Technologies Design and Technologies Year 6 Teaching and Learning Exemplar

DRAFT
TECHNOLOGIES:
DESIGN AND TECHNOLOGIES
FOOD SPECIALISATIONS & ENGINEERING PRINCIPLES AND SYSTEMS
Teaching and Learning Exemplar

Year 6
Kaya. The School Curriculum and Standards Authority (the Authority) acknowledges that our offices
are on Whadjuk Noongar boodjar and that we deliver our services on the country of many traditional
custodians and language groups throughout Western Australia. The Authority acknowledges the
traditional custodians throughout Western Australia and their continuing connection to land, waters
and community. We offer our respect to Elders past and present.
Copyright
© School Curriculum and Standards Authority, 2021
This document – apart from any third party copyright material contained in it – may be freely copied, or communicated on an intranet, for
non-commercial purposes in educational institutions, provided that the School Curriculum and Standards Authority is acknowledged as the
copyright owner, and that the Authority’s moral rights are not infringed.
Copying or communication for any other purpose can be done only within the terms of the Copyright Act 1968 or with prior written
permission of the School Curriculum and Standards Authority. Copying or communication of any third party copyright material can be done
only within the terms of the Copyright Act 1968 or with permission of the copyright owners.
Any content in this document that has been derived from the Australian Curriculum may be used under the terms of the Creative
Commons Attribution 4.0 International (CC BY) licence.
Disclaimer
Any third party materials including texts, websites and/or resources that may be referred to in this document are for the purposes of
example only. The School Curriculum and Standards Authority does not endorse any third party materials, nor are such materials
considered mandatory. Schools must exercise their professional judgement as to the appropriateness of any third party materials they may
wish to use.
Note: URL electronic resources
This sequence of lessons may utilise YouTube and electronic web based resources. Schools are advised to install advertising blocking
software prior to using online material. Additionally, teachers should be in attendance while an electronic resource is in use and close
YouTube links immediately after a resource has played to prevent default ‘auto play’ of video material uploads. Where resources are
referred for home study, they should be uploaded through Connect, or an equivalent system, that filters advertising content.
Cover image from: SDI Productions. (2015). [Stock photograph ID: 498196790]. Retrieved July, 2021, from https://www.istockphoto.com/
Cover image from: Doodglebug. (n.d.). Paper [Photograph]. Retrieved May, 2021, from https://cleanpublicdomain.com/downloads/paper/
2020/47609v3
Content
Background....................................................................................................................................1
Teaching.............................................................................................................................................1
Assessing............................................................................................................................................1
Reflecting...........................................................................................................................................2
Catering for diversity.........................................................................................................................2
The general capabilities and cross-curriculum priorities..................................................................3
Technologies: Design and Technologies..........................................................................................4
Diagram 1 – How to read the teaching and learning exemplar........................................................5
Ways of teaching...............................................................................................................................6
Ways of assessing..............................................................................................................................6
Year level description........................................................................................................................7
Year 6 Achievement Standard...........................................................................................................7
Term 1................................................................................................................................................9
Term 2..............................................................................................................................................31
Term 3..............................................................................................................................................55
Term 4..............................................................................................................................................81
Appendix A: Resources...............................................................................................................103
Appendix B: Summative Assessment Exemplar 1........................................................................117
Appendix C: Summative Assessment Exemplar 2........................................................................127
Background
This Teaching and Learning Exemplar (the exemplar) has been developed by the School Curriculum
and Standards Authority (the Authority) as part of the School Education Act Employees (Teachers and
Administrators) General Agreement 2017 (Clause 61.1–61.3).
The Western Australian Curriculum and Assessment Outline (the Outline –

https://k10outline.scsa.wa.edu.au/) sets out the mandated curriculum, guiding principles for
teaching, learning and assessment, and support for teachers in their assessment and reporting of
student achievement. The Outline recognises that all students in Australian schools, or international
schools implementing the Western Australian curriculum, are entitled to be given access to the eight
learning areas described in the Alice Springs (Mparntwe) Education Declaration, December 2019.
This Design and Technologies exemplar for Year 6 articulates the content in the Outline and
approaches to teaching, learning and assessment reflective of the Principles of Teaching, Learning
and Assessment. This exemplar presents planning for eight weeks of teaching and learning for each
of the four terms, with a time allocation of one hour per week. The planning includes suggested
assessment points.
Teaching
The year-level syllabuses for each learning area deliver a sequential and age-appropriate progression
of learning and have the following key elements:
 a year-level description that provides an overview of the context for teaching and learning in the
year
 a series of content descriptions, populated through strands and sub-strands, that sets out the
knowledge, understanding and skills that teachers are expected to teach and students are
expected to learn
 an achievement standard that describes an expected level that the majority of students are
achieving by the end of a given year of schooling. An achievement standard describes the quality
of learning (e.g. the depth of conceptual understanding and the sophistication of skills) that
indicate the student is well-placed to commence the learning required in the next year.
Assessing
Assessment, both formative and summative, is an integral part of teaching and learning. Assessment
should arise naturally out of the learning experiences provided to students. In addition, assessment
should provide regular opportunities for teachers to reflect on student achievement and progress. As
part of the support it provides for teachers, this exemplar includes suggested assessment points. It is
the teacher’s role to consider the contexts of their classroom and students, the range of assessments
required, and the sampling of content selected to allow their students the opportunity to
demonstrate achievement in relation to the year-level achievement standard. Teachers are best
placed to make decisions about whether the suggested assessment points are used as formative or
summative assessment and/or for moderation purposes.
Draft | Technologies | Design and Technologies | Year 6 | Teaching and Learning Exemplar 1
Reflecting
Reflective practice involves a cyclic process during which teachers continually review the effects of
their teaching and make appropriate adjustments to their planning. The cycle involves planning,
teaching, observing, reflecting and replanning. Throughout this cycle, teachers adjust their plans as
they work with their students to maximise learning throughout the year. As such, a long-term set of
tightly planned lessons is not conducive to reflective practice.
This exemplar supports reflective practice and provides flexibility for teachers in their planning. The
exemplar shows how content can be combined and revisited throughout the year. Teachers will
choose to expand or contract the amount of time spent on developing the required understandings
and skills according to their reflective processes and professional judgements about their students’
evolving learning needs.
Catering for diversity
This exemplar provides a suggested approach for the delivery of the curriculum and reflects the
rationale, aims and content structure of the learning area. When planning the learning experiences,
consideration has been given to ensuring that they are inclusive and can be used in, or adapted for,
individual circumstances. It is the classroom teacher who is best placed to consider and respond to
(accommodate) the diversity of their students. Reflecting on the learning experiences offered in this
exemplar will enable teachers to make appropriate adjustments (where applicable) to better cater
for students’ gender, personal interests, achievement levels, socio-economic, cultural and language
backgrounds, experiences and local area contexts.
At any point, teachers can adjust the:

 timing of the lessons, e.g. allowing more time where required, or changing when content is
taught to fit local or cultural celebrations, such as NAIDOC Week
 scheduling of assessments to allow for further consolidation of teaching and learning, or to
accommodate students’ participation in personal or cultural events, such as Ramadan
 mode of delivery, e.g. allowing students to present an oral report rather than a written one, or
contributing to a digital blog instead of a written journal
 setting of the lessons, e.g. visiting a museum to see primary source materials, or using a local
wetland for the study of an ecosystem
 opportunities to engage with the content descriptions, e.g. consolidating a graphing skill needed
in Geography during Mathematics and Science, or reading a novel during English that
complements historical information being studied in Humanities and Social Sciences
 ways students work, e.g. students supporting each other in mixed ability groups or teachers
forming ability groups for targeted support
 delivery of the content descriptions to make it more engaging, challenging or appropriate, e.g.
researching a person or event that is culturally significant or focuses on a local issue
 teaching strategies used, e.g. building up to collaborative group structures by engaging in
partner work first or changing a book-based lesson to an excursion
 content descriptions, skills or modes of learning for individuals with formal or informal learning
adjustments.
The general capabilities and cross-curriculum priorities
The Outline incorporates seven general capabilities and three cross-curriculum priorities that can be
utilised to connect learning across the eight learning areas.
The general capabilities and cross-curriculum priorities encompass the knowledge, skills, behaviours
and dispositions that will assist students to live and work successfully in the 21st century. Teachers
may find opportunities to incorporate the capabilities and priorities into their teaching and learning
programs.
The full description and exemplification of the general capabilities can be found on the Authority
website:
https://k10outline.scsa.wa.edu.au/home/teaching/general-capabilities-over/general-capabilities-
overview/general-capabilities-in-the-australian-curriculum.
The full description and exemplification of the cross-curriculum priorities can be found on the
Authority website:
https://k10outline.scsa.wa.edu.au/home/teaching/cross-curriculum-priorities2/cross-curriculum-
priorities.
Technologies: Design and Technologies
The Western Australian Curriculum: Design and Technologies actively engages students in creating
quality designed solutions for identified needs and opportunities across a range of technologies
contexts. Students consider the economic, environmental and social impacts of technological change
and how the choice and use of technologies contributes to a sustainable future. Decision-making
processes are informed by ethical, legal, aesthetic and functional factors.
Through Design and Technologies students manage projects, independently and collaboratively, from
conception to realisation. They apply design and systems thinking and design processes to investigate
ideas, generate and refine ideas, plan, produce and evaluate designed solutions. They develop their
ability to generate innovative designed products, services and environments.
Design and Technologies aims to develop the knowledge, understandings and skills to ensure that,
individually and collaboratively, students:
 produce designed solutions suitable for a range of technologies contexts by selecting and
manipulating a range of materials, systems, components, tools and equipment creatively,
competently and safely; and managing processes
 understand the roles and responsibilities of people in design and technologies occupations and
how they contribute to society.
Diagram 1 – How to read the teaching and learning exemplar
1 2 3
2a
2b
2c
1. The Western Australian curriculum is the mandated curriculum content to be taught from the
Outline.
2. Teaching and learning intentions may provide additional information and/or examples to assist
with the interpretation of curriculum content.
a. Focus questions scaffold the teaching and learning and are integral to the learning
experiences.
b. Teaching points provide specific information or highlight the focus of the learning
experience.
c. Suggested assessment points provide opportunities to monitor student progress and to
facilitate teacher planning.
3. Learning experiences describe the interaction and activities that take place to facilitate learning.
Ways of teaching
This Year 6 exemplar provides a suggested approach to planning for the delivery of the Design and
Technologies curriculum and reflects the rationale, aims and content structure of the Design and
Technologies curriculum. This approach exemplifies the interrelation between the two strands of
Technologies, Knowledge and understanding and Processes and production skills. Teachers select
technologies-specific content from the Knowledge and understanding strand and students apply
skills from the Processes and production skills strand to that content.
Further information on ways to teach Design and Technologies can be found on the Authority
website:
https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/technologies/technologies-
overview/ways-of-teaching.
Note: links to electronic resources
This sequence of lessons may utilise electronic web-based resources, such as YouTube videos.
Schools are advised to install advertising blocking software prior to using online material.
Additionally, teachers should be present while an electronic resource is in use and close links
immediately after a resource such as a video has played to prevent default ‘auto play’ of additional
videos. Where resources are referred for home study, they should be uploaded through Connect, or
an equivalent system, that filters advertising content.
Ways of assessing
The suggested assessment points included in the exemplar alert teachers to only some of the
opportunities to monitor individual student progress and achievement during day-to-day learning
activities. Teachers can decide about whether the suggested assessment points are to be used as a
learning experience, formative or summative assessment, or to alternatively, plan and develop their
own assessments. Information collected from these assessments will allow teachers to monitor
student learning and development to inform future planning, provide a focus for feedback to
students, support feedback in discussion with parents, and support reporting requirements. Teachers
should consider a range of ways in which evidence of student achievement will be collected in
addition to the examples provided in this exemplar.
The two strands in Design and Technologies, Knowledge and understanding and Processes and
productions skills, are interrelated. When developing assessment strategies, teachers combine
components of the strands in different ways to provide students with opportunities to demonstrate
their knowledge and understanding through the practical application of their skills. For example,
students may be asked to consider the implications of technologies in society when designing a
solution to a problem, situation or need.
In addition to the suggested assessment points, Appendix B and Appendix C provide teachers with
assessment exemplars that can be used for both assessment and moderation purposes. The
assessments provide teachers with the resources, or links to resources, required for students to
complete the task, as well as marking keys or checklists in order to make valid and reliable
judgements on student achievement. The teaching and learning exemplar supports the prior learning
required for students to complete the tasks in both Appendix B and Appendix C.
The assessment experiences and evidence collected may look different for individual tasks as the
assessment strategies should match the design brief and be reflective of individual student’s
understandings and interpretation of the solution they are creating.
Further assessment strategies can be found on the Authority website:

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/technologies/technologies-
overview/ways-of-assessing.
Year level description
Learning in Design and Technologies builds on the range of concepts, skills and processes developed
in previous years.
In Year 6, students have opportunities to learn about technologies in society through different
technology contexts as they create solutions in at least one of the following technologies contexts:
Engineering principles and systems; Food and fibre production; Food specialisations; and Materials
and technologies specialisations. Students are provided with opportunities to produce products and
develop an understanding that designs for services and environments meet community needs.
Students have the opportunity to begin to critically examine technologies, including materials,
systems, components, tools and equipment that are used regularly in the home and wider
community. They explore and begin to consider ethical points of view, social impact and
environmentally sustainable factors when developing design solutions. Students examine why and
for whom technologies are developed.
Students have opportunities to engage with ideas beyond the familiar, exploring how people working
in a range of technologies contexts contribute to society. They continue to build on design
capabilities through broadening their own design ideas used in solutions. Students have
opportunities to explore trends and data to predict what the future will be like, and suggest design
decisions that contribute positively to preferred futures.
Using technologies to suit the purpose, students explore how to represent objects and ideas in a
variety of forms to communicate the development of designed solutions. They use a range of
preferred techniques to illustrate how products function.
Year 6 Achievement Standard
At Standard, students identify how people address and overcome competing considerations,
including sustainability, when designing products, services and environments for current and future
use. In Engineering principles and systems, students connect ways electrical energy and forces can
control movement, sound or light in a product or system. In Food and fibre production,
students investigate and determine what past, current and future needs are to be considered
when designing sustainable food and natural fibre systems for products. In Food specialisations,
students identify and consider principles of food preparation and benefits of healthy eating.
In Materials and technologies specialisations, students consider suitability of use when
defining characteristics, properties and safe handling practices of a range of materials,
systems, tools and equipment.
With all Design and Technology contexts, students identify available resources to design a solution
for a given task, outlining problem-solving decisions, using sequenced steps. Students develop
alternative solutions by designing, modifying and following both diagrammatically and in written text,
using a range of appropriate technical terms, technologies and techniques. They select and apply
safe procedures when using a variety of components and equipment to make solutions. Students
develop criteria collaboratively to evaluate and justify design processes and solutions. They work
independently, or collaboratively, considering resources and safety to plan, develop and
communicate ideas and information for solutions.
TERM 1
Weeks 1–8: Food specialisations
The Arts: Insert course name | Year x | Teaching and Learning Exemplar 9
Term 1
Food specialisations
Principles of food preparation for healthy eating
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8
Principles of Design features Design: a plate Production: plate Evaluating Investigate: Design: Production:
food safety and Food preparation of food art of food art healthy eating storyboard or Snack Attack Pack
hygiene skills and Resources design web style
techniques Set of template
sequenced
steps
Resources
YouTube videos fresh vegetables Design fresh vegetables graphic Australian Guide list resources for fresh vegetables
graphic and fruits worksheet – and fruits organiser – PMI to Healthy snack: and fruits
organiser assorted Appendix A equipment/ Eating – blank vegetables, equipment/
card for poster equipment/utens utensils template fruit, utensils
(optional) ils items for clean- equipment, storage container
infographics Assessment task up utensils online quiz –
template 1 – Food art photograph food Plickers
Appendix B art
The Arts: Insert course name | Year x | Teaching and Learning Exemplar 10
Western Australian
Teaching and learning intentions Learning experiences
Curriculum content
Week 1 Focus questions Is the food safe to eat?
Food specialisations  How do I know my food is safe to eat? Introduce and revise the principles of food safety, and
 What are the principles of food safety and hygiene establish appropriate hygiene practices required for healthy
Principles of food preparation for healthy practices? eating and the safe handling of food. Stimulus material
eating  What procedures are used to prepare food for healthy could include images/video indicating poor food handling
eating? practices.
Collaborating and managing
Teaching points Assign students into small groups. Use a graphic organiser,
Work independently, or collaboratively
such as a placemat for students to consider their ideas and
when required, considering resources and Lead a class discussion to establish a shared understanding the opinions of others on food safety and hygiene practices.
safety, to plan, develop and communicate of the principles of food safety and hygiene practices Individually students enter responses into their section of
ideas and information for solutions appropriate for handling food. the placemat. In the group they discuss their responses and
negotiate two or three main factors for each on food safety
Encourage a collaborative approach to develop ideas and
and hygiene practices. They record this information in the
opinions. Show ways to visually represent ideas and
centre section of the placemat. Share and discuss group
opinions around food handling.
ideas with the class.
Communicate using visual representation of information
View 5 Keys to Food Safety available on YouTube to
and ideas either displayed or shared electronically.
summarise findings.
https://www.youtube.com/watch?v=m-dfSLm9a4I
Draft | Technologies| Design and Technologies | Food specialisations | Year 6 | Teaching, Learning and Assessment Exemplar | Term 1 11
Western Australian
Curriculum content
Suggested assessment point

Outline ways to visually represent information on food
Students communicate ideas using a visual representation safety, hygiene practices, and/or food preparation for
of information about food safety and hygiene practices for healthy eating. Examples could include a poster, word
healthy eating. clouds, tree map, or an infographic.
Opportunity for students to exhibit their ICT capability with Infographic templates are available at
a digital display of the visual representations (infographics), https://www.canva.com/infographics/templates/.
accessible by students through a QR code, photographic
display or video. Students individually select their preferred way to develop
a visual representation of the information recorded in the
Formative assessment: middle section of the placemat. They sketch an outline and
Students consolidate and justify understanding of food then proceed to develop their visual representation, such
safety and hygiene practices by either agreeing or as an infographic.
disagreeing with general statements on the topic.
To consolidate understanding of food safety, students
consider the statement: ‘Good personal hygiene prevents
food poisoning’. Establish an area in the room for those
who agree with the statement and another area of the
room for those who disagree. Students debate and justify
their position. Include other statements for debate, ‘if I am
not feeling well, I can handle food if I wear gloves’ or ‘food
is not safe to eat at room temperature’ or ‘food safety is
Western Australian
Curriculum content
more important than hygiene practices’.
Western Australian
Curriculum content
Week 2 Prior to handling food, be aware of individual food allergies Are children eating enough fresh vegetables and fruit?
and food intolerance, and implement procedures to
Investigation and defining prevent food cross-contamination. The task is how to get children to include more fresh
vegetables and fruit in their diet. A solution is to create a
Define a problem, and set of sequenced The teacher should have available: plate of food art designed to make the vegetables and fruit
steps, with users making decisions to  a variety of fresh vegetables and fruit appealing and fun for children, and ready to eat.
create a solution for a given task  equipment – chopping boards; paper plates; plastic
As a class, brainstorm reasons why children are not eating
knives, forks, spoons; grater; wooden skewers,
Identify available resources enough vegetables and fruit. Using a mind map technique,
toothpicks; cleaning cloths etc.
select three to four reasons to explore why, such as leafy
Designing Focus questions greens may have a bitter taste. Reasons to be developed
collaboratively into criteria to evaluate and justify selected
Design, modify, follow and represent both  How can eating vegetables and fruit be fun for design processes and solutions.
diagrammatically, and in written text, children?
alternative solutions using a range of  What design features will make the solution appealing? Show stimulus material, such as videos of food art for kids
techniques, appropriate technical terms  What preparation skills and techniques are needed to available on YouTube, which make vegetables and fruit
and technology prepare the food? appealing and fun to eat. Refer to Appendix A for examples.
Evaluating Teaching points After viewing the stimulus material, the class creates a
simple design idea for a creative, fun plate of food art to
Develop collaborative criteria to evaluate Lead a discussion on why vegetables and fruit are encourage children to eat vegetables and fruit. The
and justify design processes and solutions important foods to have in the diet. students sketch the design idea and annotate which food
Show ways to diagrammatically sketch and annotate
Western Australian
Curriculum content
various design ideas, such as texture, size, shape, and

repetition as observed in the stimulus material. could be used where in the design.
Demonstrate food preparation skills and techniques, Using the vegetables and fruit, the teacher demonstrates
including peel, grate, slice, chop and dice. Reinforce preparation techniques/skills, such as peel, grate, slice,
principles of food preparation for healthy eating, including chop and dice, as required for the created design. Student
washing vegetables and fruit. helpers could complete the preparation, and the teacher
demonstrates another skill. Create the plate of food art as
Develop a list of resources, or components, required to the food is prepared.
create the selected design idea.
Students identify preparation techniques best suited to
Suggested assessment point selected vegetables/fruits and which foods could be
prepared by using more than one technique, such as
Formative assessment: carrots can be sliced, grated, diced etc. Provide students
Explore the problem why children are not eating enough with the opportunity to taste, identify flavours and describe
fresh vegetables and fruit. Note several valid reasons. the texture for a variety of vegetables and fruits.
Observe and note the accuracy of student’s sketch and Ask students to describe ways different foods provide
annotations of the collaboratively designed plate of food colour, shape, and size to create the design. Explain how
art, with list of resources/components used. different techniques may impact on texture, colour,
Summative assessment: patterns etc. Students finalise their sketch and annotations
Assessment task 1, Food art Appendix B. for the class plate of food art.
Students individually complete Questions 1 and 2 in class.
Western Australian
Curriculum content
Students develop a list of resources/components used to

create the design and align with preferred preparation
technique/s; for example, carrot grated.
Western Australian
Curriculum content
Week 3 Focus questions How can we encourage children to eat fresh vegetables and
fruit?
Investigation and defining  What will my plate of food art look like?
 What resources/components are required to make the What is the solution?
Define a problem, and set of sequenced food art?
steps, with users making decisions to A plate of food art designed to entice and encourage
 What are the set of sequenced steps required to
create a solution for a given task children to eat more vegetables and fruit.
produce the solution – a plate of food art?
Students to review various elements of design based on
Identify available resources Teaching points
using fresh foods. Introduce students to competing
Designing Pose differing and competing considerations in planning a considerations when designing solutions, such as ways
plate of food art to encourage consumption of vegetables healthy eating is promoted.
Design, modify, follow and represent both and fruit by children. Validate the solution, that is, choice of
diagrammatically, and in written text, Engage students in an activity that reviews design ideas,
a creative plate of food art.
alternative solutions using a range of identifies safe preparation techniques, and limits food
techniques, appropriate technical terms In preparation for the next lesson, revise design ideas, safe wastage. This could include practising appropriate
and technology step-by-step techniques and skills to slice, dice and chop, preparation techniques, such as slicing and grating.
and principles of food preparation for healthy eating. Offer
Students design their plate of food art using the Design
ways students could limit food wastage. Opportunity for
worksheet instructions, as provided in Appendix A. This is a
students to trial/practise preparation techniques based on
rapid design process which encourages students to develop
the proposed final design.
and modify design ideas based on feedback provided by
Outline the procedure for developing a list of others. There is a time limit of five minutes for students to
Western Australian
Curriculum content
resources/components to create a plate of food art.

Revise the set of sequenced steps used in the previous plan their initial design ideas.
lesson to create the collaborative plate of food art. Explain Based on the final design, students develop a
to students the process of prioritising tasks and developing resource/components list, including equipment, labelled,
a sequence of steps to drive the production process. necessary for producing their food art design. For example:
Suggested assessment point  selected vegetables and fruit
 decorative food items, such as sultanas, currants
Formative assessment:  equipment - chopping board; paper plate; plastic knife,
Explanation of diagrammatic modifications to the design fork, spoon; grater; wooden skewers, toothpicks;
idea, based on peer feedback, with appropriate technical cleaning cloth etc.
terminology and annotations.
Students collaboratively develop a set of sequenced steps
Review the set of clearly detailed sequenced steps, based on the production of the class plate of food art.
required to produce a food product (the class plate of food Incorporate systems for hygiene practices, clean–up
art). processes, waste disposal, and presentation of the final
product.
Summative assessment:
Assessment task 1, Food art Appendix B. As a class, review and refine the criteria to evaluate the
Students individually complete Questions 3 and 4 in class. design processes and appropriateness of the final product.
Western Australian
Curriculum content
Week 4 Prior to lesson have the fresh food items and equipment Let’s get started.
ready for students to select the required resources and/or
Producing and implementing components. Include items for cleaning and washing up. Revise the principles of food safety and hygiene practices to
be implemented during production, include procedures to
Select, and apply, safe procedures when Focus questions wash up and cleaning of all surfaces after production.
using a variety of components and
equipment to make solutions  What safe procedures need to be in place to produce Discuss safe classroom behaviours and practices to
the solution? minimise risks and finish in accordance with the set of
Collaborating and managing sequenced steps. Movement around the room should be
 What factors influenced the set of sequenced steps?
Work independently, or collaboratively controlled at all times. Reiterate the system to collect food
Teaching points and equipment, and the location of individual and shared
when required, considering resources and
safety, to plan, develop and communicate Students work individually and collaboratively to produce preparation areas. It may be necessary to share equipment
ideas and information for solutions the plate of food art. They should be familiar with the and space. Outline the importance of working individually
application of the principles of food safety and hygiene and collaboratively.
practices appropriate for each step in the production Emphasise the need to work individually and follow
process. instructions to implement the planned set of sequenced
Outline the system to collect and prepare the selected steps. Note any variations or modifications to the plan and
resources/components required. Revise safe practices in a brief explanation why.
the set–up of individual and shared preparation areas, and Students to:
movement around the room.  replicate the proposed design as closely as possible
 wash equipment and clean surfaces
Discuss with students the importance of collecting only the
 present the final product, the creative plate of food art,
resources/components for their design and to follow the
Western Australian
Curriculum content
Week 5 Focus questions Have you been eating more vegetables and fruit?
Evaluating  What design features made the final solution Ask students to reflect on the solution they produced in the
appealing? previous lesson. Display images of the final products to
Develop collaborative criteria to evaluate  What strategies did you use to manage the set of promote discussion. Identify a range of design features, use
and justify design processes and solutions sequenced steps? of colour, textures, shapes etc. Encourage individuals to
 What safe procedures did you implement? share their experience, to discuss their food art and
compare with the original design idea.
Teaching points
Discuss production processes and design problems evident
Review the design phase of the activity and impact on the in the classroom environment. Did the location of
solution to the problem of children not eating enough resources, cutting stations, wash up area etc. affect the
vegetables and fruit. Highlight design features through planned set of sequenced steps? Engage students in a
discussion. discussion about what design processes worked well and
what did not work well. Did the plan for safe procedures
Review the production phase of the activity and ways the
work? Suggest ways to change and improve.
planned set of sequenced steps were implemented.
Introduce the term ‘manage’ and the processes and As a class, discuss ways individuals can manage situations
strategies students can use to adapt to changing when difficulties arise. What did you do to manage the
circumstances when sharing classroom space. implementation of the planned set of sequenced steps?
What adjustments did you have to make and why?
Use a PMI to assist students to collate what worked well,
what did not work well and ways to improve. A variety of Break class into groups of three. Set a time limit for the
Western Australian
Curriculum content
graphic organisers is available on the internet. students to use a graphic organiser, such as a PMI to reflect
on:
Introduce the Australian Guide to Healthy Eating (AGHE).
 production processes, and
The guide is a product created to solve a design problem.
 the final product.
Identify the design problem.
The speaker for each group to report their findings to the
Identify the ways the plate of food art complements the
class. Collate findings to develop a class PMI.
design of the Guide.
Suggested assessment point Students use the criteria developed collaboratively by the
class to evaluate their creative plate of food art.
Formative assessment:
Observation of active participation and contribution to class To prepare for the next lesson, and if time permits,
discussion and the PMI group activity. students investigate the Australian Guide to Healthy Eating.
Assessment task 1, Food art Appendix B.
Students to individually complete Question 5 in class.
Western Australian
Curriculum content
Week 6 Focus questions So you want to eat healthy food? Let’s have a look at the
Australian Guide to Healthy Eating
Technologies and society  What is the Australian Guide to Healthy Eating? https://www.eatforhealth.gov.au/guidelines/australian-
 How can the Guide be used to plan for eating healthy guide-healthy-eating.
How people address competing foods?
considerations, including sustainability  What are competing considerations to focus on when After viewing the guide, ask students to explain its purpose
when designing products, services and designing a food product? and use. Recognise the guide is a product that has been
environments for current and future use created to help solve a design problem; for example, how
Teaching points do the design features of the guide help consumers to plan
Food specialisations healthy meals and snacks. Discuss how designers address
Introduce students to the Australian Guide to Healthy
competing considerations in the design of the guide,
Principles of food preparation for healthy Eating. This is a product created to solve a design problem.
including illustrations, font, format and messaging etc.
eating Identify the design problem.
Use an image of the guide to analyse and annotate various
Investigating and defining View use of the AGHE at Facts about the Australian Guide
design features, such as the round shape might represent a
to Healthy Eating (AGHE) – Refresh.ED and available at
Define a problem, and set of sequenced plate, and the size of each of the five sections. How do the
https://www.youtube.com/watch?v=7rgI5q-XnKg.
steps, with users making decisions to design features help plan healthy food consumption, such
create a solution for a given task Engage students in a discussion to identify the design as for meals and snacks?
features of the guide. Explore and develop ways to use the
guide and plan for healthy meals and snacks, particularly Ask students to think about the last meal they consumed.
when there are competing considerations, such as time, Use a blank image of the guide and place the individual
costs, and taste preferences. food items into the sections of the guide. Share the guide
with another student and discuss which foods were difficult
Western Australian
Curriculum content
Demonstrate the ways the guide is used to assist in

planning healthy meals and snacks. As with many solutions to place; for example fruit yoghurt. Use the Australian
which are produced to solve a problem, issues may be Guide to Healthy Eating – Poster: blank template at
identified; for example, where to place fruit yoghurt and https://www.eatforhealth.gov.au/accessible-versions-
fried potato chips. Explain how the way various foods is australian-dietary-guidelines-resources.
prepared may impact on their placement on the guide. Why are some foods difficult to place on the guide?
Outline class activity for students to justify placement of Introduce the class activity. Identify six areas in the
some foods. classroom that represent sections of the guide. Select a
Pose a design problem. Students to make decisions and food like lasagne. Students move to the area where they
create a solution, based on the principles of the guidelines, would place the food. Ask individuals to justify the location.
for the task, ‘difficult to place’ foods. Repeat with various foods.
Assessment point As a class, draw conclusions on why some foods are difficult
to place on the guide, especially processed foods. Discuss
Formative assessment: possible solutions to assist in the planning of healthy meals
Observe students’ justification for the placement of foods and snacks, based on the guide.
from a recent meal into a blank guide. Check student
understanding of why some foods may be difficult to place Students develop a report on the difficulties to place some
on the guide. foods on the guide. They may work in pairs to record ideas
through an interview process, visual representations of
Formative assessment: modified design features, and plan alternative solutions
Students report on the difficulties to place some foods on through the use of applications, such as ‘Green Screen by
Western Australian
Curriculum content
the Guide They record ideas, represent design features,

and plan solutions to use the Guide through the use of Do Ink and iMovie.
applications, such as ‘Green Screen by Do Ink’, and ‘iMovie’.
Western Australian
Curriculum content
Week 7 Focus questions Consider the design problem: When I get home from
school, I need to get ready for training, but I am so hungry I
Food specialisations  How well do snacks stack up against the Australian want to eat. A possible solution could be to quickly prepare
Guide to Healthy Eating? a snack to take with you to training.
Principles of food preparation for healthy  Which food preparation techniques contribute to the
eating preparation of a snack for healthy eating? As a class clarify the design problem. Students to define the
 What strategies will assist in the development of the problem on their individual storyboard or design web
Investigating and defining
solution within the given time constraint? template. It is predetermined that students will create a
Define a problem, and a set of sequenced snack as a solution to the problem – the Snack Attack Pack.
Teaching points
steps, with users making decisions to
Through discussion, clarify with students the preparation
create a solution for the given task Teacher directed introduction to the given task. Students to techniques that are preferred for healthy eating. Think
plan during this lesson and produce the product in the next about how processing food may add extra components to
Identify available resources lesson. the final product.
Designing Prepare a storyboard or design web style template for Students work independently to design and plan
students to use as they move through the production for a Snack Attack Pack to take to training. They
Design, modify, follow and represent both
design/technology process for this task. consider the following resources:
diagrammatically, and in written text,
alternative solutions using a range of The teacher to have a predetermined list of resources  the food available
techniques, appropriate technical terms available for the students to complete this task which  equipment, such as chopping boards, bowls, plastic
and technology includes: knives etc.
 vegetables, fruit, cheese, nuts/seeds, cooked meat etc.  a suitable container to transport the snack
 selected equipment – chopping board; paper plate;  20 minutes preparation time.
Evaluating plastic knife; grater; cleaning cloth etc. As a class, collaboratively establish criteria (at least three)
Western Australian
Curriculum content
Week 8 Focus questions A Snack Attack Pack is on its way.
Producing and implementing  What safe procedures are in place when using the As a reminder to students, brainstorm the safe procedures
selected components and equipment? they need to implement during the production phase of
Select, and apply, safe procedures when this task. Remind students to move around the room with
 What adjustments did you make to the set of
using a variety of components and care. Reiterate the system to collect food and equipment,
sequenced steps?
equipment to make solutions and location of individual and shared preparation areas.
Teaching points
Collaborating and managing Revise briefly and broadly the processes to be used as
Strive for students to work independently from the outlined in each individual set of sequenced steps.
prepared set of sequenced steps to produce the solution
when required, considering resources and Remind students that washing up and clearing away is a
for the given task. Students to work collaboratively and
safety, to plan, develop and communicate collaborative process and they have an obligation to
safely within the confines of the classroom environment
ideas and information for solutions contribute and ensure all equipment is returned, food
using the systems outlined. They should communicate
appropriately when issues arise to ensure safe solutions are scraps removed, and Snack Attack Packs are ready to take
devised and implemented. to training.
Integrate the collaboratively developed criteria into a quiz
using software, such as Plickers to evaluate Snack Attack
Pack available at https://get.plickers.com/.
TERM 2
Weeks 1–8: Food specialisations
Term 2
Designing: Design: lunch Production: Evaluating: Designers: plan Producers: Evaluating Healthy eating:
competing products lunch criteria and implement Collaborating blind tasting
considerations set of sequenced communicate design and managing
Food steps ideas for a Snack intentions to
preparation equipment Stack produce a Snack
techniques Stack
Resources
graphic design ingredients for graphic Designer food for Snack Designer selection of
organiser worksheet or sandwiches or organiser, such worksheet – Stack worksheets from fresh food
chart/paper wraps as affinity Appendix A collect images Weeks 5 and 6 blindfolds
list of available diagram list of for Week 7 trays
ingredients ingredients paper towelling
equipment equipment to
cut, grate, slice
etc.
items for clean-
up
collection of
images or videos
for promotional
video
Western Australian
Curriculum content
Week 1 Focus questions There are times when you need to make a choice, ‘you
can’t have both.’ Think about when it is difficult to make a
Technologies and society  What are the competing considerations to overcome decision about food. It could be as simple as, which colour,
when designing a food product, such as a sandwich or a what shape, or what flavour ice cream will you choose?
How people address competing
wrap for healthy eating? Focus students on when competing ideas, wants, health
considerations, including sustainability
 What are preferred food preparation techniques for requirements, costs, seasons etc. cannot be satisfied at the
when designing products, services and
healthy eating? same time.
environments for current and future use
Teaching points In small groups students explore when individuals, families,
and communities address competing considerations,
Individuals, families and communities address competing
Principles of food preparation for healthy particularly food related choices. Assign student groups to
considerations all the time, including decisions about food
eating the categories of individuals, families or communities. Use
and food preparation techniques. For example, decisions
a graphic organiser (cloud thoughts, mind map etc.) titled
Investigating and defining about food are affected by cultural customs, religious
Individuals/Families/Communities make food decisions.
beliefs, food/nutrition knowledge, food preparation skills,
Define a problem, and set of sequenced climate/seasons, availability of food, sustainability (reduce Record how and why individuals, families or communities
steps, with users making decisions to waste), advertising, peer pressure, lifestyle, access to make decisions about food. Define and identify food
create a solution for a given task technology, equipment, time available, costs, food products and food services in the category. Set a time limit.
distribution organisation. Personal taste, likes/dislikes (for
flavour, texture, and colour), often form the basis for Bring the small groups together by category, that is,
addressing competing considerations. individuals, families or communities. Have a ‘messenger’
from each group visit a ‘like’ group to discuss and share
Explore local food services and places where food is ideas.
Draft | Technologies | Design and Technologies | Food specialisations | Year 6 | Teaching, Learning and Assessment Exemplar | Term 2 32
Western Australian
Curriculum content
distributed and purchased in the local community. For Display the graphic organisers. Identify a ‘manager’ to lead
example, farmers’ markets, supermarkets, take-away discussion on the ways people address competing
places, restaurants, food bank and soup kitchens. considerations when making decisions about food choices
(products or services). Assign a ‘scribe’ to collate
Prepare for next lesson. Pairs of students choose either a considerations for each category.
sandwich or a wrap to design and produce. Based on the
resources/ingredients provided by the teacher, the Lead a discussion for students to reflect on, and summarise
students develop a list of proposed the ways individuals, families, and communities address
components/ingredients and discuss food preparation competing considerations when making decisions about
techniques for healthy eating, including washing food products and food services. Individually, students
ingredients, peeling, cutting, shredding. create a chart of ‘competing considerations’ to self-reflect
and summarise ideas for each category, including an
Suggested assessment point overarching reflection on their group’s ability to collaborate
Formative assessment: effectively.
Teacher to provide feedback for each group. Observe Introduce the problem of deciding what is for lunch. Will it
student engagement and cooperation within the small be a sandwich or a wrap? Instruct students to develop a
group activity. ‘wish’ list of ingredients for each option. Set a time limit to
Review students’ summary chart of competing complete, then share and discuss with a partner. Identify
considerations for understanding and application of ideas, constraints, such as seasonal foods, cost, access to
and overarching reflection on the effectiveness of equipment, food preparation skills.
collaborating in small groups.
Western Australian
Curriculum content
Week 2 Focus questions The problem is will it be, a sandwich or a wrap for lunch?
Refer students to the wish list of possible ingredients from
Investigating and defining  What competing considerations need to be addressed the previous lesson. As ‘users’, the students make decisions
when designing a food product for lunch? to remove or add to the list and consider factors, such as
Define a problem, and set of sequenced
 What design processes will be incorporated and explain allergies, availability, flavour, and likes/dislikes. They
why? consider different combinations for colour, taste, ease of
create a solution for a given task
Teaching points preparation; for example, grating, chopping, or slicing, and
Designing within the constraints outlined by the teacher. Discuss with
When considering or producing solutions for a design students competing considerations when making their
Design, modify, follow and represent both problem, more than one viable option may exist. In this choices.
diagrammatically, and in written text, instance a pair of students will select either a sandwich or a
alternative solutions using a range of wrap for healthy eating. Revise various food preparation techniques to ensure
techniques, appropriate technical terms students create an appropriate solution for a healthy food
and technology Establish the constraints the students will work with to product.
create the solution of what to produce for lunch. For
example, provide a list of ingredients for students to select Students develop design ideas for a sandwich and a wrap.
a specified number, show the range of equipment Each design to be represented as a diagram/sketch, top
available, and revise various food preparation techniques. view/side view and annotated using technical terms.
Students identify specific design techniques using
Refresh student ideas for deciding on and including appropriate technical terms and provide this information as
elements of design in the designing phase. The teacher to a written summary for each design.
demonstrate and explain sketch techniques, such as outline
Use a small group-share, or pair-share strategy to assist
Western Australian
Curriculum content
shapes through to detailed representations, also top view, students to identify competing considerations and select a
side view, 3D view etc., depending on student abilities. preferred desig; that is, will it be a sandwich, or a wrap for
lunch? Justify their decision.
Students should develop clear strategies and ways to
communicate ideas and information, including ways to Revise with the students the processes implemented in the
work safely, use of diagrams and written texts, investigating and designing phases. Define the problem of
implementation of a range of techniques etc. what to make for lunch, design alternative solutions, and
identify the available resources, and food preparation
Relate design problems to principles of food preparation techniques to be used.
for healthy eating. Design problems exist in classrooms; for
example, there is no sink available to wash up. As a class, In their planning students to develop a list and provide a
explore ways to solve the problem. Consider the equipment sketch of the utensils and equipment they will require to
available, such as the number of chopping boards required. produce the design. They present this information in chart
The teacher, in collaboration with the students, determines form.
ways to share utensils and equipment.
In planning the production phase, the teacher identifies
Encourage students to include solutions for the design and presents to the class various design problems that exist
problems identified in the classroom (as above) in the in the classroom. Consider location and distribution of
development of a set of sequenced steps to produce either ingredients, safety procedures to have in place for student
a sandwich or a wrap. movement around the room, the limited number of
utensils and equipment, how and where will wash/clean-up
Western Australian
Curriculum content
Suggested assessment point procedures take place.
Formative assessment: Based on the selected design, and considering safe

Students create two designs to demonstrate their procedures, pairs of students to develop a set of sequenced
understanding of representing solutions both steps they plan to implement to make their choice of lunch
diagrammatically and in written text. in the next lesson.
Review student planning to produce the selected solution Use a share-pair strategy for students to check the set of
for lunch: sequenced steps developed by another pair of students for
 selects appropriate resources, such as ingredients, logical development and make suggestions for
utensils, equipment etc. improvement.
 develops a set of detailed and logically sequenced
steps.
Western Australian
Curriculum content
Week 3 Focus questions It is almost lunchtime.
Producing and implementing  What competing considerations need to be addressed Identify design areas in the classroom where competing
to ensure safe procedures are applied to produce considerations need to be addressed – not everyone can
Select, and apply, safe procedures when collect ingredients, utensils, equipment, wash up etc. at the
lunch?
using a variety of components and same time. Assign students to various locations, and then
 How will you work collaboratively with your partner?
equipment to make solutions rotate. Remind students to move around the classroom in a
 What adjustments to the sequence of steps, if any,
Collaborating and managing were required when considering resources and the controlled manner at all times.
classroom design problems?
Work independently, or collaboratively Ask students to read through the set of sequenced steps
when required, considering resources and Teaching points and ensure they have an understanding of how procedures
safety, to plan, develop and communicate will work in the class. Address questions. Encourage
Ensure safe procedures are applied when using the students to write notes of any adjustment required to the
ideas and information for solutions
selected equipment and to minimise the impact of set of sequenced steps during production.
identified design problems in the classroom.
Highlight to students the necessity to work collaboratively
Encourage students to work collaboratively from the set of and all students have an obligation to contribute to a safe
sequenced steps to produce their selected lunch product. working environment. When sharing equipment, be
patient, don’t rush, and revise the systems developed
Identify times/areas where students will be required to
earlier for the safe movement around the room.
work collaboratively. Explain how working with others will
ultimately ensure a safe work environment and assigning Students photograph the final product and note significant
tasks may assist in completing the task on time. features or any obvious changes from the original design.
Package the sandwich or the wrap in paper for easier
Western Australian
Curriculum content
Week 4 Focus questions How was lunch?
Evaluating  What criteria will be used to evaluate and justify the Outline to students the process to evaluate the lunch
design processes implemented in the production of the produced last lesson. Students will work independently.
Develop collaborative criteria to evaluate
lunch product?
and justify design processes and solutions Distribute the affinity diagram or access a copy available on
Teaching points the class intranet. Title the diagram.
Students to work collaboratively and independently to The two categories to be evaluated are, design processes,
Work independently, or collaboratively and the solution. Populate the two large boxes at the top of
reflect on the design processes and the solution produced,
when required, considering resources and the affinity diagram. In each of the remaining boxes under
either the sandwich or the wrap. To help sort ideas use a
safety, to plan, develop and communicate each heading, write one idea, such as what went well, what
graphic organiser, such as the affinity diagram
ideas and information for solutions did not go so well, taste, colour etc. Add additional boxes as
Getting it Together
https://getting-it-together.moadoph.gov.au/teacher- required.
guide/graphic-organisers.html.
Use a share-and-pair activity with another student to
Explain how students will initially work independently, and discuss main ideas, and make alterations if necessary.
then work in pairs as a share-and-pair activity. The class will Repeat the share-and-pair with another student. Highlight
collaborate to draw out and identify the main ideas, and or circle the common ideas.
then develop these ideas into criteria for each of the design
As a class, collaboratively develop two or three criteria for
processes and the solution.
each of the design processes and the solution, based on the
When the criterion have been determined students
main themes that have evolved out of the affinity diagram.
complete each criteria independently.
Western Australian
Curriculum content
Pose a question for students to discuss how working

collaboratively helped to address the classroom design Write these on the reverse side of the organiser.
problems identified earlier. Students write their responses Individually students respond to each criterion to complete
below the evaluating criterion. the evaluation process.
Suggested assessment point Students to respond to the question posed by the teacher
to discuss how working collaboratively helps to address
Summative assessment: classroom design problems.
Review the student evaluation comments for each criterion
against the Marking key. Assess the written response,
which discusses the benefits and issues of working
collaboratively to overcome classroom design problems.
Use the Marking key to achieve a consistent application of
standards.
Note: if time permits, outline the scope of learning for the

next lesson. Working in pairs as Designers, students will
plan for the production of a healthy snack food product
based on a design idea, a set of ingredients, set of
utensils/equipment, a set of sequenced steps and
evaluation criteria. These plans will be given to another pair
of students, the Producers, who will follow the given design
and instructions to produce the Snack Stack as prescribed
Western Australian
Curriculum content
by the Designers.
Western Australian
Curriculum content
Week 5 Focus questions Are you an effective designer? Assign students to pairs
where, for this lesson they will work collaboratively as
Food specialisations  What do Designers need to be planning and Designers.
communicating for Producers to manage processes and
Principles of food preparation for healthy The Designers complete the Designer worksheet this
develop solutions?
eating lesson. See Appendix A for the worksheet. They are to
 When working collaboratively, what does it feel like
Collaborating and managing and look like? create design ideas, and communicate plans to develop a
healthy solution snack, the ‘Snack Stack’. Discuss the title
Work independently, or collaboratively Teaching points and possible implications for design features, for example,
when required, considering resources and selected ingredients for a ‘stack’ of vegetables for a snack.
For this lesson, students to work in pairs as Designers. A
safety, to plan, develop and communicate
worksheet is provided for the Designers Appendix A. Explain to students how to clearly and explicitly ‘define the
For the next lesson, students to work in another pair problem’. Designers prepare a statement to outline the
combination as Producers. The Producers will follow the problem.
instructions developed by the Designers using the Designer Discuss with students the ingredients and quantities
worksheet to produce a healthy food product, the Snack permitted, as prescribed by the teacher. Emphasise that the
Stack. Designers do not have to use all ingredients or quantities
Notes: provided, and should work within the constraints.
 the Designers define the problem The teacher provides examples, drawing from previous
 the teacher defines the set of ingredients; be specific, lessons, of design techniques, annotated with appropriate
such as one celery stick, portion of carrot, two rice technical terms for students to develop two designs.
Western Australian
Curriculum content
cakes (to suit class budget)

Through discussion, Designers select the preferred design.
The Producers will implement the design using the listed They justify the selected design and provide a brief written
resources and the set of sequenced steps to produce the description to support reasons for the selection, in the
Snack Stack product. space provided on the worksheet.
In the next lesson the Producers will be provided with the Explain the importance of a clear set of logically sequenced
Designers worksheet, completed this lesson by the steps required to produce the solution. This is the method
Designers. that Designers will use to communicate their intentions to
Suggested assessment point the Producers in the development of the healthy solution.
Include explicit instructions on ways to safely prepare the
Formative assessment: ingredients.
Pairs self-reflect to ensure design intentions and
instructions as Designers are communicated clearly. Discuss with students ways to reflect on the design
Teacher observes and notes student actions, skills, processes and how the proposed solution will be achieved.
engagement, and cooperation when working This will form the basis of the criteria for evaluation.
collaboratively in a partnership.
Discuss with students, what did it feel like and look like to
Discuss with students, what did it feel like or what did it work cooperatively in a partnership?
look like to work collaboratively in a partnership?
Western Australian
Curriculum content
Week 6 Focus questions Can you follow the instructions? Working in a partnership
as Producers, follow the instructions developed last lesson
Producing and implementing  Will the Producers be able to produce the solution, the by the Designers, to produce a healthy solution, the Snack
Snack Stack using the design idea and instructions Stack.
Select, and apply, safe procedures when
prepared by the Designers?
using a variety of components and The Designer worksheets are ready for distribution. As a
 Were the design processes communicated clearly to
equipment to make solutions class, make decisions on how to distribute the worksheets,
the Producers?
Collaborating and managing for example, fold the worksheets and place in a box. The
Teaching points Producers select from the box. Be sure students do not
Work independently, or collaboratively select their own Designer worksheet.
Re-group the students to become Producers for this lesson.
The Producers produce the solution for the defined Using the design idea, other given constraints and
problem, a healthy Snack Stack within the lesson, including instructions, the Producers interpret and follow the
the clean-up process based on the Designer worksheet template. At no time are they to communicate with the
completed last lesson. Designers to clarify any issues. Any issues to be resolved
Remind Producers of the systems in place within the collaboratively with their partner.
classroom to collect and prepare the ingredients and Make notes on how the Producers managed the situation
resources. Revise safe procedures in the set-up of the and the decision they consequently made.
preparation area and safe movement around the room.
When the Producers have received their instructions,
Emphasise the importance of working collaboratively and discuss the importance of carefully reviewing all
individually within the partnership. Acknowledge the role instructions and identifying potential issues before they
Western Australian
Curriculum content
of good, clear communication, to assign roles, to ask commence production. Remind students of the practical
questions, to clarify issues, and to solve problems etc. aspect of production and the importance of maintaining
safe procedures to produce the Snack Stack. Assign roles
Record an image of the final product for review in the next and establish communication strategies within the
lesson. partnership. It is recommended that the Producers
Suggested assessment point photograph each of the steps in the set of sequenced steps.
Formative assessment: The photographs can be ordered and annotated using an

Observe student engagement and successful application of application, such as Keynote presentation, Book Creator,
the design idea and instructions provided by the Designers PowerPoint or iMovie. The Producers can use this
of the product. Students note issues and strategies technique when presenting to the Designers in the next
implemented to resolve the situation. lesson to highlight issues and success.
Observe student participation within the partnership. Note Keynote Building stunning presentations is available at
the ways roles and issues were managed, and what https://apps.apple.com/au/app/keynote/id361285480 .
communication strategies were implemented. Ensure clean–up procedures are completed thoroughly and
Collect images to demonstrate steps in the set of cooperatively.
sequenced steps (for next lesson). Record an image of the final product for review at the next
lesson. Reflect on can we follow instructions, and were the
instructions clear?
Western Australian
Curriculum content
Week 7 Focus questions Did the Designers get what they planned for? Display the
Designers’ worksheets to show the design idea both
Food specialisations  Were the design ideas for a solution replicated by the diagrammatically, with annotations, and the written
Producers, why or why not? description. Producers place an image of the final product
Principles of food preparation for healthy
 Were the set of sequenced steps logical and clear, why beside the design.
eating
or why not?
Evaluating Students participate in a gallery walk and prepare review
Teaching points notes on at least three designs with accompanying image,
Develop collaborative criteria to evaluate noting differences and similarities. Ask students to make
Students to develop strategies to compare the final product
and justify design processes and solutions suggestions why there are differences or similarities
with the original design idea prepared by the Designers.
Identify design features that are/are not evident in the final between the design and the final product. Decide if this is
product. Encourage students to make suggestions on why to be a timed task. As a class, summarise and develop a list
Work independently, or collaboratively or why not. of reasons why differences or similarities exist.
Assist students to review: Distribute the criteria (last page of the worksheet) to the
Producers to evaluate the design process and the solution.
ideas and information for solutions  the list of resources/ingredients for consistency with
When complete, display with the design and the image of
the design
the final product.
 if the set of sequenced steps communicated ideas and
information clearly, and without ambiguity Provide time for the Producers to sort and order a selection
 application of proposed food preparation techniques. of photographs relevant to the resources used,
Western Australian
Curriculum content
Identify and describe reasons for differences and the

impact on the final product. communication of the design idea and the set of sequenced
steps, and application of preparation techniques. They
The Producers complete the evaluation criteria, prepared develop a brief presentation using an application, such as
previously by the Designers, to evaluate and justify the Keynote, PowerPoint, Book creator or iMovie.
design processes and the solution.
Organise for the Producers to meet and interview the
Using selected photographs of the production stage, the Designers. Gather as a group of four and review the design,
Producers to develop a presentation for the interview with set of sequenced steps, image of the final product and the
the Designers. The photographs and notes identify any completed evaluation criteria.
issues and form the basis for feedback to the Designers.
The Producers, in their presentation highlight any issues,
The presentations may be shared on the class shared file. differences and similarities between the design and the
Provide time for students to view other presentations and final product and provide reasons why.
leave a summary comment related to the design processes
and the final solution produced. The Designers respond through discussion and annotate
issues, reasons for the differences and reasons for the
Suggested assessment point similarities on the Designers worksheet.
Formative assessment: Remind students to ask if they enjoyed the Snack Stack for
flavour, texture, ease of eating, and taste of the Snack Pack.
Observe and question students during the gallery walk. To
what extent could students suggest reasons for differences The presentations may be shared on the class shared file
between the original design idea and the final solution? for students to view alternative designs and Snack Stacks.
What valid reasons did students provide for why the final
Optional, and if time permits, the Producers in Week 6 may
Western Australian
Curriculum content
Week 8 Prior to the lesson: It is suggested to photograph each of the steps in this
 select a variety of fresh food, considering a range of activity. The images may be used to prepare a small
Food specialisations promotional video of the activity.
textures, flavours and aromas suitable for blind tasting
Principles of food preparation for healthy  gather suitable blindfolds.
The experts are taste testing!
eating
Focus questions
All participants in this activity must be aware of individual
Producing and implementing food allergies and/or food intolerance within the student
 Will the application of food preparation techniques
Select, and apply, safe procedures when impact the taste of food? group, and procedures to prevent cross-contamination.
using a variety of components and  What are the top three most popular foods tasted, and
Revise food safety and hygiene practices. Explain and
equipment to make solutions identified during the activity?
demonstrate to the class appropriate safe food handling
Teaching points procedures for a blind tasting, including washing hands, the
use of clean surfaces, tongs, skewers/toothpicks, gloves
Revise appropriate hygiene practices to be implemented etc.
when handling food for a blind tasting. It is suggested that
the tasting portion for each food item be approximately a Organise students for a blind tasting:
‘teaspoon’ size.  place students in groups of three
 each group to prepare four sets of food and display on
Remind students of the range of simple food preparation a tray/board, covered with paper towel
techniques, such as chopping, slicing, grating etc. and the  select up to five food samples for each set,
equipment required, including plastic knives, and chopping approximately a ‘teaspoon’ size sample
boards.  apply food preparation techniques, such as chopping,
Western Australian
Curriculum content
slicing or grating each food in the set.

Revise with students the elements that help us to decide if A sample set of food could consist of: bread, cucumber,
we like a food or not, such as flavour, texture, aroma. Will melon, cauliflower and apple.
the application of food preparation techniques impact on
the taste of food? Demonstrate the procedure for successful blind tasting
using the three-step interview process. Assign roles for
Display or distribute the set of sequenced steps for the each member of the group:
tasting procedure, and a data collection sheet.
 interviewer – asks questions about the food, what does
Discuss the establishment of a data collection procedure it smell like, feel like, shape, size etc.
with the students. The note taker for each group enters  note taker – enters responses into a shared class
responses on a chart or, preferably a spreadsheet accessed document using a digital device or a chart, and collates
through the class shared file. The data collated at the data at the end of the activity
conclusion of the activity should indicate the most popular  interviewee – blind-folded taster makes predictions on
foods identified and the preparation technique applied. what the food is, based on texture, smell, and flavour
etc. Also, identifies the food preparation technique
The collection of data can indicate if the application of food applied.
preparation techniques impacted on the taste of food.
To ensure a successful tasting process, remind students not
Revise with students the cleaning processes to be applied to talk about the food during the tasting process.
at the conclusion of the activity.
When the first tasting is completed, the interviewee moves
Suggested assessment point to another group. Repeat the process. Move again to
Formative and summative assessment opportunities are another group. Ensure all students have the opportunity to
Western Australian
Curriculum content
provided through this activity.

work in each of the three roles, in differing locations so that
Students save the summary of data from the class shared they are not familiar with the food samples available.
file to their personal device; reflect on the results, and
examine if food preparation techniques influenced the At the conclusion of the activity, students work
correct identification of fresh food. collaboratively to wash and put away equipment, and clean
surfaces.
Using the images taken throughout the activity, and based
on the data results, students develop a 10–15 second Using the photographs taken during the activity, students
YouTube type of fresh food promotional video. to develop a 10–15 second YouTube type of fresh food
promotional video.
TERM 3
Weeks 1–8: Engineering principles and systems
Draft | Technologies | Design and Technologies | Engineering principles and systems | Year 6 | Teaching, Learning and Assessment Exemplar | Term 3 53
Term 3
Engineering principles and systems

Electrical energy and forces can control movement sound or light in a product or system
Electrical energy Electrical energy: Investigating: light Design Production: Evaluating: Technologies and Diagrammatic
light as a decorative addition of light modification society: real-world representation of
finish on for sparkle on criteria design problems proposed
clothes/costumes clothing Products for solutions
current and future
use
Resources
components for investigate ways to YouTube tutorials, optional: refer to Weeks 2, refer to Weeks 2, paper, card for graphic organiser
an electric circuit add sparkle to e.g. LilyPad or needle, thread 3, 4 3, 4 design sketches, – PMI
for each pair of clothing/costumes; other system felt/fabric ideas
students LEDs, wearables, glue gun
online quiz, such LilyPad system etc.
as Kahoot!
Western Australian
Curriculum content
Week 1 Focus questions What is electricity?
Engineering principles and systems  What is electrical energy? Prompt class discussion through the use of a quick online
 How does a flow of electrical energy create movement, quiz, such as Kahoot! to stimulate a variety of ideas about
Electrical energy and forces can control electricity. Include how electricity is present in nature, as
sound or light in a product or system?
movement, sound or light in a product or lightning. A series of illustrations, images or short videos
system Teaching points clips could be used.
Prior to lesson, prepare components required for a simple Develop the idea of connecting a number of components in
electric circuit for each pair of students. an electric circuit so that a current can flow to produce a
Through class discussion, based on examples of electrical desired result. This could be to produce movement, sound
energy students are familiar with, establish a common or light, such as a torch. Ask, what are the components in a
understanding for a definition of electricity; a flow of torch, kettle, toaster, hair dryer? Explain the power source.
energy that can travel through a circuit. Discussion can be Students select an item (product) and individually sketch
stimulated using an online quiz based at Kahoot! their idea of how the electricity flows in a circuit and label
https://kahoot.com/. various components, using appropriate technical terms.
Describe the components required to develop an electric Use the sketch to discuss ideas with students. Probe what
circuit. Through class discussion develop a labelled diagram happens when the switch is on, and off. Modify the sketch
to represent how electricity flows through small familiar and include a brief written explanation. Develop the idea of
electrical items. Introduce the terms ‘product’ and ‘system’ an electric circuit being a continuous loop that can carry an
and differentiate using examples. Encourage students to electrical current. Revise term,s including switches,
resistors, bulbs, buzzers, leads, negative (black), and
Western Australian
Curriculum content
make predictions on how electrical energy can produce

movement, sound or light in a product and a system. positive (red). To have a flow of electrical energy, a power
supply, such as batteries, and materials to conduct the
Explain the purpose of a switch in an open and closed electric current are required. Provide each pair with the
electric circuit, that is, ‘turn off’ and ‘turn on’. components necessary for a simple electric circuit. Students
work collaboratively and refer to the sketch to construct a
Illustrate various power sources used in simple community simple electrical circuit. Students explain how electrical
systems, such as batteries, generators, mains electricity, energy might flow in a home or building, such as the school.
solar cells. Compare with power sources for small electrical
items. Build on how electrical energy is evident in products, such
as televisions, computers, washing machines, air
Build on students’ predictions on how electrical energy can conditioners, cordless power drills etc. Ask students to
produce movement, sound or light in a system. Ideas could explain and modify their sketches to include various
include, traffic signals, street lights, fuel pump at petrol products. Extend the discussion to include systems, such as
station, charging an electric vehicle, doorbell, Christmas the local power grid, home, fuel pumps, solar panels, cars
tree decorations, security alarms, car horns, electric guitars etc.
etc.
If time permits, in pairs students select a system (from a list
Suggested assessment point provided), to develop an annotated sketch to demonstrate
Formative assessment: and predict how electrical energy can produce movement,
Review the image or sketch of simple electric circuits for sound, or light in a system. Each sketch must have a title;
accuracy and understanding of electrical energy flow. for example, How traffic signals work. Highlight to students
how society relies on systems, such as cooling systems,
Western Australian
Curriculum content
Construction of a simple electrical circuit from the given transport (electric train) systems, and sound systems.
components. Determine students’ fundamental Confirm with students that a system is a process or
understanding, through annotated sketches and the collection of parts that work together. Display completed
constructed circuit, of an electrical energy flow to control sketches for review by peers.
movement, sound or light in a system.
Western Australian
Curriculum content
Week 2 Focus questions Should hot air hand dryers or paper towel dispensers be
installed to dry hands?
Engineering principles and systems  What are competing considerations when designing
electric products, services and environments? Use two or three examples, such as sustainable options for
Electrical energy and forces can control programming a washing machine to operate during
 How can an electric circuit add sparkle to your clothes
movement, sound or light in a product or off-peak times, to introduce and discuss the term,
and costumes?
system competing considerations. Students work in groups of three
Teaching points with a time limit to identify examples of competing
Technologies and society
Introduce competing considerations and relevancy to considerations. Select a range of examples to discuss.
How people address competing Identify spaces in the classroom to agree or disagree.
sustainability when using electrical energy in products,
considerations, including sustainability Students move to a space and validate choices.
services and environments. Provide an opportunity for
students to discuss and develop opinions for competing Investigate how products, such as LEDs were developed
environments for current and future use
considerations, including: from competing considerations, including sustainability.
 sustainability, for current and future use of electrical Draw connections to current use in various products,
energy when designing products, such as when taps services and environments. Make predictions for future
and hand dryers are turned on through movement use.
 systems, such as sensors, which open doors or turn on
lights for the needs of individuals Extend the discussion to include the use of LEDs and outline
 environments, such as lights turning on for safety in a variety of ways to add sparkle to costumes and items for
confined spaces or extraction fans turning on based on the class assembly item. Also consider alternative items,
air quality in the room. such as personal items (pencil case, school bag), clothes,
Expand the discussion to include an explanation of diodes, name badges, face masks, class decorations (Christmas,
Western Australian
Curriculum content
particularly Light Emitting Diodes (LEDs).

book theme) using a simple electric circuit kit.
Show a short YouTube video to explain the use and
sustainability advantages of LEDs. Outline how a simple Define the problem: Investigate ways to add sparkle to
electric circuit kit, comprising of coloured LEDs can be used costumes and/or items for the class assembly item. The
when designing a product to create a solution for a given solution should include a simple electric circuit with LEDs.
task. Demonstrate a simple electric circuit kit, such as a wearable
Investigate and source simple electric circuit kits to add LilyPad with LEDs of various colours. Students identify and
sparkle to clothing, such as costumes for the class assembly label the components of the electric circuit. Encourage
item. For inspiration, search wearables and LilyPad on discussion on how light is produced in this product, with
various websites. questions, such as:
 How the circuit is closed?
The LilyPad system uses a set of wearable electronic pieces  Where is the power source?
which can be sewn onto fabric (felt, for example). Identify
and list individual items to add to the digital design idea. Working in small groups, students discuss ideas for initial
design ideas on how an electric circuit with LEDs could be
Introduce students to the idea of designing decorations for used to add some sparkle.
various costumes, masks, and head bands etc., that is,
products for the class assembly item. Discuss viable Individually students prepare a rapid sketch of their
solutions, such as ways to decorate and add sparkle to the preferred design idea. Suggest additional items which will
costumes (or other class/individual items). add to the overall design idea, such as sequins, feathers
and ribbons. Label and annotate the preferred design idea.
Western Australian
Curriculum content
Suggested assessment point Support the sketch with a brief description.
Formative assessment: Display sketches for consideration by all class members.

Observe and note student decision making and validation
for the competing considerations activity.
Individual sketch showing initial draft design for additional

sparkle on a costume, including labels, annotations and a
brief description of the design idea.
Western Australian
Curriculum content
Week 3 Focus questions Add some sparkle!
Investigating and defining  What is the defined problem? As a class, students work collaboratively to develop a range
 What are the set of sequenced steps? of ideas which use a simple electric circuit and includes
Define a problem, and set of sequenced LEDs to decorate costumes/items for the class assembly
 What resources are required to create the solution?
steps, with users making decisions to item.
 What strategies will be used to plan, develop and
communicate ideas for a solution?
Ask students to define the problem. Enter their response
Identify available resources into the task storyboard or digital fie, and give reasons why
Teaching points
Collaborating and managing using an electric circuit will be a solution for the problem.
Lead a class discussion to define the problem of decorating
Work independently, or collaboratively costumes (or other products) for the class assembly item. View a YouTube clip or a tutorial which demonstrates the
when required, considering resources and Use a YouTube clip or a tutorial of a simple electric circuit, use and application of a simple electric circuit onto
safety, to plan, develop and communicate such as the LilyPad system to outline ways to apply the clothing. Based on this information, students independently
ideas and information for solutions system to clothing and a set of sequenced steps required to develop a draft set of sequenced steps. Sketches and
create a solution, that is, to decorate clothing items. diagrams may be included.
Students work independently and collaboratively, to In small groups, students compare their draft of planned
develop a range of ideas, plan ways to make a possible steps. They analyse, discuss omissions, edit where
solution and communicate this information in a small group necessary, alter sequencing etc. Groups make decisions and
and to the class. Outline the use of a storyboard including a modifications to create a detailed set of sequenced steps,
set of sequenced steps to communicate ideas and that is, create a solution. Each student should have an
information. edited set of sequenced steps. The group identifies and
Western Australian
Curriculum content
The class develops a list of resources and identifies safe creates a list of resources required to complete the
procedures and specific skills required of students for the solution. Refer to the rapid design idea from the previous
task. lesson.
Based on the You Tube/tutorial, demonstrate how to Groups share their list with another group to edit, make
interpret the information and develop a prototype. This suggestions and pass to another group. Return the list to
process will be the basis for students to identify skills the original group to review. As a class, develop a detailed
required to develop their plans, ideas, and display as a list of resources.
storyboard.
Small groups identify safe procedures and skills required to
The skills may include procedures for safe use of a glue gun implement the set of sequenced steps. For example, how
and scissors, use of a needle and thread, transfer of design to make a running stitch using conductive thread, use a
idea, that is, the template to felt/fabric, and the application glue gun safely, transfer design idea to felt/fabric etc.
of electric circuit components, such as positive to positive
points. Each student to develop a plan, with reference to the rapid
sketch of their idea, and include a list of resources. They
place their plan on the storyboard as a set of sequenced
steps, with specific skills identified, ready for the next
lesson.
Observe students working in small group situations. Note
Western Australian
Curriculum content
independently developed plan, sketch and list of resources

identified for producing and implementing.
The assessment task and marking key, not provided to
assess sub-strands Investigating and defining, Designing
and Producing and implementing and be conducted over
three weeks.
Students use a storyboard format to demonstrate a set of

sequenced steps, presented either on card or in a digital
format. Include photographs (and video) and written text as
evidence.
Western Australian
Curriculum content
Week 4 Focus questions What will the design look like?
Designing  What will the design idea look like? Based on the theme of the costume or item for the class
 Where will the components of the electric circuit be assembly, review the initial rapid design for the sparkle. Are
Design, modify, follow and represent both modifications required?
placed?
diagrammatically, and in written text,
 What specific production skills will be needed?
alternative solutions using a range of Students estimate the size of the design and where it will
techniques, appropriate technical terms Teaching points be placed on the costume. Make modifications to fit within
and technology the proposed area and theme. This is the template.
Prior to lesson ensure resources required to demonstrate Annotate with appropriate technical terms.
Producing and implementing the application and safe production of specific skills are
ready for use. With the design and template size determined, place a
Select, and apply, safe procedures when sketch over the top of the template to draw the location of
using a variety of components and Clarify with the class the theme for the assembly item and the electric circuit. Consider placement of components,
equipment to make solutions design expectations for various roles, costumes and/or such as the LEDs for effect, the switch, and the power
items, including size, location and application of the simple source.
electric circuit with coloured LEDs.
Based on the teacher demonstration, select and practise
Students focus on the original rapid design idea and the application of the skills required to produce and
consider modifications to fit with the theme, size of design implement the planned design, and electric circuit to make
and location on costume. the design sparkle.
Students consider the location of the electric circuit and
placement of components for effect and ease of use. Revise Practise threading a needle and application of running
stitch on a sample of two layers of fabric. The sample can
Western Australian
Curriculum content
with the class the electric circuit and its components. be added to the storyboard or photographed for the digital
file.
Based on the list developed in the previous lesson, take the
students through each of the specific skills required to Prepare two layers of felt/fabric; one for application of the
safely apply procedures and equipment needed to develop design and electric circuit components, the other as the
the design to create the desired solution. Demonstrate how backing to provide support.
to:
Practise the safe use of the glue gun and movement around
 thread a needle and apply a running stitch with an
the classroom.
oversew stitch at either end
 transfer the template shape to the felt/fabric (two After practising specific production skills, revise the set of
shapes required) sequenced steps and the proposed design idea, and make
 use the glue gun safely at a specific location in the any necessary modifications and/or note important details
classroom to remember for smooth production.
 other skills, as determined by the teacher or students.
Working collaboratively, students clear away equipment,
Answer queries and discuss the finer skill development with and safely store materials for the next lesson.
individual students.
Western Australian
Curriculum content
Complete the section of the assessment task assigned for

this lesson. Observe student engagement, cooperation and
application of safe procedures when using the designated
components and equipment to develop skills required to
produce the planned design.
Western Australian
Curriculum content
Week 5 Focus questions How do I make the planned design?
Producing and implementing  What safe procedures and equipment are required to Revise with students the application of safe procedures in
develop the solution? the producing and implementing phase to develop
Select, and apply, safe procedures when individualised plans and ideas, and to work collaboratively
 What modifications, if any, were required to the set of
using a variety of components and when using and sharing a variety of components and
sequenced steps to ensure clear instructions in the
equipment to make solutions equipment.
correct order?
Teaching points Give students 2–3 minutes to review their plans, check the
annotated design template for accuracy and add notes, if
Review safe procedures for the production of individual required.
products. Revise the systems for student movement around
the room, outline locations of stations for specific tasks; for Collect all required components and equipment. Check
example, use of a glue gun. against the resource list.
Provide time for students to quietly read through the set of Outline locations of work stations for specific tasks. Remind
sequenced steps, check specific details, and review the students of safety procedures at all times and considered
design sketch and electric circuit details for accuracy, such movement around the room.
as positive to positive, and application of running stitch
Using the set of sequenced steps, students produce the
using the conductive thread.
product to make the costume or item sparkle.
Allocate work areas for safe movement. Distribute
All students clean-up and store away equipment.
components and equipment required to make the solution.
Western Australian
Curriculum content
Encourage students to check against the list of resources. Products may need to be stored in a safe place to dry and
be ready for the final decorative component next lesson.
Establish a routine for clean-up procedures. Everyone is
responsible to contribute to the clean-up, and storage of
equipment.
The assessment task and marking key will assess the sub-
strands Investigating and defining, Designing and Producing
and implementing.
Students use a storyboard to demonstrate a set of

sequenced steps, presented either on card or in a digital
format and include photographs (and video) and written
text as evidence.
Technologies: Design and Technologies – Engineering principles and systems

Western Australian
Curriculum content
Week 6 Focus questions The final touch.
Collaborating and managing  What additional resources are required for extra Review the final product developed during the previous
sparkle to the design? lesson. Do the LEDs emit light when the switch is in the on
Work independently, or collaboratively position?
 What design problems affect the production plan?
 What criteria will be used to evaluate and justify the
safety, to plan, develop and communicate In small groups, students review each final product against
design process and final product (solution)?
ideas and information for solutions the design and the set of sequenced steps. They discuss
Teaching points similarities and discrepancies, and suggest reasons why,
Evaluating and make notes on the storyboard. As a group, review
Distribute the product developed last lesson. Have students modifying the design with additional sparkle items and
Develop collaborative criteria to evaluate
check the electrical flow of energy. When switched to the keep within the identified theme.
and justify design processes and solutions
on position will the LEDs add sparkle to the original design
idea? Discuss with students problems encountered during Provide a time limit for students to add extra sparkle to
the producing and implementing stage and how they were their product.
overcome. What modifications were required of the design
Students display the products on a table and turn the
plan and the set of sequenced steps?
circuit to on. Initiate discussion with students to identify
Small groups discuss the addition of extra sparkle to significant features and what makes specific products
individual designs and final products, such as the addition
Western Australian
Curriculum content
of diamantes, ribbons, sequins etc. Choose from the sparkle and stand out.
selection available and keep with the theme of the
assembly item. After the discussion, the class develops 2–3 criteria for each
of the design process and the solution, with consideration
Provide class time for students to add extra resources to of the identified theme.
enhance sparkle to the final product.
Individually, students apply the criteria to evaluate the
Display all products. Turn the electric circuits on and initiate product and justify the location of the sparkle on the
class discussion about which features are significant and costume.
make the products sparkle.
Students assist with the cleaning and storing of all
Use this discussion to collaboratively develop 2–3 criteria to equipment.
evaluate and justify the design process and the solution
produced.
Discuss ways to attach the sparkle to the costume, such as

safety pins.
Store the sparkle products to be ready for the assembly.

Ensure all equipment is cleaned and stored safely.
Western Australian
Curriculum content
Observe student participation and contribution to
discussion both in the smaller groups and the class.
Students to use the criteria developed by the class to

evaluate the product. Note student’s evaluation of the
product for each criterion.
Western Australian
Curriculum content
Week 7 Focus questions Brainstorm real-world design problems, such as how can a
child lost in the bush be found quickly, or how can we make
Technologies and society  What are real-world design problems and ways Ted talk, or how can LEDs or a bell be activated on my
products or services can solve problems? skateboard or scooter?
How people address competing
 How do competing considerations impact design
considerations, including sustainability Consider a design problem. When a person becomes lost in
features of products, services or environments?
when designing products, services and bushland, they must be found quickly to improve their
 What is an opportunity?
environments for current and future use chances of survival, particularly if extreme weather
Teaching points conditions are forecast, but how can we find them? Discuss
possible solutions with the class. Forecast how can we
Present students with a range of real-world design
Electrical energy and forces can control locate people quickly to ensure their chances of survival?
problems, such as:
movement, sound or light in a product or Make predictions for use of electronics incorporated into
 when a person becomes lost in bushland, how can
system garments when making searches in the future.
electronics be designed to find them quickly?
Designing  rather than discarding a soft toy/teddy bear, how can Introduce to students several real-world design problems
Ted be re-designed to make Ted talk and interact with a for discussion, and incorporate the use of electrical circuits
Design, modify, follow and represent both small child? and ways to activate movement, sound and/or light.
diagrammatically, and in written text,  to improve safety when using a skateboard or scooter,
alternative solutions using a range of how can a LED or a bell be designed to be activated by In pairs students develop a design idea to create a possible
techniques, appropriate technical terms pressure or voice command? solution for the selected real-world problem.
and technology
The class shares their ideas and information. Display draft
Through class discussion encourage students to add to the designs for review. Students use sticky notes to provide
Western Australian
Curriculum content
Collaborating and managing list of design problems. Use one or two of the design feedback and pose questions for consideration on other
problems to revise the idea of competing considerations. designs.
Work independently, or collaboratively Extend the class discussion to how you may need to design
when required, considering resources and a product or service for the problem where a solution has The design is to be completed next lesson.
safety, to plan, develop and communicate not been created. This is referred to as an ‘opportunity’,
ideas and information for solutions that is, an opportunity to create a new design idea.
In pairs students select a real-world design problem from

the class list, or propose their own problem. They are
required to:
 define the problem
 design, both diagrammatically and in written text, at
least one solution using annotations and a range of
techniques to create a solution
 incorporate an electrical circuit to control movement,
sound and/or light in the product or system
 identify competing considerations, including
sustainability
 plan, develop and communicate ideas and information
for a solution
 make predictions on how the product or service could
Western Australian
Curriculum content
be used in the future.

Discuss with students ways to interrogate design problems,
and where design problems may appear in everyday
situations. It may be that a current product or service no
longer solves the original problem, and a modification may
be necessary.
Use a variety of examples, such as use of body heat as an

alternative power source to power electronic textiles.
Embedded sensors in clothes may be able to monitor
movement and assist in locating a lost person in the future.
To help create solutions, modify, or substitute existing
technologies.
When considering or producing solutions for a design

problem, more than one viable option may exist. Students
should develop clear strategies and ways to communicate
ideas and information. The design may be produced on
card for display or digitally prepared and saved in a shared
class folder.
Western Australian
Curriculum content
Diagrammatic representation, and supporting written text
of a solution for an identified real-world design problem. A
marking key based on the requirements of the real-world
problem to be applied at the conclusion of the design
phase.
Observation of student engagement to collaboratively solve

design problems.
Western Australian
Curriculum content
Week 8 Focus questions Students reflect on the feedback provided through

discussion and on sticky notes at the conclusion of the
Technologies and society  What is the selected real-world design problem? previous lesson.
 What are the competing considerations that have
How people address competing They complete the design idea for the identified real-world
impacted design features of the product or service?
considerations, including sustainability problem and addresses the focus questions
 What sustainability factors have been considered?
 What design idea ‘opportunity’ has been developed?
environments for current and future use At the conclusion of the design phase, each pair of students
Teaching points join with two other pairs. Each pair is to present their
Collaborating and managing design idea to the small group. Based on the requirements
Revise the requirements of the design problem and have of the task, discuss each design.
students reflect on the feedback provided in the previous
when required, considering resources and Bring the class together and ask each group to share one
lesson. Provide class time for pairs to complete the
safety, to plan, develop and communicate design problem and the proposed solution. Direct class
proposed design idea to solve a real-world problem.
ideas and information for solutions discussion on competing considerations, sustainability
Move students into small groups, and based on the list of factors, and the various opportunities created.
requirements, review two other design ideas. Display all
design ideas for review by peers. Display design ideas, either as a design gallery around the
classroom or on the class shared file.
Students should select six to eight designs to review using a
Summative assessment: graphic organiser, such as a PMI. Use the information
Diagrammatic representation, and supporting written text gathered through the PMI to contribute to a class
of a solution for an identified real-world design problem. A
Western Australian
Curriculum content
marking key based on the requirements of the real-world

problem to be applied at the conclusion of the design discussion to rank the top three design ideas. Have the
phase. designers of these ideas present their design to the class for
further discussion and implications on future use.
TERM 4
Weeks 1–8: Engineering principles and systems
Term 4

Electrical energy and forces can control movement, sound or light in a product or system
Forces for control Investigating Investigating Investigating Create a solution: Designing Producing Evaluating
of movement in a forces: lever, forces: cams, forces: gears and board game Collaborating and
product or system linkages and camshafts and worm drives Evaluating: criteria managing
catapults cranks Production
Production Production
Resources
YouTube for commercial kits commercial kits commercial kits infographics – components for refer to Weeks 5, online voting
forces – push or for levers and for cams, for gears and Week 1 development of a 6 system (optional)
pull action linkages or camshafts and worm drives or Assessment task board game Assessment task Assessment task
infographic separate cranks or separate separate 2, Game of force Assessment task 2, Game of force 2, Game of force
templates components in a components in a components in a Appendix C 2, Game of force Appendix C Appendix C
variety of sizes to variety of sizes for variety of sizes for Appendix C
construct levers construction construction
etc.
Western Australian
Curriculum content
Week 1 Focus questions What is a force?
Technologies and society  What is a force? Prompt class discussion through application of various
 What types of forces affect objects/products? examples of forces in action. Include how forces are
How people address competing present in nature, such as in earthquakes, glaciers, cyclones
 How can a force control movement in a product or
considerations, including sustainability etc.
system?
environment for current and future use Teaching points View short instructional videos, available through YouTube,
to understand forces are a push or a pull action on an
Engineering principles and systems Prior to the lesson, establish several examples of forces object or product. A force may cause an object or product
located at various places around the room. Ask individual to move, accelerate, slow down, and even stop. As a class,
Electrical energy and forces can control
students to demonstrate a force, such as push a chair, pull create an extensive list of different types of forces that
movement, sound or light in a product or
a chair, open a door, kick/bounce a ball, twist a towel etc. impact objects, products and structures. From the list,
system
determine two main types of forces, either ‘contact’ or
Refer to forces present in nature, such as earthquakes,
‘non-contact’.
glaciers, cyclones etc.
Investigate a range of different kinds of forces at work
Introduce and define the term force, and investigate ways
around us every day. The list could include: normal force,
forces control movements in an object/product or system.
applied, spring, tension, frictional, compression, shear,
Stimulate discussion through viewing videos available on
bending (or refraction), gravitational, magnetic, air
YouTube.
resistance, torsion etc. Randomly assign a force to each pair
of students to investigate. The investigation is to include, a
Students develop a description, with examples of contact
brief definition, description of how it works, annotated
Western Australian
Curriculum content
forces, that is, application of physical contact, such as sketch, examples, impact on objects or structures
friction, push and pull, and non-contact forces, including (buildings, bridges etc.), ‘contact’ or ‘non-contact’ force,
magnetism, static electricity and gravity. and an interesting fact.
Extend class discussion to review the ways forces create Each pair to visually represent information on different
movement every day in our daily lives, at home and at kinds of forces. Examples could include a poster, word
school. Forces cause objects to move, accelerate or slow clouds, tree map, or an infographic.
down and stop. Identify different types of forces, including
compression, tension, torsion, shear, and a bending force. Infographic templates
https://www.canva.com/infographics/templates/.
Make predictions on the ways forces can produce
movement and give consideration to designing structures, Share the infographic on the class share file. Each pair
such as houses, multistorey buildings, bridges, and smaller references the infographic and the kind of force
objects, including household and workshop investigated during a 1–2 minute presentation to the class
objects/products. If a structure or object is not strong or a small group.
enough and cannot absorb the forces applied, the structure
or object will break, distort or be damaged.
Western Australian
Curriculum content
In pairs, students present their ideas using a visual
representation of information about different kinds of
forces, such as an infographic.
Western Australian
Curriculum content
Week 2 Focus questions Pull the lever! What lever?
Engineering principles and systems  How do levers, linkages, and catapults work to transfer View a brief video to demonstrate how levers work to
force? transfer force. As a class develop a list of common levers in
Electrical energy and forces can control the home and at school. Identify the components of a lever,
 How to get a mechanical advantage with the use of a
movement, sound or light in a product or such as a rigid bar, a fulcrum, a load and point of effort.
lever?
system Students sketch of a pair of scissors and identify the lever
Teaching points components. Repeat the process with other common
Review the infographics to revise the different kinds of items. Compare sketches with another student.
Define a problem, and set of sequenced
forces, and use of force for everyday activities. Clarify Use objects at your desk, such as a ruler and items in the
technical terms and diagrammatic representations of pencil case, to construct a simple lever.
different forces.
Identify available resources There are three classes of levers. Demonstrate and discuss
Explain the use of levers, linkages, and force to control with a partner the effort required for each class by
movement in a system. Select a brief video from YouTube adjusting the lever. Photograph the layout of the
to demonstrate how levers work. Identify common levers components for a lever for each class. Label and briefly
evident in the classroom and at home. Outline how levers describe each. Store the photographs in the personal
are made using a rigid bar that pivots on a fulcrum. Explain Technologies file, or print, annotate and file/display in the
that the mechanical advantage is when the input force to classroom.
lift up a load is less than the weight of the load.
Based on available resources students work with a partner
Students use objects available at their desk to construct, to develop a set of sequenced steps to create a model of a
Western Australian
Curriculum content
sketch and annotate a diagram of a lever. lever. Use the model to demonstrate how a lever works to
transfer force to move an object.
Teach students the three classes of lever, based on an
illustration Create a 10–15 second video to explain the class of the
https://www.school-for-champions.com/machines/ lever, and how the lever model works to transfer force.
levers.htm#.YG0G9OkzaRs.
The problem is, how do levers, linkages, and catapults work

to transfer force to give a mechanical advantage when
moving a load. Students use the resources available,
including a series of rigid bars, fulcrums, and a range of
different ‘loads’ to construct a range of levers. Various
‘Levers and Linkages’ kits are commercially available and
include a range of components to make several models to
demonstrate levers, linkages, and catapults, such as
https://www.fatbraintoys.com/toy_companies/
elenco_electronics_inc/
stem_mechanics_levers_and_linkages.cfm.
Alternatively, kits are available which provide separate

components in a variety of sizes and in various quantities.
In pairs, students develop a 10–15 second video to
Western Australian
Curriculum content
demonstrate the creating of a solution with the movement

of force.
Anecdotal notes on sketches and an understanding of how
levers work.
Check the annotated photographs, the different classes of

levers, and a highlight video of the set of sequenced steps
required to create a lever (or linkage, catapult) and
incorporates force.
Western Australian
Curriculum content
Week 3 Focus questions Where would you find a camshaft, cam and crank?
Investigating and defining  Where do you find cams, camshafts and cranks? View a short YouTube video to demonstrate how a force is
 How do cams, camshafts, and cranks work to transfer utilised with the use of a camshaft. As a class, discuss
Define a problem, and set of sequenced where camshafts and cranks are used. Give examples of
force?
steps, with users making decisions to practical applications of the crank. Make a sketch of a
 What strategies help to work collaboratively to plan,
create a solution for a given task camshaft and identify the slider, axle, crank, (crank handle)
develop and effectively communicate ideas and
Identify available resources information? and direction of force.
Collaborating and managing Teaching points Discuss how the crank handle’s position and the crank’s
position affect force and speed. Predict how and when to
Work independently, or collaboratively Select a range of student videos produced in the previous switch between different types of motion by using cams.
when required, considering resources and lesson or a selection of photos displayed in the classroom,
safety, to plan, develop and communicate to revise forces related to levers. Review the three classes Students work with a different partner to investigate and
ideas and information for solutions of levers, components of a lever, and where levers use clarify the problem of incorporating a camshaft into a small
force for everyday activities. Use appropriate technical working model. Provide them with a commercially available
terms. Cams and Cranks kit. Students may choose to build their
own model based on a how to make a crank and slider
What is a camshaft, cam and a crank? View a short search on the internet. Based on the available resources,
YouTube video to demonstrate how force is transferred. As pairs develop a set of sequenced steps to create a model of
a class discuss where cams, camshafts and cranks might be a crank and camshaft. Use the model to demonstrate how a
used. Use an illustration to identify the components of a crank and camshaft work to transfer force to move an
camshaft and crank. What shape is a cam? The crank is a object.
Western Australian
Curriculum content
Outline strategies and individual roles to work

section attached to an axle. Encourage students to make collaboratively when planning, and developing ideas and
predictions on how a cam works to cause a different information to create the camshaft model.
movement of the ‘pushrod’.
When the camshaft and crank model is complete, each
The problem is, how do cams, camshafts, and cranks, work student is to:
to transfer force? Students use available resources,
 review the final product
including small boxes, tape, stable wire, crank handle, slider
 describe how force is produced
loops etc. to construct a camshaft and crank. Cams and
 reflect on working collaboratively.
Cranks kits are commercially available, and include a range
of components to make several models using a camshaft Students use a graphic organiser of their choice or
and crank. Alternatively, kits are available which provide interview each other and record the responses.
separate components in a variety of sizes and in various
quantities. Instructions for a simple model crank and a
slider can be found on the internet.
Students work collaboratively and independently to

develop the idea, plan a way to create a solution and
communicate this idea and information with a partner and
with others.
Western Australian
Curriculum content
Students provide evidence of a set of sequenced steps
applied to produce a final product, incorporate force, and
strategies to consistently work collaboratively and
effectively share information and ideas.
Western Australian
Curriculum content
Week 4 Focus questions Get moving, get into gear!
Engineering principles and systems  Where do you find gears and worm drives? View a short video to demonstrate how gears are used to
 How do gears and worm drives transmit force and transmit force and motion. As a class, discuss and give
Electrical energy and forces can control practical examples of where gears and worm drives are
motion?
movement, sound or light in a product or used.
 How do gears and worm drives control movement in a
system
product or system?
Demonstrate the direction of force and how motion is
Investigating and defining generated. Students sketch and annotate the direction of
Teaching points
Define a problem, and set of sequenced force and motion for a set of two gears without/with a
Select a range of student videos and graphic organisers worm drive.
from the previous lesson to stimulate a review of camshafts
create a solution for a given task Change direction and use correct terminology to describe
and cranks, and related forces.
Identify available resources what happens. Ask students what happens if the size and
What are gears and worm drives? View a short video to number of the gears were changed? Identify the direction
Producing and Implementing demonstrate transmission of force and motion. As a class, of motion. Experiment with a variety of sizes and
discuss where gears and worm drives might be used. Use combinations. Sketch and annotate at least three
Select, and apply, safe procedures when an illustration to identify components and introduce combinations.
using a variety of components and terminology, such as gear wheels, gear train, driven/driver,
equipment to make solutions bevel gear, idler gear. Encourage students to make Using the sketches, and various wheel combinations,
predictions on the direction of motion for each wheel in explain the transmission of force and motion to another
various combinations. student.
Western Australian
Curriculum content
The problem is, how do gears and worm drives used to Students work in small groups to investigate the ways of
transmit force and movement? Students use the resources incorporating gears and a worm drive into small working
available, including small boxes, tape, stable wire, crank models, such as provided with a commercially available
handle, slider loops etc. to construct a camshaft and crank. gears and worm drive kit.
Various gears and worm drive kits are commercially
available, and include a range of components to make Students may choose to build their own model based on a
several models using gears and worm drives. Alternatively, ‘how to use gears and worm drive’ search on the internet.
kits are available which provide separate components in a Based on the available resources, students develop a set of
variety of sizes and quantities. Instructions for a simple sequenced steps to create a model to show how gears
model to demonstrate the use of gears and worm drives mesh together. Use the model to demonstrate how gears
can be found on the internet. and worm drives transmit force and motion to move an
Students work collaboratively and independently to object.
develop the idea, plan a way to create a solution and At the completion of the gears and worm drive model,
communicate this idea and information. students develop a report on the ways gears work to
Suggested assessment point transmit force and motion, and present information using
an app, such as ‘Green Screen by Do Ink’, ‘iMovie’ or
Formative assessment: another suitable application.
Students develop a report on the ways gears work to
transmit force and motion, and present information using
an app, such as ‘Green Screen by Do Ink’, ‘iMovie’ or
Western Australian
Curriculum content
another suitable application.
Western Australian
Curriculum content
Week 5 Focus questions It’s game on!
Investigating and defining  How can force control movement in a game (board The problem is, how can force control movement in a game
game or a game of similar size to a board game)? (board game or a game of similar size to a board game)?
Define a problem, and set of sequenced Students will work in pairs to develop a Game of force; a
 What decisions need to be made to create a solution?
steps, with users making decisions to tactical game that incorporates force, is educational, fun to
 What criteria will be developed to evaluate and justify
create a solution for a given task play, and where the player with the most points might not
the design processes and the solution?
Identify available resources win.
Teaching points
Evaluating Students investigate a variety of commercially available
Outline the requirements for the next assessment task. To board games. They note common features and any quirky
Develop collaborative criteria to evaluate provide stimulus, display a range of board games. As a class details that add interest. Ask students to reflect on the
and justify design processes and solutions identify common features, such as colour, instructions, different types of forces investigated in Week 1 and the
components, type and size of font, skills to play, rules on infographics displayed around the classroom or on the class
how to play, suggested age group, and other points of share drive.
interest.
In pairs, students set goals, allocate roles and make
The task is for students to work collaboratively in pairs to decisions on the theme and application of a selected force.
plan, design, and communicate ideas and information to Review the draft set of sequenced steps and make
create a game where force is used to control movement additions where necessary. Assess the suitability of the
(board game or a game of similar size to a board game). available resources and make inquiries about additional
Students define the problem, develop a set of sequenced resources, if required. Commence a rapid design sketch of
steps, and implement management strategies to create a
Western Australian
Curriculum content
board game within the given time frame. various components of the game and annotate.
The guidelines for the board game, Game of force include: They set out a draft sequence of steps to manage the
 shows how force can control movement in the game development of the game. Break down the constraints to
 is educational clarify the given task, and define the problem. Use a graphic
 work collaboratively with a partner organiser to sketch initial ideas and information. Students
 two to four people will play the game identify available resources and note extra requirements
 include a set of ‘rules for play’ and/or components that may need to be negotiated with
 play the game on an area as stipulated (by the teacher) the teacher.
 the player with the most points might not win
Engage in class discussion to collaboratively develop 3–5
 consider a theme, colour, text type and font size
criteria to evaluate and justify design processes and
 time frame for task completion
solutions. The evaluation will be stored in the class shared
 other
file.
Based on the constraints and as a class, collaboratively
negotiate 3–5 criteria to evaluate and justify design
processes and solutions.
Remind students of the infographics (or other visual

presentation) developed in Week 1 to illustrate the range
of different forces investigated.
Western Australian
Curriculum content
Allocate a folder on the class shared file for each Game of

Force. The completed evaluation criteria to be placed in
this file after playing the game.
An online voting system will determine the most popular

and challenging Game of Force.
Observe pair and class participation.
Assessment task 2, Game of force Appendix C
Students complete Questions 1 and 2.
Western Australian
Curriculum content
Weeks 6–7 Focus questions What are the rules?
Designing  What design features will be incorporated in the game Bring the class together to share ideas and information, and
to make it appeal to players? assess progress. How will force control movement in the
Design, modify, follow and represent both game? Reflect on the collection of commercial board games
 What alternative design solutions could be considered?
diagrammatically, and in written text, and the infographics highlighting the different kinds of
 What resources/components are required to complete
alternative solutions using a range of force and how are the guidelines being considered? How
the game?
techniques, appropriate technical terms do the rules work?
 What safety procedures need to be in place to produce
and technology
the solution?
What will the game look like? Ask students to think about
Producing and implementing the design, both diagrammatically and with supporting text,
Teaching points
Select, and apply, safe procedures when considering the many components required for the game.
Revise progress, time management plan and discuss
using a variety of components and Students revise the list of available resources and review
identified issues with the safe use of components and
equipment to make solutions the draft sequence of steps set out to manage the project.
implementation of procedures.
Collaborating and managing Will production be finished within the time frame? Identify
Teach ways to interrogate design problems, make areas of concern and suggest strategies to resolve issues.
Work independently, or collaboratively modifications, and substitute resources if necessary to
when required, considering resources and achieve the desired solution. Start to make decisions! Students identify potential safety issues and procedures to
safety, to plan, develop and communicate include in the set of sequenced steps to ensure safe
Ensure design ideas are presented diagrammatically, clearly production of the game.
annotated, and with written text.
Review the draft set of sequenced steps with additional Students trial the game and make any modifications.
Western Australian
Curriculum content
steps to improve clarity and processes.
Broadly discuss strategies for successful partnerships,

including communicating ideas and information, and clearly
defined roles.
 monitor student progress in the management of task
requirements
 review the draft design sketch, set of sequenced steps,
and students’ decision making to create the Game of
Force
 observe students’ understanding of design problems,
the ability to modify designs, and sustainable use of
resources
 observe student engagement to collaboratively solve
design problems, develop effective communication
strategies, share ideas, and information to ensure
success and the desired solution.
Western Australian
Curriculum content
Students complete Questions 3, 4 and 5.
Western Australian
Curriculum content
Week 8 Focus questions Let’s play!
Evaluating  What design features make the Game of force Display each Game of force to promote discussion. As a
appealing? class, identify a range of design features, components, use
Develop collaborative criteria to evaluate of colour, theme, rules etc. Individuals to share their
 Were the rules of play easy to follow?
and justify design processes and solutions experience, to discuss how force is used to control
Teaching points movement and any difficulties they resolved.
Review the process to produce the solution to the problem. Students reflect on the design inspiration, production
Discuss design features, the challenge to finish on time, and processes, and resources available.
how force has been used to control movement.
Randomly assign a Game of force to a group of four
Outline the procedure to: students. Stress the need to follow the rules and have fun.
 assign a Game of force to each group of four students When the game is finished, students individually evaluate
to play the game using the criteria developed. Return the game
 individually evaluate each game played using the and select another to play and evaluate.
criteria determined earlier and available on the class
shared file At the conclusion of playing, instruct students to use the
 evaluate each game played before moving on to online voting system to select a favourite and most
another game challenging game.
 individually vote online for the most popular and
challenging game played.
Western Australian
Curriculum content
Students complete Question 6 in class.
APPENDIX A:
RESOURCES
Draft | Technologies | Design and Technologies | Engineering principles and systems | Year 6 | Teaching, Learning and
Assessment Exemplar | Term 4 101
Resources
Term 1 – Food specialisation
Week Resources Information
1 5 Keys to Food Safety Identifies five key points to

https://www.youtube.com/watch?v=m-dfSLm9a4I summarise practices for food
1 min 41 sec safety
OR
WHO: Five keys to safer food

https://www.youtube.com/watch?v=ONkKy68HEIM
3 mins 38 sec
Inforgraphic templates
https://www.canva.com/infographics/templates/ Infographic templates
2 Search YouTube for stimulus material, including Food Many suitable 1–3 minute
Art for Kids videos are available on the
internet
Example:
Fruit Carving Garnish
https://www.youtube.com/watch?v=KF1xFn7p9D8
5–6 Graphic organisers A variety of graphic organisers

https://getting-it-together.moadoph.gov.au/teacher- are available on the internet
guide/graphic-organisers.html.
Facts about the Australian Guide to Healthy Eating

(AGHE) – Refresh.ED Locally produced resource,
ECU - Dr Amanda Devine based on the WA Curriculum,
https://www.youtube.com/watch?v=7rgI5q-XnKg including Refresh.ED resources
6 Australian Guide to Healthy Eating There are many suitable short

https://www.eatforhealth.gov.au/guidelines/ videos available on the internet
australian-guide-healthy-eating that support the principles of
the Australian Guide to Healthy
Eating
Australian Guide to Healthy Eating – Poster: blank A blank template for use in
template planning snacks and meals. This
https://www.eatforhealth.gov.au/accessible- links to Accessible versions of
versions-australian-dietary-guidelines-resources Australian Dietary Guidelines
Draft | Technologies | Design and Technologies | Year 6 | Teaching and Learning Exemplar | Appendix A 102
Resources. Note the section,

Brochures, posters and more.
From the list of Resources
suitable for printing select the
Australian Guide to Healthy
Eating – Poster: blank template
6–7 Getting it together Australian produced source of

https://getting-it-together.moadoph.gov.au/teacher- graphic organisers
guide/graphic-organisers.html
8 Plickers An online quiz format

https://get.plickers.com/
Food specialisations, Year 6 – Design worksheet
Term 1, Week 3
Name: ____________________________________
Title: Food art design
Before you start the design process, think about design features you liked from the YouTube videos.
1. Design instructions for a plate of food art:

 use the plate shape below, Design 1 template
 you have one minute’s thinking time
 use a rapid design process, that is five minutes to sketch a design idea
 annotate design features; for example, sliced banana for fish scales
 pass your annotated design to a reviewer.
2. The reviewer will give you feedback on your design. They will:
 list two points they like about your design
 list two suggestions to improve your design.
3. Based on the reviewer’s recommendations:

 modify your design to incorporate the feedback using Design 2 template
 add colour
 complete in five minutes.
4. Ask another student to check your modified design and provide feedback.
5. Finalise the design you will take into production.
6. Based on your final design, list the components/ingredients required to produce the plate of
food art.
Paper plate
Design 1
Sketch and annotate a design for a plate of food art. You have 5 minutes.
Reviewer feedback
Good points
1. ____________________________________________________________________________________
2. ____________________________________________________________________________________
Improvement
1. ____________________________________________________________________________________
2. ____________________________________________________________________________________
Design 2
Modify your design to incorporate the feedback.
________________________________________________________________________________________
________________________________________________________________________________________
Term 2 – Food specialisations
4 Getting it Together Teacher Guide Graphic

https://getting-it-together.moadoph.gov.au/teacher- Organisers
guide/graphic-organisers.html * Select the Affinity diagram
6–7 Keynote
Building stunning presentation
https://apps.apple.com/au/app/keynote/id361285480
Food specialisations, Year 6 – Designer worksheet
Term 2, Weeks 5, 6, and 7
Name: ____________________________________
Title: Snack Stack
Three week outline:

 Week 5
The Designers will develop a design idea and communicate instructions for the production of
a healthy food product, a Snack Stack. The Designers are:
Student 1 _________________________________
Student 2 _________________________________
 Week 6
Based on the given design and instruction the Producers will produce a healthy food product,
a Snack Stack. The Producers are:
Student 1 _________________________________
Student 2 _________________________________
 Week 7
Review production of the Snack Stack based on the Designers design and instructions
The Designers:
1. Outline the problem.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
2. List the ingredients available (provided by the teacher) to produce the solution.
3. Draft design 1
Sketch a design idea for the Snack Stack and annotate.
Draft design 2
Sketch a second design idea for the Snack Stack and annotate.
Identify appealing features of each draft design.
Design 1
Design 2
Select one design and strike through the discarded design.
Outline why you selected the design.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
As the Designers, describe how you expect the Snack Stack to look.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
4. Name and sketch the utensils and equipment the Producers will need to make the Snack Stack.
5. Develop a set of detailed sequenced steps for the Producers to follow.
6. As the Designers, develop a set of criteria for the Producers to evaluate the design processes and
the solution, the Snack Stack.
Criterion 1
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Producer response
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Criterion 2
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Producer response
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Criterion 3
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Producer response
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Term 3 – Engineering principles and systems
1 Kahoot!
https://kahoot.com/
1–2 Wearables/LilyPad For product ideas and

https://core-electronics.com.au/wearables/ application of, and tutorials on
lilypad.html/ the LilyPad system
https://learn.sparkfun.com Investigate and source simple

electric circuit kits to add
https://www.digikey.com.au sparkle to clothing, such as
https://www.edtechs.com.au costumes for the class
assembly item. For inspiration
search wearables and LilyPad
on various websites. Also,
search for E-Textiles, wearable
electronics and materials
Term 4 – Engineering principles and systems
1 What is Force? | Force and Pressure |Physics | Don’t Introduce the term force, the
Memorise various types of force and
https://www.youtube.com/watch?v=IJWEtCRWGvI impact on movement
GCSE Physics – Contact and Non-Contact Forces#40

https://www.youtube.com/watch?v=WCPTKRaScgE
What is Force? – Part 1| Forces and Motion | Physics

| Don’t Memorise
https://www.youtube.com/watch?v=B6mi1-YoRT4
Infographic templates
https://www.canva.com/infographics/templates/
2 Levers are Simple Machines The three classes of levers,

https://www.school-for-champions.com/machines/ based on the illustration
levers.htm#.YG0G9OkzaRs available at this website
STEM Mechanics Levers and Linkages Kits

https://www.fatbraintoys.com/toy_companies/ STEM Cams & Cranks
elenco_electronics_inc/ STEM Gears & Worm Drives
stem_mechanics_levers_and_linkages.cfm STEM Simple Machines
STEM Newton’s Law
A variety of kits are commercially available. STEM Structures: Buildings &
Bridges
APPENDIX B:
SUMMATIVE
ASSESSMENT
EXEMPLAR 1
Food art
Achievement Standard
What is assessed
Note: areas assessed in this exemplar are indicated in bold.
control movement, sound or light in a product or system. In Food and fibre production, students
investigate and determine what past, current and future needs are to be considered when designing
sustainable food and natural fibre systems for products. In Food specialisations, students identify
and consider principles of food preparation and benefits of healthy eating. In Materials and
technologies specialisations, students consider suitability of use when defining characteristics,
properties and safe handling practices of a range of materials, systems, tools and equipment.
With all Design and Technologies contexts, students identify available resources to design a solution
alternative solutions by designing, modifying and following both diagrammatically and in written
text, using a range of appropriate technical terms, technologies and techniques. They select and
apply safe procedures when using a variety of components and equipment to make solutions.
Students develop criteria collaboratively to evaluate and justify design processes and solutions.
They work independently, or collaboratively, considering resources and safety to plan, develop and
Draft | Technologies | Design and Technologies | Year 6 | Teaching, Learning and Assessment Exemplar | Appendix B 116
Assessment task
Title of task
Food art
Task details
Description of task Students create a plate of food art designed to make vegetables and
fruit appealing and fun for children, and ready to eat
Type of assessment Summative
Purpose of assessment To create a solution to encourage children to eat more fresh vegetables
and fruit, using safe procedures to prepare and handle food
Evidence to be collected Annotated design, set of sequenced steps to create a solution, final
product and evaluation using the collaborative criteria
Suggested time 3 x 1 hour lessons in class
Content descriptions
Content from the Western Australian curriculum:
Define a problem, and a set of sequenced steps, with users making decisions to create a solution for
a given task
Designing
Design, modify, follow and represent both diagrammatically, and in written text, alternative solutions
using a range of techniques, appropriate technical terms and technology
Evaluating
Develop collaborative criteria to evaluate and justify design processes and solutions
Producing and implementing
Select, and apply, safe procedures when using a variety of components and equipment to make
solutions
Task preparation
Prior learning
Students understand the principles of food safety, have established appropriate hygiene practices
required for healthy eating and the safe handling of food
Assessment task
Assessment conditions
Students will be allocated class time to design, plan and produce the product. Students complete the
task individually in class
Resources
 Assessment task 1 template
Instructions for teacher
Assessment task 1 Food art, may be modified based on prior learning. If, in Year 5 students did not
complete the Food specialisations context, more attention will need to be given to the principles of
food safety and hygiene practices. This could be the main focus for lesson one. Student work samples
and a teaching and learning program located on the Authority website, may assist teachers’
understanding of the knowledge, skills and standards expected prior to commencing the planned
Assessment task.
Edit the Food art template as required to suit the school or class context.
Often the evaluation component of the assessment task may occur at the commencement of the
next lesson. It is recommended to allocate time to review and discuss design ideas, production
processes (the set of sequenced steps) and final solution before students independently evaluate
their solution in this instance, the plate of food art based on the criteria collaboratively developed at
the commencement of the task.
Instructions to students
Practise food preparation techniques before commencing the producing phase of Assessment task 1.
Be prepared to modify your original design idea to incorporate peer feedback. Focus on the set of
sequenced steps and the order of production processes. The solution produced should look like your
final design.
Assessment task 1
Name: ____________________________________
Create a plate of food art designed to make fresh vegetables and fruit appealing and fun for children,
and ready to eat.
1.
a. Define the problem. (2 marks)
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
b. Describe how the plate of food art is a solution for the problem. (2 marks)
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
2. Identify one design feature you liked from the food art YouTube videos. For example, several
round slices of banana threaded flat onto a skewer to look like fish scales. Repeating this design
idea would make the fish look fat.
Describe a design feature you liked. (2 marks)
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
3. Identify a design feature for your plate of food art, such as use of colour, shape or repetition.
Explain the purpose of the design feature in the food art design. (3 marks)
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
4. Based on the teacher demonstration, and the list of resources/components, create a set of
sequenced steps to produce the plate of food art. (3 marks)
5. Use the criteria developed by the class to evaluate your creative plate of food art. Below are
sample criteria. Alter the criteria based on class discussion.
a. Explain why your food art design is an appealing solution to encourage children to eat more
fresh vegetables and fruit. (3 marks)
b. Identify the vegetable or fruit you least like and describe how you used it in your design.
(2 marks)
c. Select one preparation technique, e.g. grating, and describe how you used it in the design of
your food art. (2 marks)
d. Describe one modification (improvement) you would consider, if you were to make the plate of
food art again. (2 marks)
Marking key
Description
1. (a) Investigating and defining Marks
Defines the problem of children not eating enough fresh vegetables and fruit 2
States the problem of children not eating enough fresh vegetables and fruit 1
Subtotal 2
Description
1. (b) Marks
Describes how the plate of food art is a solution for the problem 2
States how the plate of food art is a solution for the problem 1
Subtotal 2
Description
2. Designing Marks
Describes a design feature you like from the stimulus material 2
States a design feature you like from the stimulus material 1
Subtotal 2
Description
3. Designing Marks
Explains the purpose of a design feature in the food art design 3
Describes the purpose of a design feature in the food art design 2
States the purpose of the main design feature 1
Subtotal 3
Description
4. Investigating and defining Marks
Creates a set of detailed, logical sequenced steps to produce the plate of food
3
art
Creates a set of logical sequenced steps to produce the plate of food art 2
Creates a set of sequenced steps to produce the plate of food art 1
Subtotal 3
Marking key
Description
5. (a) Evaluating Marks
Explains why the food art design encourages children to eat more fresh
3
vegetables and fruit
Describes why the food art design encourages children to eat more fresh
2
States why the food art design encourages children to eat more fresh
1
Subtotal 3
Description
5. (b) Marks
Describes how a vegetable or fruit they dislike is used in the design 2
States how a vegetable or fruit they dislike is used in the design 1
Subtotal 2
Description
5. (c) Marks
Describes how the selected preparation technique is used in the food art design 2
States how the selected preparation technique is used in the food art design 1
Subtotal 2
Description
5. (d) Marks
Describes one modification (improvement) you would consider, if you were to
2
make the plate of food art again
States one modification (improvement) you would consider, if you were to
1
make the plate of food art again
Subtotal 2
Total 21
APPENDIX C:
SUMMATIVE
ASSESSMENT
EXEMPLAR 2
Game of force
Draft | Technologies | Design and Technologies | Year 6 | Teaching, Learning and Assessment Exemplar | Appendix C 125
Achievement Standard
What is assessed
Note: areas assessed in this exemplar are indicated in bold.
control movement, sound or light in a product or system. In Food and fibre production, students
investigate and determine what past, current and future needs are to be considered when designing
sustainable food and natural fibre systems for products. In Food specialisations, students identify and
consider principles of food preparation and benefits of healthy eating. In Materials and technologies
specialisations, students consider suitability of use when defining characteristics, properties and safe
handling practices of a range of materials, systems, tools and equipment.
With all Design and Technologies contexts, students identify available resources to design a solution
alternative solutions by designing, modifying and following both diagrammatically and in written
text, using a range of appropriate technical terms, technologies and techniques. They select and
apply safe procedures when using a variety of components and equipment to make solutions.
Students develop criteria collaboratively to evaluate and justify design processes and solutions.
They work independently, or collaboratively, considering resources and safety to plan, develop and
Assessment task
Title of task
Game of force
Task details
Description of task Students work collaboratively to develop a Game of force to

demonstrate how force can control movement in a game (board game
or game of similar size to a board game)
Type of assessment Summative
Purpose of assessment To define the problem, design possible solutions and make decisions
using a set of sequenced steps to create a board game which
demonstrates how force can control movement in a product or system
Evidence to be collected Annotated design ideas, a set of sequenced steps, including production
processes for a solution, the final product and evaluation using the
collaborative criteria
Suggested time 3 x 1 hour lessons in class
Content descriptions
Content from the Western Australian curriculum:
Electrical energy and forces can control movement, sound or light in a product or system
Define a problem, and a set of sequenced steps, with users making decisions to create a solution for
a given task
Designing
Design, modify, follow and represent both diagrammatically, and in written text, alternative solutions
using a range of techniques, appropriate technical terms and technology
Producing and implementing
Select, and apply, safe procedures when using a variety of components and equipment to make
solutions
Evaluating
Develop collaborative criteria to evaluate and justify design processes and solutions
Work independently, or collaboratively when required, considering resources and safety, to plan,
develop and communicate ideas and information for solutions
Task preparation
Prior learning
Students understand the application of engineering principles and systems, such as the use of
electrical energy and forces to control movement, sound or light in a product or system
Assessment task
Assessment conditions
Students will be allocated class time to design, plan and produce the product. Students complete the
task individually in class
Resources
 Assessment task 2 template
Instructions for teacher
Assessment task 2, may be modified based on prior learning. If, in Year 5 students did not complete
the Engineering principles and systems context, more attention will need to be given to the principles
of using electrical energy and forces in a variety of products and systems. This could be the main
focus for lesson one. Student work samples and a teaching and learning program located on the
Authority website, may assist teachers’ understanding of the knowledge, skills and standards
expected prior to commencing the planned Assessment task.
Edit the Assessment task 2 template as required to suit the school or class context.
Students learn to engage in, and practise establishing collaborative criteria, to justify the design
ideas, design processes, and possible solutions.
Often the evaluation component of the assessment task may occur at the commencement of the task
and through the related learning experiences. It is recommended to allocate time to review and
discuss design ideas, production processes (the set of sequenced steps) and final solution before
students independently evaluate their solution in this instance the Game of Force board game, based
on the criteria collaboratively developed at the commencement of the task. Students are expected to
provide feedback on a selection of products produced by other students through the evaluating
process.
Instructions to students
Practise the application of electrical energy and forces in a variety of situations and models prior to
commencing the design phase of Assessment task 2.
Focus on the set of sequenced steps and the order of production processes. The finished solution
should look similar to the design idea, which may have been modified before being advanced to the
production phase.
Assessment task 2
Name: ____________________________________
Work collaboratively with a partner to develop a Game of force to demonstrate how force can
control movement in a game (board game or game of similar size to a board game).
1.
a. Describe the task. (2 marks)
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
b. Describe the force that will be used to control movement in the game. (2 marks)
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
c. Idenitfy one of the guidelines provided by the teacher, other than the use of force, and
describe how you plan to incorporate it into the game. (2 marks)
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Use the shape on the next page to develop your design idea. Modify the shape to suit your planned
design.
2. Sketch a detailed design for your game. Annotate features with supporting text to describe the
theme, colours, font type and size etc. (4 marks)
Develop the design for your Game of force, including text to describe features.
Identify the available resources you plan to use in the chart below.
3. Based on the design idea, what additional resources are required to produce the game and
where do you plan to get them? (2 marks)
Additional resources Where to find the additional resources
4. Create a set of sequenced steps to develop the game. (3 marks)
5. Explain the ways you and your partner work collaboratively to solve design problems. (3 marks)
6. Use the criteria developed by the class to evaluate the Game of force.
Below are the sample criteria. Alter the criteria based on class discussions.
a. Explain how the design idea and selected resources use force to play the game. (3 marks)
b. Explain how to play the Game of force. (3 marks)
c. Describe the safety procedures applied when using resources and equipment to produce the
game. (2 marks)
d. Describe one design modification to improve the game. (2 marks)
Marking key
Description
1. (a) Investigating and defining Marks
Provides a detailed description of the task 2
States the task 1
Subtotal 2
Description
1. (b) Marks
Describes the force that will be used to control movement in the game 2
States the force that will be used to control movement in the game 1
Subtotal 2
Description
1. (c) Marks
Describes the plan to incorporate the identified guideline into the game 2
States the plan to incorporate the identified guideline into the game 1
Subtotal 2
Description
2. Designing Marks
Develops a detailed design with annotations to describe the main features 4
Develops a design with annotations to describe the main features 3
Develops a design with one or two annotations to state a main feature 2
Outlines a design and notes a feature 1
Subtotal 4
Description
Identifies additional resources and sources required to develop solutions 2
Identifies some additional resources 1
Subtotal 2
Marking key
Description
Creates a set of detailed, logical sequenced steps to develop the game 3
Creates a set of logical sequenced steps to develop the game 2
Creates a set of sequenced steps to develop the game 1
Subtotal 3
Description
5. Collaborating and managing
Explains the ways they work collaboratively to solve design problems 3
Describes the ways they work collaboratively to solve design problems 2
States a way they work collaboratively to solve design problems 1
Subtotal 3
Description
6. (a) Evaluating Marks
Explains how the design plan and selected resources use force to play the game 3
Describes how the design plan and selected resources use force to play the
2
game
States how the design plan and selected resources use force to play the game 1
Subtotal 3
Description
6. (b) Explanation Marks
Explains how to play the Game of force 3
Describes how to play the Game of force 2
States how to play the Game of force
Subtotal 3
Marking key
Description
6. (c) Marks
Describes the safety procedures applied when using resources and equipment
2
to produce the game
States a safety procedure applied when using resources and equipment to
1
produce the game
Subtotal 2
Description
6. (d) Marks
Describes one design modification to improve the game 2
States one design modification to improve the game 1
Subtotal 2
Total 28

Technologies Design and Technologies Year 6 Teaching and Learning Exemplar

Uploaded by

Copyright:

Available Formats

You might also like

Technologies Design and Technologies Year 6 Teaching and Learning Exemplar

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Technologies Design and Technologies Year 6 Teaching and Learning Exemplar

Uploaded by

Copyright:

Available Formats

DRAFT

Teaching and Learning Exemplar

© School Curriculum and Standards Authority, 2021

Note: URL electronic resources

The Western Australian Curriculum and Assessment Outline (the Outline –

Catering for diversity

At any point, teachers can adjust the:

Note: links to electronic resources

Further assessment strategies can be found on the Authority website:

Year level description

Year 6 Achievement Standard

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8

Week 1 Focus questions Is the food safe to eat?

Suggested assessment point

more important than hygiene practices’.

various design ideas, such as texture, size, shape, and

Students develop a list of resources/components used to

resources/components to create a plate of food art.

Demonstrate the ways the guide is used to assist in

the Guide They record ideas, represent design features,

Week 8 Focus questions A Snack Attack Pack is on its way.

Suggested assessment point

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8

Suggested assessment point procedures take place.

Formative assessment: Based on the selected design, and considering safe

Week 3 Focus questions It is almost lunchtime.

Week 4 Focus questions How was lunch?

Pose a question for students to discuss how working

Note: if time permits, outline the scope of learning for the

cakes (to suit class budget)

Formative assessment: The photographs can be ordered and annotated using an

Identify and describe reasons for differences and the

slicing or grating each food in the set.

provided through this activity.

Engineering principles and systems

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8

Week 1 Focus questions What is electricity?

make predictions on how electrical energy can produce

particularly Light Emitting Diodes (LEDs).

Suggested assessment point Support the sketch with a brief description.

Formative assessment: Display sketches for consideration by all class members.

Individual sketch showing initial draft design for additional

Week 3 Focus questions Add some sparkle!

independently developed plan, sketch and list of resources

Students use a storyboard format to demonstrate a set of

Week 4 Focus questions What will the design look like?

Suggested assessment point

Complete the section of the assessment task assigned for

Week 5 Focus questions How do I make the planned design?

Suggested assessment point

Students use a storyboard to demonstrate a set of

Engineering principles and systems

Week 6 Focus questions The final touch.

Discuss ways to attach the sparkle to the costume, such as

Store the sparkle products to be ready for the assembly.

Suggested assessment point

Students to use the criteria developed by the class to