Assignment1a 17730554

17730554
102090/91/92
Secondary Curriculum 2 D&T
2017
Ms Kelly Carrick
Assignment 1
By: Ali Hasna, 17730554
1|Page
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Contents
Part 1 ....................................................................................................................................................... 3
Scope and Sequence............................................................................................................................... 3
Concept Map .......................................................................................................................................... 4
Assessment handbook / Assessment schedule ..................................................................................... 5
Part 2 ..................................................................................................................................................... 24
Assessment task ................................................................................................................................... 24
Unit outline ........................................................................................................................................... 29
Pre lesson.............................................................................................................................................. 39
Post Lesson ........................................................................................................................................... 54
Justification........................................................................................................................................... 67
References ............................................................................................................................................ 69
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Part 1
Scope and Sequence

Course Term 1 Term 2 Term 3 Term 4
Preliminary Topic: Topic: Topic: Students start the HSC
course in this term.
Packaging for sunglasses Design-a-lamp Outdoor entertaining area
Syllabus outcomes: Syllabus outcomes: Syllabus outcomes:
P1.1, P3.1, P4.1, P6.2 P1.1, P2.2, P4.1, P4.2, P4.3, P1.1, P1.2, P2.2, P3.1, P3.2,
P5.1, P5.2, P6.2 P3.3, P4.1, P4.3, P5.2, P6.1
Duration in weeks and Duration in weeks and Duration in weeks and

hours: hours: hours:
4 weeks, 16 hours 12 weeks, 48 hours 14 weeks, 56 hours
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Concept Map
4|Page
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Assessment handbook / Assessment schedule
DESIGN & TECHNOLOGY,
TAS FACULTY
Preliminary Course
Design & Technology
STUDENT BOOKLET 2017

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Table Of Contents
My Assessment Record
- Course structure & Assessment in Preliminary

Industrial Technology
- Assessment components & weightings
- Assessment schedule
Stage 6 Assessment Policy & Procedures
- Student attendance
-Presentation of submitted assessment tasks
-Worked examples
-Illness or Misadventure
-Absence due to school business or approved leave
-Malpractice of non-serious attempt

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My Assessment Record
Student Number:
Students should keep a copy of their results in all assessment tasks so that these
marks may be verified against the marks recorded in the TAS Faculty mark book.
Therefore, students are to complete the following table by transferring a record
of the marks they received in each component of the Assessment Schedule for
Year 11 Preliminary Design & Technology.
My Rank (if
Assessment Total (%) My Marks
applicable)
Assessment 1
Packaging for sunglasses 15
Assessment 2
Design-a-lamp 20
Half-yearly examination
15
Assessment 3
Outdoor entertaining area 30
Yearly examination
20
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COURSE STRUCTURE & ASSESSMENT IN Preliminary Design &
Technology
PC Course Structure
Core 1 Unit 1: Packaging for sunglasses
Students are to use the design brief above to help design packaging necessary to market sunglasses.
Their design process is to be recorded in a PowerPoint presentation as well as create a cardboard concept
model.
Core2 Unit 2: Design-a-lamp
Students are to use the supplied design brief to help design a lamp marketed towards office use.
Their design process is to be recorded in a Portfolio as well as the creation of a functioning concept model.
Core 3 Unit 3: Outdoor entertaining area
Students are to use the supplied design brief to help design an outdoor entertaining area aimed towards
high-end house owners.
Their design process is to be recorded in website format (portfolio) as well as the creation of a half size
model.
Assessment components and weightings
The mandatory components and weightings for the Preliminary course are set out below. The
internal assessment mark for Design & Technology Stage 6 is to be based on the Preliminary course
only. There must be a balance between the assessment of knowledge and understanding outcomes,
skills outcomes and course content.
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Component Weighting
Knowledge & skills in:
-Designing 60%
-Producing 40%
TOTAL 100%
ASSESSMENT SCHEDULE
Assessment Outcomes Week Due Total (%)
Assessment 1 P1.1, P3.1, P4.1, Term 1, Week4 15

P6.2
Packaging for sunglasses
Thursday, 29th
February 2017
Half-yearly examination P1.1P3.1, P4.1, Term 2, Week5 10

P6.2
Assessment 2 P1.1, P2.2, P4.1, Term 2, Week 10 20

P4.2, P4.3, P5.1,
Design-a-lamp P5.2, P6.2
Thursday, 16th June
2017
P1.1, P2.1, P2.2,

Yearly examination P3.1, P4.1, P4.2,
Term 3, Week 4 15
P4.3, P5.1, P5.2,
P5.3, P6.1, P6.2
Assessment 3 P1.1, P1.2, P2.2, Term 3, Week 10 30

P3.1, P3.2, P3.3,
Outdoor entertaining area P4.1, P4.3, P5.2,
P6.1 Thursday, 1st
September 2017
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Stage 6 ASSESSMENT POLICY & PROCEDURES
STUDENT ATTENDANCE
Attendance at all timetabled classes is compulsory, especially on the day an

assessment task is to be submitted or completed. Partial absence without
appropriate documentation on the day a task is due prior to its submission will incur
the same penalty as non-submission on the due date as detailed below. Partial
absence includes fractional truancy. Similarly, if a student is absent all day but
makes alternative arrangements to submit a task at the required time, appropriate
documentation will be required to substantiate the absence or a penalty of 20% will
apply.
PRESENTATION OF SUBMITTED ASSESSMENT TASKS
If an assessment task is not handed in at the nominated time on the

scheduled date without appropriate documentation, the mark awarded will
be reduced as follows:-
Assessment task handed in: Penalty
At specified time but student absent some/all of day
20% of available marks
due before specified time
Any time after specified time but on the day due 20% of available marks
Day following due date 20% of available marks
Subsequent day 40% of available marks
Subsequent day and thereafter 100% of available marks
Worked Examples:
Assessment task submitted Penalty
On due day but after specified time 20% of marks
On due day, at specified time but student has
20% of marks
partial/full day absence
Tuesday but due Monday 20% of marks
Wednesday but due Monday 40% of marks
Thursday but due Monday 60% of marks
Friday but due Monday 80% of marks
Next Monday but due previous Monday (i.e. a week
100% of marks
late)
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ILLNESS OR MISADVENTURE
Unforeseen illness or misadventure may prevent you from submitting an
assessment task by the due date, or from attending an assessment task on the
scheduled date. If this occurs it is your responsibility to contact the Head Teacher
of the course concerned and arrange for a misadventure form to be submitted by
3.10pm within five school days of the due date of the assessment task.
Misadventure forms are available electronically on the schools website and also
from the Head Teachers Administration office. Misadventure forms are to be
submitted in person to the Head Teacher or delegate and cannot be lodged
electronically.
If an assessment task is not submitted and an Illness or Misadventure

Application is not delivered to the Head Teacher within five school days after the
date the task was to be attended or submitted, a zero mark will be awarded.
The outcome of your Illness or Misadventure Application will be decided by the

Head Teacher after considering your documented evidence, which may include a
doctors certificate. Only original medical certificates will be accepted. No
photocopies or scans. If copies are required, the original must be sighted and
signed by the Deputy Principal, before copying.
The possible outcomes of an Illness or Misadventure Application include:
Task to be accepted without loss of marks.

Marks deducted (see Table above)
Original task to be completed at or by a negotiated time.
Alternative task to be completed at or by a negotiated time.
An estimate to be awarded at the completion of the course
An estimate to be calculated then compared with the actual assessment mark.
The higher mark to be awarded.
A zero mark to be awarded.
ABSENCE DUE TO SCHOOL BUSINESS OR APPROVED LEAVE
On some exceptional occasions, your inability to meet assessment dates can be

foreseen prior to the deadline. Examples include emerging clashes with major
sporting events, student leadership events or approved leave. If this occurs it is
your responsibility to immediately contact the Head Teacher of the course
concerned before the date of the task and/or as soon as possible. In doing so
you are required to submit a School Business or Approved Leave Application
requesting the opportunity to negotiate alternative arrangements to complete
the task.
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If an assessment task is not submitted or completed because of foreseen
circumstances, and no attempt was made prior to the date of the task to
negotiate alternative arrangements with the Head Teacher through the
submission of an application, penalties will be applied.
The outcome of your School Business or Approved Leave Application will be decided
by the Head Teacher after considering the information provided.
The possible outcomes of your application include:
Original task to be completed at or by a negotiated time.

Alternative task to be completed at or by a negotiated time.
NOTE: Where the student submits the task or the application after the due date,
refer to the table of penalties as detailed in this policy.
MALPRACTICE OR NON-SERIOUS ATTEMPT
The honesty of students in completing assessment tasks, examinations and

submitted works, and of teachers and others in guiding students, underpins the
integrity of the School Certificate, Preliminary HSC and Higher School Certificate.
Throughout the assessment process, the highest level of honesty is required.
Each students mark will be determined by the quality of the work produced by
the student only. To demonstrate honesty, any component of a students work
that has been written, created or developed by others must be acknowledged in
accordance with the Boards subject specific documentation. Use or inclusion of
material from other sources such as books, journals and electronic sources,
including the internet, must be acknowledged. General teaching and learning do
not require formal acknowledgement.
Dishonest behaviour carried out for the purpose of gaining unfair advantage in
the assessment process constitutes malpractice, or cheating. Malpractice in any
form, including plagiarism, is unacceptable. The Board of Studies NSW treats
allegations of malpractice very seriously and detected malpractice will limit a
students marks and jeopardise their SC, Preliminary HSC or HSC. Should
malpractice be suspected, students will be required to demonstrate that all
unacknowledged work is entirely their own. Serious and deliberate acts of
malpractice amount to corrupt conduct and, where appropriate, the Board of
Studies NSW will report matters to the Independent Commission Against
Corruption.
Students involved in malpractice in relation to any assessment task can expect to

receive a zero mark for that task. Students who do not make a serious attempt
at an assessment task can also expect to receive a zero mark for that task. In
both cases the student concerned will be referred to the Assessment Appeals
Committee.
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COMPLETING EXAMS IN BUSINESS STUDIES
In Business Studies examinations you will often need to answer:
multiple-choice questions
short-answer questions
stimulus-based responses; and
extended-response questions.
Multiple-choice questions
Multiple-choice questions are used to test your specific content knowledge.
Read the question carefully. Do not skim-read it.

Read each option and eliminate those that are clearly wrong.
Never leave a question out. Even if you have to guess, you have a one in four chance
of getting it right!
Do not spend more than about one minute on each question.

Short-answer questions
Short-answer questions are used to test your knowledge as well as your ability to analyse information.
You may need to identify a number of facts, issues or aspects of a topic. When answering short-answer
questions many students write far too much and while they get full marks, they waste a lot of time. Look
at how much the question is worth and write the appropriate amount.
Stimulus-based responses
In many Business Studies tasks you will be provided with stimulus material. When asked to refer to the
stimulus it is important that you do this.
Extended-response questions
It is important to underline the instructional words in the question i.e. describe; analyse and plan your
response around the requirements of the question (your planning may be included in your response). A
good extended response is structured and logical and conforms to the following format:
1 Introduction: outlines your thesis; this is your point of view on the topic and the main arguments you
intend to make. These arguments are the evidence that proves that your thesis is a correct and valid
point of view.
2 The body: this is a series of arguments made in support of your thesis. Each paragraph presents a
new point and should begin with a topic sentence.
3 The conclusion: this is designed to tie together the main arguments of your extended response. Do
not simply rewrite your introduction; instead, you should focus the readers attention on your main
points, which proved that your thesis was correct.
Good extended responses will be objective and rely on fact rather than opinion. To stay objective in
your writing:
Include factual examples to support your generalisations, for example refer to specific cases, media
reports, etc.
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A GLOSSARY OF KEY WORDS
Syllabus outcomes, objectives, performance bands and examination

questions have key words that state what students are expected to be
able to do. A glossary of key words has been developed to help provide a
common language and consistent meaning in the Higher School
Certificate documents.
Using the glossary will help teachers and students understand what is
expected in responses to examinations and assessment tasks.
Account Account for: state reasons for, report on. Give an account
of: narrate a series of events or transactions
Analyse Identify components and the relationship between them;

draw out and relate implications
Apply Use, utilise, employ in a particular situation
Appreciate Make a judgement about the value of
Assess Make a judgment of value, quality, outcomes, results or

size
Calculate Ascertain/determine from given facts, figures or

information
Clarify Make clear or plain
Classify Arrange or include in classes/categories
Compare Show how things are similar or different
Construct Make; build; put together items or arguments
Contrast Show how things are different or opposite
Critically Add a degree or level of accuracy depth, knowledge and

(analysis/evaluate) understanding, logic, questioning, reflection and quality to
(analyse/evaluation)
Deduce Draw conclusions
Define State meaning and identify essential qualities
Demonstrate Show by example

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Describe Provide characteristics and features
Discuss Identify issues and provide points for and/or against
Distinguish Recognise or note/indicate as being distinct or different

from; to note differences between
Evaluate Make a judgement based on criteria; determine the value

of
Examine Inquire into
Explain Relate cause and effect; make the relationships between

things evident; provide why and/or how
Extract Choose relevant and/or appropriate details
Extrapolate Infer from what is known
Identify Recognise and name
Interpret Draw meaning from
Investigate Plan, inquire into and draw conclusions about
Justify Support an argument or conclusion
Outline Sketch in general terms; indicate the main features of
Predict Suggest what may happen based on available information
Propose Put forward (for example a point of view, idea, argument,

suggestion) for consideration or action
Recall Present remembered ideas, facts or experiences
Recommend Provide reasons in favour
Recount Retell a series of events
Summarise Express, concisely, the relevant details
Synthesise Putting together various elements to make a whole

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Hints for Research Tasks
1. Research tasks should always be completed using the sub-headings given

and in the order given. Students should NOT simply copy down information
from a book/ internet and present it as their own. This is called plagiarism;
copying work from another student is also plagiarism. A zero mark will be
awarded for the research task if plagiarism has occurred
2. Students should not rely on one source of information, as it may be biased

or incomplete. Students should use at least two different sources of
information (books, magazine &/or journal articles, newspapers and the
Internet).
3. Before submitting work for marking students are advised to spell check the
task and have another person (e.g. parents, older brothers & sisters) proof
read the task.
4. Students should always use metric measurements. Australia is a metric

country so size, weight, distance and dimension information should be given
in metric measurements. If your source uses the imperial (inches, pounds)
system it is a students responsibility to change the figures unless presenting
historical information or direct quotes.
5. All maps, pictures, diagrams or graphs must have a caption/

description/heading.
6. All research tasks, whether or not it is specifically stated in the instructions,

should include a bibliography.
7. Students should make sure their name or student number (if applicable) is
on all work submitted for marking.
8. Students must read and implement the instructions for presentation of a

task or assignment carefully.
9. If for any reason an assignment is not submitted on time students must

complete an Illness / Misadventure form and submit it to the Head Teacher
Mrs Weston for consideration within the timeframe outlined in the
Assessment policy.
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Hints for Taking and Using Notes
Taking notes is a skill students will use in many different ways. The notes
students take may be from a variety of sources including a book, lecture, lesson
or video program or from fieldwork, an experiment or an interview. The notes
taken may range from a few key words on a card to a detailed set of carefully
organised sheets of reference material.
The point to remember about note taking is the purpose. Students need to think
about the reason they are taking or making notes. The key aims in note taking
are:
Brevity: to make a summary of ideas, explanations and examples in

few words
Clarity: to write in a way that is clear to the reader.
Organisation: to use headings, sub-headings, sections, diagrams to
organise notes.

Hints for Note Taking
These hints will help students develop and improve note-taking skills:
Use phrases, single words and symbols. It is best not to write complete
sentences.
Number the points &/or use colour in your notes.
Use headings, sub-headings to organise notes clearly.
Consider typing notes to allow ease of updating.
Put a clear title on each set of notes.
Use non-verbal clues (such as arrows, boxes, diagrams and sketches) to
make the information clearer and more vivid.
Using Notes in a Written Answer
One of the most likely uses for notes is to provide information when writing a
short description/explanation or answers to questions. An important point to
remember is that writing does not have to retain the order of your notes.
Organise the information gathered into a logical sequence.
One of the most important skills in using notes to answer questions, whether
short or long, is knowing what to leave out. It is tempting to try and include
all the information. By discarding some information that is not relevant to the
question or task, the answer will be improved significantly.
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Hints for Oral Presentations
Many courses ask students to present the findings of research as an oral report.
Consequently, developing and practising public speaking skills is essential for
such tasks.
The fear of speaking to a large group is very common, and there are ways of
overcoming it. One way is to carefully plan and prepare a presentation.
1. Students should clearly understand the purpose of the oral report being
prepared. The most common purpose of an oral report is to inform an
audience.
2. Know the audience. The more a student knows about an audience the more
appropriate and focused the oral report will be. For example, if the audience
already has a good knowledge of the topic some information may not be
needed in the presentation.
3. Organise the information well. The most successful oral reports have a
structure similar to an extended response or essay; that is, they have an
introduction, a body and a conclusion.
- Introduction: the first part of an oral report tells the audience the topic.
It is best to communicate this in a way that gains the audiences
attention and relaxes the speaker. A good way to do this is to make a
formal opening statement that outlines the focus of the report. Humour
can be used to gain the audiences attention or a visual aid such as a
picture, a slide or video extract.
- Body: The body of the oral report should be the focus of the
presentation. It develops the main ideas and supports them with
examples, quotations, analogies and statistical information. These will
make the presentation more interesting and memorable.
- Conclusion: Let the audience know when the end of the presentation is
near by using words such as in conclusion or to sum up. In the
conclusion, briefly highlight the main points made during the
presentation.
Using Speakers Notes
Rather than simply reading a prepared speech, it is often more effective to use a
series of words or phrases that act as cues for a presentation. Make sure,
however, that the words and phrases are written in large print and that there
are not too many points on a page. It is also a good idea to number the points.
Different colours and highlighter pens may prove useful in these notes.
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Delivering Your Oral Presentation.
To avoid stage fright, students should check through these points before
delivering an oral presentation:
Know the topic thoroughly

Use numbered points on small, palm sized, speaking cards
Practise the speech several times, especially if there is a set time limit
Do not rush the presentation, speak slowly and clearly
Use appropriate gestures and maintain good posture
Make eye contact with members of the audience
Vary voice tone/modulation throughout the presentation
Stand still
Hints for Multimedia Presentations
Multimedia presentations combine various types of media, including text,

graphics, clip art, digital photographs, video, sound effects and music.
The most widely used multimedia presentation tool is PowerPoint. PowerPoint is

a powerful software tool used for presenting information in a slide-show format.
A PowerPoint display is usually supported by an oral presentation.
Main features of a PowerPoint presentation
Text think about what needs to be included, and choose an appropriate

font, size and colour. Use the same font throughout the presentation. It is
important not to include too much text on each slide.
Sounds sound effects can be used when text and/or objects appear in each
slide, as well as during slide transitions. Be careful, however, as too much
sound can detract from the oral presentation.
Content avoid overcrowding. Include only key points. Use the narration to
add detail.
Animations text and objects can be animated, as can the transition

between slides, but be careful not to overdo it.
Slide layout and backgrounds readymade designs can be used from the
PowerPoint software or custom designs can be made using different colour
backgrounds and effects. It is important that only one background style or
theme is used throughout the presentation. This helps to avoid confusion.
Illustrations Use a variety of illustrations to make the slides interesting

and informative, including clip art, digital images (photographs taken with
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digital cameras, scanned photographs, the Internet, CD-ROM collections of

digital images) and maps.
A Guide for successful PowerPoint presentations
General guidelines
Plan the PowerPoint presentation carefully

Use a common design template throughout the presentation
Limit the number of slides used too many slides can bore and confuse
the audience
Include only essential information
Standardise the position, colours and styles of headings, text and images
Use colours that contrast; for example, yellow or white text on a dark blue
background works well
Be consistent with sound effects, transitions and animations
Text guidelines
Generally it is best to have no more than six lines of text per slide, with
no more than six words per line
Avoid long sentences
Use a larger font to highlight key points
Select a suitable font size in the range of 18 to 48 point
Avoid fancy fonts as they can be hard to read
Be sure the text contrasts with the background
Avoid capitalising all letters as they are hard to read
Clip art, photographs and graphics
Ensure these balance the slide and enhance and complement the text, not
overwhelm it
Present any data as a graphic
Include no more than two graphics per slide
Presenting your PowerPoint presentation
Practise and time the presentation

Speak confidently and clearly
Remember to include a bibliography
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Guide to Bibliographies and Referencing
What is it?
A bibliography is a list of resources you have used in researching an assignment.

It is placed at the end of your work and is organised alphabetically by the
authors surname or title (if there is no author.) There are different systems of
writing bibliographies. At Cheltenham Girls in the Social Sciences Faculty the
system we prefer is the Harvard System which is based on author, date, title,
publisher and place of publication.
Why is It important?
A bibliography describes the resource precisely enough to enable a reader

to locate it and verify the information if necessary.
It shows how much research you have done and how you have used the
information you have found.
It prevents you being accused of plagiarism (taking someone elses ideas
and using them as you own).
How to prepare a bibliography
Examples
Books with one author Hinchy, R 2007, The Australian legal system,
Pearson Education Australia, Sydney.
Books with two or more authors Gillies, P & Selvadurai, N 2009, Law of contract,
The Federation Press, Sydney.
Books with an editor and no Finn, P (ed.) 1992, Essays on damages, Law
author Book, Sydney.
Books with no author The Australian legal system 2007, Pearson
Education Australia, Sydney.
Reference books Hamper, D, Boesenberg, J & Kenny, C 2007,
Heinemann Business Studies preliminary course,
Heinemann Harcourt Education, Port Melbourne.
Article in a journal Bell, K 1996, The sphere of application of the
Vienna Convention on Contracts for the
International Sale of Goods, Pace International
Law Review, vol. 8, no. 237, pp. 237-258.
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Article with no author Slave trade down under 2008, Act Now, 13
August, viewed 24 August 2012,
<http://actnow.com.au/Opinion/Slave_trade_do
wn_under.aspx>
Article in a newspaper Perlez, J 1997, Anarchy in Albania, The New
York Times, March 16, viewed 25 August 2012,
<http://www.nytimes.com/1997/03/16/weekinre
view/anarchy-in-albania.html>.
CD ROM Gleeson, W, Brogan, M, Hayes, M, Kusi-Appauh,

N & Thiering, N 2008, Heinemann Business
Studies preliminary course (3rd ed.), audio
recording, Heinemann Harcourt Education, Port
Melbourne.
Video Dying to leave 2003, video recording, Special

Broadcasting Company. Directed by Aaron Woolf.
Motion picture Rabbit-proof fence 2002, motion picture,
Miramax Films, Directed by Phillip Noyce.
Television (or radio) production A new day 2011, The good wife, television
program, Network Ten.
World Wide Web Site. Australian Federal Police 2012 , What we do,
Internet, http://www.afp.gov.au/what-we-
The format is as follows:
do.aspx, accessed 27 August 2012.
Authors surname, initials.
(Date)
Title
(Internet), place of publication (if

known), publisher (if known), URL
(accessed date)
Email - The format is as follows: Brown, J. iamjbrown@hotmail.com, 20 August
2012, The legal system. Email to
Senders surname, initials. (Senders
hellotherejbrown@yahoo.com.
email address), (Day, month, year)
Subject of message.
email to (recipients Email address).

Primary source e.g. person University of Western Sydney 2012, The legal
systems, 21 August, 101402 tutorial handout,
UWS, Penrith.
Primary source e.g. case study Deta Nominees Pty Ltd v Viscount Plastic
Products Pty Ltd [1979] VR 167
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Follow the examples listed below for the resources you have used. Note carefully
the punctuation, especially date in brackets after the authors name, full stops
after the authors initial and the place of publication and commas after surname,
each name, article title, book title, publisher. The title can be underlined or
written in italics.
It is a good idea to write down the bibliographic details that you need when you
have the resource. Prepare a draft of your bibliography to make sure you have
all you need and that it is correctly organised, before making a final copy.
Referencing or Citing in the Text
In your written work, you need to acknowledge:
1. Direct references - whenever you quote directly from any source you
are using. After the quote you include the authors surname,
publication year and page number. E.g.: Dr Milton said, (Milton,
1997, p34) OR (Milton et al 1997, p34) when there are two or more
authors.
2. LICMD Legislation, International instruments, Cases, Media and

Documents. These are to be referenced and sourced and dated in the
body of the writing and to be included in the discussion. Of course the
site etc is to be included in the Bibliography
The full bibliographic details of citations are given in the bibliography.

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Part 2
Assessment task
wSu Assessment Task Notification

Western Sydney High School
Faculty TAS
Year 11
Subject Design & Technology
Class Teacher Mr Hasna
Student Name
Topic Project 1, Packaging for Sunglasses

Weighting 15%
Date Issued Tuesday 27th January, 2017
Date Due Thursday 29th February, 2017
Syllabus Outcomes
P1.1 examines design theory and practice, and considers the factors affecting designing and producing in design
projects
P3.1 investigates and experiments with techniques in creative and collaborative approaches in designing and
producing
P4.1 uses design processes in the development and production of design solutions to meet identified needs and
opportunities
P6.2 evaluates and uses computer-based technologies in designing and producing
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Cut Here _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Assessment Task Receipt

(To be given to Students upon task submission)
STUDENT NAME STUDENT SIGNITURE
ASSESSMENT TASK DATE
TEACHER SIGNITURE
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Design Brief
You are a lead packaging designer at Ray-Ban, who have just developed a new refined version of the
Wayfarer. This latest version comes in an array of colours including black, white, red, blue, pink,
green and orange. Whilst cosmetically the glasses may appear similar to previous versions, the
lenses have even greater properties which not only filter more harmful U.V rays but provide clearer,
sharper picture. Your job is to design the new on-shelf packaging which is to in-case the glasses on
store shelves. It is critical that the packaging makes customers aware of all new features as well as
draws on established brand DNA. Additionally the packaging must be recyclable, have good strength
properties whilst being compact.
Assessment Description
Students are to use the design brief above to help design packaging necessary to market sunglasses.
There are 3 parts to the assessment as follows:
Part 1, PowerPoint
A PowerPoint presentation is to be used to capture the students design process
NOTE: Each point below is its own PowerPoint slide
Section 1: Design brief analyses, analyse the above design brief & organize it into customer
needs
Section 2: Design criteria, use information learnt above to develop a design criteria (your
product must adhere to)
Section 3: Factors affecting design, elaborate on the following factors which will impact the
design:
a) Manufacturing technique used to product the packaging

b) Material costs, properties & reusability
c) 2x Australian standards (relevant to packaging or the packaging
material)
Section 4: SWOT analysis, on 2x competitor products (include pictures of the products)
Section 5: Brainstorm, on all elements (something possibly seen on a competitors product)

necessary to be included on your own packaging
Section 6: Concept sketches, 4x a4 free hand sketches (in pencil) of possible concept ideas
Section 7: Concept evaluation, create a pros & cons table for each of the above concepts &
evaluate them
Section 8: Final rendering, choose one of the above concepts and bring it to life (render it) in
Photoshop
Section 9: Concept Model, a picture of the created cardboard model (more details below)
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Section 10: Self reflection, reflect on any challenges or strengths you faced in both the
design process & your product
Section 11: References
Part 2, Concept Model
A cardboard model is to give physical perspective to the designed concept. Students are to print the
Photoshop (done at school) rendering and stick it onto a cardboard so that it can be folded up into a
scaled model.
Part 3, Presentation
A one and a half minute in-class presentation of all of the above.
Submission details
- PowerPoint is to be uploaded onto the school server on the due date Thursday 29th
February, 2017
- Concept model is to be present during the presentation
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MARKING CRITERIA
Given
Marking Guideline/s Score Grade
Range
PowerPoint gives an outstandingly detailed description of the design brief,
design criteria, factors affecting the design, developed strategies targeting Outstanding A
identified problems, idea generation process, appropriateness of design 90-100
elements, identified marketing environment, intended design (through visual
communication) as well as the self-reflection/evaluation process (P1.1, P3.1,
P4.1, P6.2)
Outstanding concept model which successfully captures the intended design
(P6.2)
In-class presentation demonstrated an outstanding understanding of the
assessment whilst keeping the audience exceptionally informed & engaged
(P6.2)
PowerPoint gives a highly detailed description of the design brief, design
criteria, factors affecting the design, developed strategies targeting identified High B
problems, idea generation process, appropriateness of design elements, 70-89
identified marketing environment, intended design (through visual
P4.1, P6.2)
Highly detailed concept model which successfully captures the intended
design (P6.2)
In-class presentation demonstrated a high understanding of the assessment
whilst keeping the audience highly informed & engaged (P6.2)
PowerPoint gives a sound detailed description of the design brief, design
criteria, factors affecting the design, developed strategies targeting identified Sound C
P4.1, P6.2)
Sound concept model which captures the intended design (P6.2)
In-class presentation demonstrated a sound understanding of the assessment
whilst keeping the audience moderately informed & engaged (P6.2)
PowerPoint gives a basic detailed description of the design brief, design
criteria, factors affecting the design, developed strategies targeting identified Basic D
P4.1, P6.2)
Basic concept model which just-about captures the intended design (P6.2)
In-class presentation demonstrated a basic understanding of the assessment
whilst keeping the audience fairly informed & engaged (P6.2)
PowerPoint gives a limited to nil description of the design brief, design
criteria, factors affecting the design, developed strategies targeting identified Limited E
P4.1, P6.2)
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limited to nil concept model which loosely captures the intended design
(P6.2)
In-class presentation demonstrated a limited to nil understanding of the
assessment whilst loosely keeping the audience informed & engaged (P6.2)
TOTAL / 100 Comment:
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Unit outline
On the following page

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UNIT OUTLINE
Subject: Design & Technology Course: Preliminary Number of Weeks: 4
Unit title: Packaging for
sunglasses
Key Concepts/ Big Ideas The importance of this learning
-Design brief analysis
-Establish design criteria Students learn about the design process and can relate their gained knowledge to their own
-Analyse the design process practical project, thus the concept of PBL.
-Assess factors affecting design
-Develop a SWOT analyses
-Concept generation
-Evaluation of concepts
-Graphic renderings
-Concept model creation
-Presentation
Unit context within Scope and Sequence Syllabus Outcomes
P1.1 examines design theory and practice, and considers the factors affecting designing and producing in
N/A design projects
P3.1 investigates and experiments with techniques in creative and collaborative approaches in designing and
producing
P4.1 uses design processes in the development and production of design solutions to meet identified needs and
opportunities
Literacy Focus Numeracy Focus ICT Focus Differentiation
-Design brief -Calculations of material -PowerPoint presentation Differentiation (justified by research):
analysis/breakdown costs & properties (physical -Photoshop rendering
-Design criteria formation dimensions) -Online research EAL/D STUDENTS:
-Evaluation of competitors (competitors products) -Use of visual supports (concept maps) to dissect new
products & concept designs information as opposed to language
-Formation of self-reflection -Detailed assessment task outline organised in a
progressive/visual flow manner which can used as a checklist
-Student using visuals/images to evaluate and reflect on
each others projects
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LOW SES STUDENTS:

-Detailed assessment task outline with clear instruction as to
what is expected of students (scaffolding)
-Use of past-student assessment examples during
explanations to clarify any confusion (scaffolding)
-Encouragement by the teacher for students to ask
questions and contribute to class discussions, there can be
no right or wrong answers
-Peer based reflection and evaluation activities,
encouraging greater communal involvement
Week/ Syllabus Content Teaching and Learning Strategies including assessment for Resources
Sequence learning.
Week 1 P4.1 uses design processes in the PRE LESSON -computer

development and production of design
-internet
solutions to meet identified needs and
Lesson 1 opportunities -state this lesson goals -school server
Students Learn About: -teacher introduction -projector
project analysis -subject & class information -comparison table
- design briefs -teacher activity, present the comparison table & elaborate -assessment task + examples
Students Learn To: on how skills learnt in the assessment parallel to the real-life -whiteboard + markers
formulate and analyse design briefs design industry
-teacher activity, present assessment task & show previous
years completed examples (scaffolding)
-teacher activity, brainstorm packaging ideas
-student activity, analyse the design brief & begin to unpack
it as a brainstorm (concept development)
-check for task completion
-ask for questions
-next lessons goals
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Lesson 2 P4.1 uses design processes in the -revise previous lesson -computer
development and production of design
-state this lesson goals -internet
solutions to meet identified needs and
opportunities -teacher activity, brainstorm, what is a design criteria -school server
Students Learn About: -teacher activity, discuss why its important & relevant to the -projector
-criteria for evaluation and factors assessment (skill development) -assessment task
to consider -student activity, use the findings of last lesson to help -whiteboard + markers
Students Learn To: create design criteria (Higher Order Thing (HOT))
identify criteria for success of (assessment task item)
design projects -check for task completion
-ask for questions
-next lessons goals
Lesson 3 P1.1 examines design theory and practice, -revise previous lesson -computer
and considers the factors affecting designing
and producing in design projects
-teacher activity, brainstorm, the design process in great -school server
Students Learn About:
design processes
detail & allow students to understand that this is the same -projector
-design processes used in domestic, process they are to follow for this assessment (concept -videos
community, industrial and development) -comparison table
commercial settings -show videos on design process used in commercial settings -assessment task
Students Learn To: (to make further comparisons & relevance) -whiteboard + markers
describe and analyse the processes -teacher activity, re-present the comparison table showed in
undertaken when designing lesson 1 to make further relevance of the assessment task
apply a design process when
once more
developing design projects
-ask for questions
-next lessons goals
Lesson 4 P1.1 examines design theory and practice, -revise previous lesson -computer
and considers the factors affecting designing
and producing in design projects
-teacher activity, brainstorm, general factors that may affect -school server
the design process/product -projector
factors affecting designing and
producing -teacher activity, brainstorm, evaluate how these factors -assessment task
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Students Learn To: specifically impact the students assessment (refer to -whiteboard + markers
identify factors affecting design assessment task outline) (HOT)
-student activity, select a material & research its costs,
properties, manufacturing technique (assessment task item)
-student activity, research 2x Australian standards relevant
to packaging (assessment task item)
-ask for questions
-next lessons goals
Week 2 P6.2 evaluates and uses computer-based -revise previous lesson -computer
technologies in designing and producing.
Lesson 5 -teacher activity, brainstorm, evaluate why market research -school server
research
on competitors products is relevant & necessary, as well as -projector
Students Learn To:
how such can impact on the design process (HOT) -SWOT analysis sample
discriminate in the choice and
use of computer-based technologies to -teacher activity, present & explain the ideas behind a SWOT -assessment task
develop, communicate and present design analysis (concept development) -whiteboard + markers
ideas and processes. -student activity, online research to locate 2x competitor
product packaging & conduct a SWOT analysis on each
(assessment task item)
-ask for questions
-next lessons goals
Lesson 6 P3.1 investigates and experiments with -revise previous lesson -computer
techniques in creative and collaborative
approaches in designing and producing
- student activity, using all the information up till now -school server
creative approaches including:
student are to create a concept map of aspects they feel -projector
-cognitive organisers must be incorporated into their design whilst including given -assessment task
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-ideas generation aspects from the design brief (HOT) (assessment task item) -whiteboard + markers
Students Learn To: -check for task completion -a4 paper
select and apply a variety of - student activity, begin to hand sketch concept packaging -pencils + sharpeners + erasers
cognitive organisers designs in pencil on a4 paper (assessment task item)
-ask for questions
-next lessons goals
Lesson 7 P3.1 investigates and experiments with -revise previous lesson -computer
techniques in creative and collaborative
- student activity, continue to hand sketch concept -school server
packaging designs in pencil on a4 paper (assessment task -projector
-ideas generation item) -assessment task
Students Learn To: -check for task completion -whiteboard + markers
select and apply a variety of -ask for questions -a4 paper
cognitive organisers -next lessons goals -pencils + sharpeners + erasers
Lesson 8 P6.2 evaluates and uses computer- -revise previous lesson -computer
based technologies in designing and
producing.
-teacher activity, present & explain the ideas behind a Pros -school server
computer-based technologies and
& Cons table (concept development) -projector
their application including: -teacher activity, brainstorm why evaluating concept ideas -assessment task
-communication are necessary in the design process (HOT) -whiteboard + markers
Students Learn To: - student activity, with the person next to them swap their 4 - Pros & Cons table
discriminate in the choice and concept sketches & each completes a Pros & Cons table on
use of computer-based technologies to all of the designs (assessment task item)
develop, communicate and present design -check for task completion
ideas and processes.
-ask for questions
-next lessons goals
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Week 3 P3.1 investigates and experiments with -revise previous lesson -computer
techniques in creative and collaborative -state this lesson goals -internet
Lesson 9 -teacher activity, brainstorm, why constantly iterating -school server
concept ideas is necessary (concept development) -projector
-ideas generation
-teacher activity, present & discuss the Dyson vacuum case -assessment task
Students Learn To: study explain the iteration process used -whiteboard + markers
select and apply a variety of - student activity, select 1 of the previous 4 concepts & make - Dyson vacuum case study
cognitive organisers final edits (assessment task item)
-ask for questions
-next lessons goals
based technologies in designing and -state this lesson goals -internet
producing.
-teacher activity, present a live demonstration on the basics -school server
functions of Photoshop (as a refresher) (skill development) -projector
their application including: - student activity, take the final hand sketch of the packaging -assessment task
-simulation & graphics design thus far & begin to create it on Photoshop -whiteboard + markers
Students Learn To: (assessment task item) -Photoshop
discriminate in the choice and -ask for questions
use of computer-based technologies to -next lessons goals
develop, communicate and present design
producing.
- student activity, continue the Photoshop rendering of the -school server
chosen design (assessment task item) -projector
their application including: -check for task completion -assessment task
-simulation & graphics -ask for questions -whiteboard + markers
Students Learn To: -next lessons goals -Photoshop
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discriminate in the choice and

use of computer-based technologies to
producing.
- teacher activity, ask students to upload completed -school server
Photoshop rendering files to the school server so that they -projector
their application including: can be printed necessary for future class activities -assessment task
-presentation - student activity, students are to begin compiling all the -whiteboard + markers
Students Learn To: information relevant to the project and laying out it in a -PowerPoint
discriminate in the choice and PowerPoint presentation as per the assessment outline
use of computer-based technologies to (assessment task item)
develop, communicate and present design -ask for questions
-next lessons goals
Week 4 P6.2 evaluates and uses computer- -revise previous lesson -computer
producing.
Lesson 13 - student activity, students are to continue compiling all the -school server
information relevant to the project and laying out it in a -projector
their application including: PowerPoint presentation as per the assessment outline -assessment task
-presentation (assessment task item) -whiteboard + markers
Students Learn To: -check for task completion -PowerPoint
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producing. - teacher activity, teacher is to give a demonstration on how -school server
Students Learn About: take the rendering, stick onto the cardboard and then fold it -projector
computer-based technologies and into shape (scaffolding) -assessment task
their application including:
-modeling
- teacher activity, distribute printed Photoshop renderings to -whiteboard + markers
Students Learn To: individual students -printed Photoshop renderings
discriminate in the choice and - student activity, create cardboard model using printed -cardboard
use of computer-based technologies to renderings (assessment task item) -scissors
develop, communicate and present design - teacher activity, check individual student progress to -glue
ideas and processes. ensure everybody is ready to present next lesson
-ask for questions
-next lessons goals
producing.
- student activity, upload PowerPoints onto school server -school server
- teacher activity, remind students on how they will be -projector
their application including: assessed during the presentation (scaffolding) -assessment task
-presentation - student activity, Present PowerPoint presentation & -whiteboard + markers
Students Learn To: cardboard model -PowerPoint
Students Learn About: POST LESSON -computer

Lesson 16 collaborative approaches -internet
-design teams: roles and tasks of members -revise previous lesson -school server
-communication between and within design -state this lesson goals -projector
teams
-team responsibilities
- teacher activity, give students feedback on presentations -submitted assessment tasks
Students Learn To: from previous lesson -whiteboard + markers
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collaborate and participate in - student activity, access school server to find submitted
design teams assessment task
work cooperatively -student activity, Peer reflection concept map
-student activity, Peer reflection sheet
-student activity, Post assessment reflection & evaluation
-next lessons goals
Assessment Details Outcomes
Students are to use the design brief above to help design P1.1 examines design theory and practice, and considers the factors affecting designing and producing in
design projects
packaging necessary to market sunglasses.
P3.1 investigates and experiments with techniques in creative and collaborative approaches in designing
and producing
Their design process is to be recorded in a PowerPoint P4.1 uses design processes in the development and production of design solutions to meet identified
presentation as well as create a cardboard concept model. needs and opportunities
Evaluation of the Learning and Teaching Indicators of Learning
N/A -Design brief analysis

-Establish design criteria
-Analyse the design process
-Assess factors affecting design
-Develop a SWOT analyses
-Concept generation
-Evaluation of concepts
-Graphic renderings
-Concept model creation
-Presentation
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Pre lesson
Topic area: Stage of Learner: Syllabus Pages:

Design & Technology Stage 6, Preliminary 13-17
Date: Location Booked: Lesson Number:
Tuesday 27th January, 2017 Computer Lab 1 /16
Time: Total Number of students: Printing/preparation
60 minutes 20 -Student access to computers
(Computerlab)
-PowerPoint presentation
(printouts & digital)
-Assessment Task outline (printouts
& digital)
-Past student assessment examples
-Design brief analysis table (printouts
& digital)
Outcomes Assessment Students learn about Students learn to
Lesson assessment
Syllabus outcomes project analysis formulate and
- design briefs analyse design
briefs
-(Observation) Students
P4.1 uses design processes in the
development and production of ability to discuss &
design solutions to meet identified contribute to class
needs and opportunities discussions/brainstorms
Life Skills outcomes

N/A
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
- Literacy, the use & understanding of NESA key glossary -Design brief analysis
terms (i.e. elaborate, reflect, evaluate)
Quality Teaching Elements (lesson focus) Highlight the appropriate areas

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1.1 Deep knowledge 1.4 Higher-order thinking
Intellectual Quality
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something
1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order
knowledge communication
thinking and to communicate substantively about what they are learning.
2.1 Explicit quality criteria 2.4 Social Support

Quality Learning Environment
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and
2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
3.1 Background 3.4 Inclusivity

Significance knowledge
This refers to pedagogy that helps make learning more meaningful and important to 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge
3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all
3.3 Knowledge
cultural perspective.
integration
How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson

element
1.2 Deep The comparison table seen in the PowerPoint presentation illustrates how students will
understanding attain deeper understanding of the design industry, thus through their activities being
identical to that of real-life designers.
2.3 High The use of past student assessment examples as well as providing students with a
Expectations scaffolded assessment task notification demonstrates how the teacher has set high
expectations.
3.3 Knowledge This lesson aims to revise concepts possibly already familiar amongst students with previous
integration experience in the design and technology.
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Time Teaching and learning actions Organisation Centred
T/S
0 Pre-students entering classroom Teacher: T
-Class inspection
-Ensure the classroom is tidy and hazard free -Prepare computers
-Prepare PowerPoint
NOTE Turn on/load all computers ready for students to log -Prepare assessment task
on (reduces time wastage in the lesson for computers to
load) -Prepare assessment task examples
-Prepare design brief analysis table
-(Resource) teacher is to display PowerPoint presentation -Ask student to form lines in front of
welcome year 11 design & technology slide 1 ready for class classroom
upon arrival
Student:
-(Resource) teacher is to have the assessment task -Proceed into classroom
notification printed ready for distribution amongst students
Resources:
-(Resource) teacher is to have an assessment task completed
by previous students as an example -computer/s
-internet access
-(Resource) design brief analysis table uploaded onto school -school server
server + hard copy printouts
-projector
-Teacher asks students to form two lines at the door of the
classroom. Address students as whole group whereby they -assessment task + example
must enter quietly. -whiteboard + markers
5 Lesson introduction Teacher: T/S
-Mark roll & head count
-Students can now enter -Present PowerPoint
-Present lesson goals
-Teacher is then to immediately mark the roll and do a head -Present teacher introduction
count
-Present subject information
10 -Prompt students to ask questions

NOTE, students are to be made verbally aware that they are
about to learn new content -Present comparison table
-Reassure students
-3 minute activity, Teacher & Subject introduction, -Prompt students to ask questions
-Time check
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-(Resource) teacher is to flick to slides 2, 3 & 4 on the
PowerPoint (projected onto the whiteboard) and spend 1
minute per slide Student:
-Enter classroom
-Teacher introduction including lesson goals, brief -Ask questions

explanation of qualifications, contact information (email
address, staff room location), hobbies and favourite NRL
team. Resources:
-Projector/Smart board
-Subject information about D&T and what students can -Class roll
expect to learn over the next year.
NOTE Teacher is to ask to students if there are any questions
PLAN B, If there is no access to a computer to present the

PowerPoint have printed hardcopies of the PowerPoint to
distribute
-5 minute activity, Comparison Table,
-(Resource) teacher is to flick to slide 5 on the PowerPoint

(projected onto the whiteboard) and spend 5 minutes on
this slide
NOTE, HOT Teacher is to reassure students that if these

terms dont make sense theyll become clearer through the
project & not to stress
-The purpose of this table is to show students how & what

they will learn during this project is identical to the real-life
design industry. This comparison is to make relevance &
underline the importance of the learning, particularly for
students interested in potentially becoming designers.
EAL/D STUDENTS:
-Use of visual supports (concept maps) to dissect new

information as opposed to language
TIME CHECK, Should be into 10 minutes of the lesson
15 Lesson body Teacher: T/S

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-Reassurance of students
-20 minute activity, Assessment Task, -Distribute hardcopies of assessment

task
-Email students assessment task

NOTE Teacher is to reassure students that assessment may
seem lengthy (at a first glance) but will be worked on during -Prompt students to note take
class time
-Read through assessment
20
-Show students past assessment
-(Resource) Teacher is to distribute hard copies of the examples
assessment task notification
-Prompt students to ask questions
-Time check
PLAN B, As a secondary measure the teacher is to email all
student the student a copy of the assessment task -Brainstorm
notification due to the high chance most students will lose -Prompt students to ask questions
the paper form
25 -Time check
-Brainstorm
NOTE Ensure that Teacher whilst reading is addressing the
entire classroom and not just students at the front -Prompt students to ask questions
-Time check
NOTE Encourage students to make any notes on the -Photograph brainstorm

assessment task notification whilst the teacher is explaining
30 -Students log onto computers
what is expected
-Complete design brief analysis table
Teacher is to now read through the below headings of the -Students log off
assessment task notification: -Time check
- Due date, make reference to week & day
35 -Design brief, explain this is the core of the assessment & Student:
student should constantly refer back to it at every stage &
decision of the design process -Take notes
-Assessment description, what students will be doing -Ask questions
-Part 1 PowerPoint, scaffolded heading which must be in

the assessment,
Resources:
-Part 2 Concept model, physical model of the developed
40 -Projector/Smart board
idea
-Part 3 presentation, summing up all the above/the overall -Assessment task notification
design process
-Whiteboard + markers
-Submission details, when, what & how to submit
-Marking criteria, focus on key terms which differentiate

possible marks
45
-Cross curricular themes, literacy, the use & understanding of

NESA key glossary terms (i.e. elaborate, reflect, evaluate)
-(Resource) teacher is to flick to slide 6 on the PowerPoint to

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50 show students previously completed assessment task
examples (SCAFFOLDING)
EAL/D STUDENTS:
-Detailed assessment task outline organised in a

progressive/visual flow manner which can used as a checklist
LOW SES STUDENTS:
-Detailed assessment task outline with clear instruction as to

what is expected of students (scaffolding)
-Use of past-student assessment examples during

explanations to clarify any confusion (scaffolding)
-5 minute activity, Brainstorm-Packaging ideas
LOW SES STUDENTS:
-Encouragement by the teacher for students to ask questions

and contribute to class discussions, there can be no right or
wrong answers
-Now that the design brief has been made clear, the teacher
is to ask students what may be some possible packaging
ideas students can choose to do
-Teacher is to map student responses on the white board

branching off the centre of the PowerPoint slide.
-Possible student responses include:
-a box
-a case
-a carton
-plastic wrapping
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NOTE Teacher is to photograph the brainstorm (for next

lesson & in case of student that were absent)
NOTE Teacher is to remind students that any one of these

ideas could be chosen for their assessment
EAL/D STUDENTS:

-10 minute activity, Brainstorm-Design brief
LOW SES STUDENTS:
-Encouragement by the teacher for students to ask questions

and contribute to class discussions, there can be no right or
wrong answers
-The teacher is to re-read the design brief & ask students to

identify important aspects which may be relevant to their
project & customer needs.
-Teacher is to map student responses on the white board

branching off the centre of the PowerPoint slide.
-Possible student responses include:
-a new refined version of the Wayfarer
-an array of colours
-even greater properties (U.V protection)
-make customer aware of new features etc.
NOTE Teacher is to photograph the brainstorm (for next

lesson & in case of student that were absent)
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EAL/D STUDENTS:

-15 minute activity, Design brief analysis table
-(Resource) Students are to NOW log on to the computers

and access the school server to download the design brief
analysis table from the D&T subject folder
PLAN B, If experiencing technical difficulties or limited time

have printed hardcopy of the design brief analysis table
-Student simply place information from the brainstorm (on

the whiteboard) into the table which helps address Section 1
of their assessment
NOTE Students are prompted to save work (will be continued

next lesson) & log off
EAL/D STUDENTS:

60 Lesson conclusion Teacher: T
-Prompt lesson recall
- Students are prompted to recall new information theyve -Overview of next lesson
learn this lesson (assessment task + design brief)
-Reminder of questions
-Additionally students are informed that next lesson they will

be using the design brief (from this lesson) to develop a Student:
design criteria -Pack up & exit
-Students can ask any general questions Resources:
-N/A
-Students are to pack up and leave upon the end of period
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signalling.
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Reflection
What have I learned about the teaching and learning process when preparing this lesson?
The need for class activities to reflect clear relevance to the given assessment task, as well as
achieve constant progression in increasing students skill and concept development.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording

Brainstorm-Packaging ideas Student contribution to class discussion, photographed as
evidence of completion
Brainstorm-Design brief Student contribution to class discussion, photographed as
evidence of completion
Design brief analysis table Students ability to take concepts from the class discussion
& apply them into the table, forming part of the criteria
necessary for successful design
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.
Graduate Evidence within this lesson

Standard
4.1 Strategies in-place to achieve increased student participation this lesson
Support include the teacher constantly asking students for questions (contribution),
student as well as the reassurance that there are no right or wrong answers during
participation class discussions (encouragement)
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson?
Using your syllabus and support documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?
-General hazards in classroom (untidy work areas, electrical cords, students rocking on
chairs, outdated safety equipment etc.)
-Use of Computers for extensive period of time may result in eye strain, therefore various
tasks have been slotted between ICT based activities
-Consult with schools internet policy to ensure internet-based resources are accessible (not
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blocked)
References (In APA)
You must list all references that you have used for the content and resources of this lesson in this
space.
Resources Attached:
You must list all the resources that you have created or found in this space.
PowerPoint Presentation
Slide 1
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Slide 2
Slide 3
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Slide 4
Slide 5
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Slide 6
Slide 7
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Slide 8
Design brief analysis table (worksheet)
Design Brief Analysis Table

Using the brainstorm on the design brief done in-class, complete the table
below:
Identified aspects of the How I plan to meet these

design brief relevant to aspects /
my design What will I do in my design to
ensure these aspects are met
1) e.g. Available in an array of 1) Include available colour range

colours on packaging
2) 2)
3) 3)
4) 4)
Add more rows if needed Add more rows if needed
.
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Post Lesson
Topic area: Stage of Learner: Syllabus Pages:

Design & Technology Stage 6, Preliminary 13-17
Date: Location Booked: Lesson Number:
Thursday 29th February, 2017 Computer Lab 16 /16
Time: Total Number of students: Printing/preparation
60 minutes 20 -Peer reflection concept map
(digital + hard copies)
-Peer reflection sheet
-Post-assessment reflection &

evaluation journal
Outcomes Assessment Students learn about Students learn to
Lesson assessment
Syllabus outcomes
collaborative collaborate and
approaches participate in
-(Observation) -design teams: roles and design teams
P3.1 investigates and experiments work cooperatively
with techniques in creative and Students ability to tasks of members
collaborative approaches in reflect & evaluate -communication between
designing and producing their own as well as and within design teams
others design -team responsibilities
Life Skills outcomes projects
N/A
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
-Literacy, responding to the questions in the post- -Reflecting on the design process & evaluating the
assessment reflection & evaluation journal effectiveness of decisions made in the design
process
Quality Teaching Elements (lesson focus) Highlight the appropriate areas

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1.1 Deep knowledge 1.4 Higher-order thinking
Intellectual Quality
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something
1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order
knowledge communication
thinking and to communicate substantively about what they are learning.
2.1 Explicit quality criteria 2.4 Social Support

Quality Learning Environment
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and
2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
3.1 Background 3.4 Inclusivity

Significance knowledge
This refers to pedagogy that helps make learning more meaningful and important to 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge
3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all
3.3 Knowledge
cultural perspective.
integration
How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson

element
1.4 Higher-order -This lesson requires students to evaluate (HOT) their own as well as others project ideas
thinking and design process
2.5 Students self -The activities set this lesson are student centred and self-directed (with scaffolding)
regulation
3.5 -Students are connecting knowledge theyve learnt over the unit and applying it to
Connectedness determine the effectiveness of their own and each others projects
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Time Teaching and learning actions Organisation Centred
T/S
0 Pre-students entering classroom Teacher: T
-Class inspection
-Ensure the classroom is tidy and hazard free -Prepare computers
-Prepare peer reflection concept map

NOTE Turn on/load all computers ready for students to log
on (reduces time wastage in the lesson for computers to -Prepare peer reflection sheet (digital +
load) hard copies)
-Prepare post-assessment reflection &

evaluation journal (digital + hard
-(Resource) peer reflection concept map uploaded onto copies)
school server + hard copy printouts
-Compile project photographs
-Ask student to form lines in front of

-(Resource) peer reflection sheet uploaded onto school classroom
server + hard copy printouts
Student:
-(Resource) post-assessment reflection & evaluation journal
uploaded onto school server + hard copy printouts -Proceed into classroom
-(Resource) compile photographs of students projects in the Resources:

D&T subject folder on the school server
-computer/s
-internet access
-Teacher asks students to form two lines at the door of the
classroom. Address students as whole group whereby they -school server
must enter quietly. -projector
-hardcopies of activities
-whiteboard + markers
5 Lesson introduction Teacher: T/S
-Mark roll & head count
-Students can now enter -Give general feedback on assessments
-Teacher is then to immediately mark the roll and do a head -Time check
count
Student:
NOTE, HOT students are to be made verbally aware that they
are about to learn new content as well as recall on existing -Enter classroom
information -Ask questions
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-5 minute activity, Teacher feedback on assessment
presentations,
Resources:
-Projector/Smart board
-In the previous lesson (lesson 15/16), students presented -Class roll
their design portfolio (in PowerPoint format) as well as their
cardboard concept model. Following such the teacher is to
give students general feedback as to:
-what students did do well as a whole
-what students did not do well as a whole
-what you (the teacher) would like to see more of
-what you (the teacher) would like to see less of
10 Lesson body Teacher: T/S
-Students log onto computers
-15 minute activity, Peer reflection concept map, -conduct peer reflection concept map
activity

-(Resource) Students are to NOW log on to the computers
and access the school server to download the peer reflection -Time check
concept map table from the D&T subject folder
-conduct peer reflection sheet activity
15
PLAN B, As a secondary measure the teacher is to have
printed hardcopies of the peer reflection concept map -Time check
-conduct post-assessment reflection &

evaluation journal activity
-Students are to swap projects with the peer beside them,
and the fill out a peer reflection concept map on each -Prompt students to ask questions
others projects -Time check
20
-The aim of this activity is for students to visually map out Student:
how aspects of the design brief have/have not been met by
their peer, with reference to specific elements from their -Complete activities
design process
-Ask questions
-As a hint to assist students, the teacher asks them to refer

back to section 1 of the assessment (design brief analysis) to Resources:
25 help begin their concept map -computer/s
-internet access
-This activity is to evaluate the overall design approach
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applied by the student & not the concept idea itself, as this -school server
leads to the following activity
-projector
30 -hardcopies of activities
-Upon completion students are to re-upload their peer
reflection concept map to the school server & briefly discuss -whiteboard + markers
their findings with peers
35
EAL/D STUDENTS:
-Student using visuals/images to evaluate and reflect on each

others projects
LOW SES STUDENTS:

40
45 -10 minute activity, Peer reflection sheet,
-(Resource) access the school server to download the peer

reflection sheet from the D&T subject folder

50 printed hardcopies of the peer reflection sheet
-Using the same peer group from the previous activity,

students are to download the peer reflection sheet &
evaluate their peers developed concept idea (final product)
specifically
-Students are identifying aspects of the product that are

done well (good points) & aspects which can be improved
-(Resource) Students can find photographs of each others

products/projects in the D&T subject folder (uploaded by the
teacher) on the school server, necessary to compete the peer
reflection sheet
-Upon completion students are to re-upload their peer

reflection sheet to the school server & briefly discuss their
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findings with peers
EAL/D STUDENTS:
-Student using visuals/images to evaluate and reflect on each

others projects
LOW SES STUDENTS:

-25 minute activity, Post-assessment reflection & evaluation

journal,
-(Resource) access the school server to download the post-

assessment reflection & evaluation journal from the D&T
subject folder

printed hardcopies of the post-assessment reflection &
evaluation journal
-Individually, students are to complete the provided

questionnaire, which gives them the opportunity to be
critical & reflective of their own design process.
-Upon completion students are to re-upload their post-

assessment reflection & evaluation journal to the school
server
60 Lesson conclusion Teacher: T
-Prompt lesson recall
- Students are prompted to recall new information theyve -Overview of next lesson
learn this lesson (evaluation of assessment)
-Reminder of questions
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-Additionally students are informed that next lesson they will
be beginning a new project (the design-a-lamp) unit
Student:
-Pack up & exit

-Students can ask any general questions
Resources:
-Students are to pack up and leave upon the end of period
signalling. -N/A
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Reflection
What have I learned about the teaching and learning process when preparing this lesson?
As a teacher, students must given the opportunity to employ constructive criticism in class
to both, their own work as well as that of others. Such allows them to become better
designers and assists them with future aspects of the subject.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording

Peer reflection concept map, Completion of task and it being uploaded on to the school
server
Peer reflection sheet, Completion of task and it being uploaded on to the school
server
Post-assessment reflection & Completion of task and it being uploaded on to the school
evaluation journal, server
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
Graduate Evidence within this lesson

Standard
5.2 This is evident through the teacher giving general feedback on
Provide presentations from the previous lesson at the start of class. Specific
feedback to feedback is to follow in the comments section of the marking rubric
students on returned to students later.
their learning
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the
key WHS considerations that are to be applied in this lesson?
-General hazards in classroom (untidy work areas, electrical cords, students rocking on
chairs, outdated safety equipment etc.)
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-Use of Computers for extensive period of time may result in eye strain, therefore various
tasks have been slotted between ICT based activities
-Consult with schools internet policy to ensure internet-based resources are accessible (not
blocked)
References (In APA)
You must list all references that you have used for the content and resources of this lesson
in this space.
V,Ryan. (2010). The Evaluation. Retrieved from

http://www.technologystudent.com/designpro/eval1.htm
Resources Attached
Found on the pages BELOW

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Peer Reflection Concept Map
Complete the concept map below based on your peers completed project.
Your Name: _____________________________________ Your Peers Name: ___________________________________
Packaging for Sunglasses

EVALUATION
Place aspects from the design brief

analysis here
Elaborate how your peer achieved

these
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Peer Reflection Sheet

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Post-Assessment Reflection & Evaluation Journal
Answer the following questions based on your completed design project
(Packaging for sunglasses)
Overall, how did you find the design process? Include any strengths or challenges you experienced.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Do you feel your finished product successfully met its initial design criteria? Include any changes
required.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
What are other peoples views of your design? Refer to feedback from your peer reflection concept
map & peer reflection sheet.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Do you agree with these views of your deign? If not, why?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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If you were to do this project again, what would you do differently? Why?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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Justification
This justification intends to give insight, with reference to theoretical-framework, as to how and why
decisions were made during the design and implementation of the produced assignment.
Additionally, numerous pedagogical strategies have been included to ensure the diverse learning
needs of all students are being met, ensuring successful concept and skill development. Examples of
such include Understanding By Design (UBD), New Taxonomy-Problem solving, structuring of lessons
to include the Assessment task, Peer Learning, Scaffolding as well as differentiation for both and
LSES (Low Socioeconomic Status) and EAL/D (English as an Additional Language/Dialect) learners.
Richards, J. C. (2013) describes UBD, also known as backwards -design, as a process whereby
teaching activities, lessons, units and assessment tasks are all structured and sequenced following
the selection of targeted syllabus outcomes initially chosen. McTighe, J., & Wiggins, G. (2012) adds
to this perspective, whereby the successful application of UBD is an effective pedagogical strategy
which guides teacher decisions in the planning process, deepening student concept and skill
development. By first choosing the syllabus outcomes wanting to be assessed, an assessment task
was created. In-turn, the unit was then established to house these chosen outcomes, followed by
sequenced lessons. Thus such reflects the successful use of UBD and ensures outcomes are being
achieved. Furthermore, Cross-Curriculum Priorities (CCPs) and General Capabilities (GCs) were
incorporated into the unit. In-context, references to numeracy, measurements relevant to concept-
modelling, and literacy, via the use of NESA key terms.
According to New Taxonomy, Level Four-Knowledge Utilisation consists of students using learnt
knowledge to address real-life issues, thus Higher Order Thinking (HOT). This is the highest of levels
as pupils are required to apply what they already know in new-ways. Two thought processes occur at
this level, problem-solving, overcoming of obstacles, and decision-making, students selecting
appropriate solutions to these obstacles Marzano, R. J. (2015). This draws strong connection to the
developed assessment task, as students are given a design brief (problem) which they must solve.
How they solve it prompts decision-making abilities which in-fact is the entire design process.
Therefore, the foundations of the assessment task successfully employ HOT, allowing students to be
critical-learners (as per stage-six requirements).
Learning activities in-class must be related to assessment task items according to RMIT University.
(2012). Furthermore, it is of the view that assessments are to be segmented into smaller
components, allowing students enhanced concept development. Additionally, past-student
examples of completed assessments help communicate the level of detail and expected learning
standard. It is evident that the developed lessons activities, and unit at whole, successfully place the
assessment questions at core. Furthermore, the lessons over the four-week unit have been
segmented so that they cover the entire assessment task, from start to finish, all in-class. Moreover,
in the pre-lesson whilst the teacher is explaining the assessment task, past-student examples have
been included in the PowerPoint presentation (slide-six) to guide and clarify student understanding.
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Devlin, M. (2012) identify peer-based learning as key support strategies for all students, particularly
LSES learners who benefit most. Such does not only increase student engagement and enjoyment
through greater social interaction, but also positively contributes to pupils concept understanding
and skill development. Such rationale was used to design and implement the two peer-based
evaluation activities in the post-lesson. The concept of peers assessing one anothers work is highly
beneficial as students generally find it easier to communicate and share ideas amongst each other
due to having similar experiences and points of view, as opposed to the teacher. Thus students may
value the opinions or recommendations of a colleague greater than that of an educator. Another
aspect to this activity, is the fact real-life design teams operate similar, in-that team work is used to
refine and perfect concepts. Furthermore, such is reflective of a pedagogical approach which
encourages greater communal involvement amongst students.
Scaffolding is a pedagogical strategy whereby the teacher considers the specific learning needs of
particular students and then utilises such to design learning activities. Particular cohorts, such as
LSES students, often are reluctant to approach academics for help due to self-doubt of the validity of
their questions. Hence this degree of support is necessary to avoid such, and ensure the successful
concept and skill development of all pupils Devlin, M. (2012). Such can be clearly identified in the
created assessment task outline, as it is very detailed with clear explanations as to what students are
expected to do with reference to each particular question. This should eliminate any confusion
students may have. If, however there are still questions, it can be noted that in both the pre and
post lesson there are numerous prompts for students to ask questions with encouragements such
as there are no right or wrong answers, everybody must contribute.
EAL/D learners are a cohort with specific learning needs and it is the duty of the classroom teacher
to employ differentiation strategies to meet these needs in order to ensure successful concept
understanding ACARA. (2014). The provision of instructions on how to best complete activities
include specific headings which organise text structure, exploration of new material through the use
of visual-supports (concept maps) as well as enabling students with numerous opportunities to
complete tasks, thus are all examples of successful differentiation techniques listed by ACARA.
(2014). Such research was critical in determining visual aspects in the design of the assessment task
outline itself. It is evident that the project has been segment into three consecutive parts, each
divided by clear headings. Additionally each part is then further divided into sections and sub-
sections. This visual flow allows responders to easily keep track of tasks and can be used in a
checklist manner. Furthermore, the comparison-table and brainstorm activities seen in the pre-
lesson are examples of visual-support being employed in-class.
From the above it can be concluded that theoretical-framework and numerous pedagogical
strategies have been combined to maximise student skill and concept understanding, thus reflective
of all professional teaching decisions made during this assignment.
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References (Whole Assignment + Justification)
BOSTES. (2009). Design and Technology, Stage 6 Syllabus, Retrieved from

https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/design-technology-st6-syl.pdf
Devlin, M., Kift, S., Nelson, K., Smith, L., & McKay, J. (2012). Effective teaching and support of
students from low socioeconomic status backgrounds: Practical advice for teaching staff. Retrieved
from http://www.lowses.edu.au/assets/Practical%20Advice%20for%20Teaching%20Staff.pdf
Marzano, R. J. (2015). Designing & teaching learning goals & objectives. Solution Tree Press.
McTighe, J., & Wiggins, G. (2012). Understanding by Design framework. Alexandria, VA: Association
for Supervision and Curriculum Development.
Richards, J. C. (2013). Curriculum approaches in language teaching: Forward, central, and backward
design. Relc Journal, 44(1), 5-33.
RMIT University. (2012). Strategies to Teach Explicitly. Retrieved from

http://mams.rmit.edu.au/wuc8alp5x2wr.pdf

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Scope and Sequence

Syllabus outcomes: Syllabus outcomes: Syllabus outcomes:

Duration in weeks and Duration in weeks and Duration in weeks and

4 weeks, 16 hours 12 weeks, 48 hours 14 weeks, 56 hours

Assessment handbook / Assessment schedule

DESIGN & TECHNOLOGY,

Design & Technology

STUDENT BOOKLET 2017

- Course structure & Assessment in Preliminary

- Assessment components & weightings

Stage 6 Assessment Policy & Procedures

-Presentation of submitted assessment tasks

-Absence due to school business or approved leave

-Malpractice of non-serious attempt

Packaging for sunglasses 15

Outdoor entertaining area 30

Core 1 Unit 1: Packaging for sunglasses

Core2 Unit 2: Design-a-lamp

Core 3 Unit 3: Outdoor entertaining area

Assessment components and weightings

Knowledge & skills in:

Assessment Outcomes Week Due Total (%)

Assessment 1 P1.1, P3.1, P4.1, Term 1, Week4 15

Half-yearly examination P1.1P3.1, P4.1, Term 2, Week5 10

Assessment 2 P1.1, P2.2, P4.1, Term 2, Week 10 20

P1.1, P2.1, P2.2,

Assessment 3 P1.1, P1.2, P2.2, Term 3, Week 10 30

Attendance at all timetabled classes is compulsory, especially on the day an

PRESENTATION OF SUBMITTED ASSESSMENT TASKS

If an assessment task is not handed in at the nominated time on the

If an assessment task is not submitted and an Illness or Misadventure

The outcome of your Illness or Misadventure Application will be decided by the

The possible outcomes of an Illness or Misadventure Application include:

Task to be accepted without loss of marks.

ABSENCE DUE TO SCHOOL BUSINESS OR APPROVED LEAVE

On some exceptional occasions, your inability to meet assessment dates can be

The possible outcomes of your application include:

Original task to be completed at or by a negotiated time.

MALPRACTICE OR NON-SERIOUS ATTEMPT

The honesty of students in completing assessment tasks, examinations and

Students involved in malpractice in relation to any assessment task can expect to

Read the question carefully. Do not skim-read it.

Do not spend more than about one minute on each question.

A GLOSSARY OF KEY WORDS

Syllabus outcomes, objectives, performance bands and examination

Analyse Identify components and the relationship between them;

Apply Use, utilise, employ in a particular situation

Appreciate Make a judgement about the value of

Assess Make a judgment of value, quality, outcomes, results or

Calculate Ascertain/determine from given facts, figures or

Clarify Make clear or plain

Classify Arrange or include in classes/categories

Compare Show how things are similar or different

Construct Make; build; put together items or arguments

Contrast Show how things are different or opposite

Critically Add a degree or level of accuracy depth, knowledge and

Deduce Draw conclusions

Define State meaning and identify essential qualities

Demonstrate Show by example

Describe Provide characteristics and features

Discuss Identify issues and provide points for and/or against

Distinguish Recognise or note/indicate as being distinct or different