Brenton Hawken 11538282 Due Date: Friday 30th December 2016

EMT445 Assessment 1: Sequence of lesson plans Value 50%

EMT445: Curriculum Method 1:

Design and Technology

Assignment 1

Sequence of lesson plans

Brenton Hawken
11538282

Value: 50%

Word Count: 3600

Due Date: Friday 30th December 2016

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Brenton Hawken 11538282 Due Date: Friday 30th December 2016
EMT445 Assessment 1: Sequence of lesson plans Value 50%
Program of study for stage 5 (years 9/10) in Design and Technology

Unit 1

Focus area: Food

Design situation: you have been approached by the owners of an established pie shop in
town, and have been asked to create and produce a new flavoured pie for their existing
customers and potential customers to purchase. The pie can be sweet or savoury.

Design brief: design and produce a prototype of the pie that will be presented to the owners
of the pie shop for judging and tasting. The pie must be different to those that are already
available on the market, as the owners want to grow their business and increase sales/profit,
customer satisfaction and market share. A feasibility study should be carried out and the
recipe must be able to be produced in a commercial kitchen. Keep a design portfolio to log
your product development.

The unit will begin with research on the types of pies already available on the market. From
this research, students will begin to brainstorm and develop ideas on the type of pies they
might like to develop, based on identifying the gaps in the market. Students will need to carry
out a Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis on their pie to
ensure it will succeed on the market. Now having an idea of the type of pie they might like to
develop, students will participate in a visit to the local pie shop to watch how pies are
produced and participate in pie production. Students will have the opportunity to talk to
customers and the employees of the pie shop to refine and advance their pie ideas. Using the
knowledge gained from this visit, further online research, and talking with others they have
contact with in the community, students will now begin to develop their pie prototype.

Cross curriculum: ICT: online research and spreadsheets for costing; Multicultural:
techniques and ingredients used from a range of cultures to produce the pie; Difference and
Diversity: using ingredients to produce a product for food intolerances and allergies i.e.
gluten free pastry for celiacs; Numeracy: providing a quote to the business and carrying out a
feasibility study; Literacy: being able to read and develop a recipe.

Unit 2

Area: Agriculture

Design situation: the schools agricultural department is looking at constructing a new

chicken coop at the school agricultural plot. You have been approached by the school
principal for ideas on what the new chicken coop should look like and how it should be
designed for maximum comfort and protection against predators for the chickens.

Design brief: design and produce a scaled diorama of your proposed chicken coop. When
developing your diorama, you must consider: the RSPCAs Approved Farming Scheme
standards for the comfort and wellbeing of the chickens, the space available for the chicken
coop at the agricultural plot, and the materials that the coop will be made out of to protect the
chickens from predators such as feral dogs, cats and foxes. A feasibility study must be carried
out and all materials to be used should be listed and justified. Keep a design portfolio to log
your product development.

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EMT445 Assessment 1: Sequence of lesson plans Value 50%
The unit will begin with a visit to the schools agricultural plot to examine the existing
chicken coop. Students will be asked to note what is working well and what is not working
with the existing chicken coop. This information will get students thinking about the types of
improvements that can be made to the new chicken coop. Students will be asked to share
their ideas with the class and discuss. A representative from the RSPCA will visit students
and discuss the RSPCAs Approved Farming Scheme standards via an interactive
presentation on the Smart Board. Students will have the opportunity to ask questions and
gather information on developing a chicken coop that will protect and enhance the wellbeing
of the chickens. This will be followed up by a lesson in the computer lab, where students can
research pictures of chicken coops and the materials they are made out of. Now having an
idea of the type of improvements students can make to the existing chicken coop, a strong
understanding of the RSPCAs Approved Farming Scheme Standards and knowledge of the
materials used to construct chicken coops, students will start to create their scaled diorama.

Cross curriculum: ICT: online research and spreadsheets for costing; Civics and
Citizenship: becoming active citizens of the school community by putting forward ideas that
will lead to a new and improved chicken coop; Environment: students designing a chicken
coop which addresses ethical and responsible considerations; Numeracy: conducting a
feasibility study and constructing a diorama to scale; Key competencies: collecting, analysing
and organising information, communication ideas and information.

Unit 3

Area: Medical

Design situation: you and a friend have joined a local recreational community group who
organises outdoor events and activities. The first organised event is a weekend camping and
hiking trip. You have been provided with a list of items to bring with you, which includes an
out-of-date first-aid equipment list. You feel this equipment list is inadequate and will
compromise your safety and wellbeing whilst on the trip.

Design brief: design and produce a more suitable and updated first-aid kit to take with you
on this trip to ensure your safety. When developing your first-aid kit, you must consider: the
landscape and climate in which you will be living, the potential dangers of the trip and what
items will need to be packed to ensure optimal safety and wellbeing. You should consider all
aspects of the first-aid kit, including its weight, size, materials, contents, and be able to justify
each piece of equipment that you include in the kit.

The unit will begin with students selecting pairs to complete the task. Each pair will create a
mind map, by researching and brainstorming what they think should be included in the first
aid kit. In pairs, students will present their mind maps to the class for discussion. This will be
followed up by a visit to the local pharmacy, where students will speak to the nurse and
Pharmacists on duty about the different types of first-aid equipment available on the market,
what they are used for and their purposes. Students will have the opportunity to participate in
a first-aid course, which will be subsidised by the school, to gain their first-aid certificate.
This will provide students the opportunity to ask questions, gain a greater understanding of
administering first aid and to further explore the equipment and how it is used. In pairs,
students will now work on designing and creating their first-aid kits.

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EMT445 Assessment 1: Sequence of lesson plans Value 50%
Cross curriculum: ICT: online research and itemised spreadsheets listing the equipment that
will be included in their first aid kit; Civics and Citizenship: gaining their first aid certificate
through the first-aid course to help fellow members of the community; Work, Employment
and Enterprise: students working in pairs on a practical project; Numeracy: uses size,
proportion and measurement while making the first-aid kit; Key competencies: collecting,
analysing and organising information, communication ideas and information, and working
with others.

Unit 4

Area: Graphical

Design situation: a local department store in town is looking at ways in which it can increase
its presence to customers. The business owner has determined that his store lacks appropriate
signage, and therefore customers cannot recognise and identify the store. The buildings
existing signage is small, containing the logo and name of the store, which cannot be seen
from the footpath across the road.

Design brief: evaluate and consider alternative materials and approaches, sizes, lighting for
the existing signage on the department store without changing the logo. Using Computer-
Aided Design (CAD) software, design new signage that is appropriate to the building of the
department store. The existing logo of the store must be incorporated into the new signage.
Keep a design portfolio to log your product development.

The unit will begin with a visit to two local department stores where students will have the
opportunity to examine the existing signage. Students will be able to identify the strengths
and weaknesses in the current signage, and use this as the basis to make improvements in
their design. Students to choose one department store and conduct a SWOT analysis on the
existing signage. A class discussion will facilitate student to student learning by discussing
the existing signage, the logo design, and windows displays in a way to think about
physicality in design outcomes. Students will also have the opportunity to explore the
approaches to signs, the techniques and materials used to make them by visiting a local sign
making business. Students will then design a rough sketch of their new signage designs on a
piece of paper, before using CAD software to produce their final signage and image of what
the department store will look like with the new signage. Students will present their final
signage and image of the department store with the new signage to the class in a ten-minute
presentation, discussing the choices they made in their new design.

Cross curriculum: ICT: online research and the use of CAD software, graphics in the form
of existing and created images in design development and presentation; Numeracy: using
CAD software to develop signage to scale; Key competencies: collecting, analysing and
organising information, communication ideas and information.

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EMT445 Assessment 1: Sequence of lesson plans Value 50%
Unit 5

Area: Student-negotiated focus area of design

Design situation: student created

Design brief: student developed

Students may choose any focus area from the syllabus, and develop the situation and design
briefs. Resources must be negotiated with the teacher in relation to availability and cost.
Students will have freedom to develop their own management plan, however all students will
be required to keep a design portfolio to log their product development.

Cross curriculum: students will determine which cross curriculum areas will be addressed

Mapping programs against syllabus requirements

Design and Technology Core: A holistic approach

Students learn about: Students learn to: 1 2 3 4 5

The concepts of design

Nature and definitions of design, Define design, technology and appropriate X X X X

technology and appropriate
technology
Purposes of design
Interdisciplinary nature of design
which draws on disciplines such
as mathematics, sciences, fine art
and humanities
Interrelationship of design with
technology
Principles of design when
transferred to new situations and
contexts
technology
Apply design, technology and appropriate X X X X
technology principles in the process of
developing quality design solutions
Identify the purpose of design across a X X X X
number of focus areas of design
Identify the dependencies of design on other X X X
disciplines when designing solutions
Analyse a case study that demonstrates the X X
interdisciplinary nature of design
Outline, reflect and apply collaborative X X X
methods when developing a design solution
Analyse a designed solution and identify how X X X
it was affected by the technologies and tools
used in its development
Reflect on and report the learning of the X X
principles used in design and applied in new
situations and contexts
Document using written communication X X
techniques to provide feedback on their
learning

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Brenton Hawken 11538282 Due Date: Friday 30th December 2016
EMT445 Assessment 1: Sequence of lesson plans Value 50%

Students learn about: Students learn to: 1 2 3 4 5

Factors affecting a holistic approach to design and production

Design purpose and setting Describe factors affecting the design and production of X X
factors design ideas and solutions from selected focus areas of
- function design
- form Analyse and report on the factors that affect the X X X
- aesthetics decisions taken in the development of design ideas and
- end user aspirations and context solutions
- time factors: historical,
contemporary and future Apply a holistic approach by considering the factors X X X X
considerations affecting design and production in a design project
- quality
- trends

human, technical and

environmental factors
- human capital (knowledge,
skills and techniques)
- ergonomics
- safety, values and ethics
- industrial and workplace
legislation
- appropriateness of technology
choices and design decisions
- social and environmental
sustainability
- resource choices and
availability (tools, materials,
time, finance).

Design and Technology Core: Design processes

Students learn about: Students learn to: 1 2 3 4 5

Identification of needs and opportunities

opportunities for new and better identify opportunities for new and better X X X X
solutions solutions
identify the needs of the end users and X X X
requirements of end users and
other stakeholders in their settings
stakeholders
design considerations establish and document the requirements X X X
and design considerations for the design
project
Creative and innovative idea-generation using

brainstorming use idea-generation techniques when X X X

concept sketches and maps developing creative design ideas
modelling use research and information when X X X
interaction of hand and mind generating creative design ideas

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Brenton Hawken 11538282 Due Date: Friday 30th December 2016
EMT445 Assessment 1: Sequence of lesson plans Value 50%

Students learn about: Students learn to: 1 2 3 4 5

observation collaborate when developing design X X

research ideas and solutions
collaboration
Research and exploration

access information and data use electronic communication tools to X X X X

research information
identify and summarise information from X X X X
a range of sources for the design project
interpret and manipulate data to develop X X X X
information solutions using ICT
applications including spreadsheets and
databases
research appropriate materials, processes X X X X
and production methods for the design
project

market research techniques use market research techniques for a X X

targeted group of end users to develop and
test design ideas
criteria for success establish the criteria for success for the X X
design project
resource requirements investigate and calculate resource X X X X
requirements for the design project
appropriate technology analyse costs and benefits including social, X X X X
financial and environmental
evaluate the long-term and short-term X X
consequences of particular design ideas
Experimentation

testing and experimenting assess the suitability of design ideas by X X

testing and experimenting
refine design ideas to address needs and X X X X
opportunities
experiment to optimise design solutions for X X
student project work
Management

project management strategies when prepare and implement time and action X X X X
implementing and evaluating a process of plans in design projects
design
estimate financial costs in design projects X X

manage materials, tools and techniques X X X X

when developing the design project

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Brenton Hawken 11538282 Due Date: Friday 30th December 2016
EMT445 Assessment 1: Sequence of lesson plans Value 50%

evaluate the role of project management X X X X

when developing the design project

Occupational Health and Safety legislation apply risk management practices in each X X X X
and risk management practices design project
anti-discrimination legislation, Equal X X X X
Employment Opportunity principles
Safe work practices and safe environments demonstrate safe work practices when X X X X
producing design projects

Students learn about: Students learn to: 1 2 3 4 5

Communication and presentation techniques

Visual outline a range of communication X X

Graphical techniques appropriate to various
Written audiences
Oral apply appropriate communication X X X X
Digital techniques when documenting and
presenting design ideas and solutions
use ICT applications such as multimedia X X X X
communication devices, computer-
generated graphics, word processing and
desktop publishing for presentation of
documentation
construct and use models or computer- X X
generated simulations to communicate
design ideas and solutions
use appropriate ICT applications when X X X X
designing and producing solutions
Realisation of design ideas using technologies including

tools and equipment identify a range of tools and equipment, X X X X

Materials materials and techniques and calculate
Techniques requirements for each design project
select and use tools and equipment when X X X
designing and producing each project
justify the selected resources used for X X X X
each design project
select and use a variety of appropriate X X X X
techniques when designing and
producing each design project
select and use appropriate materials X X X X
when designing and producing each
design project

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Brenton Hawken 11538282 Due Date: Friday 30th December 2016
EMT445 Assessment 1: Sequence of lesson plans Value 50%

Students learn about: Students learn to: 1 2 3 4 5

Evaluating document and evaluate decisions X X X

made throughout the design process
Criteria for success using specified criteria for success
evaluation techniques self-assess and peer-assess designed X X X
solutions
justify and document decisions X X X X
made during the development of
designed solutions
reflect on their learning in the X X X X
design project
Additional content

the impact of resource selection on analyse the impact of the selected X X X X

- final solution resources used in the design project
- individual on the final solution, the individual,
- society society and environments
- environments
marketing strategies develop, present and justify a
marketing strategy for the designed
X X
solution using multimedia
presentation software

Design and Technology Core: Activity of designers

Students learn about: Students learn to: 1 2 3 4 5

The work of past and current designers across a range of settings

cultural
commercial
industrial
historical
contemporary, including Aboriginal and
Torres Strait Islanders and other
Indigenous peoples and the contributions
of males and females to design industries
careers in design and manufacture
Trends in technology and design
in history
across contemporary cultures
Creativity and problem-solving techniques used by designers
examine and describe the work of past X X
and current designers across a range of
settings and from a range of focus
areas of design
explore career opportunities and X X
pathways in design and manufacture
for males and females
recognise trends of designed solutions X X X
in history and across contemporary
cultures
identify ICT applications used by X X
designers and the impact on their work

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Brenton Hawken 11538282 Due Date: Friday 30th December 2016
EMT445 Assessment 1: Sequence of lesson plans Value 50%

Students learn about: Students learn to: 1 2 3 4 5

needs and opportunity analysis (SWOT identify creativity and problem- X X
strengths, weaknesses, opportunities solving techniques used by designers
and threats) in their work
constraints analysis
collaboration
research and exploration

Enterprising activity define and describe enterprising activity X X

initiate and manage action to successful X X X X

completion in response to needs and
opportunities when developing design
projects
recognise enterprising activity as related X X
to designers and their work within a focus
area of design
Ethical and responsible design research an example of ethical and X X X
responsible design in a focus area of
design
analyse how designers respond ethically X X
and responsibly to design issues and
appropriate technology when they
develop design ideas and solutions
discuss issues relating to ethical and X X
responsible design
explain the need for ethical, responsible X X X
design and appropriate technology when
developing design ideas and solutions
Preferred futures identify visions for preferred futures in X X X
design and technology
identify what is achievable given the X X X X
constraints of our current thinking,
available technology and resources
justify designed solutions with X X X
consideration of preferred futures
analyse some exemplary designed X X
solutions and predict directions in selected
focus areas

Students learn about: Students learn to: 1 2 3 4 5

Innovation
Types of innovation define and describe innovation X X
examples of innovation
identify a variety of past, current and X X X
emerging technologies and innovations
across a range of focus areas
identify what changes would need to X X
occur to achieve particular visions

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Brenton Hawken 11538282 Due Date: Friday 30th December 2016
EMT445 Assessment 1: Sequence of lesson plans Value 50%

Students learn about: Students learn to: 1 2 3 4 5

assess the impact of past, current and X X
emerging technologies and innovation on
society and environments
demonstrate design ideas and solutions X X
that are innovative and enterprising
Impact of technologies on:
the individual evaluate and explain the impact of past, X X X
society (different cultural groups, including current and emerging technologies on the
Aboriginal and Torres Strait Islanders and individual, society and environments
other Indigenous peoples)
environments
Additional content
work of contemporary designers plan and prepare a word-processed report X X
on non-traditional careers in design and
technology
preferred futures in design and technology identify specific examples of preferred X X X X
futures
predict future directions for a designed X X
solution

Part 2: Two Lesson sequence

Lesson 1
Date: 03/03/17 Duration: 2 periods
Title: Preventing Hells Kitchen Stage: 5 (Year 9)

Purpose: When working, or preparing foods in the kitchen, one must be aware of safety hazards
that may occur and take precautions in preventing injuries or accidents from happening by creating
and maintaining a safe working environment. Safety in the kitchen is paramount, and it is
important that the students know and understand the rules and guidelines for kitchen safety by
practicing them to maintain a safe working environment for themselves and others.

Syllabus
Outcomes/Content: Syllabus Learn About(s): Syllabus Learn To(s):

5.6.2: Applies risk Occupational Health and

Apply risk management
management practices Safety legislation and risk practices in each design
and works safely in management practices. project.
developing quality Safe work practices and Demonstrates safe work
design solutions. safe environments. practices when producing
design projects.
Resources: Access to electronic devices such as Laptops and iPads (BYOD), School Kitchen to
set up mock demonstration and to use in practical (2nd lesson), SmartBoard, 6 minute YouTube clip
Kitchen Safety (https://www.youtube.com/watch?v=6sWxa1vR0zU), Websites: FSANZ
(http://www.foodstandards.gov.au), OH&S (https://www.business.gov.au/info/run/workplace-
health-and-safety/whs-oh-and-s-acts-regulations-and-codes-of-practice). Worksheet handout,
Ingredients to make Chicken Stir fry (liaison with kitchen assistant to organise).

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Brenton Hawken 11538282 Due Date: Friday 30th December 2016
EMT445 Assessment 1: Sequence of lesson plans Value 50%
Lesson Indicators:
Students can identify and describe risks/hazards in
the kitchen and explain how to prevent these.
Students can demonstrate safe work practices by
washing hands, using tools and equipment in a safe
manner, and working cooperatively in the kitchen.
TIME Teacher Role and Activities
Prior to the lesson, teacher sets up a
mock kitchen demonstration of safety
hazards i.e. water on the floor, exposed
knives, electrical cords near water etc.
Students enter the classroom. Teacher
breaks students into groups of three
Introduction based on different learning abilities.
Give each group three minutes to enter
the mock kitchen to identify and write
down as many safety hazards and items
wrong with the demonstration.
After each group has had their turn at
identifying the safety hazards, teacher
creates the start of a mind map by
putting kitchen hazards in a circle on
the whiteboard.
Teacher leads a class discussion calling
on students to identify a hazard/risk and
explain in more detail why it is wrong,
and what could be done to correct,
minimise or prevent the hazard/risk.
Teacher directs students to copy the
mind map prepared by the class into
their work books.
Body Teacher asks students to remain in their
groups and directs students to their
electronic devices (i.e. Laptops, iPads).
Teacher provides handout with
questions regarding OH&S legislation
as a scaffold for the information
students need to be searching for.
Students work in groups of three to
complete handout.
Risk Assessment:
(Attached)
Student Role and Activities
Students break into their assigned
groups. Each group of three, enters the
mock demonstration and works as a
team to identify and write down as many
safety hazards and items wrong with the
demonstration. While other groups are
having their turn, students should be
discussing what they saw in the kitchen
demonstration, and preparing their
answers for the class discussion.
A representative (chosen by the group)
from each group, makes their way to the
front of the classroom. Each
representative adds three suggestions to
the mind map and then makes their way
back to their seat with their group.
Students raise hands to participate in the
class discussion.
Students copy the mind map into their
work books as requested by the teacher
Students research OH&S legislation
from the websites provided, and note the
importance of this in both the classroom
and the workplace. Students answer the
questions on the handout and discuss
answers with members in their group.
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Brenton Hawken 11538282
EMT445 Assessment 1: Sequence of lesson plans
Conclusion Teacher directs students attention to
the Smartboard where students will
watch a 6 minute YouTube clip
Kitchen safety
Due Date: Friday 30th December 2016
Value 50%
Individually, students watch the clip and
write down all the safety hazards and
unsafe practices in the video.

Teacher facilitates a class discussion, Students share their ideas with the class
asking students what they saw, the for discussion to conclude the lesson.
potential risk and how this risk can be
avoided and minimised. At the end of
lesson, teacher reminds students to
bring apron and appropriate foot ware
for next practical lesson.

Evaluation Self-evaluation and reflection on own When students identify the consequences
work practices of poor OH&S management they
demonstrate an understanding of risk
management practices

Lesson 2: Practical lesson

Following on from the previous lesson which covered Occupational Health and Safety
legislation, risk management practices, safe work practices and safe environments,
students will now have the opportunity to demonstrate their understanding of the
content by applying what was learnt in a practical situation.

In pairs of two, students will be cooking chicken stir-fry. Teacher will monitor the
classroom, providing help to students and ensuring students are on task.

Prior to cooking, students will need to prepare for the practical by applying Personal
Protective Equipment (PPE) including aprons and fully enclosed leather shoes. Long
hair must be tied back and loose jewellery removed. This demonstrates students
knowledge of safe work practices when producing design projects.

Students will then need to sanitise their work stations by wiping down benches and
equipment and washing hands with soap and water before cooking. This demonstrates
risk management practices as it is ensuring biological contamination of food does not
occur, preventing the risk of food poisoning.

Students to follow the recipe provided to cook the chicken stir-fry, constantly
scanning for hazards and working in a safe environment. Hazards include cross
contamination of meat and vegetable products, food poisoning, burns and blisters
from hot oil and water, cuts and bleeding from sharp knives, broken bones and injury
from spills. Avoiding/minimising risks demonstrates knowledge of risk management.

Throughout the cooking process, students to demonstrate they have an understanding

of the Occupational Health and Safety legislation by following the practices to ensure
a safe working environment for all.

Students to wash, dry and pack away dishes, utensils and equipment used, sanitise and
wipe down benches, wash hands and leave the kitchen in a clean manner.
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EMT445 Curriculum Method 1: Design and Technology Due: Friday 30th December 2016
Assignment 1: Sequence of lesson plans Brenton Hawken 11538282
Risk Assessment
Name of Class/Teacher Year 9 Design Technology Class Date: 3rd March 2017
responsible for compliance Mr Hawken
Company name: Parkes High School Workplace 2a High Street
location: Parkes, NSW 2870
High risk job description Industrial Kitchen environment Completion of Yes N/A
Working with/in proximity to potentially Confined Space (n/a should be
dangerous equipment (knives, hot surfaces, Entry Permit? selected when not
machines, flammable substances, biological working in a
materials e.t.c) confined space.

Personal Protective Equipment (PPE) required to complete the job

Gloves Face mask Eye Welding Appropriate Hearing Protective

protection mask footwear protection clothing

What are the tasks involved? What are the hazards and How will hazards and risks be
risks? controlled?
Cross contamination of ingredients: meat and Food poisoning Sanitation of work stations, washing
vegetables (biological hazard) (vomiting, diarrhoea) hands, following OH&S procedures,
Student risk, Teacher risk Being hospitalised different coloured chopping boards and
utensils for meat and vegetables
Using sharp knives to prepare food (physical Cuts/lacerations, Correct handling procedures, correct
hazard) bleeding, fingers lost protective equipment (leather shoes,
Student risk, Teacher risk apron), exercising caution with task
Hot surfaces and substances (fry pan, oil, Burns, blisters Correct protective equipment (gloves,
water) apron)
Student risk, Teacher Risk
Using electrical appliances Electric shock Regular equipment maintenance
Student risk, Teacher risk Hospitalisation, death
Liquid substances (water, oil) Spills, trip Hazard Report all spills to teacher, cleaning up
Student Risk, Teacher risk (broken bones, Injury) spills
Kitchen Environment Trips, slips, falls, Keep floor/walkways clear, clean spills
Student risk, Teacher risk electrical faults immediately, sanitise benches and
wash hands, biological materials
stored/labelled correctly, tagged/ tested
in due date on all energized equipment
Sign off Name Signature
I have provided site-specific risk controls to manage the hazards identified above and will comply with the controls
listed above.
Teacher: Mr Hawken Brenton Hawken
BHawken
I understand the risk controls listed above to be implemented to manage the identified hazards associated with the
works to be undertaken.
Workplace Manager and/or
Management OHS Nominee

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EMT445 Curriculum Method 1: Design and Technology Due: Friday 30th December 2016
Assignment 1: Sequence of lesson plans Brenton Hawken 11538282
Justification for the sequence

The two lessons (as outlined above) have been developed using the constructivist theory and
principles to create learning that is meaningful and engaging for students. Santrock (2016)
defines the constructivist approach as a: learner centered approach that emphasises the
importance of individuals actively constructing their knowledge and understanding with
guidance from the teacher (p.339). These lessons encourage students to explore their world,
discover knowledge, reflect and think critically with careful monitoring and meaningful
guidance from the teacher (Santrock, 2016, p. 339). As identified by Killen (2005), the basic
principles of the constructivist view on learning include: learning is developmental; people
construct new knowledge by building on their current knowledge; much learning occurs
through social interaction; and people need feedback to learn but the feedback needs to be
accurate, useful and timely (p.4), all of which have been used to construct the lessons above.

Teaching is a constructive activity in which the prior

experiences of the learner, the lesson content and the
teaching strategies used by the teacher meet
interactively (Francis, 2016). Another resource that
has been used to create the above lesson sequence is
the Learning Cycle (right), which has been used as
an effective tool to guide student learning through
five stages. The first stage of the cycle finding out
about the learner appears in the introduction of the
first lesson, whereby students are asked to identify as
many risks/hazards as possible using their prior
knowledge. This activity is designed to find out what the students already know, as a starting
point to the sequence, which is followed up by a class discussion and construction of a mind
map as a brainstorming exercise to reinforce the concept. Through this class discussion,
students receive timely, accurate and useful feedback through social interaction which is
aided by systematic, open minded discussion and debate (Killen, 2005, p. 4). Students help to
create the class mind map with their own ideas which supports the constructivist view that:
people learn what is personally meaningful to them (Killen, 2005, p. 4). Guided
participation supports students in their learning as it involves a collaborative process of
building bridges from an adolescents present understanding and skills to reach new
understanding and skills (Williams, 2012, p. 61). The second stage of the cycle exploring
appears in the body of the lesson as students are given a handout with questions relating to
OH&S legislation and directed to their devices to research and explore the task. Students are
working in groups (collaborative learning) to complete the task. As the groups are based on
different learning abilities, Vygotskys Zone of Proximal Development (ZPD) comes into
play. Vygotskys concept refers to: the range of tasks that are too difficult for an individual
to master alone, but that can be mastered with the guidance or assistance of adults or more
skilled pairs (Santrock, 2016, p. 99). Input from the teacher and peers will provide a rich
learning experience for all students. The worksheet provided acts as a scaffold which:
enables the learner to engage in the activity with increased confidence and competence
through supportive intervention (Williams, 2012, p. 59). Getting the idea appears in the
conclusion of the first lesson whereby students are asked to view a YouTube clip to revisit
the concept of risk management, again identifying as many risks/hazards they can. The idea
for this is that the content learnt prior to this activity earlier in the lesson will help them
complete this task and reinforce the idea. The final two aspect of the learning circle
organising the idea and applying the idea appear in the second practical lesson whereby

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EMT445 Curriculum Method 1: Design and Technology Due: Friday 30th December 2016
Assignment 1: Sequence of lesson plans Brenton Hawken 11538282
students are using the knowledge gained in the first lesson and applying it to a practical
situation. In this lesson, students have the opportunity to demonstrate their understanding of
the risk management concept by practising and applying the idea in a real-life situation.

As per the constructivist theory, the above lessons have several features which underpin them
to create learning that is meaningful and engaging for students. These features include: the
need for authentic and relevant tasks, is consistent with ideas about situated learning and
learning in contexts and is all about interaction and dialogue between teacher/student and
student/student (Francis, 2016). The activities in these lessons demonstrate a strong
understanding of the constructivist theory and principles. The activities are authentic and
relevant and closely aligned with the situated learning technique and theory of situated
cognition. As discussed by Williams (2012), learning is most successful when embedded in
authentic and meaningful activity, as seen in the physical and practical nature of my lessons.
Interaction and dialogue between teacher/student and student/student is constant in the
planned activities, creating a collaborative learning environment that is enriched and
meaningful.

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EMT445 Curriculum Method 1: Design and Technology Due: Friday 30th December 2016
Assignment 1: Sequence of lesson plans Brenton Hawken 11538282
References
Francis, R. (2016). Learning cycles in Technology Education [Module 2]. Retrieved
December 26, 2016, from Charles Sturt University:
https://interact2.csu.edu.au/webapps/blackboard/execute/displayLearningUnit?course
_id=_14117_1&content_id=_1161634_1

Killen, R. (2005). Programming and Assessment for Quality Teaching and Learning. South
Melbourne: Cengage Learning .

Santrock, J. (2016). Adolescence (16th ed.). New York: McGraw-Hill Education.

Williams, P. J. (2012). Technology Education for Teachers. Rotterdam: Sense Publishers.

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