7 Materials Technology – Cutting Board

Terms 1 and 3 Safety Duration of unit: 6 Weeks

Unit description

In this unit, Students will learn the entire process that is required to take an idea through to the final product. They will learn about design parameters, investigate and analyse
others work, create a hardwood cutting board. Students will learn about how advanced technology can laser etch a design of their choice on their boards using at Trotech Laser
Cutter with Adobe Illustrator. Students will learn the importance of measurement, and how to articulate measurements and thoughts into their assignment. They will produce a
photographic folio of their work and understand the principles of testing and evaluating their products for future modification.

Assessment Achievement Standard / Performance Standards

Assessment Task Description (Mode and Topic)
 Cutting Board – Part A Design
Brief
 Cutting Board – Part B
Investigation and Analysis
 Cutting Board – Part C Build
 Cutting Board – Part D Evaluation
and Testing
By the end of Year 8, students explain factors that influence the design of products, services and environments to meet
present and future needs. They explain the contribution of design and technology innovations and enterprise to society.
Students explain how the features of technologies impact on designed solutions and influence design decisions for each
of the prescribed technologies contexts.
Students create designed solutions for each of the prescribed technologies contexts based on an evaluation of needs or
opportunities. They develop criteria for success, including sustainability considerations, and use these to judge the
suitability of their ideas and designed solutions and processes. They create and adapt design ideas, make considered
decisions and communicate to different audiences using appropriate technical terms and a range of technologies and
graphical representation techniques. Students apply project management skills to document and use project plans to
manage production processes. They independently and safely produce effective designed solutions for the intended
purpose

ACARA Content Descriptions / SACE Learning Requirements

Investigate the ways in which products, services and environments evolve locally,
regionally and globally and how competing factors including social, ethical and
sustainability considerations are prioritised in the development of technologies and
designed solutions for preferred futures
 Investigating traditional and contemporary design and technologies, including from
Asia, and predicting how they might change in the future in response to factors such
as social change and the need for more sustainable patterns of living
 identifying needs and new opportunities for design and enterprise, for example
promotion and marketing of designed solutions
Analyse ways to produce designed solutions through selecting and
combining characteristics and properties of materials, systems, components, tools
and equipment Investigating aspects of technologies specialisations, for example in
architecture, critiquing the design of an existing product to identify features of passive design
 investigating and selecting from a broad range of technologies − materials, systems,
components, tools and equipment − when designing for a range of technologies
contexts
 considering the ways in which the characteristics and properties of technologies will
impact on designed solutions
 evaluating products and services for the individual and the community considering
ethics and social factors

Teaching Sequence Summary Literacy General Capabilities

 Introduction to Design Briefs
 Explanation of Cutting Board Part A
 Introduction to Critiquing others work and citation
 Explanation of Cutting Board Part B
 Introduction to design and build
 Explanation of Cutting Board Part C
 Introduction to Testing and Evaluation
Reading: Where/ how will you teach reading comprehension By the end of Year 8, students explain
(before/during/after strategies) and vocabulary in this unit? factors that influence the design of
products, services and environments
Explicit teaching – Putting your thoughts on paper to meet present and future needs.
Exercise – Understanding your task sheet  Cutting Board Part A -
Understanding what the
customer wants (design brief)
Writing: Where/ how will you teach reading comprehension and vocabulary in
this unit?  Cutting Board Part B –
Investigating and analysing the
work of others
Explicit teaching – How to read a task sheet and draw information from it
Exercise – Understanding your task sheet
They explain the contribution of design
and technology innovations
and enterprise to society. Students
explain how
the features of technologies impact on
designed solutions and influence
design decisions for each of the
prescribed technologies contexts.
Students create designed solutions for
each of the prescribed technologies
contexts based on an evaluation of
Vocabulary for this unit needs or opportunities.
 Tier 2 words Tier 3 words  Cutting Board Part B. Students
draw inspiration from others
 Design Brief  Investigation and Analysis work and evaluate it to create
 Biscuit  Technical Drawing their final designs.
 Grit  Orthographic They develop criteria for success,
including sustainability considerations,
 Evaluation  Isometric
and use these to judge the suitability
 Sustainability of their ideas and designed solutions
and processes.
 Criteria D Evaluation. Students
will look at how they utilised
the materials that they were
given for the project including
waste
They create and adapt design ideas,
make considered decisions and
communicate to different audiences
using appropriate technical terms and
a range of technologies and graphical
representation techniques.
 This will be present in all
assignments
Students apply project
management skills to document and
use project plans to manage
production processes. They
independently and safely produce
effective designed solutions for the
intended purpose.
 Cutting Board Part C – Build,
scheduling, and time
management. Safe use of
tools.
 Unit Sequence / Inquiry topic Lesson strategies & activities Resources
Wk

Lesson 1: Introduction to Design Briefs Cutting Board Part, A PP Template

Warm up: List as many examples with your table what you think a Design Brief is

Lesson content
 Positive Primer
 Expectations
 What is a parameter?
 Why do we need parameters?
 Introduction to Cutting Board Part A Task Sheet
Week 1

Cutting Board Part A: Design Brief - what we are making and what our goals are
- Due dates and work expectations
Lesson 2: Cutting Board Part A Cutting Board Part, A PP Template
Students To work in class on Cutting Board Part A

Lesson content
 Positive Primer
 Expectations
 Time to work through Part A

Lesson 1: Cutting Board Part B – Investigation and Analysis Cutting Board Part, B PP Template
Cutting Board Part B
Warm up: List as many examples with your table what you think a Design Brief is
Week 2 & 3

Lesson content
 Positive Primer
 Expectations
 Time to work on individual investigation and analysis
(see Orthographic Drawing Unit) (see Orthographic Drawing Unit)
(see Orthographic Drawing Unit)
Weeks 4 & 5
 Cutting Board Part C – Build Cutting Board Part, C PP Template
Warm up: List as many examples with your table what you think a Design Brief is
Week 6-8
Lesson content
 Positive Primer
 Expectations
 Time to work on their build
Cutting Board Part D – Evaluation Cutting Board Part, D PP Template
Cutting Board Part D: Evaluation
Warm up: List as many examples with your table what you think a Design Brief is
Week 9

Lesson content
 Positive Primer
 Expectations
 Time to work through students’ testing and evaluation process.