Introduction

This report outlines the procedure taken to plan and implement a Design and Technology unit task. The
challenge set for students is to design and create a gauge that will measure the total local rainfall over
one month. The year level this unit is planned for is grade 5. The unit will comprise of seven 60-minute
sessions. This design project aligns with the Design and Technologies Victorian Curriculum, as it prompts
students to follow the certain procedure of each technology process. According to the Victorian
Curriculum, students at this level, when creating designed solutions are to investigate, generate,
produce, evaluate, and plan and manage. The achievement standards at this level involve students
making considerations to sustainability and safety when creating designed solutions (VCAA 2016a).
Students are to also evaluate, combine, and communicate production processes using graphical
representation techniques and technical terms, according to the achievement standards (VCAA 2016a).
Overall, students are to ensure they are continuously working towards achieving the Design Brief
requirements.

Design Brief:
The Bureau of Meteorology have lost all of their rain records for the month of June. They are relying on
you to collect and present accurate rainfall measurements in Warrnambool for June 2019. Working in
pairs, you are to plan and design a product that works efficiently to catch and measure rainfall. You are
limited to only using recycled materials in the creation of the rain gauge. It is important to consider
materials that are most appropriate for the design that you choose to make. The rain gauges are to be
placed in a windy environment; therefore, the designed solution is to be durable to withhold extreme
conditions.

Integration
The technologies task integrates with the Victorian Curriculum (2016a) Mathematics subject area. The
task integrates with the strand ‘Measurement and Geometry’. For example, the curriculum states that
students are to ‘choose appropriate units of measurement for length, area, volume, capacity and mass’
(VCAA, 2016b). Students are required to design a rain gauge that catches as well as measures rainfall.
Therefore, they must decide on the appropriate unit of measurement for their catcher.
The task also integrates with the Learning area of ‘Personal and Social Capabilities’ (VCAA, 2016c). For
example, students are to identify the characteristics of an effective team and describe both their own
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and their team’s performance when undertaking various roles. They are to understand various causes of
conflict and evaluate possible strategies to address conflict. As students will be working in pairs for this
task it is important that they understand characteristics that make an effective team and how to deal
with conflict that arises between the group.

Skills and knowledge that are covered (learning)

The skills and the knowledge that the grade 5 students will cover in this unit will be investigating,
generating, producing, evaluating, planning and managing. Each of these processes are from the Design
and Technologies Strand; Creating Designed Solutions (VCAA 2016a).

Investigating
Albion, Campbell & Jobling (2018) explain that it is important that students conduct investigations that
inform them for the next phase. Therefore, students will have the opportunity to learn and explore how
to investigate the appropriate materials and equipment needed to meet the design brief through
materials testing, searching the internet and books and researching appropriate processes that may
need to be practiced before the generating stage. Walker (1999) also explains that students begin to
practice problem solving skills when given a design brief as they are required to follow a method to solve
the problem given. Students also keep a photographic journal to record the processes they go through
throughout each Technology stage.

Generating
The generating stage is to provide students with the opportunities required to produce a final design
solution (Albion, Campbell & Jobling 2018, p. 288). In this stage of the technology process, students
begin generating a range of design ideas. Students generate their initial understandings through
brainstorming or mind mapping. Subsequently, students create alternative ideas, consider future
implications, and analyse and modify to generate a final design. They use sketches and models to
communicate design ideas, and experiment with materials, tools and equipment to select the most

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suitable for the final product. The Victorian Mathematics Curriculum expresses that students should
grasp the understanding that certain units of measurement are better suited based on the task (VCAA
2016b). Mathematics is also integrated into this stage, as students are to identify and select the
appropriate measurement unit for their rain gauge.

Producing
In the producing stage students manipulate materials for the desired outcome as construction of the
model begins (Albion, Campbell & Jobling 2018, p. 202). Students use the appropriate skills and
techniques in order to put together their design. Gunter (2007) states that producing involves students
learning and practicing the safety measurements that are required for these skills and techniques.
Students must work collaboratively with their partner as well as other peers working in the environment
around them, and must apply safety procedures when using tools and equipment.

Evaluating
During the evaluating stage students are to use, measure and test their product. They use criteria to
evaluate the success of processes and planning in regards to sustainable considerations. They are to also
evaluate the aptness of selected materials, tools and equipment, and the products future use. Students
are encouraged to identify necessary or possible modifications to the product based on its functionality.
This stage encourages students to consider and reflect on the success of the designed solution to
determine if it has succeeded the design brief requirements (Albion, Campbell & Jobling 2018, p. 292).
This can be completed through testing their final product and presenting their designed solution
process.

Planning and Managing

During the planning and managing stage, students are to negotiate individual responsibilities, and
identify safety measures that should be followed. Students should also create a timeline of events to
inform planning and decide when each process will be completed. They also need to design a plan that
includes a range of materials, tools and equipment that will be utilized throughout the construction
(Albion, Campbell & Jobling 2018, p. 193). Therefore, elements to the Design and Technologies sub-
strand of Planning and Managing is incorporated throughout the entire unit.

Teaching of Technological skills and knowledge

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Investigating
At the grade 5 level in the Victorian Curriculum (2016a) students begin exploring the steps involved to
make quality decisions that meet the design brief. As a whole-class, the students and teacher read
through the design brief together. Mawson (2003) explains that during this stage of the Technology
process, the teacher needs to model strategies to prompt students understanding through identifying
the problem, challenging students’ thinking and explaining possible solutions. Therefore, the teacher will
go through and highlight key task requirements within the brief with the students. Students are given
the chance to choose their partner to create the design solution. In this investigating stage, students are
to approach the specific project through practice of questioning and exploring the context of the
problem (Brahms & Crowley 2016, p. 37). Students are prompted to discuss and ask questions relating
to the brief.

Generating
The Victorian Curriculum (2016a) states that in the generating sub-stand students are to generate a
range of design ideas using prior knowledge, skills, and research. Students will use their prior learnings
from research in the investigating lesson to influence their designs. In this lesson, students are required
to individually sketch their design ideas. To support the design process, sketches are useful forms of
modelling ideas and ways to meet requirements (Denton & Williams 1996, p. 15). In their pairs, students
combine their design ideas, discuss the most suitable elements and generate their final design plan.
According to the Victorian Curriculum (2016c) students ‘contribute to groups and teams suggesting
improvements for methods used in group projects and investigations’, which is encouraged throughout
the collaboration of design ideas and finalisation of the design sketch.

Producing
The Victorian Curriculum (2016a) explains that during the ‘Producing’ stage, students are to produce
designed solutions following safety procedures and implementing appropriate techniques during
construction. To begin the lesson, the teacher explicitly shows and teaches the students the required
safety guidelines that they need to follow throughout the producing stage, as seen in Table 1 below.
Gunter (2007) explains that students of all ages need to be aware and have a clear understanding of
safety procedures when using all tools and equipment in Technology lessons. For example, the teacher

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will explicitly show the students how to safely use a hot glue gun and explain how students should move
appropriately around the classroom. As previously mentioned, the Victorian Curriculum (2016c)
encourages students at this level to contribute and collaborate on projects and investigations. Students
are to work cooperatively with their partners to ensure fairness and effectiveness during the
construction phase.

Table 1. Safety procedures when using equipment.

Equipment/Tools Safety Procedures

Glue Gun - Prevent any contact with the tip when not in use by using a
stand to hold the glue gun.
- Use low-melt glue guns for students.
- Show students how to use the glue gun so that they do not make
contact with the melted glue.
- Explain to students that the glue continues to melt if the glue
gun is not turned off when unattended.
- Encourage students to wear cotton gloves to prevent contact
with hot glue on their skin.

Scissors - When cutting, keep fingers away from the blade.

- Tell students that when they someone using scissors not to
distract them.
- When transporting and passing scissors, point face down with
hand positioned just below finger grips.

(State Government of Victoria, 2003)

Evaluating
This lesson involves two stages of evaluating. Firstly, students swap their rain gauge with another pair to
complete a peer assessment checklist based on requirements from the design brief (see Appendix 2).
According the Victorian Curriculum (2016a) students should evaluate the suitability of materials, tools
and equipment used during the production of the designed solution. For example; a hot glue gun could

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have been used instead of sticky tape for an improved product durability. Students immediately receive
constructive feedback, allowing them to consider possible or necessary modifications. Walker (1999)
supports this idea as students should reflect on the whole process to determine the successes and
errors that they had throughout the Technology design process. Secondly, students are to self-evaluate
their constructed rain gauge through completing a water durability test. The Victorian Curriculum
(2016a) recommends evaluating independently and collaboratively, and this is achieved through the two
stages of evaluating in this lesson.

Planning and Managing

According to the Victorian Curriculum (2016a), students in grade 5 are to examine the processes
undertaken to complete the designed solution. This includes; identifying and following safety
procedures, considering available resources, setting milestones, allocating roles, and outlining the
planning and production that is essential to produce the final product (VCAA 2016a). For example,
students create a timeline of events to plan when they will complete each technology process.
Throughout the unit of work, students develop, plan and manage their rain gauge project from
conception to realisation.

Table 2: Activities throughout the unit.

Lesson Activities students complete each lesson

sequence.

Lesson 1 Investigating In this lesson, partners are encouraged to research the key aspects of
the brief. Students complete this task through researching the internet
and available books. Prompts for research from the teacher may
include; what the Bureau of Meteorology does, the previous months
rainfall data, what rain gauges may look like, what recycled materials
are and are available to use. Students are to collect data (images) from
their research to create a collage of key findings from the prompts
given. They can do this utilising ICT, e.g. PowerPoint, or create a
physical poster. The teacher is to also present and discuss key terms
within the teacher rubric (see Appendix 4) that students will be marked

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against for the final presentations. This is done to ensure students have
an understanding of what to work towards achieving.
Planning and Managing: Students are to then create a timeline of
events that they plan to work towards throughout the unit. The
teacher is to assess the timelines to ensure timing is achievable for
each process. Students are to take photos and recordings of their work
Lesson 2 from this lesson for their photographic journal.

Students will also complete a materials test. They will investigate the
impact of water on each material (see Appendix 1), what materials
would be appropriate for capturing water (e.g. waterproof), and the
appropriate measurements for rainfall (e.g. millimeters and
centimeters). Students will be taking photos during this experiment,
which will be added to their photographic journal.
Planning and Managing: After finalising decisions of materials to be
used, partners will discuss, set and record goals that promote equal
contribution of workload throughout the unit. Students will take a
photo of their collaboration and fairness goals to add to their
photographic journals.

Lesson 3 Generating Students will individually sketch a design, to then combine their ideas
to create a final design solution in their Technology books.
During the generating of the final designed solution, students are to
experiment with the recycled materials, tools, and equipment that
would be suited to their design. For example, students decide what
materials they will use in their final design based on the materials test
conducted in the investigation stage. Students annotate their final
design sketch on sketch paper based on these decisions. They use
these final decisions to determine the tools and equipment suitable for
the functionality of the materials.
Planning and Managing: Students must ensure they are taking photos
of their completed sketches to add to their photographic journal.

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Students will refer to their goals set in the prior lesson to assess that
they are working effectively and collaboratively to achieve them.
Students must identify what materials, tools and equipment are
needed to create the design solution.

Lesson 4 Producing In this lesson students use the appropriate materials, techniques and
equipment previously practiced and researched to construct their rain
gauge design. They must follow all safety guidelines and procedures
that have been implemented in the classroom. As students construct
their design, they are to take photos and recordings for their
photographic journal. Students are to ensure they are working
collaboratively with their partner during the construction of their rain
gauge.
Planning and Managing: Students continually refer to their goals to
ensure both partners are contributing equally. Before construction,
both pairs must outline through discussion the production steps
needed to produce their rain gauge. Students will also be required to
follow safety procedures to minimise risk.

Lesson 5 Evaluating Students will be testing their final designed solution in this lesson.
Firstly, students complete the peer assessment checklist when
assessing another group’s final product (see Appendix 2). Students
provide the other pair with constructive feedback regarding possible
improvements. Each pair is provided with adequate class time to utilise
this feedback and make any necessary or possible modifications before
the final test. Students are to take photos of any modifications they
made to their rain gauge.
The finalised product will be evaluated on its waterproofing
capabilities. To create a realistic environment, the students are to use
Lesson 6 a watering can filled with 500mL of water, and pour it over their rain
gauge to create a resemblance to rain. A tarp will be laid out on the

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ground where the testing will be completed outside to ensure the

water falls onto the tarp.
To finish this lesson, partners are to present their test results of the
rain gauge’s capabilities, to consolidate their understandings of
Technology concepts.
Planning and Managing: During this peer and self-assessment,
partners are to ensure they are meeting their set goal by working
collaboratively and fairly together.

Lesson 7 Class Students present their evaluations and findings for 5 minutes each to
presentations the class. The teacher conducts a quick class discussion about the
technologies process completed throughout the unit. Students give the
concepts they have learnt and completed, with the teacher scribing
ideas on the whiteboard. Students can refer to these as prompts
during their presentation. The prompts may include; what they did in
investigating, generating, producing, and evaluating stages. Students
can also discuss design brief requirements of their rain gauge,
including; its ability to hold water, use of appropriate units of
measurement, and use of available recycled materials in a creative and
durable way. The teacher will also go through the rubric with the
students so that they know the expectations of their presentation (see
Appendix 4)
Planning and Managing: Students are to manage the time allocated of
5 minutes for their presentation to cover all of the criteria required.

Formative assessment focusing on technological skills and knowledge

Formative assessment will be utilised by the teacher throughout the unit through the use of a
progressive checklist (see Appendix 3). Formative assessment is assessment for learning that promotes
students learning (Black 2008, p.20). It must provide information that can be used as feedback by
teachers. The learning and teaching activities can therefore be modified (Black 2008, p.20). This is done
to ensure all individuals are developing the required skills, knowledge and values relevant to each sub-

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stand of the technologies process. This formative assessment also allows for the teacher to reflect if
tasks are proving rich learning opportunities to ensure students are developing these abilities.

Investigating
In the investigating lessons, the teacher will assess student’s ability to conduct research that is
appropriate to the design brief requirements. This provides evidence of each student’s ability to
comprehend a design brief and its requirements. Thus, allowing the teacher to prompt student’s
investigations based on their initial ideas through feedback. Moreland and Jones (2000) explain that
short term feedback identifying strengths and weaknesses is important to ensure that potential
obstacles are prevented throughout the Technology process. Through the collection of completed
activity sheets, the teacher will assess each pairs ability to test materials to identify suitability according
to the design brief.

Generating
Formative assessment within this lesson involves students utilising feedback provided in the
investigating stage when they are generating final plans. Students ability to sketch and annotate a
design plan will be assessed through teacher observations during the lesson. It is up to the teacher’s
judgement if further explicit teaching of sketching is required. The gathering of observational
information allows the teacher to inform their teaching to identify any misconceptions or challenges
students are having. Albion, Campbell and Jobling (2018, p. 182) state that data gathered during
formative assessment is to be utilised to inform teaching as it identifies the required content to focus
on. The teacher takes anecdotal notes and utilises the Teacher’s Progressive Assessment Checklist (see
Appendix 3) to take notes on how well students collaborate with their partners to come to an
agreement on the final sketch. Mehrotra et al. (2009) explain that technology education should promote
teamwork skills and provide an environment for students to share and co-construct knowledge and
concepts. Therefore, it is important that the teacher observes, assesses and provides feedback to
students about their progression of collaborative skills.
This lesson incorporates the Mathematics Curriculum, as students are to design their rain gauge using
appropriate units of measurements to gauge rainfall, thus, attaining to a vital element of the design
brief. According to the level 4 Mathematics Curriculum, students should have prior knowledge regarding
the use of appropriate measurements for different tasks (VCAA 2016b). Therefore, the teacher is
assessing the grade 5 students’ ability to do so. Explicit teaching of units of measurement may be

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required if formative assessment results deem necessary.

Producing
Throughout the producing lesson, formative assessment data will be collected and recorded through
teacher observations and anecdotal notes. The teacher will observe the student’s ability to use tools and
equipment safely and effectively as they construct their rain gauge with the use of planned materials.
When assessing students, the teacher can also refer to the photo’s students have taken during the
producing stage for their photographic journals. Gunter (2007) highlights that safety guidelines and
procedures should be addressed and put in place during all Technology lessons. It is of high importance
to ensure and assess students are following safety procedures and guidelines during the producing
stage. Students are to employ safe procedures when working with a variety of materials, tools and
equipment (VCAA 2016a). They are to ensure the work area is safe by working safely, responsibly and
cooperatively, and this will be assessed through teacher observations.

Evaluation
During the evaluation lesson, the students will follow the success criteria checklist (see Appendix 2). The
teacher will observe students as they evaluate each other’s rain gauges according to the requirements
on the checklist. Students will be assessed on their ability to provide constructive and relevant feedback.
Students are to evaluate the suitability of tools, equipment and materials regarding the design brief
(VCAA 2016a). The teacher will use their own checklist (see Appendix 3) to check off students as they
hear them discussing their evaluations and giving feedback about suggestions and modifications. Albion,
Campbell and Jobling (2018, p. 185) state that providing feedback moves learners forward. Therefore,
activating students as instructional resources for one another and activating students as the owners of
their own learning allows for students to utilize peer feedback and make modifications to their rain
gauge. This also allows the teacher to observe discussions between groups as they reflect on the
evaluations and feedback given to ensure their products meet the requirements of the design brief.

Planning and Managing

The formative assessment of planning and managing is conducted throughout the entire unit. For
example; the timeline is used to assess student’s ability of setting realistic timed accomplishments for
each process, which is an elaboration of the Victorian Design and Technologies Curriculum (2006a). The
Personal and Social Capabilities of the Victorian Curriculum states that grade 5 students should assess

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the effectiveness of roles when working collaboratively with others and articulate what is involved in a
successful team (VCAA 2016c). Therefore, students are also assessed on their ability to set collaboration
and fairness goals, and work consciously to achieve them throughout the unit.

Materials, tools, and equipment focused on

Table 3: List of materials, tools, equipment with justification

Materials, Tools and Justification

Equipment

Investigation Lesson 1: Internet is to be used within these lessons as it is an effective and efficient
- Internet and tool for investigating. According to the Digital Technologies Curriculum,
available books for students in grades 3 and 4 are to ‘Collect, access and present different types
research of data using simple software to create information and solve problems’
- Poster paper (VCAA 2016d). Therefore, as the students are in grade 5, they will have a
- Pencils prior-understanding of how to conduct research to locate information and
- ICT (for slide show) generate ideas. Albion, Campbell and Jobling (2018) explain that during the
- Technology Books investigation stage, students should determine and comprehend the problem
(timeline) presented through research using the library and internet search and
presenting findings through PowerPoint or a poster. Therefore, research into
the design brief is an important part at the beginning of the unit as it informs
students plans and generates potential ideas about rain gauges.

Investigation Lesson 2: After students conduct individual research surrounding the project, students
- Materials test (a are to then agree on necessary components for the product they are to
range of paper, construct (Reynolds 2014, p. 27). This is done through the recycled materials
cardboard, plastic, test, as students investigate and decide what materials are best suited for
Styrofoam and their ideas.
fabric
- Water
- Container (to hold

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water)
- Technology book
(goals)

Generating: Sketching is used to develop and record ideas into a final design solution
- Sketching paper (Denten & Williams 1996, p. 16). For this reason, students are encouraged to
- Technology books sketch and annotate their design ideas. They are then able to manipulate and
- Pencils, rubbers alter their designs in their pairs to collaboratively finalize a design plan that
can be produced.

Producing: Allowing students to use recycled materials encourages sustainability as they

Tools and Equipment: are making use of used materials. This also prevents students having to
- Scissors, hot glue purchase new materials. For example; it is unsustainable to buy plastics,
gun, glue sticks, however, as students are using recycled materials, plastics can be reused for a
textas, rulers, long-lasting purpose. Children have a predetermined awareness of the impact
pencils, sticky tape, of technologies on the environment (Fleer & Jane 2011, p. 30). By introducing
masking tape, sustainability into this unit of technology education, it expresses how
blutack, PVA glue technology can be used to support the environment, rather than abuse it.
Recycled Materials for Thus, enhancing the environmental awareness in children.
example: a range of
different sized plastic
containers, cardboard
boxes, milk cartons,
skewers, straws, paddle
pop sticks etc.

Evaluating Lesson 1: The peer assessment checklist allows students to practice their evaluating
- Peer assessment and providing feedback skills. The Victorian Design and Technology
checklist printed Curriculum (2016a) states that students in grade 5 must be able to
- Pencils/ pens collaboratively use the criteria to evaluate processes and reflect on what
processes were used for the safety of others in the production stage. The
checklist scaffolds students learning through guiding their evaluation skills.

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Evaluation Lesson 2: The watering can, filled with 500ml of water, is used to allow students to
- Watering can create a realistic environment to test their products before they finalise them.
- 500ml Water As their rain gauge has to be waterproof, by completing this experiment,
- Large tarp allows students to ensure they have met the requirements of the design brief.
A tarp is laid down to ensure there is no wastage, as water can be collected
and reused.

Presentation lesson: IPads are used as an effective tool to collect and present each pair’s
- IPad for Technology process completed throughout the unit of work.
photographic
journal

Summative assessment
The summative assessment to conclude the unit will be in the form of a verbal presentation using a
photographic journal to capture students’ achievements completed throughout the unit. Summative
assessment is used to provide an overall review of student learning (Black 2008, p. 24). The teacher will
refer to the presentation rubric (see Appendix 4) to mark students based on their summative
presentation of the essential steps followed when designing and creating their rain gauge.
They are to clearly present how they accomplished each stage of the technology process and present
their final designed solution. They will be assessed based on the language they use throughout the
presentation. Specifically, focusing on the key Technology terms (investigation, materials testing,
research, design brief, sketching and evaluating) and concepts they have understood. As the teacher has
used technological language throughout the unit, students are encouraged to use such terms. This
practice is done to develop and enrich the learning of technological terms and concepts (Moreland &
Jones 2000, p. 286). Therefore, students are to be assessed on their use of technology terms and
concepts throughout their presentations. Students will also be assessed on how well they were able to
achieve their collaboration and fairness goals created in the investigating lesson. Overall, this summative
assessment will indicate student’s development of knowledge, skills and values over the Design and
Technologies unit.

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2888216e297f%40sessionmgr101&bdata=JkF1dGhUeXBlPWlwLHNzbyZzaXRlPWVob3N0LWxpdmUmc2N
vcGU9c2l0ZQ%3d%3d#AN=507669838&db=eue>.

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AT2: Design Curriculum Task L. Mirtschin 216154209
Appendix List:

Appendix 1: Materials Test

Appendix 2: Peer Assessment Checklist

Appendix 3: Teacher’s Progressive Assessment Checklist (Formative)

Appendix 4: Rubric for Oral Presentation (Summative Assessment)

Appendix 1: Materials Test.

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AT2: Design Curriculum Task L. Mirtschin 216154209
(Recycled materials are provided to students to be dipped into water to test waters impact. Materials
include; paper, cardboard, plastics, fabric, styrofoam.)

Material (drawn and labeled) Water impact.

Appendix 2: Peer Assessment Checklist

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AT2: Design Curriculum Task L. Mirtschin 216154209

PEER ASSESSMENT CHECKLIST: RAIN GAUGES

Names of designers:

Names of assessors:

Criteria Achieved? Comments/suggestions for improvement.

✓or X

The rain gauge has used

recycled materials.

The rain gauge appears to

have the ability of collecting
water.

The rain gauge appears to be

durable for outdoor, windy
conditions.

The rain gauge has suitable

measurements clearly
labeled.

Appropriate tools and

equipment were used to
construct the rain gauge.

Any further comments or suggestions:

Appendix 3: Teacher’s Progressive Assessment Checklist (Formative).

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Add more columns for student names if needed. Can be made landscape to fit.

I can...

I Conduct appropriate
N research
V
Test materials to identify
E
suitability
S
T Create a realistic timeline
I for the completion of each
G process
A
Set goals the promote
T
equal contribution of
I
workload throughout the
N
unit
G

G Sketch and annotate a

E design plan identifying
N selected materials and
E tools
R
Collaborate with partner
A
to come to an agreement
T
on the final sketch
I
N Show evidence of working
G towards achieving set
partner goals
(collaboration and
fairness)

Choose appropriate units

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of measurement for
capacity to label the rain
gauge

P Utilise materials and tools

R effectively throughout the
O construction
D
Follow safety procedures
U
during the construction
C
I Continue to show
N evidence of achieving set
G partner goals
(collaboration and
fairness)

Complete construction
within the planned
timeline

E Use success criteria

V (checklist) to evaluate a
A rain gauge
L
Provide constructive and
U
relevant feedback
A
T Utilise peer feedback to
I make modifications to rain
N gauge
G
Show that my rain gauge
meets the design brief as
it collects and holds water

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Appendix 4: Rubric for Oral Presentation (Summative Assessment)

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3 2 1

Discusses key Design and Discusses key Design and Discusses key Design

Key Design and Technology concepts Technology concepts and Technology

Technology from all Technology from some Technology concepts from limited
stages (Investigation, stages. Technology stages.
Process concepts
Generating, Producing
and Evaluating).

Evidence of Presents and explains a Presents and explains a Presents photographic

Photographic completed photographic photographic journal journal with limited

journal journal with images of with some images of the images (no explanation).
each Technology process. Technology process.

Clearly states set goals. States set goals and States set goals.

Collaboration and Provides and thoroughly provides evidence of

fairness goals explains evidence of how how they were achieved.

they were achieved.

Rain Gauge Presents a completed Present a rain gauge Does not present a rain
rain gauge. gauge.

Achieving the Excellent explanation of Explain how the rain Does not explain how

Design Brief how their rain gauge has gauge has achieved the rain gauge has meet

requirements achieved the design brief some of the design brief the design brief.
requirements. requirements.

Consistently uses a loud, Uses a clear voice and Attempts to use a clear

Oral presentation engaging and clear voice loud voice. voice.

skills throughout presentation

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Comments:

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