Edited SAMPLE

Unit Outline
Course: Design & Technology Stage: 5 Context Area: Engineering Systems Focus Area: Structural Systems Number of Weeks: 6 (15 hours)
Core Unit: Design Process Unit title: Play equipment (Ideally 10 weeks / 25 Hours)
Key Concepts/ Big Ideas Formative / Assessment for Learning Resources
- Structural systems and Engineering principles Diagnostic (week 1) Prepared Resources
- The design process - Brainstorming & concept mapping activity - Observe & - Design brief/assessment/advanced organiser
- Prototyping and experimentation note student understanding - Excursion analysis scaffold / worksheet
- Structural analysis Google Slides
- Web-based research activity -assessment and written
Summative Assessment - Sketchup tutorials 1, 2, 3
feedback on research & ICT capability - Presentation (PPT): technical drawing
Due: Week 6 Lesson 2 - 15% assessment
- Excursion worksheet: assess literacy, analysis, conventions Layout, presentation &
Design Brief / Limitations: Students Design a piece of
understanding & Provide written feedback communication
playground equipment for primary school students that is - Worked example Sketchup model
- Share & discuss Probe for understanding with inquiry
structurally appropriate, safe, and meets stakeholders’ - Assessment marking rubric
questions
needs. Max 9m2/3m high Workshop resources
Weeks 2 – 4
Project outcomes - Drill press & Scroll saw
- Collect student analysis & experimentation activities
- Design process folio - Drawing utensils
- Orthographic drawings to check for understanding and design development - Prototype modelling material (bamboo skewers
- Annotated isometric drawing, safety, ergonomic feature - Students upload SketchUp / OnShape model and plasticine paddle pop sticks fishing wire timber
- Structural analysis drawing drawing exports for a draft submission for feedback dowel & scraps florist wire hot glue gun)
- Embedded multimedia component (GIF/animation) following lesson ICT equipment: Projector & Laptop trolley
Unit Context within Scope and Sequence/Purpose Syllabus Outcomes
Students design a playground equipment for a local DT5-1: analyses and applies a range of design concepts and processes
primary school. The focus area of this unit is structural DT5-2: applies and justifies an appropriate process of design when developing design ideas and solutions
engineering system, to develop a small playground DT5-6: develops and evaluates creative, innovative and enterprising design ideas and solutions
apparatus with at least one moving part. Structural design DT5-7: uses appropriate techniques when communicating design ideas and solutions to a range of audiences
considerations concepts of physical forces, moving parts, DT5-9: applies risk management practices and works safely in developing quality design solutions
safety, ergonomics to develop detailed technical drawings, DT5-10: selects and uses a range of technologies competently in the development and management of quality
a multimedia visualisation a working structural model. design solutions
Literacy Focus Numeracy Focus ICT Focus Differentiation
Design terminology definitions Measurement Sketchup Scaffolding: Folio template, provide research weblinks, worked
Written evaluations Geometry Word Processing prototype example, exemplar design folio,
Written research summary Ergonomic statistical analysis PowerPoint presentation Task modification: Provide visual cues, collaborative jigsaw enquiry
Interview primary research Dimensioning Extended: OnShape learning, contextually relevant design examples, mixed ability paired
Adobe Illustrator modelling task, Lego engagement activity, task breakdown, Manual vs
Multiframe ICT animation.
Extend: Developed isometric hand sketching, laser-cut prototyping,
OnShape modelling, OnShape animation, Illustrator documentation,
Seq Outcome Syllabus Content
Identification of Needs and Opportunities
• identify opportunities for new and better
solutions (ACTDEK045, ACTDEP048)
• consider the requirements of end users
DT5-2: applies and justifies an appropriate process of design when developing design ideas and solutions
and stakeholders (ACTDEP048,
ACTDEP051)
• establish and document the
requirements and design considerations
for a design project
Research and exploration
• access, identify and summarise
information and data, for example:
- Websites
- Databases
DT5-1: analyses and applies a range of design concepts and processes
• interpret and manipulate data to aid the
development of design ideas
Week 1
(ACTDEK047)
• apply and communicate research findings
to design projects
Creative and innovative idea-generation
• develop criteria for success for design
projects
• undertake primary and secondary
research
• - work collaboratively and share ideas
Task / Teaching (T) and Learning (S) Differentiation Resources/ ICT
Design Brief/ introduction presentation Scaffold - Design brief
T: Introduce structural engineering systems topic, Design brief (task completion time and assessment
and assessment requirements. Management): outline
Brainstorming activity – Identifying needs Provide students with a advanced
T: Facilitate a concept mapping exercise to diagnostically assess Design folio template to organiser
student understanding structure & plan content Handout
S: Identify factors effecting design (Ergonomics, safety, Modify format (visual - Projector
functionality, durability, aesthetics) learning):
- Identify & categorise needs, opportunities Provide visual cues and
Diagnostic assessment: Observe & note student understanding connect concepts to
Secondary Research activity (Paired) images
S: Conduct web-based research to investigate:
- Identify and analyse existing playground equipment design Scaffold
- Investigate ergonomics (anthropometric data) (ICT Skill/engagement):
- Investigate Safety requirements provide students with - Laptop trolley
- Summarise findings to determine how they influence a links to relevant web-
proposed play equipment design based resources
Diagnostic assessment: students submit research summary for (ergonomic data,
written feedback on research & ICT capability Australian Safety
Primary research playground excursion & principal interview Standards)
T: Facilitate a Q & A session with primary school principal (as a Resource A
client) + focus group of student & tour of playground facilities. Scaffold (literacy): - Excursion analysis
S: Ask inquiry questions to identify needs & opportunities of Provide students with a scaffold/worksheet
playground design, requirements of stakeholders scaffolded research
(school/principal) & end users (10-12 Y/O children) template to structure
S: (paired activity) Sketch, and analyse existing playground responses and focus
equipment, synthesise findings responses.
Formative assessment: collect excursion worksheet to assess Modify: (collaboration)
literacy, analysis, understanding & Provide written feedback Pairs conduct focused
Reflection / Discussion: research in jigsaw
T: Facilitate discussion, class-constructed concept map of format, sharing and
findings, connect the learning to structural systems contributing to wider
Probe for understanding with inquiry questions context of findings as a
S: Share & discuss research & excursion findings class
Seq Outcome Syllabus Content Task / (T)eaching and (S)tudent Learning Differentiation Resources/ ICT
Creative and innovative idea-generation Structural systems scaffold presentation / activity Modify (connectedness) Resource:

DT5-6: develops and evaluates creative, innovative and

DT5-2: applies and justifies an appropriate process of • generate ideas, research solutions and T: Introduce basic engineering principles, structural systems, use example of Resource B:
design when developing design ideas and solutions employ collaborative techniques when connect learning to the playground examples structures connected to Structural analysis
developing creative design ideas, for S: Complete scaffolded web resource to identify & categorise students’ context. (local Google Slides
example: (ACTDEP049) structural forces (compression, tension, bending) and analyse bridge / playground
– use cognitive thinking tools, eg mind maps, structural systems, categorise materials and systems) structure Laptop trolley
enterprising design ideas and solutions

concept sketches, SWOT analysis Formative assessment: collect student activity to check for
– develop models and prototypes of design understanding and analysis Modify: Collaboration Drawing utensils
Week 2

solutions Idea generation / sketching SWOT analysis Opportunity to allocate

• apply design thinking when developing and
producing design projects for preferred
futures
T: Link structural analysis to the implications for material and mixed ability pairs for
design decisions of student designs. prototyping &
S: Create 3+ design sketches in top / side view experimentation
- Analyse the structural systems used
- Assess each designs’ potential to meet criteria Extend: Students also
- Conduct a SWOT analysis to justify a design to develop develop sketches in
isometric view

Experimentation Structural experimentation / analysis Activity Scaffold: Bamboo skewers

- undertake tests and experiments to T: Demonstrate simple prototype model construction, linking Use worked example Plasticine
DT5-9: applies risk management practices and works safely in

develop design ideas (ACTDEK046, Structural analysis diagrams to model playground equipment, structural prototype Paddle pop sticks
explain the significance of cross-bracing, triangulated structure
ACTDEP050) Fishing wire
DT5-6: develops and evaluates creative, innovative and

S: Construct ‘stick & string’ structural system prototype model

• assess the suitability of design ideas by with bamboo skewers, paddle pop sticks, plasticine, fishing line Modify: Use Lego as
testing and experimenting - Identify The role of each component, moving parts modelling material to Workshop
• refine design ideas to address needs and - Distinguish elements in compression, tension and bending improve disengagement equipment:
opportunities - Analyse the effect of applied force & structural stability Drill press
enterprising design ideas and solutions

• experiment to optimise solutions for design - recount findings through photographs, sketches and notes - Extend: “employ Scroll saw
Week 3

Design modification / annotation detail development technological

developing quality design solutions

projects, for example: Timber towel &

- Modify the play equipment design based on structural processes commonly
– prototypes scraps
analysis & prototyping. used in commercial
– develop models using software - Justify modifications based on design factor benefits Florist wire
enterprises to develop
Realisation of design ideas - (function, safety, durability, aesthetics, etc.) design projects, for Hot glue gun
- select and use a variety of materials, Formative assessment: collect student activity to check for example: (ACTDEK047,
techniques, tools and equipment understanding and analysis ACTDEP050) “
appropriate to the focus area of design Modified Prototype model - advanced
(ACTDEK043, ACTDEK046) S: Construct a Finalised structural prototype with resilient manufacturing, eg
- design and produce practical projects in a materials (Timber Dowel, finishing nails, florist wire, etc) laser cutting,
safe manner (ACTDEP050)
Resource B:
Resource Link: https://docs.google.com/presentation/d/e/2PACX-
1vSd3htIhDM146yA0flbAGEfc3oDZlEUqZJrCbwI6Rg3Hs_eTjSveMKtRJDiQh0JPIJI8N7X4CMbHQkR/pub?start=false&loop=false&delayms=3000

Structural Analysis – Google Slides (Screenshots)

Source: Ranzi, G., & Gilbert, R. (2014). Structural analysis : Principles, methods and modelling. Retrieved from https://ebookcentral.proquest.com

Sketch images - original

Resource C: Sketchup Tutorial 2/3 Developing geometry
Rounding corners/tangent arcs, offset tool (Swing seat)
This tutorial will explain how to use develop a simple
wireframe model into a more complex and realistic structure. 5) Select the Line tool or guide and mark a
Section Extrusion (Follow Me Tool) distance from a corner (e.g. 50mm).

6) Select the ‘3 point arc’ tool and select the two end
1) Draw or move an existing ‘structural section in points of the arc (marked earlier) then either type the
place (e.g. RHS, SHS, 90x45mm timber) and place desired radius (e.g 50 > Enter) or move the cursor to
perpendicular (90°) to the line path. manually manipulate the bulge of the curve until it
2) Select a continuous sequence of lines in your turs blue (tangent with one line) or pink (tangent with
wireframe model draw in in the previous tutorial using both lines) *TANGENT: see last page
the cursor tool while holding CTRL or SHIFT to
select multiple line segments,

7) Select the now curved boarder of using the cursor tool

while holding SHIFT (+/-) to filter your selection.
Select the offset tool and move the offset
3) Select the ‘follow me’ tool then select the generated line to a desired depth or type a
structural section, SketchUp will extrude the shape measurement (e.g. 50 > ENTER)
along the entire selected line path

8) Select the Push/pull / extrude tool to add depth

4) Repeat the process of extruding structural sections / layers. To soften/ smooth curved faces select
across the rest of the wireframe model. the surfaces to modify then (Right click > Soften) or
select soften / smooth toolbar
Resource D:
Worked Example Sketchup Model

Model file link: https://drive.google.com/open?id=1MZQ9AlzU-NFd5vA-vFTw7VID6DQ05MCt

Screenshots
 769 Words

Rationale
This stage five unit program is intended to enable students of diverse abilities to examine the
fundamental concepts and design processes of structural engineered systems through an engaging
and challenging learning experience. The rationale for this unit program has been developed
though a Learning by Design approach (Tomlinson & McTighe, 2006) whereby project-based
learning tasks and activities are developed backwards from the student project outcomes which
pedagogically align to syllabus outcomes and content.

Curriculum Integration
The key concepts of the design process and principles of engineered structural systems are first
delivered through direct instruction, then explored, analysed by students though constructivist
activities that involve primary research and hands-on prototype experimentation. This involves the
gradual escalation of Bloom’s Taxonomy through tasks built around NESA verbs; from identifying
and categorising structural factors, to analysing and evaluating design outcomes. The unit
sequence demonstrates principles of Constructive Alignment (Weatherby-Fell 2015, pp. 111-112)
required to escalate student understanding Higher Order Thinking and Critical and Creative
Thinking that underpins multiple elements of the syllabus content (NESA, 2015, p. 24)

The engaging topic of ‘playground equipment’ and integration of student’s local primary school
context and invested stakeholders, provides authenticity to the project. The contextualisation is
intended to improve pedagogical implementation by targeting the elements of Connectedness and
Background knowledge as elements of the New South Wales Quality Teaching Model (Gore,
Ladwig, Elsworth, & Ellis, 2009). The topic of playground equipment and varied student-centred
and creative constructivist tasks promote student Engagement and Self-Direction.

Pedagogical implementation
Meaningful learning through information communication technology (ICT) resources such as
worked example Sketchup models are intended to be utilised interdependently with other
resources such as Sketchup tutorials and the structural analysis presentation. The digital model
can be explored, interrogated and deconstructed by students as an interactive worked example to
scaffold student understanding of the software processes needed to develop and communicate
design ideas. This addresses syllabus requirements by building student ICT capability and critical
thinking (NESA, 2015, p. 25) while creating meaningful connections between exploration,
experimentation, and communication techniques, as syllabus content topics (p. 30). This
integrated scaffolding approach to ICT learning is also evidenced by Orlando (2013) as necessary
to cater for diverse levels of ICT capability of students (p. 147).

A series of tasks such as jigsaw approaches to research and prototyping experimentation are
designated as collaborative or paired activity to target syllabus content relevant developing
students’ ‘personal and social capacity’ (p. 26) as a cross-curriculum priority. These collaborative
arrangements also enable differentiation through mixed ability grouping based on diagnostic and
formative assessments of student ability to address the social needs and learning profiles of
individual students. (Jarvis, 2015, pp. 164-165)

Formative Assessment
Various methods of diagnostic and formative assessment are prioritised in the first two weeks of
the unit to provide detailed understanding of students’ background knowledge, capacities and
readiness for the scope of learning in the unit. Early informal methods of assessment include
whole-class concept mapping activity accompanied by probing questions (Weatherby-Fell, 2015,
pp. 121-122), to assess the level of student understanding and capacity for higher order thinking
on the topic, informing the planning of differentiation for the unit. Later formative assessment
focuses on assessing specific student capacities including cross-curricular syllabus priorities (NESA,
2015, p. 24-26). These include ‘research and analysis’ tasks to assess analytical skills and social
capacity for groupwork, ‘web and Sketchup based activity’ to assess ICT capability, and
‘prototyping experimentation’ to assess critical thinking and practical workshop skills. These tasks
enable a mix of submitted assessable formats enabling detailed meaningful feedback, and in-class
observation and prompt on-task feedback, evidenced by Hattie (2009) as significantly improving
student learning outcomes (p. 173), and informing ongoing differentiation strategies.

Differentiation
Each phase of the design process undertaken by students can be modified by a degree of informed
differentiation to cater for diverse student needs specific to their learning profile within the scope