Assessment item 1

Sequence of lesson plans

Value: 50%
Due date: 29-Dec-2017
Return date: 22-Jan-2018
Length: 3500 words approx
Submission method options
EASTS (online)
Task
TASK
1. Plan a 200 hour program of study for stage 5 (years 9/10) in Design and Technology (or
equivalent syllabus in your teaching jurisdiction ie the state or territory in which you live &/or
expect to teach).
2. Create and plan a two lesson sequence around a concept from the Design and Technology
syllabus that is embedded in one of the units you planned in your program of study.
Assessment Task Information

Part 1: The Program Plan (15 marks)

In planning your program you need to consider key requirements relating to things like the Focus
Areas (or materials related areas), Design Projects and the Core Content areas (this language differs
alittle from state to state). Your plan needs to have an explanation of each unit that includes the
following:

a) A statement of the Focus Area, eg furniture, digital media, fashion, wood, food etc
b) The Design Project and Design Brief which will drive the unit
c) An explanation of the general sequence of the unit, including any applications of ICT's
d) A description of the Cross-curriculum areas that will be addressed in the unit

Each unit explanation needs to be about 300 words with between 4-6 units in the program.

In addition to the unit descriptions you need to do a table which maps the syllabus Outcomes and
Learn About and Learn To statements against all the units to demonstrate that all syllabus
requirements are being addressed. (Learn About and Learn To statements are unique to NSW - in
other jurisdictions you have the general outcomes and the strand outcomes as per the National
Curriculum). It will look something like:

UNIT UNIT UNIT UNIT

1 2 3 4

OUTCOMES and Learn About &

Learn To Statements

Analyses and applies a range of design concepts

and processes
• nature and definitions of design,
technology and appropriate technology
• purposes of design
• interdisciplinary nature of design which draws on
disciplines such as mathematics, sciences, fine art
and humanities
• interrelationship of design with technology
• principles of design when transferred to new
situations and contexts
 UNIT UNIT UNIT UNIT
1 2 3 4

Part 2: (35 marks)

Most outcomes in a design/project-based syllabus are process orientated because much of the
syllabus is about designing, making and evaluating – these outcomes are characterised by being
about HOW to do things and HOW to think about things. All units in Design and Technology are
based around Design Projects, so consequently early lessons in units often go through the process of
getting into a project and are most commonly a set of process lessons (ie procedural knowledge) –
this continues throughout the unit. We also use this same project orientated approach to provide
situations where we can create opportunities, in an authentic learning environment, to introduce
outcomes that focus on concepts that are also included in the syllabus.

Examples of concepts you can find in the outcomes of the NSW Design and Technology Syllabus
include two types:

a) General concepts: these include, innovation; preferred futures; appropriate technology; ethics;
risk management; Design; Technology; environmental sustainability; ergonomics; market research;
experiment

b) Focus area specific concepts: in each focus area (materials related area) there are concepts
that the teacher selects, related to materials used, structures and processes.

So you need to do the following:

1. You need to pick ONE concept from the General Concepts list above (irrespective of
jurisdiction) that will be used in creating a TWO lesson sequence that teaches the concept and that
would fit within one of the units you planned in PART 1.

2. You need to develop a full lesson plan for the first lesson of the sequence. This means a
sequence of WHAT is to be taught and more significantly HOW you will initiate and manage the
activities, the students, the materials and the space and apply the selected teaching strategies.

3. For the second lesson, you need to provide an explanation of activities that are to be completed
that follow up and apply the concept. The description of the second lesson should be about 300
words.

The lesson sequence should:

a) Provide opportunities for you to explore students’ prior learning and knowledge of the concept
b) Include active exploring learning activities for students
c) show, where possible, integration of ICT into the lessons
d) provide opportunity for students to create an explanation for the concept
e) and, either directly apply the concept and/or explore its application more widely.

The two lessons should apply constructivist learning principles and use a concept acquisition
model which needs to be supported by a range of pedagogical strategies.

4) Justify the two lesson sequence you have created by explaining how the sequence over the two
lessons applies a constructivist derived consept acquisition model and hence are consistent
with constructivist principles as you understand them.

This task highlights one of the key purposes of the design project model of teaching in D&T- situated
cognition – creating authentic situations where we can teach concepts and ideas within a context.
Rationale

Planning units and lessons, and incorporating all the specified requirements, may be a challenge for
you….initially! This task requires you to create a program scope and sequence plan using the NSW
Design and Technology Years 7-10 Syllabus (or equivalent in your teaching jurisdiction),
to sequence lessons incorporating constructivist learning principles which are considered 'good
practice' within a Technology classrooms and to develop a lesson plan.

This assessment item will assist in the measurement of your achievement of learning objectives:

 be able to analyse the Design and Technology curriculum;

 be able to design for the context teaching and learning activities that integrate the Australian
Curriculum general capabilities;
 be able to prepare detailed and effective lesson plans and units of work to teach concepts
and other content;
 be able to develop appropriate teaching and learning strategies for diverse learning
environments and contexts;
 be able to apply professional written and other communication skills.

Marking criteria

The criteria for marking this assignment are:

1. Develops a program scope and sequence plan that is consistent with curriculum/syllabus
requirements and outcomes with units that are based on authentic and creative design projects and
design briefs

2. Explains each unit in terms of the sequence of key tasks and Cross-curriculum areas

3. Selects a general concept from the list provided and relates it to one of the units in the program
scope and sequence plan.

4. Creates a lesson plan that includes the lesson's relationship to the curriculum/syllabus, applies a
variety of teaching strategies, integrates ICT's where possible and provides a logical order of
content/tasks and explains how the lesson components will be delivered and managed.

5. Creates a two lesson sequence that is justified in terms of the application a concept acquisition
model and constructivist principles

6. Demonstrates professional writing and communication skills through use of educational

terminology, referencing, citation conventions and applying research skills.
ASSIGNMENT UNSATISFACTORY PASS CREDIT DISTINCTION/HD
CRITERIA
Develops a program Syllabus requirements Syllabus Syllabus Syllabus requirements
scope and sequence and outcomes mapping requirements are requirements are are included and all are
plan that is consistent are inappropriate or included and all included and all outcomes mapped
with incomplete. outcomes are outcomes are across units with
curriculum/syllabus Design projects listed mapped across mapped across units thought as to the
requirements and units. Design with thought as to relationship between
outcomes with units that projects are standard the relationship the nature of the unit
are based on authentic projects and include between the nature and appropriateness of
and creative design design briefs that of the unit and outcomes. Design
projects and design focus on making. appropriateness of projects are authentic
briefs outcomes. Design and design briefs are
projects have a ‘real based on creative
world’ , authentic problems or issues with
approach and design potential for high
briefs have a student engagement
problem-based
element to them.
Explains each unit in Units are listed Units are described Units are explained Units are explained
terms of the sequence of demonstrating a through the through the sequence of
key tasks and Cross- sequence of the key sequence of key key tasks. Cross
curriculum areas tasks. Cross tasks. Cross curriculum
curriculum areas are curriculum areas explained in terms
listed areas described. of how they are
integrated with the
units.
Selects a general An inappropriate concept A concept is A concept is
concept from the is selected or no concept selected from the selected from the list
general list provided at all and a unit is listed. list provided and aprovided and it's
and relates it to one of unit is listed fromrelationship to the to
the units in the program the program plan the unit from the
scope and sequence program plan is
plan. explained.
Creates a lesson plan The lesson is not put into The lesson plan lists The context of the The context of the
that includes the the context of the syllabus outcomes lesson plan is lesson plan is explained
lesson's relationship to syllabus &/or the unit. and names the unit. described through through links to the
the curriculum/syllabus, The lesson plan lists a Strategies are links to the syllabus syllabus and the unit.
applies a variety of sequence of content with described in terms and the unit. Strategies are varied
teaching strategies, reference to a narrow of content to be Strategies are varied and creative and
integrates ICT's where range of listed strategies, delivered, show and explained in analysed in terms of
possible and provides have little student some variety of terms of content and content, student
both a logical order of activity, ICT’s not strategies and ICT’s student engagement engagement and ICT’s
content/tasks and integrated and elements are used in the and ICT’s are are integrated creatively
explains how the lesson of a lesson plan missing. lesson. Lesson plan integrated into the into the lesson. Lesson
components will be elements are lesson. Lesson plan plan elements show
delivered and managed. described. elements are analysis of the lesson in
explained through terms of purpose and
student/teacher approach, the
interactions and student/teacher
managment. interactions and
management.
Creates a two lesson The two lessons logically The two lessons The two lessons The two lessons
sequence that is follow each other, are not logically follow logically follow logically follow each
justified in terms of the focussed on a concept each other and focus each other and focus other and focus on the
application of a concept and are not sequenced on the selected on the selected selected concept.
acquisition model and using constructivist concept. Learning is concept. Learning is Learning is active and
constructivist principles elements. Lessons are active but active and elements elements of
described but no constructivist of constructivism constructivism are
referencing. elements are not are highlighted and highlighted and
obvious. The obvious. The lessons obvious. The lessons
lessons are are explained in are analysed and
 described with terms of justified in terms of the
reference to constructivism by relationship between
constructivism and direct reference to the constructivist
are referenced. the sequence and is concept acquisition
referenced. model and the two
lesson sequence. The
justification is well
referenced to the model
and constructivist
principles.
Demonstrates Attention to editing Well edited, Well edited, Well edited,
professional writing and required, written communication is communication communication
communication skills communication is not mostly descriptive explains ideas and analyses ideas and
through use of clear and does not use and points are clear, points are clear, points are clear,
educational terminology consistently, educational educational educational
terminology, little referencing is used. terminology is used terminology is used terminology is used
referencing, citation and referencing is throughout and throughout and
conventions and done according to referencing is done referencing is done
applying research skills. academic according to according to academic
conventions. academic conventions
conventions.