Yr9 Design and Technology Unit Overview
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Yr9 Design and Technology Unit Overview, writing task for students, and lesson plan
Subject: Design and Technology
Unit Title: Sustainable Hobbies Studio
Year level(s): 9
Duration of unit: 12 weeks
School & Class Context
NSW Syllabus – Stage 5 – Design and Tech (Years 7-10) 5.1.1 analyses and applies a range of design concepts and processes 5.3.1 analyses the work and responsibilities of designers and the factors affecting their work 5.1.2 applies and justifies an appropriate process of design when developing design ideas and solutions 5.6.3 selects & uses a range of technologies competently in the development & management of quality solutions 5.2.1 evaluates and explains the impact of past, current and emerging technologies on the individual, society and environments 5.4.1 develops and evaluates innovative, enterprising and creative design ideas and solutions
The unit requires that each particular student analyzes and explores systems within the classroom. The focus of learning is based mainly within the classrooms and on the functionality of the layout of the classrooms (Millett & Storey, 1974). In one lesson, students are asked to give their contributions to a discussion on the responsibilities of designers, providing reasons for the factors that affect their work and offering various suggestions on how this can be improved. Students are taught the appropriate process of design when they are developing the ideas of design and also their solutions. Moreover, students are exposed to a range of technologies that they can select in a competent manner in the development and also in the management of quality solutions (Rogers, 2002). In another lesson, students are asked to evaluate and also to explain what they think about the impact of the technological advancements that have been there in the past and that which is expected in the future in the society, individuals and the environment in general. Finally, students are asked to develop and evaluate design ideas and solutions that are enterprising, innovative and creative.
Formative Assessment: An ongoing Design folio containing activities that help guide students through the design process. This will be a progress mark, marked half way through the unit. (Project proposal, project management, ideation, research, process, construction, evaluation and presentation. Summative Assessment: (a) 1:30 architectural and interior model of their sustainable studio design. (b) Persuasive writing task: Proposition to the council for their studio.
– Using design language and vocabulary supported by graphic representations to explain concepts and models (Leung, 2000). – Rendering a likeliness of themselves from the observations of past design techniques. – Analysing, describing, interpreting as well as judging the design techniques that were used in the past. – Reflecting and analysing personal experiences on design and technology that influences the development of design and technology. – Utilizing modelling materials as well as computers in an approach that is realistic to express the ideas on design and technology (Bork & Kann, 2008). – Students will be given an opportunity to criticize their own work and also that of others who are in the classroom. – Participation in a discourse community. – Applying the skills of writing and reading to design and technology. – Practising the various techniques that are used in writing research. – Understanding that the techniques of reading and writing are recursive processes.
– Pre-made design folio with activities – Modelling materials, PVA glue, foam core, balsa wood, cutting mats, Stanley knife, paper, pain and miscellaneous materials/object. – Laptop/computer with access internet.
Sequence learning activities
Learning experiences and teaching strategies
Adjustments for needs of learners
Explain to the students the various design concepts and processes while showing their real applications. Explain to the students the main factors that affect the working of designers while giving examples. Explain to the students how a range of technologies can be used competently in the development and management of quality solutions while giving examples. Give the students various examples of how design and technology has been changing over the past and the changes that are expected in the emerging technologies. Explain to the students how they can develop design solutions and ideas that are innovative, creative and enterprising. Give assessments to the students to gauge their understanding.
Use simple and precise language. Use practical examples while explaining to the students to enhance their understanding.
– Laptop/computer with access internet – Modelling materials, PVA glue, foam core, balsa wood, cutting mats, Stanley knife, paper, pain and miscellaneous materials/object. – Pre-made design folio with activities – Pictures of iconic products
Persuasive Writing Task:
Students are about to begin a design project that is new to them and are at the initial design ideas stage. This particular task will be of great importance to the students as it will help them to have focus, early during the project, on the consideration of the consequences for both the society and the environment in general of their decisions regarding design which may be short or long term (Gregory, 1980).. The students will make use of the research that is gained from this particular task to refine and also develop their ideas in design. Moreover, the students should then be able to make an application of this approach throughout the course and when they will be required to put their design ideas into practice, reflecting upon it each time they are starting a new design project.
There is an increasing expectation that designers and producers will be held accountable for the impact of the work that they have done on the environment and the society. There should be the minimisation of risks and also the enhancement of products by making a consideration of both the long-term and short-term consequences of the various decisions that have been made throughout the process of design.
You are currently trying to develop your ideas that will be of great importance to the next project which is creating a hobbies studio in the areas of water detection Basin Park. For this assessment the task of the student is to identify and research on some of the key environmental or social issues which may have a relation to this area of design. Each student will be required to make a presentation to the class a short paper and also an oral report on the findings of this task.
In order for the student to undertake this task the student will need to brainstorm a range of environmental and social issues which may relate to the area of design that the student has selected. These issues may include:
Health and safety
The students should make a consideration of these broad issues while also identifying three which are specifically relevant to this project. The student should research on these three key issues using a range of methods and sources so as to gain information.
The student is required to submit the following for the purposes of assessment.
A two page written report which should:
Identify three relevant environmental and social issues to the this design project (KOO, Young-man, 2009).
Explain each of the three issues while supporting the explanations with specific examples of production and design activities which have had an impact to the society in the past.
Be structured in a manner that is concise and logical
An oral report that should take 3 minutes. The oral report should:
Have focus on one of the three key issues that were identified in the paper.
Explain to the class the key issue
Identify the relationship that the issue has with the design project
Explain how the issue might have an effect on the decisions that you will make regarding your design project.
Learning Objective: Students are made to analyse and explore a range of concepts and processes in design mainly focussing on the classroom layout being that it is a design system (Davis, 2005). Students considers the design of the classroom so as to re-design the space in covered by the classroom. Discuss various issues (Ansell, 2003). Discuss how these issues can be resolved by the students while making the final draft. Explain to the students the main things that will be assessed in the unit
30 by A4 paper
Floor Plan of the classroom.
Printout of the items in the classroom
Printout of classroom items.
Introduction: Introduce design and technology. Design and technology can be defined to be a curricula specifically designed to produce design literacy and technologies that are related (Denton, 2003). Ask the students on their contribution in the conversation. Analyse the responsibilities and the work of designers and discuss the factors that affect their work in different ways. Highlight to the students a range of design concepts and ideas.
Design and technology is a very important aspect in literacy learning. Consider design solution and design ideas.
In this particular lesson students will create a draft of a process of design that is appropriate as they develop various design ideas and solutions. Moreover, students are required to develop and evaluate design ideas and solutions that are creative, innovative and also enterprising. Moreover, students are to evaluate and also explain the impact of the emerging technologies as well as the past and current
Ask the students to share what they have done and see whether there are differences. Were here any implications that were noticed? Why they have chosen particular factors and why they have chosen particular design ideas and solutions? Try to expose the thinking of the students to see if it has a relation to opening the discussion.
There is an assessment rubric that has been created for the purposes of the final piece. However, individual formative feedback for each student should be provided on their draft design. Make use of questioning throughout the lesson so as to help providing a guidance to students to think about design ideas, design layout and the layout’s functionality.
A grade should be given (Using rubric) for the layout of the draft.
The assessment of this task will be for reporting purposes using the rubric for marking.
Ansell, H. (2003). Design & technology. Dunstable, Beds, England: Belair Pub.
Bork, R. & Kann, A. (2008). The art, science, and technology of medieval travel. Aldershot, England: Ashgate Pub.
Davis, R. (2005). Design & technology. London: Letts Educational.
Denton, H. (2003). Team-Based Design for Design and Technology Teachers. JOTS, 29(1). http://dx.doi.org/10.21061/jots.v29i1.a.7
Gregory, S. (1980). Technology, innovation and design. Design Studies, 1(5), 313-314. http://dx.doi.org/10.1016/0142-694x(80)90072-1
KOO, Young-man,. (2009). The Importance of Design Technology Transfer & the Effects of its Development. Journal Of Digital Design, 9(3), 465-478. http://dx.doi.org/10.17280/jdd.2009.9.3.044
Leung, C. (2000). Assessment for Learning: Using Solo Taxonomy to Measure Design Performance of Design & Technology Students. International Journal Of Technology And Design Education, 10(2), 149-161. http://dx.doi.org/10.1023/a:1008937007674
Millett, R. & Storey, E. (1974). Design & technology. Oxford, Eng.: Pergamon.
Rogers, M. (2002). Design & technology. Cheltenham: Nelson Thornes.
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