment, production and -computer
manufacturing techniques and describes the impact of Lessons begin by the teacher presenting content. -internet
new and developing technologies in industry Information to be covered this week includes -school server
H7.1 explains the impact of the focus area industry on mechanisation, floor jacks and stands, hydraulic -online comparison study
the social and physical environment presses, hand tools, screw drivers, files, pliers, -projector
H7.2 analyses the impact of existing, new and emerging spanners, ratchets, sockets and hammers. -whiteboard + markers
technologies of the focus industry on society and the Specialisations include suspension, LPG, EFI, dyno-
environment tuning, differential, transmission, engine rebuilds,
clutch as well brake and clutch. Mass production
Students Learn About: techniques including assembly lines, job sheets and
same day guarantees. Automation in the form power
Technical considerations tools, rattle guns, drills, impact drives, compressors as
mechanisation well as robotics (spray painting, assembly). New and
specialisation/generalisation emerging technologies in electronic diagnoses, fault
mass production readers, SMART technologies (auto reserves and
automation parking features). Environmental and sociological
12
new and emerging technologies considerations include alternate power sources in
both cars and factories, e.g. E85, LPG, diesel, hydro,
Environmental and sociological considerations electric, solar. Alternate material, fibre glass, carbon
alternative resources: fibre, plastic, aluminium and Kevlar. Recycling and
power reuse through reconditioning of parts, use of second
material hand parts as well as universal part designs. Waste
processes management in regards to bio hazard materials such
limitations oils, fuels, thinners and degreasers. Pollution from
recycling and reusing carbon monoxide, chemicals and other fumes.
waste management and minimisation
pollution Students are then, for the remainder of the lesson, to
refer back to the online comparative study (lesson 5,
Students Learn To: lesson 6, lesson 7, lesson 8) where there are a range of
student centered/directed lesson activities to be
describe and evaluate the significance various answered suing the given two case studies.
technical factors/considerations have in the efficiency
and viability of the business studied
describe and evaluate the approaches to the various

environmental and sociological factors adopted by the
industry studied
recognise and evaluate alternatives to traditional

industrial practice especially in relation to power and
resource management
WEEK 3 H1.2 identifies appropriate equipment, production and ONLINE COMPARITIVE STUDY TO BE UTILIZED -computer
manufacturing techniques and describes the impact of -internet
new and developing technologies in industry Lessons begin by the teacher presenting content. -school server
H7.1 explains the impact of the focus area industry on Information to be covered this week includes -online comparison study
the social and physical environment sustainable development through the use of recycled -projector
H7.2 analyses the impact of existing, new and emerging and composite materials. The rehabilitation of -whiteboard + markers
13
technologies of the focus industry on society and the commercial sites is achieved through either the
environment development or repurposing. Legislative requirements
relevant to the various levels including licensing,
Students Learn About: regulations, policies, laws and the EPA. Various factors
associated with the location such as costing, sizing,
Environmental and sociological considerations public transport, unemployment, socio economic
sustainable development status, noise restrictions, trading hours as well as
rehabilitation of commercial sites fumes/pollution. Personnel issues and EEO
legislative requirements: opportunities, unions (MTAA), team technicians,
local contractors and full time workers. Training
state opportunities such as TAFE and school. Specialisations
federal seen through multi skilling engine, electrical,
environmental studies transmission and fault technicians. Roles of personnel
location: such as those of the apprentice, foreman, boss and
land costs and availability technicians. Workshop rules and goals from their
transportation facilities practices.
workforce
impact on surrounding population Students are then, for the remainder of the lesson, to
resource availability refer back to the online comparative study (lesson 9,
geographical factors lesson 10, lesson 11, lesson 12) where there are a
waste management range of student centered/directed lesson activities to
be answered suing the given two case studies.
Personnel issues
industrial relations:
equity/EEO
unions
group negotiated contracts
individual contracts
career and training opportunities
specialisation and multi-skilling
roles of industry personnel
work practices
14
Students Learn To:
discuss and justify the ramifications of legislative

requirements on the development and sustainability of
the industry
identify and describe how factors relating to location

affect the viability and organisation of industry
describe the personnel issues that relate to industry
identify government legislation and policies that

ensure the employees rights and job protection
WEEK 4 H1.1 investigates industry through the study of ONLINE COMPARITIVE STUDY TO BE UTILIZED -computer
businesses in one focus area -internet
H1.3 identifies important historical developments in Lessons begin by the teacher presenting content. -school server
the focus area industry Information to be covered this week includes noting of -online comparison study
relevant government legislation relevant to the -projector
Students Learn About: automotive sector. Industry requirements, policing, -whiteboard + markers
representatives, inspectors and prosecution in the
Work health and safety form of fines, warning and court hearings.
government legislation Identification of the risk assessment process.
industry requirements: Undertaken components in relevant safety training.
standards The varying workplace culture between the different
policing organisation structures. WHS communication by
prosecution signage, mangers and union officials. Historical
risk assessment development in the car manufacturing process are
safety training and human factors also to be examined.
workplace culture
WHS communication Students are then, for the remainder of the lesson, to
15
Historical developments lesson 14, lesson 15, lesson 16) where there are a
the significant developments that have occurred in range of student centered/directed lesson activities to
the focus area industry and how they have impacted on be answered suing the given two case studies.
the industry as a whole, including:
manufacturing processes
Students Learn To:
discuss the importance of WHS in industry
identify government legislation and industry

requirements that ensure a safe working environment
recognise how historical developments and practices

have moulded the industry both positively and
negatively
WEEK 5 H1.1 investigates industry through the study of ASSESSMENT TASK COMPLETION -computer
H1.2 identifies appropriate equipment, production and Lessons begin by the teacher presenting content. -school server
manufacturing techniques and describes the impact of Information to be covered this week includes -online comparison study
new and developing technologies in industry examining the historical developments in both -projector
H1.3 identifies important historical developments in materials and work place practices relevant to the -whiteboard + markers
the focus area industry automotive sector. -assessment task
-Google Slides
Students Learn About: Students are then, for the remainder of the lesson, to
Historical developments lesson 18) where there are a range of student
the significant developments that have occurred in centered/directed lesson activities relevant to covered
the focus area industry and how they have impacted on content.
materials For the remainder of lessons, teachers are to begin by
16
work practices explain the NESA key terms Describe, Evaluate,
Identify, Analyse.
Structural considerations
organisation Students are to complete Sections 1 & 2 of the
production and efficiency assessment task for the remainder of the lesson. It is
quality control the role of the teacher to ensure students are
answering questions correctly (As per the NESA key
Technical considerations terms) as well as inclusion of information from their
automation chosen business.
Students Learn To: Students can relate to the online comparative study at
any time to revisit covered content used to inform
recognise how historical developments and practices their assessment.
negatively
identify the organisation and structure of businesses

related to the specific industry
identify structural factors/considerations that affect

production, efficiency and
describe and evaluate the significance various

WEEK 6 H1.2 identifies appropriate equipment, production and ASSESSMENT TASK COMPLETION -computer
manufacturing techniques and describes the impact of -internet
new and developing technologies in industry -school server
H7.1 explains the impact of the focus area industry on Teachers are to begin lessons by explain the NESA key -online comparison study
the social and physical environment terms Justify. -projector
H7.2 analyses the impact of existing, new and emerging -whiteboard + markers
17
technologies of the focus industry on society and the Students are to complete Sections 2 & 3 of the -assessment task
environment assessment task for the remainder of lessons. It is the -Google Slides
role of the teacher to ensure students are answering
Students Learn About: questions correctly (As per the NESA key terms) as
well as inclusion of information from their chosen
Technical considerations business.
new and emerging technologies
Students can relate to the online comparative study at
Environmental and sociological considerations any time to revisit covered content used to inform
alternative resources: their assessment.
power
recycling and reusing
waste management and minimisation
legislative requirements:
local
state
federal
environmental studies
Students Learn To:

describe and evaluate the approaches to the various

environmental and sociological factors adopted by the
industry studied
recognise and evaluate alternatives to traditional

industrial practice especially in relation to power and
resource management
18
WEEK 7 H1.1 investigates industry through the study of ASSESSMENT TASK COMPLETION -computer
H1.2 identifies appropriate equipment, production and Students are to complete Sections 4, 5 & 6 of the -school server
manufacturing techniques and describes the impact of assessment task for the remainder of lessons. It is the -online comparison study
new and developing technologies in industry role of the teacher to ensure students are answering -projector
H1.3 identifies important historical developments in questions correctly (As per the NESA key terms) as -whiteboard + markers
the focus area industry well as inclusion of information from their chosen -assessment task
business. -Google Slides
Students Learn About:
Students can relate to the online comparative study at
Personnel issues any time to revisit covered content used to inform
industrial relations: their assessment.
equity/EEO
unions ASSESSMENT PRESENTATIONS LESSON 1
group negotiated contracts
individual contracts The first lot of three minute student presentations
work practices begin this week.
Work health and safety

government legislation
industry requirements:
standards
policing
prosecution
risk assessment
Historical developments
the significant developments that have occurred in
the focus area industry and how they have impacted on
manufacturing processes
materials
19
work practices
Students Learn To:
describe the personnel issues that relate to industry
identify government legislation and policies that

ensure the employees rights and job protection
identify government legislation and industry

requirements that ensure a safe working environment
recognise how historical developments and practices

negatively
WEEK 8 H1.2 identifies appropriate equipment, production and ASSESSMENT PRESENTATIONS LESSON 2 - HSC language glossary
manufacturing techniques and describes the impact of -HSC question themes
new and developing technologies in industry The second lot of three minute student presentations worksheet
continue this week. -HSC knowledge recall
H7.2 analyses the impact of existing, new and emerging worksheet
technologies of the focus industry on society POST LESSON 1 - ALARM framework
and the environment -HSC Revision worksheet
- ALARM Steps
Students Learn About: POST LESSON 2 screenshot
-HSC Revision - PEEL scaffold worksheet
Technical considerations - Peer marking worksheet
mechanisation -computer
specialisation/generalisation -internet
mass production -school server
automation -online comparison study
new and emerging technologies -projector
20
-whiteboard + markers
Students Learn To: -assessment task
-Google Slides
Assessment Details Outcomes
Students are to select a mechanical/automotive service centre of H1.1 investigates industry through the study of businesses in one focus area
their choice, to conduct a detailed industry study. This will provide H1.2 identifies appropriate equipment, production and manufacturing techniques
real-life insight into the automotive sector. Students are to produce and describes the impact of new and developing technologies in industry
a presentation using Google Slides. H1.3 identifies important historical developments in the focus area industry
H7.1 explains the impact of the focus area industry on the social and physical
environment
H7.2 analyses the impact of existing, new and emerging technologies of the focus
industry on society and the environment
Evaluation of the Learning and Teaching Indicators of Learning
N/A -Completed online comparative study activities

-Completed assessment task
21
Relational tables
2014
Question Marks Content

1 1 Tools
2 1 Steering
3 1 Tools
4 1 Suspension
5 1 Fuel systems
6 1 Body electrical systems
8 1 Organisation
9 1 Engine types
10 1 Organisation
11 1 Fuel systems
12 3 Engine management system
13 3 Driveline systems
14 3 Engine and related components
15 5 Automotive design
16a 6 Government legislation
16b 9 New & emerging technologies
2015

4 1 Tools
5 1 Automotive design
6 1 Transmission
7 1 Suspension
8 1 Intake & exhaust systems
9 1 Tools
10 1 Engine types
11 1 Transmission
13 3 Braking system
14 3 Engine types
22
2016

1 1 Intake & exhaust systems
2 1 Teamwork
3 1 Environmental impacts
4 1 Organisation
5 1 Roles (personnel)
6 1 Body
8 1 Organisation
9 1 Tools
11 1 WHS
16a 1 Tools
16b 2 Tools
16c 3 Tools
17a 2 Body electrical systems
17b 3 Body electrical systems
17c 3 Body electrical systems
18a 2 Body electrical systems/Fuel systems
18b 4 Intake & exhaust systems/Engine management
19 3 Organisation
20 4 WHS
21a 6 Tools
21b 2 Tools
22a 3 Cooling system
22b 4 Cooling system
22c 8 Cooling system
23 15 Alternative energy
23
Part 2
Online Comparative Study
http://tas2bonlinecomparativestudy.weebly.com/
Online Comparative Study wireframe / content

Week 1
Lesson 1 (PRE LESSON),
Compare the annual profit margins of both companies in the given case studies, as well as their
annual production number. Create a single line graph to portray both results using
http://www.rapidtables.com/tools/line-graph.htm
Contrast the use of alternative resources between the given case studies.
Using http://mindmapfree.com/ , students are to develop a brainstorm which identifies the various
career opportunities in the Automotive industry one could follow post school/study
Lesson 2, Structural considerations, organization, management (H1.1)
a) Compare both the organization structure, and management approach of the given case
studies. Present your response in a mind map using http://mindmapfree.com/
Lesson 3, Marketing and advertising, production and efficiency (H1.1)
NOTE use http://shutterb.org/ to process the answers below and upload to the blog as PDF.
24
a) Using the given case studies judge who has a more effective marketing advertising
approach and examine how this influences the companys success. NOTE apply the PEEL
scaffold to your response.
b) Hypothesis as to which of the production techniques, between the given case studies, is
more flexible and would best respond to sudden change. NOTE apply the PEEL scaffold to
your response.
Lesson 4, Restructuring, quality control (H1.1)
a) Using the given case studies hypothesis as to what is the current phase (business lifecycle)
of each firm.
b) Analyse the quality control procedures of both given case studies and determine which one
is more effective. NOTE apply the ALARM scaffold to your response.
Week 2
Lesson 5, Technical considerations, mechanization, specialization/generalization, mass production

(H1.2)
a) Examine the level of mechanization used in the given case studies and discuss how this can
influence the companys success.
b) Compare the specialization/generalization of both the given studies and discuss how this
can influence the quality of the produced product/service.
c) Discuss as to which of the given case studys mass production technique is most efficient.
NOTE apply the ALARM scaffold to your response.
Lesson 6, Automation, new and emerging technologies (H1.2)
a) Investigate the impacts automation has had on the given case studies. NOTE apply the
ALARM scaffold to your response.
b) Analyse the influences new and emerging technologies have had on the given case studies.
NOTE apply the ALARM scaffold to your response.
Lesson 7, Environment and sociological considerations, alternative resources, recycling and reuse
(H7.1, H7.2)
NOTE use Google Slides to present the answers below and link it to your blog.
a) Analyse how the applied recycling/reuse processes, used by the case studies, affect the
environment.
Lesson 8, Waste management/minimization, pollution (H7.1, H7.2)
a) Judge which of the given case studies best manages/minimizes their waste. NOTE apply the
PEEL scaffold to your response.
b) Hypothesis as to what may occur if either case study did not effectively manage pollution.
NOTE apply the PEEL scaffold to your response.
Week 3
Lesson 9, Sustainable development, rehabilitation of commercial sites (H7.1, H7.2)
25
a) Discuss the sustainable development occurring within the given case studies. NOTE apply
the ALARM scaffold to your response.
b) Propose an alternative method of rehabilitating commercial sites. NOTE apply the ALARM
Lesson 10, Legislative requirements, location (H7.1, H7.2)
NOTE use http://www.thinkfree.com/desktop to process the answers below and upload to the blog
as PDF.
a) Deduce the impacts legislation has had on the given case studies. NOTE apply the ALARM
b) Examine how location has influenced the businesses in the given case studies and its
stakeholders.
Lesson 11, Personnel issues, industry relations, career and training opportunities (H1.2)
a) Discuss how successful industry relations have been maintained by the given case studies.
NOTE apply the ALARM scaffold to your response. NOTE apply the ALARM scaffold to your
response.
b) Compare possible career opportunities between both case studies. Create a flow chart
using https://www.gliffy.com/ to present your answer.
Lesson 12, Specialization/multi-skilling, roles of industry personnel, work practices (H1.2)
a) Compare the specialization/multi-skilling of the given case studies. NOTE apply the ALARM
b) Examine the roles of personnel within the case studies. NOTE apply the ALARM scaffold to
your response.
c) Discuss how work practices can influence the companys success with reference to the case
studies. NOTE apply the ALARM scaffold to your response.
Week 4
Lesson 13, WHS, government legislation, industry requirements (H1.1)
a) Discuss the influence of government legislations within the case studies. NOTE apply the
b) Examine the industry requirements of the businesses in the given case studies. NOTE apply
the ALARM scaffold to your response.
Lesson 14, Risk assessment, safety training/human factors (H1.1)
NOTE use http://shutterb.org/ to process the answers below and upload to the blog as PDF.
a) With reference to the case studies, create a risk assessment of a possible issue/hazard,
which may arise, in the automotive sector.
b) Using the case studies discuss the safety training requirements of employees in the
automotive sector and how such influences their conduct in the workplace. NOTE apply the
Lesson 15, Workplace cultures, WHS communication (H1.1)
26
a) Contrast the workplace cultures of the two case studies, and discuss how such can
influence the success of the business. NOTE apply the ALARM scaffold to your response.
b) Hypotheses a possible scenario that may arise within the workplace as a consequence of
poor WHS communication.
Lesson 16, Historical development, Manufacturing processes (H1.3)
a) Investigate how manufacturing processes have evolved from historical contexts within both
case studies; be sure to examine the impacts of technology in your response. NOTE apply
the ALARM scaffold.
Week 5
Lesson 17, Material (H1.3)
a) Investigate how materials have evolved from historical contexts within both case studies;
be sure to examine the impacts of technology in your response. NOTE apply the ALARM
scaffold.
Lesson 18, Work practices (H1.3)
a) Evaluate how work practices have evolved from historical contexts with both case studies
and deduce how such has influenced the overall efficiency and success of the businesses.
27
Pre lesson
Topic area: Industrial Stage of Learner: Syllabus Pages:

Technology, Automotive HSC 18-21
Date: 9th September 2017 Location Booked: Computer Lab Lesson Number: 1 / 32
Time: Total Number of students: Printing/preparation

60 minutes 20 -Prepare online comparative
study
-Prepare IT Automotive
concept map
Outcomes Assessment Students learn about Students learn to
Lesson assessment Structural

Syllabus outcomes considerations
-(Observation)
Students ability to organisation
H1.1 investigates industry identify the
discuss & marketing and
through the study of organisation and
contribute to class advertising
businesses in one focus structure of businesses
discussions/brainst related to the specific
area orms industry
Life Skills outcomes
N/A
-(Summative)
Students ability to
complete questions
on the online
comparative study
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
-Numeracy, students creating a line graph mapping -Organisation structures of businesses within the
the sales and production volumes of both case study Automotive sector
businesses
-Literacy, students comparing the use of alternate

resources amongst the businesses
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
28
1.1 Deep knowledge 1.4 Higher-order thinking
Intellectual Quality
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something
1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order
knowledge communication
thinking and to communicate substantively about what they are learning.
2.1 Explicit quality criteria 2.4 Social Support

Quality Learning Environment
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and
2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
3.1 Background 3.4 Inclusivity

Significance knowledge
This refers to pedagogy that helps make learning more meaningful and important to 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge
3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all
3.3 Knowledge
cultural perspective.
integration
How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson

element
1.2 Deep The inclusion of the IT Automotive concept map highlights to students how this subject
understanding mimics aspects relevant to the real industry, thus enabling students a deepened
understanding, whilst making direct relevance of student learning.
2.2 Engagement Oral explanations (subject introduction), the use of visuals (brainstorms/concept maps) as
well as the completion of online activities (from the online comparative study) are all
various teaching mediums incorporated into this lesson aimed at increasing student
engagement.
3.3 Knowledge Aspects covered in this lesson integrate and extend on knowledge relevant to the
integration Automotive sector (existing from the Yr11 subject).
29
Time Teaching and learning actions Organisation Centred
T/S
0 Pre-students entering classroom Teacher: T
-Class inspection
-Ensure the classroom is tidy and hazard free -Prepare computers
-Prepare online comparative study
NOTE Turn on/load all computers ready for students to log -Prepare IT Automotive concept map
on (reduces time wastage in the lesson for computers to
load) -Remind students upon classroom
entrance
-(Resource) the IT Automotive concept map

Student:
-Proceed into classroom

-(Resource) teacher is to log onto the online comparative
study & ensure its functional
Resources:
-Teacher reminds students to quietly and calmly enter the -computer/s

classroom -internet access
-projector
-online comparison study
5 Lesson introduction Teacher: T/S
-Mark roll + head count
-Teacher is then to immediately mark the roll and perform a -Make aware of new content
head count
-Teacher introduction
-Subject introduction
NOTE, teacher is to verbally make student aware that they
are about to learn new content -Ask for questions
-Time check
-3 minute activity, Teacher & Subject introduction,

Student:
-Brief verbal teacher introduction including name, staff room -Ask questions
location, email address and own experiences relevant to IT
Automotive
Resources:
-computer/s
-Teacher is to remind students that this is Year 12 (HSC), the
pinnacle of school study, and that they need to take the -internet access
following year very seriously
-projector
30
-Teacher then discuses the IT Automotive course structure, -whiteboard + markers

whereby there is an industry study, major project, portfolio,
half yearly exam, HSC trial and the HSC
NOTE Teacher is to ask to students if there are any questions
TIME CHECK, Should be into 5 minutes of the lesson
10 Connect the learning (existing knowledge + relevance of Teacher: T/S

learning)
-Conduct IT Automotive brainstorm
-Ask for questions

-5 minute activity, IT Automotive Brainstorm,
-Time check
-Present IT Automotive concept map

NOTE Teacher is to encourage all students to contribute to
class discussions and ask questions as there can be no right -Ask for questions
or wrong answers -Time check
-Teacher is to begin a class discussion and ask students what Student:

they already now OR think IT Automotive is about. They are
reminded to recall any information from the Yr11 IT -Ask questions
Automotive course, as well as encouraged to share any
experiences relevant to the Automotive industry. -Contribute to IT Automotive
brainstorm
-Ask questions
-Teacher is to map student responses on the white board
using markers branching from the centre -Contribute to IT Automotive concept
map
-Ask questions
-Possible student responses include:
-cars
Resources:
-mechanic
-IT Automotive concept map
-tools
-computer/s
-engines
-internet access
-petrol
-projector
-electric etc.
NOTE Teacher is to photograph the brainstorm (for next
lesson & in case of students that were absent)
31
-5 minute activity, IT Automotive Concept Map Comparison,
NOTE The following activity connects the lesson to

syllabus outcomes
-(Resource) teacher is to project the IT Automotive concept

map on the white board/project
PLAN B, Teacher is to have printed copies of the IT

Automotive concept map ready for distribution
-This concept map has been created by the teacher and gives
students a general scope of what theyre expected to learn in
the year ahead
-Students (as a class discussion) are then to COMPARE

aspects from this concept map to their earlier (above)
brainstorm, identifying common aspects as well as aspects
which may have been overlooked
-The teacher is to pay particular attention to and briefly

discuss the structural-organisation branch aligning to the
syllabus outcome of this lesson. Here the teacher explains
how business structures in the Automotive sector can include
mobile, independent, dealer-based or public company (CEO
with floated shares), NOTE this is to be covered in greater
detail next lesson (2/32)
-Teacher is to also remind students that they are expected to

apply ALL these elements seen within the concept map (at a
later date) to their upcoming MAJOR PROJECT , thus making
RELEVANCE of the learning
15 Share new information (student participation in lesson Teacher: T/S

through researching online)
-Present online comparative study
32
& -Ask for questions
Demonstrate new understanding (completion of online -Time check

activities)
-Present task 1
-Ask for questions

-10 minute activity, Present Online Comparison Study,
20 -Time check
-Present task 2
-(Resource) teacher is to display the online comparative
study on board/projector & give a live demonstration -Ask for questions
-Time check
-Present activity brainstorm

http://tas2bonlinecomparativestudy.weebly.com/
-Ask for questions
25 -Remind students to upload to blog

-Students are informed that the PURPOSE of this online
comparative study is to encourage online student-SELF -Time check
DIRECTED study
Student:
-Teacher explains that this website contains lesson activities
necessary for the unit & can be used to inform their -View online comparative study
ASSESSMENT TASK which will be presented to them next
30 -Ask questions
lesson (2/32)
-Complete task 1
-Ask questions
-The website contains 2 industry studies on 2 companies,
found under the case study 1 & case study 2 links. -Complete task 2
Students are to use these case studies, Koenigsegg and
General Motors (GM), to answer questions found in the -Ask questions
individual lessons (under each week)
35 -Complete activity brainstorm
-Ask questions
-Each lesson will consist of the teacher presenting new
-Upload to blog
content, then students (independently) referring back to the
online comparative study & answering relevant questions
with reference to the case studies
Resources:
40 -online comparison study

-Teacher is to then select week1 & open lesson 1, lesson
2, lesson 3, lesson 4, etc for students to comprehend the -computer/s
general layout of the website and how this unit will function
-internet access
-projector
-Students are reminded that they must create a blog where
they will upload their responses to each lesson (see the home
page link for more information). The use of a blog reflects a
45
DIGITAL TOOL FOR ONLINE COLLABORATION &
INFORMATION PRESENTATION
50 TIME CHECK, Should be into 25 minutes of the lesson
33
-10 minute activity, Online Comparison Study Task 1,
NOTE The following activity demonstrates a

numeracy analysis
-(Resource) Students are to access week 1, lesson 1 of the

online comparative study.
-Students are to answer question 1 Compare the annual

profit margins of both companies in the given case studies, as
well as their annual production number. Create a single line
graph to portray both results using
http://www.rapidtables.com/tools/line-graph.htm
-Hence students must refer back to the case study 1 & case
study 2 website links to gather information through viewing
categorised links to external websites necessary to inform
their numeracy analysis
-Teacher is to roam the class & ensure students are on task &
are completing the activity as intended
-This activity has dual purpose, it is the first time students

view the companies seen in the case studies, therefore must
become familiar with them to answer the remaining and
more in-depth questions throughout the unit. Secondly, it is
the first time students actually use the website, allowing
them to become familiar with both its layout and purpose
-15 minute activity, Online Comparison Study Task 2,
NOTE The following activity relates to social

responsibilities
-(Resource) teacher is to project the online comparative

study onto the whiteboard & access the PEEL link
PLAN B, Teacher is to have printed copies of the PEEL
34
Scaffold ready for distribution
NOTE Generally most students would be already familiar

with the PEEL scaffold from Yr11 & other subject areas.
However the teacher is to revise its use anyway
-The teacher is to explain that the purpose of the PEEL

scaffold is to ORGANISE THE STRUCTURE of responses when
answering extended-response questions. The PEEL scaffold
has been made available on the online comparative study so
that students can apply it to ALL their lesson activities
throughout the unit (and beyond)
-(Resource) Students are return back to week 1, lesson 1 of

the online comparative study.
-Students are to answer question 2 Contrast the use of

alternative resources between the given case studies.
-Teacher is to remind student to structure their answer using

PEEL
-Teacher is to roam the class & ensure students are on task &
completing the activity as intended
-10 minute activity, Brainstorm-Automotive Career

Pathways,
NOTE The following activity reflects life beyond

school
-(Resource) Students are to access week 1, lesson 1 of the

online comparative study.
-Students are to answer question 3 Using

http://mindmapfree.com/ , students are to develop a
brainstorm which identifies the various career opportunities
in the Automotive industry one could follow post
school/study
35
-Teacher is to advice students to Google jobs in the
Automotive industry to help assist their answer
-Possible student responses include:
-mechanic (apprentice)
-mechanic (tradesman)
-workshop foreman
-diagnostic technician
-mechanical engineer
-production line worker etc.
-This activity helps students recognise the possible job

avenues beyond school life
NOTE Upon completion students are reminded to UPLOAD

their graphs, response & brainstorms to their blog
60 Review and reflect Teacher: T
- Students are prompted to RECALL new information theyve -Prompt lesson recall
learn this lesson (organisation of Automotive businesses +
introduction to online comparative study) -Overview of next lesson
-Reminder of questions
-Additionally students are informed that next lesson they will

be receiving their ASSESSMENT TASK + business organization Student:
structures in greater detail
-Pack up & exit
-Students can ask any QUESTIONS
-Students are to pack up and leave ONLY upon the end of

period signalling. Resources:
-N/A
36
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
The need for introductory lessons (such as this one), to integrate and revise past student knowledge
as well as give scope as to what students are expected to learn and how this relates to their
assessment, thus making relevance of learning.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording
Numeracy analysis Completion of the online comparative study tasks
Literacy, extended response Completion of the online comparative study tasks
Post school opportunities Completion of the online comparative study tasks
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.
Graduate Evidence within this lesson

Standards
4.1 Regular teacher encouragement and reminders for students to ask
Support questions as well as contribute to class discussions, is reflective of the
student educator positively supporting student participation in learning.
participation
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson?
Using your syllabus and support documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?
-General hazards in classroom (untidy work areas, electrical cords, students rocking on
chairs, outdated safety equipment etc.)
-Use of Computers for extensive period of time may result in eye strain, therefore various
tasks have been slotted between ICT based activities
-Consult with schools internet policy to ensure internet-based resources are accessible (not
blocked)
37
References (In APA)
You must list all references that you have used for the content and resources of this lesson in this
space.
BOSTES. (2008). Industrial Technology, Stage 6 Syllabus, Retrieved from
https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/industrial-technology-st6-syl.pdf
Resources Attached:
You must list all the resources that you have created or found in this space.
IT AUTOMOTIVE CONCEPT MAP
38
Post Lesson 1
Topic area: Industrial Stage of Learner: HSC Syllabus Pages: 18-21
Technology, Automotive
Date: 17th October 2017 Location Booked: Computer Lab Lesson Number: 31 / 32

60 minutes 20 -Prepare HSC language glossary
-Prepare HSC question themes

worksheet
-Prepare HSC knowledge recall

worksheet
Lesson assessment
Syllabus outcomes
describe and evaluate
H1.2 identifies appropriate -(Summative) Technical the significance various
equipment, production and considerations technical
manufacturing techniques and The degree to
mechanisation factors/considerations
describes the impact of new which students can specialisation/generali have in the efficiency and
and developing technologies in recall prior sation viability of the business
industry knowledge mass production studied
automation
H7.2 analyses the impact of new and emerging
existing, new and technologies
emerging technologies
of the focus industry on
society and the
environment

N/A
Literacy, deep analysis of the NESA Key terms Understanding the organisation of HSC Past Papers
(Exam Revision)
39

and among students.

3.6 Narrative
3.3 Knowledge
integration

element
1.4 Higher-order Examining and understanding the use of NESA key terms in HSC questions has achieved HOT
thinking in this lesson.
2.6 Student Students have been given initial direction by the teacher, and then continued the lesson
direction conducting their own research in order to establish their individual interpretations of NESA
key terms and HSC past paper questions.
3.5 Connectedness has been achieved this lesson through activities being progressive and
Connectedness requiring students to utilise existing knowledge gained from the completion of the
assessment task as well as the online comparative study.
40
T/S
-Class inspection
-Prepare HSC language glossary
NOTE Turn on/load all computers ready for students to log -Prepare HSC question themes
on (reduces time wastage in the lesson for computers to
load) -Prepare HSC knowledge recall
-Remind students upon classroom

entrance
-(Resource) HSC language glossary worksheet
Student:
-(Resource) HSC question themes worksheet
-Proceed into classroom
-(Resource) HSC knowledge recall worksheet

Resources:
-computer/s
-Teacher reminds students to quietly and calmly enter the
classroom -internet access
-school server
-projector
5 Connect the learning (making connections to what students Teacher: T/S

know)
-mark roll + head count
-awareness of new content

-Teacher is then to immediately mark the roll and do a head
count -conduct HSC language glossary activity
-allocate groups
NOTE students are to be made verbally aware that they are -distribute worksheets
about to learn new content -conduct forum like discussion
10
-ask for questions

-Todays lesson activities have been designed to help -time check
students PLAN, ORGANISE & IMPLEMENT FUTURE REVISION
SESSIONS (prior to the HSC)
Student:
-20 minute activity, HSC Language glossary -complete HSC language glossary
activity
15
41
- NOTE By this stage students would be aware and have -compare definitions
applied the NESA key terms (making connections to what
they already know), but this activity intends to really further -present definitions
explore these verbs -note definitions using worksheet
-ask questions
-Students are to be made aware by the teacher (verbally),
that in order to attain high bands in the HSC and successfully
respond to what the question is actually asking, a deep Resources:
UNDERSTANDING of the NESA key terms is CRITCAL, thus
rationale to the following activity - HSC language glossary worksheet
-computer/s
-In pairs (10 lots of 2), student are to log onto -internet access
-school server
http://www.boardofstudies.nsw.edu.au -projector
/syllabus_hsc/glossary_keywords.html -whiteboard + markers
-The teacher is then to allocate each pair of students one of

the following key terms:
-Analyse, Contrast, Critically (analyse/evaluate), Discuss,

Evaluate, Explain, Justify, Outline, Propose, Summarise
-Students are then given 10 minutes to:
-Name their given NESA key term,
-Define the key term according to the NESA website (link

above),
-Define the key term according to:
http://www.humanities.manchester.ac.uk
/studyskills/assessment_evaluation/assessment
/glossary.html
-Students must then COMPARE the definitions of both

websites and CREATE their own interpretation/definition.
The purpose of this activity is for students to understand the
significance of creating CRITICAL and WELL INFORMED/
RESEARCHED interpretations
-(Resource) teacher is to distribute the HSC language

glossary worksheet
-In a class FORUM-LIKE manner, student groups are then to

Discuss their definition with class for 10 minutes total
42
-Listening students must note the definition of the key term
being discussed using the HSC language glossary worksheet
20 Share new information (student lesson participation) Teacher: T/S
& -conduct grouping of HSC question

themes activity
Demonstrate new understanding (students apply their
understandings to new contexts) -write syllabus categories on white
board
-allocate groups
-20 minute activity, HSC question themes
-distribute relational table worksheet
25 -ask for questions
-Teacher is to give context to HSC questions in that they
originate from a set syllabus, and therefore can be organized -time check
under particular headings (of the syllabus), thus rationale to
the following activity
Student:
-Teacher is to write the following categories (from the -complete grouping of HSC question
syllabus) on the whiteboard: themes activity
30
-form groups
-structural -complete HSC question themes

worksheet
-technical
-ask questions
-environmental & sociological
35 -personnel
Resources:
-Work Health & Safety (WHS)
- HSC question themes worksheet
-historical developments
- HSC question revision table
worksheet
NOTE It is here the lesson connects to the identified syllabus -computer/s

outcomes whereby students will be identifying questions
40 relevant to the technical considerations of a business in the -internet access
Automotive industry -school server
-projector
-(Student lesson participation) In groups of 3 (6 lots of 3, 1 -whiteboard + markers
lot of 2), student are to log onto
45
http://educationstandards.nsw.edu.au/wps/portal/nesa/11-
43
12/Understanding-the-curriculum/resources/hsc-exam-
papers
-select automotive
50
-teacher is to allocate each student group a particular year of
HSC past papers from 2009, 2011, 2012, 2013, 2014, 2015,
2016
-(Resource) teacher is to distribute the HSC question

themes worksheet
-Using their allocated year of the HSC past paper, students

are to scroll to the extended response sections and match
each extended response question with one of the above
syllabus categories (written on the board)
-Students (individually) use the HSC question themes

worksheet to record the HSC year of paper, question number
and matched syllabus category, necessary for the following
activity
-20 minute activity, HSC knowledge recall
-Using the same student groups and completed HSC

question themes worksheets from the previous activity,
students are to swap their worksheets with the group beside
them
-(Resource) teacher is to distribute the HSC knowledge

recall worksheet
-Students are to use their peers HSC question themes

worksheet to complete the HSC knowledge recall worksheet
-Students are given 10 minutes to write the identified

syllabus category (from their peers relational table) in
44
column 1. Then in column 2, pupils are to remember (recall,
hence the name of the worksheet) as much information as
they can about that particular syllabus category (point form
is ok). It is here students apply their understanding in new
contexts
-TEACHER HINT Students are reminded to reflect upon

ACTIVITIES COMPLETED IN THE ONLINE COMPARATIVE
STUDY AND ASSESSMENT TASK
-For the remaining 10 minutes, students are to turn to their

neighbouring group and discuss any COMMON OR
REPEATED THEMES they noticed between their year HSC
past paper. The teacher REINFORCES the point made earlier
whereby the HSC is developed upon set headings
(determining the limit to which you can be asked on)
learn this lesson (NESA key terms + repeated themes in HSC
questions) -Overview of next lesson
-Additionally students are informed that next lesson they will -Reminder of questions
be allocated past HSC questions in which they must respond
to using ALARM + PEEL scaffolds, as well as view HSC marking
notes + sample answers Student:
-Students can ask any QUESTIONS -Pack up & exit

period signalling.
Resources:
-N/A
45
Reflection
Students require a deepened understanding of the language necessary to successfully respond to

HSC questions as suggested by the initial NESA key term, thus prior scaffolding must help students
achieve such.
Understanding of NESA key Completion of HSC key terms activity/worksheet

term
Identification of common Completion of HSC Relational table activity/worksheet

themes in HSC question
Recall of previously learn Completion of Knowledge recall table activity/worksheet

information

Standards
1.2 The identification of themes in HSC past paper questions reflects
Understand understanding as to how students learn. Thus, these themes can be used
how students
to guide future HSC revision sessions as they determine what aspects of the
learn
syllabus, as well as which NESA key terms, are highly likely to appear in the
HSC.
WHS
46
blocked)
References (In APA)
space.
NESA. (2017). A glossary of key words. Retrieved from

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/glossary_keywords.html
NESA. (2017). HSC Exam Papers. Retrieved from

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-
curriculum/resources/hsc-exam-papers
The University of Manchester. (2017). Retrieved from
http://www.humanities.manchester.ac.uk/studyskills/assessment_evaluation/assessment/glossary.
html
Resources Attached:
47
HSC LANGUAGE GLOSSARY WORKSHEET
HSC LANGUAGE GLOSSARY
Term Definition
Analyse,
Contrast,
Critically
(analyse/evaluate),
Discuss,
Evaluate,
Explain,
Justify,
Outline,
Propose,
Summaries,
48
HSC QUESTION THEMES WORKSHEET
HSC QUESTION THEMES

HSC Past Paper Year
Question Number Identified Syllabus Category
49
HSC KNOWLEDGE RECALL WORKSHEET
HSC KNOWLEDGE RECALL

HSC Past Paper Year
Identified Syllabus Recalled Knowledge

Category
50
Post Lesson 2
Topic area: D & T Stage of Learner: HSC Syllabus Pages: 18-21
Date: 18th September 2017 Location Booked: Computer Lab Lesson Number: 27 / 27

60 minutes 20 -Prepare ALARM framework worksheet
-Prepare ALARM Steps screenshot
-Prepare PEEL scaffold worksheet
-Prepare Peer marking worksheet
Lesson assessment
Syllabus outcomes
H1.2 identifies appropriate -(Formative) Technical describe and evaluate

equipment, production and Students ability to considerations the significance various
manufacturing techniques and respond to HSC mechanisation technical
describes the impact of new past paper specialisation/generali factors/considerations
and developing technologies in questions sation have in the efficiency and
industry mass production viability of the business
automation studied
H7.2 analyses the impact of new and emerging
existing, new and technologies
emerging technologies
of the focus industry on
society and the
environment

N/A
Literacy, applying the ALARM & PEEL scaffolds HSC Exam revision via the completion of HSC past
paper questions
51

and among students.

3.6 Narrative
3.3 Knowledge
integration

element
1.5 Metalanguage The answering of HSC questions this lesson intends to familiarise student with the
vocabulary used in the HSC.
2.3 High The need to demonstrate to students the expected level of detail in answering extended
Expectations response questions.
3.1 Background The definition of the NESA Key Terms from last lesson (post lesson 1, 26/27) form
knowledge background knowledge necessary to complete activities this lesson.
52
T/S
-Class inspection
-Prepare ALARM framework

worksheet
NOTE Turn on/load all computers ready for students to log
on (reduces time wastage in the lesson for computers to -Prepare ALARM Steps screenshot
load)
-Prepare PEEL scaffold worksheet
-Prepare Peer marking worksheet

-(Resource) prepare the ALARM framework worksheet
-Remind students upon classroom
entrance
-(Resource) prepare the ALARM Steps screenshot
Student:
-(Resource) prepare the PEEL scaffold worksheet -Proceed into classroom
-(Resource) prepare the Peer marking worksheet Resources:
-computer/s
-Teacher reminds students to quietly and calmly enter the -internet access
classroom
-school server
-projector
5 Connect the learning (making connections to what students Teacher: T/S

know)
-mark roll + head count
-awareness of new content

-Teacher is then to immediately mark the roll and do a head
count -connect to learning
-share new information
NOTE, students are to be made verbally aware that they are -explain ALARM
about to learn new content -distribute ALARM framework
10
worksheet
-Last lesson (post lesson 1 26/27) students explored the -present ALARM steps screen shot
NESA key terms in detail. The understanding of such is -distribute PEEL scaffold worksheet
necessary to begin correctly responding to HSC questions.
-explain PEEL activity
-ask for questions

-Continuing on (this lesson), the next step when responding
to HSC questions, requires the identification of which
53
ELEMENTS must be included in the response itself, and thus -time check
can be achieved through the use of an ALARM (A Learning
And Responding Matrix) scaffold
Student:
NOTE The RELEVANCE OF THE ACTIVITY BELOW is high as it -understand the ALARM + PEEL
can be used to attain HIGHER BANDS in the HSC scaffolds (necessary for next activity)
-ask questions
Share new information (student lesson participation)

Resources:
-15 minute activity, ALARM + PEEL Scaffold Introduction - ALARM framework worksheet
- ALARM steps screen shot
-(Resource) teacher is to distribute the ALARM framework - PEEL scaffold worksheet

worksheet amongst students -computer/s
-internet access
-(Resource) teacher is to display the ALARM Steps -school server
screenshot onto the white board using the projector
-projector
NOTE These above resources will be used in the next activity,
so student must pay attention on how to use them
-The teacher is to explain to students how the intensity of a

HSC question is determined by the NESA key term used at
the start of the question itself, and how this connects to the
ALARM Steps diagram displayed on the white board (i.e.
Identify, describe, explain/analyse, critically analyse,
evaluate). Furthermore, the ELEMENTS to be ARTICULATED
in HSC answers is determined by the ALARM steps which
also corresponds to the ALARM framework worksheet
students received earlier (making relevance of resources)
-The teacher is to ask students to decide on a general class

question e.g. What makes their high school name here so
awesome
-As a class discussion, students are to respond to this

general question, and derive sample answers (verbally)
based on the different levels seen in the ALARM steps
-Another key scaffold is PEEL (Point, Evidence, Explain, Link).

PEEL focuses on the STRUCTURE of answers (ALARM is
ELEMENTS to include) two different scaffolds both used to
answer questions
-(Resource) teacher is to distribute the PEEL scaffold

worksheet amongst students
54
-Teacher is to explain the layout of PEEL and how it
CORRESPONDS to ALARM, whereby:
-Point = main component
-Evidence = HOW & WHY
-Explain = features, characteristics, function, purpose,

impacts,
-Link = extent of impacts and how this aligns with the main
component
-Students are to be informed that responding to HSC

questions is a standardised process whereby there is a need
to master the LANGUAGE AND GRAMMAR used. Doing so
will enable students to answer ANY HSC question regardless
of the actual subject, thus flowing into the below activity
15 Demonstrate new understanding (students apply their Teacher: T/S

understandings of ALARM + PEEL to new contexts (HSC
questions) -conduct HSC past paper question
activity
-allocate student HSC question

-25 minute activity, HSC Past Paper Questions numbers
-ask for questions
NOTE It is here the lesson connects to the identified syllabus -time check
outcomes whereby students will be identifying questions
20 -conduct the HSC peer marking activity
relevant to the technical considerations of a business in the
Automotive industry -distribute Peer marking worksheet
-ask students to exchange these

-Students are to log onto (HSC Past Papers) worksheet and give verbal feedback to
their peers
-ask for questions

12/Understanding-the-curriculum/resources/hsc-exam- -time check
25 papers
Student:
-Select automotive, then mechanical technology -complete the HSC past paper
questions activity + ALARM & PEEL
scaffolds in answers
-Teacher is to allocate each student 1 extended response
question from the following options (20 questions total): -ask questions
30
55
-complete the peer marking
worksheet
2014, Q16, Q17, Q18, Q19, Q20, Q21, Q22, Q23ab, Q23c
-swap back with peer and give verbal
2016, Q16, Q17, Q18, Q19, Q20, Q21a, Q21b, Q22a, Q22b, feedback
Q22c, Q23
35 Resources:
NOTE Teacher is to record the question number allocated to
students (on paper, in teacher diary) - Peer marking criteria worksheet
- ALARM framework worksheet
-Students are to apply both the ALARM framework & PEEL - ALARM steps screen shot
scaffold worksheets to the answer of their allocated HSC
past paper question. E.g., Students are to match the given - PEEL scaffold worksheet
40 NESA key term (from the question) to the ALARM -computer/s
framework worksheet, which prompts students on
ELEMENTS to include in their answers. The PEEL scaffold -internet access
worksheet is also to be used in student-responses, as it
organises the STRUCTURE of their articulation. -school server
-projector
-Students are to type their response using Microsoft Word -whiteboard + markers
45 OR can hand write it on blank paper provided by the teacher
-Students are reminded that upon completion of their

response, their fellow peer will be marking their work
-The teacher is to ensure students are on topic, applying the

50 scaffolds as intended and avoid intervening with students
(were possible) as this is a STUDENT CENTERED activity
PLAN B, If STUDENTS FINISH EARLY, they are encourage to

either:
proof read their answer OR
again use the worksheets to attempt another extended

response question from the same year HSC past paper
-20 minute activity Peer Marking
-Students are to swap their completed response with the

person beside them for peer marking
56
-Students are then to log back onto
12/Understanding-the-curriculum/resources/hsc-exam-
papers
-select automotive
-select the YEAR OF THE PAPER THEIR PEER HAS COMPLETED
-students then to scroll down to their peers question

number whereby they will find a marking criteria under the
view marking guidelines heading
-(Resource) teacher is to distribute the Peer marking

worksheet amongst students and are given 15 minutes to do
so
-students must (as per the worksheet) record the year and
question number of the HSC past paper. Pupils are to then
give general comments on the response itself (I.e. identify
any spelling errors, grammatical errors, determine whether
both ALARM and PEEL have been utilised to a satisfactory
level etc.). Students must then use the graded sample
answers to score their peers and determine how their
response is similar/different to these exemplars
-In the remaining 5 minutes of the lessons, students are to

swap back the peer marking worksheets (with the student
who originally completed the question earlier in the lesson)
-students are then to verbally explain to one-another why

they scored their peers accordingly whilst reefing back to
elements seen in the HSC marking guidelines
learn this lesson (ALARM + PEEL + HSC questions + marking)
-Overview of next lesson
-Reminder of questions
57
-Additionally students are informed that next lesson they will
begin a new unit focusing on their MAJOR PROJECT
Student:
-Students can ask any QUESTIONS
-Pack up & exit
period signalling. Resources:
-N/A
58
Reflection
Students need to be thoroughly aware of the language utilised in HSC questions, as well as how such
effects elements included in their responses, thus justifying the ALARM & PEEL scaffolds.
The successful employment of Completion of HSC past paper questions

the ALARM & PEEL scaffolds
amongst students
Students utilising the HSC Completion of peer marking worksheet

marking criteria, thus enabling
them to understand the level
of detail required when
responding to questions

Standards
3.4 Select and The inclusion of HSC/NESA based documentation proves effective
use resources selection of resources by the teacher. Such enables students to familiarise
themselves with the resources available on their website, as well as the
questions structure, language and layout of HSC exams.
WHS
59
blocked)
References (In APA)
space.
Virtual Library. (2017). ALARM-A learning and responding matrix. Retrieved from
http://www.virtuallibrary.info/alarm.html

Resources Attached:
ALARM framework worksheet
HSC Key
Words ALARM Framework
Topic Concept:
Essential idea of topic or summation
Judgment on the development process and/or its change of
procedures in the process over time
How are the various features/impacts/effects interrelated?
Clarify Name and Define:

Define What?
Identify Components/elements/ steps/stages of the topic process.
List
Give a name and definition of EACH of these areas.
Recall
Recount Identify
Summarise
Describe Describe:
Demonstrate What?
Distinguish What are the features/characteristics/properties?
Extract
Use examples
Outline
Classify
Apply
Explain Explain the Significance:
Account
What is the ... purpose/function? Cause and effect?
60
What/Why Use examples
How? Why?
Analyse
Examine Analyse:
Interpret
Synthesise Explain how and/or why the intentions are carried out, impact
Predict How did it achieve its purpose or intent and / or impact/effect?
How/Why What is the relationship between the various components?
Critically
Analyse Critically Analyse:
Compare
Contrast Explains the how and the why of the positives/advantages and
Discuss negatives/disadvantages of this effect
Recommend How and why is it beneficial and /or harmful?
Construct
Deduce Evaluate:
Evaluate
To what extent is each component part successful, useful, and
Extrapolate
Investigate
achieve its purpose?
Propose To what extent is the impact/effect effective or valuable?
To what extent has it carried out its function or purpose?
Is it successful, in relation to set criteria?
How useful?
Critically Critically Evaluate:

Evaluate Come to a final judgement on each component & overall extent
Assess After establishing the extent of the success/effectiveness of each
Justify individual feature/purpose, compare and contrast all the areas
covered
To what extent is one more effective than another
Were all the features/effects/impacts, the whole process, successful
or effective?
How useful?
Appreciate:
Appreciate Why is this understanding of the topic important for life?
61
ALARM Steps screen shot
62
PEEL scaffold worksheet
POINT
Make your main point
here. This is the point
you will argue.
EVIDENCE
Provide some evidence
that supports your main
point. Use an example.
EXPLAIN
Argue the reasons why
that piece of evidence
makes your point
correct also, how it
relates to your point.
LINK
End your argument by
summing it up in a
sentence.
63
Peer marking worksheet
PEER MARKING CRITERIA
Your peers HSC

Past Paper Year
Your peers HSC

Question Number
Your comments
on the response it
self
(I.e. spelling
errors,
grammatical
errors, degree
ALARM has been
incorporated,
degree PEEL has
been
incorporated etc.
Your comments
on how your
peers answer
compares to that
of the given
sample answers
Your score of your

peers response
64
Justification
This justification intends to link recent-research to decisions made during the design of all the
attached teacher-documentation. The use of Lesson Sequencing (Understanding By Design (UBD)),
Blooms taxonomy, HSC language, student directed-learning as well as the incorporation of
Information and Computing Technology (ICT) have all been referenced, whilst analysing the
usefulness of such choices.
Being the HSC course, it was critical to ensure that the produced unit-outline, online comparative-
study, assessment-task and lesson-activities, all enabled deepened understanding of course-content
amongst students, as per syllabus-outcomes. According to the NSW Department of Education
(2017), such-can be successfully achieved through the sequencing of lessons via applying the
curriculum-planning framework of backwards-design, also known as UBD. Furthermore as it is year-
twelve, the pinnacle of school-study, the intention prior to the start of the entire assessment, was to
ensure student learning-experiences throughout the year were directed towards equipping pupils
with the skills and knowledge necessary to achieve success in the HSC. Thus, further guidance was
necessary in determining how to teach as opposed to what to teach. Such is rationale as to why
implementing UBD was in-fact the correct decision as supported by the research of Vanderbilt
University (2017) who explains how UBD provides teachers purposeful planning towards a desired
end-result.
Establishing learning goals is the initial-phase of the UBD approach. Here the teacher must prioritise
and focus on a particular topic-areas over others (Vanderbilt University, 2017). An example of such,
which links this research to the developed teacher documentation, can be noted whereby the
creation of the relational-tables identified how specific parts of the syllabus were reoccurring in
HSC past-paper questions, and thus determined what syllabus outcomes were to be specifically
focused-on over the scope of the unit (impacts on society and the environment). This meant that the
online-comparative study and student assignment-task, both had to contain the largest number of
questions based on the impacts on society and the environment topic-area, thus highlighting
teacher prioritisation in the pre-planning phase.
The second-phase of UBD consists of the teacher determining if students are in-fact mastering
acquired knowledge. Here the teacher must collect evidence of students making progress towards
achieving their learning-goals (Vanderbilt University, 2017). Once again, this research directly
influenced the development of the online-comparative study and student assignment-task.
Measures where needed by the teacher to ensure that upon completion evidence could be attained
necessary for teacher professional-development. Such justifies why students are to develop daily
blog-posts, containing their answers to questions found on the online-competitive study, as well as
present an e-portfolio upon the completion of their assignment-task. Furthermore, the
implementation of UBD was again the correct decision, as it easily allows teachers to measure
progression via initially placing student-learning goals at the core of all activities, thus keeping
learning goals relevant, realistic and transparent.
The designing of instructional-strategies and lesson-activities correspond to the third-phase of UBD

(Vanderbilt University, 2017). This stage saw a focus on the how of teaching in the developed
documentation. An example of such can be seen in the unit-outline which has been split in-halves,
with the first-half focusing on the online comparative-study, providing students with the skills and
knowledge necessary (a form of scaffolding) to complete their assignment task, which in-turn forms
the second-half of the unit and thus the how of teaching. This approach would prove most effective
and twice-iterate content presented to students further reinsuring increased understanding.
65
In-order to ensure the created teacher documentation effectively improved learning, Blooms
taxonomy, a framework which organises the cognitive-process of how students interact with
knowledge, had to be applied at the higher-levels of Analyse and Evaluate (Hall, 2015). Such
influenced the design-process of the questions found in both the online comparative-study and
student assignment-task. Thus, these questions had to apply key-terms such as discuss, examine,
justify, compare as well investigate (amongst many others), successfully enabling students to
achieve higher-order thinking. It must emphasised such was the correct decision, as these same
words and cognition process, are also tailored into the design of HSC questions. Furthermore, such is
evidence as to how developed teacher documentation, intends to adequately prepare students for
the HSC.
A students ability to answer extended-response questions is the most critical skill a teacher must
develop in-order for success in the HSC. Students must be able to write powerful, structured
arguments, which clearly align to the requirements of the question (MATRIX Education, 2012). This
research directly influenced the design-of, and is rationale to, activities housed-in the post-lessons,
which focus on HSC revision. The definition of NESA key-terms, aimed at familiarising students with
the vocabulary used in the HSC, the use of ALARM to determine elements necessary in student-
answers, as well as PEEL to organise the actual structure of responses, all intend to extend the
writing aptitudes of students, and thus align with the findings of MATRIX Education (2012).
NSW Educational Standards Authority (2017) report as to how modern-society is heavily technology-
orientated, and therefore the use of ICT must be present in lesson-activities in-order to develop
competent and ethical ICT users (students). ICT can positively affect the learning-experiences of
students via providing them with a variety of real-life stimulus, thus increasing student-engagement.
This is why the online comparative-study contains case-studies based on GM and Koenigsegg, both
industry-based companies which students can directly relate-to. Furthermore, this research justifies
the use of digital-tools for information-presentation embedded into the online comparative-study,
which requires students to utilise web-based applications to generate graphs and mind-maps. Such
activities prove effective as they enhance the ICT competencies of students (as per research), as well
as empower pupil learning through the creation of highly detailed and industry-like content.
The decision to operate the online comparative-study so that it employed student-directed learning
was supported by the research of (BSSC, 2015). BSSC (2015) articulates how the provision of
frameworks that provide guidance for students to control their own learning via online curriculum-
material, enables learners to take responsibility of their own-education. The implications of such was
used to design the overall-layout of the online comparative-study, whereby content was organised
lesson-by-lesson, week-by-week. Furthermore, the case-studies were segmented based on individual
lesson genres. This user-centred interface design ensured students could easily navigate through
information with minimal intervention by the teacher, thus figurative of students directing their own
learning and showing the maturity of a HSC student.
From the above it can be concluded that choices made during the development of teacher
documentation have been successfully based upon research relevant to Lesson Sequencing (UBD),
Blooms taxonomy, HSC vocabulary, Student-directed learning and use of ICT.
66
References
BOSTES. (2008). Industrial Technology, Stage 6 Syllabus, Retrieved from

https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/industrial-technology-st6-syl.pdf
BSSC. (2015). Self directed/Blended learning. Retrieved from http://www.bssc.edu.au/wp-

content/uploads/2015/06/self-directed-learning-2014.pdf
Hall, M. (2015 January 30). A guide to blooms taxonomy. Retrieved from

http://ii.library.jhu.edu/2015/01/30/a-guide-to-blooms-taxonomy/
MATRIX Education. (2012 July 4). How to write a band 6 essay. Retrieved from
https://www.matrix.edu.au/how-to-write-a-band-6-essay/
NESA. (2017). A glossary of key words. Retrieved from

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/glossary_keywords.html

NSW Department of Education. (2017). Planning a sequence of lessons. Retrieved from

http://www.ssgt.nsw.edu.au/sequence_of_lessons.htm
NSW Educational Standards Authority. (2017). Integrating ICT Capability. Retrieved form
http://syllabus.nesa.nsw.edu.au/support-materials/integrating-ict/
The University of Manchester. (2017). Retrieved from

http://www.humanities.manchester.ac.uk/studyskills/assessment_evaluation/assessment/glossary.
html
Vanderbilt University. (2017). Understanding by design. Centre for teaching. Retrieved from
https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/
Virtual Library. (2017). ALARM-A learning and responding matrix. Retrieved from
http://www.virtuallibrary.info/alarm.html
67

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102091

Secondary Curriculum 2B,

Scope and Sequence

Task 1 CONTINUED: CONTINUED: CONTINUED:

Students learn to refine and extend

Component Weighting Task 1 Task 2 Task 3 Task 4

Industry Major Project, Half-Yearly HSC Trial

H1.1, H1.2, H1.2, H2.1, H1.1, H1.2, H1.1, H1.2,

Industry Study 15% 15 10 15

Major Project 60% 45

Industry Related 25% 15

wSu Assessment Task Notification

Faculty Industrial Arts, TAS

Topic Industry Study, Automotive

Assessment Task Receipt

ASSESSMENT TASK DATE

NOTE: Each point below is its own Google Slide

Section 1: Structural considerations

a) Describe the chosen automotive organisation and its business structure.

Section 2: Technical considerations

a) Describe the automation process used by the chosen business.

Section 3: Environmental and Sociological considerations

Section 4: Personnel issues

a) Explain how WHS has impacted on the chosen business.

Section 6: Historical developments

Responses give a description of the chosen business to an outstanding level

Key Concepts/ Big Ideas The importance of this learning

Unit context within Scope and Sequence Syllabus Outcomes

Week Syllabus Content Teaching and Learning Strategies including Resources

ONLINE COMPARITIVE STUDY TO BE UTILIZED

describe and evaluate the approaches to the various

recognise and evaluate alternatives to traditional

discuss and justify the ramifications of legislative

identify and describe how factors relating to location

describe the personnel issues that relate to industry

identify government legislation and policies that

Students Learn To:

discuss the importance of WHS in industry

identify government legislation and industry

recognise how historical developments and practices

identify the organisation and structure of businesses

identify structural factors/considerations that affect

describe and evaluate the significance various

Students Learn To:

describe and evaluate the significance various

describe and evaluate the approaches to the various

recognise and evaluate alternatives to traditional

Work health and safety

Students Learn To:

describe the personnel issues that relate to industry

identify government legislation and policies that

identify government legislation and industry

recognise how historical developments and practices

Assessment Details Outcomes

Evaluation of the Learning and Teaching Indicators of Learning

N/A -Completed online comparative study activities

Question Marks Content

Question Marks Content

Question Marks Content

Online Comparative Study

Online Comparative Study wireframe / content

Lesson 1 (PRE LESSON),

Lesson 2, Structural considerations, organization, management (H1.1)