Jasmine Reid 18342026 – Secondary Curriculum 1A – Assessment 2

Rationale:

ABC HIGH SCHOOL is an independent school in South-West Sydney which features a “Co-Lab Centre” which consists of desktop computers, a
smart board, timber workstations, laser cutter, 3D printer, sewing machines and equipment/ materials associated. The class this unit is
designed for consists of 15 students, 6 female, 9 male. 1 Student is from a low ses background and requires EALD support. 1 Student has been
diagnosed with dyspraxia so often has difficulty following instruction. 3 Students in the class are GAT. In order to cater to the needs of these
students I have differentiated the following and used theories and approaches to ensure ultimate student engagement as well as a highlight on
inclusion.

The intent of this unit is to stimulate the students:

This unit of work is based on a fusion of theories/approaches including Project Based Learning (PBL), inquiry based learning (IBL), high
possibility classrooms (HPC) and, choice theory.

Choice theory, founded by William Glasser, is based on the notion, in an educational context, that when applying choice theory to the
classroom, teachers are allowing students to take responsibility for ones own learning that guides teachers to lead rather than dominate. For
this unit of work, adopting choice theory blended with IBL allows the teacher to establish a constructive student teacher relationships that
establish mental wellness, providing a space for students to explore any queries and for the teacher to provide constructive feedback for these
individualised queries, with the ultimate goal being for the student to choose for themselves which aspects of their project need the most
attention, (De Nobile, Lyons, Arthur-Kelly, 2017) ultimately prompting the encouragement of students taking responsibility for their own
learning. For example, presenting students with tasks that encourage the use of prior knowledge as well as challenging them to research for
new knowledge (through ICT), can ultimately develop skills such as critical inquiry. (Spronken-Smith, Bullards, Ray, Roberts & Keiffer, 2008) I
have adopted these techniques in number of activities in the following unit of work, incorporating activities such as mind map tasks, where
students are prompted to use their existing knowledge and recall new information or questions they might have. As well as the Do Now: Idea
generation activity, where students are prompted to generate their own design ideas based on an unknown brief, exploring the needs and
wants of design in a societal context where they must take control on their learning by using prior knowledge as well as research and
Pre Service Teacher: Jasmine Reid
Secondary Curriculum 1A – D&T Lecturer: Jaison Varkey
1
development through ICT. They must explore a range of design factors keep in mind the consideration and balance of aesthetics and function
to make appropriate considerations for potential designs, which stimulates ideas for both their current project and future designs in an
industry context.

The PBL method is based on students working on a project from concept to execution for an extended period of time, giving then opportunity
to investigate and respond. This approach stimulates critical thinking, problem solving, collaboration and various forms of communication,
(Buck Institute for Education, 2019) which not only helps students meet the learning outcomes but also assists in the cross-curriculum
priorities and general capabilities such as ‘Personal and social capability’ and ‘Work and enterprise’ whereby students develop an
understanding of the careers that are design associated and develop the skills needed to gain employment in these areas. (NESA, 2019) Some
activities included in the unit that cater to this include the Concept Sketch activity, time action plan, costing sheet activity, which all not only
meet the standard “DT5-2 applies and justifies an appropriate process of design when developing design ideas and solutions”, but all facilitate
the opportunity to explore what it is like to have a career in the design industry. (NESA, 2019)
These approaches allow the students to meet the requirements of the syllabus and also the cross curriculum priorities to ultimately develop
the skills and show competence in the completion of design projects from concept to execution, through the selection of materials and
equipment, through to production and the evaluation of quality.
 Syllabus Teaching/Learning Experiences/ Instruction and Modified/ Extended
Lesson Outcomes Resources
content/Objectives assessment
Week 1 DT5-3 - Assessment task introduction and breakdown.  Organise extra -Assessment task
Lesson 1 evaluates and understanding of the Encourage students to make notes on the assistance for notification sheet-
explains the impact impact of past, current
notification sheet assessment task printed and uploaded
of past, current and and emerging
emerging technologies on the - Show student past examples of project for students with to google classroom
technologies on the individual, society and - Show industry design examples powerpoint learning -Powerpoint
environments - Formative assessment: Kahoot quiz to find out difficulties - “So you think you
individual, society
and environments about students prior knowledge in relation to this  Ensure unit know WOOL?!”
unit. outline, - www.kahoot.i
o “So you think you know WOOL?!” assessment t
o www.kahoot.it schedule, and - Game pin:
o Game pin: XXXXXX learning goals are XXXXXX
- VIDEO: “The innovator”- https://youtu.be/ZtHZyJTfvHc displayed in Mind map app
o Class discussion & mind map surrounding what classroom
students think the benefits of wool are based on this  Class materials all
video
available on
- Recall information on assessment and information learnt in
lesson Google Classroom
prior to next
lesson for
students to
preview
Week 1 DT5-3 understanding of the - Safety Quiz: Kahoot! Game Pin: xxxxx Include glossary and - Safety Quiz:
Lesson 2 evaluates and impact of past, current
- Present samples of fabric swatches- wool both knit word bank Kahoot! Game
 explains the impact and emerging and woven. Class discussion Pin: xxxxx
of past, current and technologies on the
- Encourage students to examine their uniforms Colour coded key - https://
emerging individual, society and
environments - This is Wool (Video) terms and concepts www.youtube
technologies on the
https://www.youtube.com/watch? .com/watch?
individual, society
and environments
time_continue=1&v=3Jk3yZSk- Formative time_continue
XM&feature=emb_logo assessment =1&v=3Jk3yZS
- Sheep breeds fact sheet + class discussion k-
o Emphasise different breeds of sheep Scaffolding XM&feature=
produce different types of wool emb_logo
- Learning about wool case study: Complete module Rest break to include - Sheep breeds
one opportunity for fact sheet
o https://www.woolmarklearningcentre.com/ individual teacher - https://
program-library/fundamentals-program/ attention www.woolma
wool-appreciation-course/ rklearningcent
- Exploring Wool’s Sustainability Exit slip formative re.com/
o Present fact sheets on projector assessment program-
o Mind map library/
- Exit slip: Recall 2 facts learned in todays class fundamentals-
program/
wool-
appreciation-
course/
- Exit slip
- Exploring
Wool’s
Sustainability
fact sheet
Week 1 DT5-3 understanding of the - Benefits of wool Include glossary and - Benefits of
Lesson 3 evaluates and impact of past, current
o Discuss Properties and characteristics of word bank Wool
explains the impact and emerging
technologies on the wool worksheet
of past, current and
emerging
individual, society and o Provide swatches for students to feel and Colour coded key - Durability test
environments look at terms and concepts worksheet
technologies on the
individual, society o Complete Benefits of Wool worksheet - Burn test
and environments - Durability test Formative worksheet
knowledge and
understanding of and o Test durability of number of fabrics assessment - Google
DT5-9 skills in managing individually classroom
applies risk resources and o Complete worksheet Scaffolding - Fabric
 management producing quality o Submit to google classroom for feedback swatches
practices and works design solutions
- Burn test Rest break to include - Lighter
safely in developing
quality design o In supervised groups students will conduct a opportunity for - Fire proof
solutions burn test for a number of fabric and individual teacher blanket
complete their findings in table provided attention - Fire proof mat
o PEEL paragraph describing findings - Tea light
o Submit to google classroom for feedback candle
- Bucket
Week 2 understanding of the - Class discussion: Factors that can influence design Incorporated visuals - Mind map
Lesson 1 impact of past, current
DT5-3  Teacher explains to the class where - Time action
evaluates and and emerging
technologies on the she gets inspiration. Tasks broken down plan template
explains the impact
of past, current and
individual, society and  Class discussion: students must name into smaller steps - Google
environments one item of inspiration for their classroom
emerging
technologies on the design ideas so far. Explicit instructions
individual, society
knowledge and
and environments understanding of and - Time action plan activity: excel scaffold provided for scaffolding
skills in managing students to create a gantt chart showing their goals
DT5-8 resources and and actual time Rest break to include
selects and applies producing quality o After each lesson students update this chart opportunity for
management design solutions
strategies when and list goals for next lesson individual teacher
developing design o They list any hurdles they encounter and the attention
solutions things they did to overcome these hardships.
o Submit to Google Classroom each week.
-
Week 2 - Have students enter classroom giving them each a - Teacher to - Instruction
Lesson 2
number, this will be their group number for the split students sheets
DT5-6
develops and knowledge and group activity later in the lesson. Organise groups into groups - Fabric dye
understanding of and before entering classroom to avoid disruption later randomly so - Yarn
evaluates creative,
skills in creativity,
innovative and innovation and
and to prompt student collaboration and that students - Wool
enterprising design enterprise opportunity to explore differing views. learn to - Vegetable dye
ideas and solutions work/collabor - Needles
- Students will complete 3 different activities in three ate with - Thread
DT5-9 knowledge and groups to explore techniques that can be used in people other - Iron
applies risk understanding of and
management their end project. than their - Ironing board
skills in managing
practices and works resources and - Teacher instructs each station in detail friends. - Bucket
safely in developing producing quality - 1. Yarn and fabric dying- students experiment with Monitor if - Water
quality design design solutions different dying techniques such as tie die, yarn die, they are less - Rubber bands
 solutions vegetable dye. Instructions and samples provided likely to - Fabric
but students are able to have free reign over which become swatches
technique they will use (they can research their own distracted - newspaper
technique if they wish)
- 2. Embroidery sampler – tutorial on a variety of
embroidery stitches. Explain each stitch step by step
while walking around to each student.
- 3. Felting activity: students use wool to create felt.
Encourage them to make a pattern in the felt with
different coloured yarn
Week 3 - Continue round robin station activities (Embroidery, dye, Fast finishers - Instruction
Lesson 1
felting) sheets
DT5-7 knowledge and - Offer verbal feedback to each student Incorporated visuals - Fabric dye
uses appropriate understanding of and o Prepare fabric swatches from round robin - Yarn
techniques when skills in creativity,
communicating innovation and actvities and attach them to the fabric Rest break- provide - Wool
design ideas and enterprise manipulation sample template. Write an opportunity for - Vegetable dye
solutions to a range explanation of the fabrication and the individual teacher - Needles
of audiences technique used attention - Thread
knowledge and o Complete a PMI (Plus, Minus, Interesting) - Iron
understanding of and Present to share - Ironing board
DT5-9 about each technique explored
applies risk skills in managing
resources and - PRESENT: Students are to present and explain their knowledge and - Bucket
management improve self learning - Water
producing quality creations to the class and explain how they
practices and works design solutions achieved this technique and anything they would - Rubber bands
safely in developing
quality design change if they were to use this technique for their - Fabric
solutions final project. swatches
- Extension activity: - Newspaper
o https://theideamachine.org/ - Smart board
o the idea machine generates a randomised - PMI template
design brief for students to answer. Students - Google
have 60 seconds to generate ideas. classroom
- Students each share one thing they learned with the - Fabric
class manipulation
sample
template
- https://
theideamachi
ne.org/
Week 3 - CASE STUDY: Indigenous “Dilly Bags” CC on video - READING
Lesson 2
understanding of o Video: https://www.youtube.com/watch? MATERIAL:
DT5-3 the impact of past, Visual support http://www.aborigina
v=L9SLmcKYeiQ
evaluates and current and emerging
technologies on the o Class discussion (EALD) lculture.com.au/bags
explains the impact
of past, current and individual, society and  “What questions do you have for _baskets.html
emerging environments me?” Students bring - VIDEO:
technologies on the  assist student understanding about cultural knowledge https://www.youtube
individual, society ethical responsibilities surrounding and higher order .com/watch?
and environments intellectual property, including thinking v=L9SLmcKYeiQ
Indigenous cultural and intellectual - QUIZ & MODULE:
ICT https://study.com/aca
property, for example:
demy/lesson/aborigin
 Aboriginal ownership of
al-textiles.html
cultural knowledge, eg images, - Indigenous
artwork dilly bags
 inappropriate use of designer activity sheet
brands and logos - Google
classroom
o Download activity worksheet from Google -
classroom.
o Include images from research on the listed
websites on the worksheet
o Reassure all answers to the questions are
found from the video shown.
o Submit to google classroom for marking
Week 3 DT5-2 - Do now - https://
Lesson 3
 DO NOW Idea generation activity
applies and justifies knowledge and  https://theideamachine.org/ activity to link theideamachi
an appropriate understanding of  the idea machine generates a randomised the learning ne.org/
process of design
design concepts and design brief for students to answer. Students have - Visual support - idea
when developing
processes 60 seconds to generate ideas. - Scaffolding generation
design ideas and
solutions  - GAT fast template
skills in communicating
design ideas and  Present examples of mood boards and how to create a finishers - powerpoint
DT5-7 solutions successful mood board via powerpoint on classroom activity - www.gomood
uses appropriate board.com/
projector
techniques when - PMI template
communicating  MOODBOARD ACTIVITY- Students to log onto
 design ideas and www.gomoodboard.com/ and create a mood board for - Fabric
solutions to a range their project swatches
of audiences - Assessment
 Students are to consider tone, texture, shape,
size brief
- EXTENSION ACTIVITY - Production
 Justify image selections using PMI table- thumbnail
template on Google Classroom sketch
template
- Concept Sketches- “Evidence of Creativity” - Generate
ideas for their product that they will create for this unit,
following design brief provided in week 1.
 Students use mood board created as well as
fabric samples created for inspiration
Week 4 DT5-7 - FEEDBACK and Decision making: teacher provides - Feedback - Design sketch
Lesson 1 uses appropriate skills in communicating private feedback to each student about their - Scaffolding template
techniques when design ideas and
solutions
concept sketches so far. Then together will decide - GAT fast - Final design
communicating
design ideas and
on the most effective design that they should finishers template
solutions to a range knowledge and execute. activity
of audiences understanding of and - Final design template- present final design in detail -
skills in managing with annotations. Place in portfolio for marking.
resources and
DT5-10 - EXTENSION ACTIVITY: continue creating samples
producing quality
selects and uses a
design solutions and experiments of the techniques and
range of technologies
embellishments to use for final design.
competently in the
development and
management of
quality design
solutions

Week 4 DT5-10 - CREATE YOUR LOOM - Video in CC - Loom

Lesson 2 selects and uses a knowledge and o How to weave with wool - Visual support - Yarn
range of technologies understanding of and
skills in managing
o https://www.youtube.com/watch? - ICT - Wool
competently in the
development and resources and v=PPYwRhcWnuY&t=256s - - Needles
management of producing quality o https://www.woolmark.com/fashion/diy/ - Thread
design solutions dreamweaving/ - https://
quality design
solutions - Students create an “Order of Assembly” to keep a www.youtube
list of types of weaves they use. Keep in google .com/watch?
 classroom docs v=PPYwRhcW
nuY&t=256s
- https://
www.woolma
rk.com/
fashion/diy/
dreamweavin
g/
- Google
classroom
- Order of
Assembly
template
Week 5 o PEEL PARAGRAPH – Explain the Define and Compare- - PEEL template
Lesson 1
DT5-7 skills in communicating Environmental footprint of Wool compared PEEL scaffold - https://
uses appropriate design ideas and
solutions
to other fibres. www.youtube
techniques when
communicating
o How to weave with wool part 2 - Video in CC .com/watch?
design ideas and
knowledge and o https://www.youtube.com/watch? v=PPYwRhcW
understanding of and v=PPYwRhcWnuY&t=256s nuY&t=256s
solutions to a range skills in managing
of audiences resources and o https://www.woolmark.com/fashion/diy/ - https://
DT5-10 producing quality dreamweaving/ www.woolma
selects and uses a design solutions o Students to document their progress in rk.com/
range of technologies  fashion/diy/
Order of Assembly template
competently in the
dreamweavin
development and
g/
management of
quality design - Google
solutions classroom
- Order of
Assembly
template
Week 5 DT5-7 skills in communicating - STUDENT CHECK IN: see plan of action. What - Feedback - Google
Lesson 2 uses appropriate design ideas and
questions do you have for me? - Open ended classroom
techniques when solutions
- While teacher talks with each students individually, question - Order of
communicating
design ideas and
knowledge and students progress with any unfinished portfolio Assembly
understanding of and work or continues with weave. template
solutions to a range skills in managing
of audiences resources and
- Class discussion to recall new information and for
DT5-10 producing quality students to ask questions- “What questions do you
 selects and uses a design solutions have for me?”
range of technologies  - Students continue with their product
competently in the - Students to document their progress in Order of
development and
Assembly template
management of
quality design
solutions

Week 5 skills in communicating - Time Action Plan Check In- prompt students to - Feedback - Google
Lesson 3 design ideas and
DT5-7 update their time action plan - Numeracy classroom
uses appropriate solutions
- Individual student teacher feedback - ICT - Time action
techniques when
communicating
knowledge and - Costing Sheet Activity- plan template
understanding of and o Students use the excel template provided in - Costing sheet
design ideas and skills in managing
solutions to a range resources and google classroom to keep a record and template
of audiences producing quality calculate the costing of their product.
DT5-10 design solutions
selects and uses a
range of technologies
competently in the
development and
management of
quality design
solutions
References:
Buck Institute for Education, PBL- What?. (2020). Retrieved 27 September 2020, from https://www.pblworks.org/what-is-pbl#:~:text=Project%20Based%20Learning%20is%20a,question%2C
%20problem%2C%20or%20challenge.

De Nobile, J., Lyons, G., & Arthur-Kelly, M. (2017). Positive learning environments (1st ed.). South Melbourne: Cengage Learning Australia.

NESA. (2019). NSW Syllabus for the Australian Curriculum- Design and Technology Years 7-10. NESA.

Board of Studies NSW. (2003). Syllabus- Design and Technology Years 7-10.

Helle, L., Tynjälä, P., & Olkinuora, E. (2006). Project-Based Learning in Post-Secondary Education – Theory, Practice and Rubber Sling Shots. Higher Education, 51(2), 287-314. doi:
10.1007/s10734-004-6386-5

Spronken-Smith, R., Bullard, J., Ray, W., Roberts, C., & Keiffer, A. (2008). Where Might Sand Dunes be on Mars? Engaging Students through Inquiry-based Learning in Geography. Journal Of
Geography In Higher Education, 32(1), 71-86. doi: 10.1080/03098260701731520

Wool appreciation course. (2020). Retrieved 27 September 2020, from https://www.woolmarklearningcentre.com/program-library/fundamentals-program/wool-appreciation-course/

Aboriginal Culture - Bags, Baskets, and Containers. (2020). Retrieved 27 April 2020, from http://www.aboriginalculture.com.au/bags_baskets.html

Exit Slips. (2020). Retrieved 27 September 2020, from https://readingstrategiesmsu.weebly.com/exit-slips.html

Study.com (2020). Retrieved 27 September 2020, from https://study.com/academy/lesson/aboriginal-textiles.html

https://study.com/academy/practice/quiz-worksheet-what-is-sustainability-in-textiles.html

Simpson Marketing (2013) Traditional Basket Weaving with Rhonda Brim. Retrieved 20 April 2020, from https://www.youtube.com/watch?v=L9SLmcKYeiQ

Kahoot Quiz. Retrieved from www.kahoot.it

Moodboard | Quickly build beautiful moodboards and easily share the results. (2020). Retrieved 27 September 2020, from http://www.gomoodboard.com/

The Woolmark Company (2020). Retrieved 27 September 2020, from https://www.woolmark.com/globalassets/06-our-story/media/factsheet-pdfs/measuring-wools-footprint-190218.pdf

the woolmark company. (2020). Wool — the sustainable fibre. Retrieved 27 September 2020, from https://www.learnaboutwool.com/lesson-plans/sustainable-fibre-production-y9-y10/

(2020). Retrieved 27 September 2020, from https://www.youtube.com/watch?v=PPYwRhcWnuY&t=256s

Learnaboutwool.com (2020). Retrieved 27 September 2020, from https://www.learnaboutwool.com/globalassets/law/resources/factsheets/secondary/gd3270-secondary-fact-

sheet_2019_d.pdf

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