EDU10631 Assignment 2

Alethea Scorse
22279277
Scope and sequence plan for years 7 and 8 Technology (Mandatory)

Term

Year 7

Year 8

Unit Introductory

Unit 8.1

Unit title: Introduction to Technology Mandatory / Tiny Terrariums

Unit title: Nutritious, Native Treats

Outcomes: 4.1.1, 4.2.1, 4.3.1, 4.3.2

Outcomes: 4.1.1, 4.2.2, 4.3.1, 4.3.2, 4.5.1, 4.5.2, 4.6.1, 4.6.2

Area of Study: Products

Area of Study: Products

Design specialisation: Industrial

Design specialisation: Food

Technology: Mixed Materials

Technology: Food

Unit 7.1
Unit title: Saplings and Shrubbery
Outcomes: 4.1.1, 4.3.1, 4.3.2, 4.4.1
Area of Study: Built Environments
Design Specialisation: Environmental
Technology: Plant production

Unit 7.2
Unit title: Digital Designers
Outcomes: 4.1.1, 4.1.2, 4.1.3, 4.3.1, 4.3.2
Area of Study: Information and Communications
Design specialisation: Digital Media Design
Technology: Media, Graphics
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Unit 7.3

Unit 8.2

Unit title: Fashion Fair

Unit title: Places for Pets

Outcomes: 4.1.1, 4.1.2, 4.1.3, 4.3.1, 4.3.2

Outcomes: 4.1.1, 4.1.2, 4.2.2, 4.3.1, 4.3.2, 4.5.1, 4.5.2, 4.6.1, 4.6.2

Area of Study: Products

Area of Study: Built Environments

Design specialisation: Fashion

Design specialisation: Structural

Technology: Textile

Technology: Model-making, mixed materials

Unit 7.4
Unit title: Marketing Managers
Outcomes: 4.1.1, 4.1.2, 4.2.2, 4.3.1, 4.3.2,
Area of Study: Information and Communications
Design specialisation: Promotional
Technology: Graphics, Media

EDU10631 Assignment 2

Alethea Scorse
22279277
Introductory unit of work for Technology Mandatory

Unit description:

Focus outcomes:

This unit of work introduces students to Technology Mandatory. Students

4.1.1 applies design processes that respond to the needs and opportunities in

apply aspects of the design process to design and construct terrarium textile

each design project

hanging holders with cork lids and fill the terrariums with a plant, soil and

4.2.1 generate and communicates creative design ideas and solutions

rocks. Students will use ICT to generate and communicate creative ideas and

4.3.1 applies a broad range of contemporary and appropriate tools, materials

evaluate their finished product. Students will safely and responsibly use a

and techniques with competence in the development of design projects

range of contemporary and appropriate tools, mixed-materials and

4.3.2 demonstrates responsible and safe use of a range of tools, materials

techniques.

and techniques in each design project

Area of Study: Products

Design Specialisation: Industrial
Technology/is: Mixed Materials
Design project: Terrariums with textile hangers and cork lids
Length of unit: 16 x 45 minute lessons over 4 weeks
Resources: Terrarium glasses, cork, textile materials, workshop room including appropriate tools (scroll saw, measuring and marking tools) computers,
internet, PowerPoint presentation, key terms sheet, internet safety sheet, assignment sheet and marking guidelines (translated copies for the ESL student),
workshop safety quiz, Microsoft word, YouTube and website links, example terrarium, sketches and drawings, terrarium filling materials such as soil, rocks,
sand and plants.

EDU10631 Assignment 2

Alethea Scorse
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Literacy:

Numeracy:

Technology (Mandatory) students are provided with opportunities to develop

In the development of solutions to design problems, students use numeracy

literacy skills, particularly technological literacy, in recording their project

concepts such as size, proportion and measurement as tools to assist in the

work as they complete a design project.

communication of design projects.

Chosen student: Mai Ng, ESL student.

Students learn about

Students learn to

Integrated learning
4

Evidence of learning

Feedback

Registration

EDU10631 Assignment 2

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experiences, instruction
and assessment

Apply design

Teacher: Explains

Teacher observation and

Oral feedback and

including

processes when

communication methods

collection of collage In

written marking

Researching

developing quality

used in the design process.

finished folio shows

comments on collage

Generating

solutions for each

Shows an example of an

understanding of word

assessment.

creative ideas

project

inspiration collage, how to

processing features and

Record design

insert images in word and

research,

processes and

save a document in word

communication and idea

decision making in a

and pdf file formats. The

generation skills.

design folio for each

teacher also shows a

design project

complete quality terrarium

Design process

Communicating

ideas

and folio of communicated

using ICTs to plan,

Use ICTs to

ideas.

develop and

communicate

document design

information including Students: Watch a

projects

saving a document in

terrarium design video,

various file types and

conduct internet research,

storage locations

create an inspiration

from within the

terrarium image collage in

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application

word. This work will become

use word processing

part of the students folios.

features including
inserting images

Student with additional

needs: An ESL support
teacher is present when
possible. Video provided as
an audio and visual form of
communication combined
with a written PowerPoint.

use a variety of

Teacher: Show examples of

Students sketches and

Oral feedback on

generate creative

methods to generate

sketches and final drawings

final drawing handed in

sketches and

design ideas

creative design ideas

and discuss these methods

at the end of the project

drawing. Written

including:

for each design

as part of the design process in the design folio, show

formal feedback

Sketching and

project

with the class.

given on the folio.

methods used to

an understanding of
sketching and drawing as

drawing
Students: Generate creative

methods to generate

ideas for their own

design ideas.

terrarium by sketching and

then produce a final
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drawing.

Student with additional

needs: Placed in a pair with
a native English speaker for
assistance.

use a variety of

Teacher: demonstrates

Teacher observes

Oral feedback during

generate creative

methods to generate

different types of testing

experiments and

experiments. Written

design ideas

creative design ideas

and experimentation of

samples which are

feedback given on

including:

for each design

terrarium textile hanger

inserted into students

experiments and

experimenting and

project

braiding.

folios to be handed at

testing as part of the

the completion of the

folio.

methods used to

testing
Students: Complete
experiments with a
minimum of 2 different
types of textile braiding and
joining.

Student with additional

needs: Completes
7

project.

EDU10631 Assignment 2

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experiments with peer and
teacher support and
discusses their results with a
peer.

use a design folio to

Teacher: Shows and

Design folio will be

Written feedback as

folio to record and

record and reflect on

explains an example folio.

handed in at the

part of the folio.

reflect on design

design ideas and

ideas and decisions

decisions

use of a design

completion of the
Students: progressively add

project. The teacher will

to their folios as they

observe progress of

complete their project.

students folios during

class time.

Student with additional

needs: The folio is made up
on mainly practical and
visual components so
written literacy work will
not be overwhelming. The
student can create an audio
evaluation rather than
written, with the assistance
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of the teacher.

Consider short-term

Teacher: Conducts

Teacher observation of

Oral feedback given

including

and long-term

terrarium building practical

class discussion, student

during the discussion

Producing design

consequences of

demonstration. Discusses

responses and

and final project

solutions

design in the design

with the class the long term

completed design

written comments.

process

considerations regarding

project shows their

the cork lid to keep the

understanding.

Design process

terrarium plants alive and

self-functioning. Short term
considerations of the use
and place to hang the
terrarium will also be
discussed.

Students: Will commence

practical work on their
terrarium and participate in
class discussion.

Student with additional

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needs: Will be partnered
with another student for
additional support during
project work and discussion.
Verbal instruction is given at
a reasonable pace.

Tools

Teacher: demonstrates and

Teacher observation of

Oral informal

Explore ways that

teaches students about

student practical work

feedback and quiz

related to

tools can be safely

contemporary, appropriate

and safety quiz with

marked with formal

materials

used to achieve new

and safe use of specific

students final work

written comments.

appropriate to a

results

tools, materials and

shows understanding of

techniques which will be

the function of tools and

Select and safely use

used in the completion of

safety considerations.

safe use of range

tools and equipment

the projects. This includes

of contemporary

for a design project

use of the scroll saw,

Specific tools

design project

The function and

tools for

measuring, marking, cutting

Measuring

out and finishing of cork and

Marking out

textile materials of the

Cutting

terrarium. Class discussion

Construction

surrounding risk
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management.

risk management

Manage risk when

strategies

developing design

Students: Safely and

responsible

projects

appropriately use tools,

behaviour in

materials and techniques in

working

the creation of their

environments

terrariums. Take part in

Occupational

class discussion and

Health and Safety

complete a quiz.

practices

Use tools, materials

Student with additional

responsible use of

and techniques in a

needs: A translated safety

materials, tools

responsible and safe

sheet in the students native

and techniques in

manner in each

language will be provided to

each design

design project.

ensure the student has a

The safe and

project

thorough understanding of
tool, material and technique
safety. This student will also
see the visual safety
demonstration.
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EDU10631 Assignment 2

Evaluate design

Teacher: Shows examples of Evaluation is handed in

Written teacher

processes

evaluations and conducts an as part of the folio. The

feedback and peer

evaluating ideas

evaluation with the class of

evaluation indicates

feedback.

and solutions

a sample terrarium project.

students understanding

Design process
including

Alethea Scorse
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of their project meeting

Students: Complete a final

the assignment

evaluation in a word

outcomes.

document which becomes

part of their folio. Take part
in peer feedback session.

Student with additional

needs: Evaluation is audio
recorded rather than
written.
Summative unit evaluation:

How many students achieved a satisfying level of learning?

What could be done to improve the overall level of achievement?

Is the expectation level appropriate?

Was the time allowance appropriate?

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Consider:

Project success / generation of student creativity and interest

Student learn about points / Student learn to points achieved and the success of sequencing

Teaching methodologies/strategies

Learning experiences

Resources

Feedback methods

Assessment strategies

Changes:

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EDU10631 Assignment 2
Alethea
Scorse
22279277
2 lesson plans from the unit program
Class/Stage: Year 7 (Stage 4)

Lesson/Period: 1

Lesson Length: 45 minutes

Location: Computer room

Unit: 1.1 Introduction to Technology Mandatory and / Terrariums
Lesson aim: Provide students with an understanding of the course and stimulate creativity and idea
generation through a small design project. Introduce students to Technology Mandatory, desired
outcomes, design projects, documenting work in folios and time organisation. Introduce students to a
beginning introductory mini design project and outline the assessment for this.
SYLLABUS CONTENT to be covered
Area of Study

Design Specialisation

Technology

Products

Industrial

Mixed Materials

SYLLABUS OUTCOMES to be covered

4.1.1 applies design processes that respond to the needs and opportunities in each design project
4.2.1 generates and communicates creative design ideas and solutions

Students will learn about:

Design process including

Researching

Generating creative ideas

Producing design solutions

using ICTs to plan, develop and document

Students will learn to:

Apply design processes when developing quality

solutions for each project

Record design processes and decision making in

a design folio for each design project

design projects

Use ICTs to communicate information including

saving a document in various file types and
storage locations from within the application

use word processing features including inserting

images

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EDU10631 Assignment 2
Alethea
Scorse
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methods used to generate creative

design ideas including:

use a variety of methods to generate creative

design ideas for each design project

Sketching and drawing

ICT

Cross Curriculum

Aboriginal and

Work,

Civics and

Indigenous

Employment and

Citizenship

Content

Enterprise
Difference and

Environment

Gender

Collecting

Communicating

Planning and

Working with

Analysing and

ideas and

organising

others in teams

organising

Information

activities

Solving problems

Using

Diversity

Key Competencies

information

Using
mathematical

Technology

ideas and
techniques

Literacy

Numeracy

Students will develop technological literacy skills

Students are introduced to thinking about size and

in listening to Technology Mandatory vocabulary.

proportion in relation to their project work as they

Students learn to include subject specific

sketch and draw.

vocabulary in order to develop and present design

solutions.

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EDU10631 Assignment 2
Alethea
Scorse
22279277
Considerations/Preparation
Prior Knowledge/Experience

Resources/Materials/Technology

Key Vocab

Ability to undertake

Computers and internet

Creativity

investigations independently in

connection

order to satisfy their own

YouTube video

curiosity
Website links
Students have an awareness of
skills and processes involved in

Terrarium example project with

designing and making

example sketches/drawing

Safety Risk

Assignment sheet and marking

Technology Mandatory
Design project
Design folio

Key Questions

guidelines for each student

Safe internet use

What is Technology Mandatory?

PowerPoint with syllabus aim,

Computer cords and cables

key terms, video and website

links included
Internet safety sheet

16

Requirements/outcomes?
What is involved in a design project
and folio?

EDU10631 Assignment 2

Alethea Scorse
22279277

ADJUSTMENT FOR
STAGE OF
LESSON
LINKING

TEACHER ACTIONS

ADDITIONAL NEEDS

STUDENT
ACTIONS

STUDENT

TIME

QUESTIONING/

(minute
UNDERSTANDING?

RESOURCES

s)

Explain to students

Reasonably slow the pace

Students listen

Students answer

Technology Mandatory

of instruction and

and answer

question and gain

computer,

builds upon their learning in

emphasise and repeat

question

an understanding

whiteboard,

of how technology

lesson plan

Science and Technology from important points in order

primary school. Ask students

for the ESL student to

Mandatory links to

to share with the class

understand (Henderson,

prior learning.

something interesting they

2009).

PowerPoint,

learnt in Science and

Technology.
INTRODUCTI

Introduce Technology

Read the key terms aloud as Student

Students gain an

ON

Mandatory and the concept

the ESL student may not

listening,

understanding of

computer,

of design projects and folios.

know how to pronounce

viewing project

Technology

whiteboard,

Summarise the syllabus aim.

these terms (Henderson,

and questioning

Mandatory and the

internet,

Ask students to define

2009).

course

lesson plan,

17

10

PowerPoint,

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creativity and technology.

Ask students to define key

requirements

video link,

Introduce the short design

terms in pairs so the ESL

including the

assignment

project which will consist of

student is provided with

importance of

sheet and

building a terrarium and an

peer support to express and

creativity, along

marking

introductory folio. Hand

discuss ideas. Beadle

with the

guideline.

around the example

(2010), believes discussion

requirements of

terrarium and folio. Show

in pairs provides all

the introductory

students a terrarium building students with an

design project.

YouTube video to generate

opportunity to express their

interest. Hand out and

ideas. Discussion in pairs

outline the assessment task,

also allows ESL students to

which contains the learning

increase their English

outcomes. Ask students if

proficiency as they engage

they have any questions.

in academic conversations
(Colombo, 2011).
Display the key terms in a
large font on a PowerPoint
with supporting visual
images to prompt the ESL
student. Provide a
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translation of the key terms
for the ESL student and give
them time and opportunity
to consider the terms in
their own language and
read them in English
(Conway, 2014). Provision
of course materials in
accessible forms is a
suggested supplementary
adjustment (Australian
Government Department of
Education and Training,
n.d.). Differences in reading
levels of ESL students
means teachers must use a
variety of communication
modes to make content
accessible and to build
academic language skills.
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Thus, using a visual and
audio modes of
communication via a video
improves the likeliness that
learning will be accessible
and meaningful for the ESL
student (Schmitt, 2008, as
cited in Colombo, 2011).
Pausing and restating key
points at intervals
throughout the video will
assist the ESL student to
grasp important
information (Henderson,
2009).

THE BODY

Students will be given

Websites will be provided in Students listen

Students gain an

instruction to begin internet

a variety of English reading

to instructions,

understanding of

whiteboard,

research on the computers

levels to allow the ESL

and conduct

different ways to

computers,

to generate a collage of

student to access the

independent

create terrariums

internet,

inspiration images of

information. This

research to

and question their

lesson plan,

20

20

PowerPoint,

EDU10631 Assignment 2

terrariums in a word

Alethea Scorse
22279277
differentiation of materials

own design ideas.

website

document. Show students an allows all students to access

Students gain an

links,

example of a collage in a

the same content and

understanding of

example

word document and how to

promotes an inclusive

creating a collage

collage.

insert images. Hand out a

classroom environment, in

in word, building

summary sheet on internet

which all students can

upon their ICT skills

safety. Students will be

participate (Colombo,

and learn about

asked to begin sketching

2011). Electronic text can

internet safety.

designs.

be augmented with text to

Students engage

voice readers (Conway,

with the design

2014) so the ESL student

process of

can listen with earphones

researching and

to the websites which may

generating creative

be at a higher reading level

ideas.

than that at which they can

read. Assistive technology
such as an online translator
should also be available for
the ESL student.

21

create a collage.

EDU10631 Assignment 2

CONCLUSION

Alethea Scorse
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Show students how to save

At the end of the lesson

Students save

Students gain an

their finished collage as a

allow students to ask the

and exit work,

understanding of

PDF in the design and

teacher questions

listen to

homework and the

technology folder and on

individually as many ESL

homework

lesson purpose is

their USBS. Instruct students

students prefer to ask

instructions and

reinforced.

to finish their collage and

questions in this way,

ask questions.

Students build

sketches for homework if not especially when they are in

done so already, which they

a large class of native

will show the teacher next

English speakers

lesson. Summarise the main

(Henderson, 2009).

skills.

points of the lesson and ask

students if they have any
questions.
EVALUATION
REFLECTION

upon their ICT

Student interest and

participation
Understanding
Appropriateness of
resources
Classroom management

22

Lesson plan

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Positives, negatives, changes

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EDU10631 Assignment 2
Alethea
Scorse
22279277
Lesson plan - Technology Mandatory
Class/Stage: Year 7 / stage 4

Lesson/Period: 3

Lesson Length: 45 minutes

Location: Workshop
Unit: 1.1 Introduction to Technology Mandatory and Tiny Terrariums
Lesson aim: Students engage with the design process and explore mixed materials by beginning their
project practical component of building a terrarium. Students will begin the cork lid and textile terrarium
hanger, while displaying safe and appropriate use of a range of tools, materials and techniques.
SYLLABUS CONTENT to be covered
Area of Study

Design Specialisation

Technology

Products

Industrial

Mixed Materials

SYLLABUS OUTCOMES to be covered

4.1.1 applies design processes that respond to the needs and opportunities in each design project
4.3.1 applies a broad range of contemporary and appropriate tools, materials and techniques with
competence in the development of design projects
4.3.2 demonstrates responsible and safe use of a range of tools, materials and techniques in each design
project

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Students will learn about:

Students will learn to:

use of a design folio to record and reflect

on design ideas and decisions

use of a design folio to record and reflect on

design ideas and decisions

Tools

Specific tools related to materials

appropriate to a design project

Explore ways that tools can be safely used to

achieve new results

The function and safe use of a range of

contemporary tools used for

-

Measuring

Marking out

Cutting

Construction

Select and safely use tools and equipment for a

design project

ICT

Aboriginal and
Indigenous

Civics and
Citizenship

Environment

Work,
Employment and
Enterprise
Gender

Communicating
ideas and
Information

Planning and
organising
activities

Working with
others in teams

Solving problems

Using
Technology

Cross Curriculum
Content
Difference and
Diversity
Collecting
Key Competencies
Analysing and
organising
information
Using
mathematical
ideas and
techniques
Literacy

Numeracy

Students will develop technological literacy skills in

Students consider size and proportion in relation to

listening to Technology Mandatory vocabulary.

their project work and design when measuring and

Students learn to include subject specific

marking out.

vocabulary in order to communicate design

solutions and project information including correct
names for tools.

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Considerations/Preparation
Prior Knowledge/Experience

Resources/Materials/Technology

Key Vocab

An understanding of

Terrarium glasses

Scroll saw

Technology Mandatory aims

Cork sheets

and outcomes
Textile materials
Thorough understanding of the
design project and marking

Marking and cutting out tools

guidelines

such as pencils, rulers and

protractors

Safe use of tools and workshop

safety requirements, including

Machinery in the workshop room

use of the scroll saw

the scroll saw

An awareness of skills and

processes involved in designing
and making
Understanding of construction
steps
Safety Risk

Key Questions

Workshop safety

What are the safety requirements

when using the scroll saw?

Correct clothing and footwear

What are the general safety rules

Safe use of tools

while working in the workshop?

Cords and electricals
What will you have completed by
the end of the lesson?

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ADJUSTMENT FOR
STAGE OF LESSON

TEACHER ACTIONS

ADDITIONAL NEEDS

TIME

UNDERSTANDING?

(minutes)
5

STUDENT ACTIONS

STUDENT
LINKING

QUESTIONING/

Link to previous lesson which

Reasonably slow the

Student question and

Students deepen

was a demonstration of

pace and emphasise and

answer

their

creating a terrarium and

repeat important points

understanding of

workshop safety. Ask

in order for the ESL

safe and

students the important safety

student to understand

appropriate use of

points when in the workroom

(Henderson, 2009).

tools and

and when using the scroll

RESOURCES

workshop safety.

saw.
INTRODUCTION

Introduce students to the first

A variety of

Students listen.

practical lesson in which they

communication modes is

understanding of

will begin creating their

required to make

the lesson

terrarium textile hangers and

content accessible and to

structure and

marking out and cutting their

build academic language

desired progress.

cork lids to size. Ensure

skills for ESL students.

students follow the

Thus, use teacher oral

27

Students gain an

Board to
write on

EDU10631 Assignment 2

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construction steps from the

instruction and written

previous lesson which they

instruction on the board

have recorded. State to

as modes of

students what they should

communication (Schmitt,

have completed by the end of

2008, as cited in

the lesson. Tell students they

Colombo, 2011).

will have 25 minutes to work

on their projects.
THE BODY

Students begin practical work, Place the ESL student

while the teacher supervises.

Students complete

Students gain an

practical project work

understanding of

rulers,

speaking partner for the

measuring,

pencils, the

lesson. Using peer

marking out,

scroll saw,

tutoring promotes

cutting and

terrarium

individualised support of

construction along

glasses,

the ESL student in an

with safe and

textile

inclusive classroom

appropriate use of

materials,

(Conway, 2014).

the scroll saw

student

with a native English

25

Protractors,

Discussing with a partner

construction

may increase the

steps in folios

confidence of the ESL

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student and allow the
native English speaker to
assist their partner with
pronunciation and
phrasing (Henderson,
2009).

CONCLUSION

Tell students to stop work and Have the ESL student

Students pack up,

Students gain an

pack up. Directions given for

record their work with a

listen and ask

understanding of

students to record their

partner. Placing the

questions.

next lesson and

progress in their folio and

student in a pair will

build upon their

next lesson will be a

allow the student to

understanding of

continuation of their practical

demonstrate

folio work and

projects. Ask students if they

achievement in English

recording progress.

have any questions.

and foster
communication skills
(Conway, 2014). Ask the
class to share their
questions and do not
forget to provide the ESL
student with
29

10

Student folios

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encouragement and
praise for sharing their
question as this has been
shown to increase the
confidence of ESL
students (Henderson,
2009).

EVALUATION

Student interest and

REFLECTION

participation
Understanding
Appropriateness of resources
Classroom management
Positives, negatives, changes

30

EDU10631 Assignment 2
22279277
References

Board of Studies (2003) Technology (mandatory) advice on programming and assessment.

Sydney, Australia: Author.

Board of Studies (2003) Technology (mandatory) years 7-8 syllabus.

Sydney, Australia: Author.

Beadle, P. (2010). Chapter 1. In How to teach: The ultimate (and ultimately irreverent) look
at what you should be doing in your classroom if you want to be the best teacher you can
possibly be. United Kingdom: Crown House Publishing.

Colombo, M. (2011). Prevention practice kit: Teaching English language learners: 43

strategies for successful K-8 classrooms. LA: Sage Publications.

Conway, R. (2014). Curriculum, learning, teaching and assessment adjustments. In P.

Foreman & M. Arthur-Kelly. (Eds.). Inclusion in action (pp. 122-185). South Melbourne:
Cengage Learning.

Department of Education (2006). Inclusive schools are effective schools. Victoria, Australia:
Author. Retrieved from
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http://www.education.vic.gov.au/Documents/about/research/inclusiveschool.pdf

Henderson, P. A. (2009). Is everybody getting it?: Sustained support for English as a

second language students. About Campus, 14(4), 815. doi:10.1002/abc.296

32