Unit of Work

Unit Name: School Promotion

Unit Description: Unit Outcomes:

Proper design and planning is an important part A Student:

to the success of any project. In this unit
students examine the fundamentals of design
and how they apply to information and Major Outcomes:
communication. The focus of the unit is on
promotional design where students learn how to
access, process and transfer information for the 4.1.1
purpose of conveying a message. Students are to
submit either a video or brochure that promotes 4.1.2
various aspects of the school with a design
portfolio. 4.2.1
4.2.2
4.3.1
4.6.1
Area of study:Information and
Communications
Contributing Outcomes:
Design specialisation: Promotional Design
4.4.1
Technology/ies: Media Technologies
4.5.1
Design project: Students must design either a 4.5.2
video or brochure to promote various aspects of
applies design processes that respond to needs and opportunities in each design
project
describes factors influencing design in the areas of study of Built Environments,
Products, and Information and Communications
generates and communicates creative design ideas and solutions
selects analyses, presents and applies research and experimentation from a variety of
sources
applies a broad range of contemporary and appropriate tools, materials and
techniques with competence in the development of design projects
applies appropriate evaluation techniques throughout each design project
explains the impact of innovation and emerging technologies on society and the
environment
applies management to successfully complete design projects
produces quality solutions that respond to identified needs and opportunities in each
design project
the school. Portfolio.
Length of Unit: 13 weeks

Resources: Technology: Introduction to Design and Technology booklet

Microsoft Word & Publisher
Windows Movie Maker
Digital Camera(s)
Students learn about: Students learn to: Integrated learning experiences, Evidence of Feedback
instruction and assessment: learning
4.4.1 Introduction

innovation and emerging • identify and describe a

technologies relating to
tools, materials, techniques
or products in each area of
study
4.1.2 • definitions of design
selected innovation or
emerging technology • Teacher introduces unit of work by
in each area of study discussing methods of Promotional
Media. With guidance from the Teacher Teacher provides
of Built
Environments, Students work as a class to produce a
Students gain an oral feedback to
Products, and definition.
understanding on
Information and What is it? students during
promotional media
Communications What does it achieve?
What are some of the discussion
different types?
• recall a definition of • Teacher introduces design
design processthrough the Hand out booklet.
 Pg 57 – 59 ‘What is Design’ Students can define Teacher provides
and understand the
• Students produce their own definition oral feedback to
term ‘Design’
and understanding of what design is and
students regarding
presents them to the class
their definitions
 Students learn about: Students learn to: Integrated learning experiences, Evidence of Feedback
instruction and assessment: learning
4.2.2 • relationship of • identify, interpret and • Teacher provides students with two
experimentation to success evaluate data from a examples of promotional media to
criteria variety of sources evaluate. These may include:
Magazine advertisement
• factors affecting design Advertisement video
function • examine factors Website
aesthetics affecting design in the
Brochure
areas of study of Built
human form For the first article; Students discuss and
Environments,
4.1.2 scale brain storm ideas to create a mind map
Products, and
ergonomics on the board as a class, which examines
Information and
factors affecting the design, such as:
ethical Communications
Colour
environmental
Layout
legislation including
OHS Content
cost Context
socio-cultural Images
resource availability Audio Students produce a
physical and material Formatting mind map which
Teacher provides
properties reflects their ability
safety Students are then asked to do the same
to analyse and oral feedback to
but by themselves and then each student
must give at least one response to create identify factors
which contribute to students during
another mind map on the board
the success of brainstorm,
Teacher asks do they work/are they different types of
successful in communicating their ideas promotional media discussion and
to the viewer? Why? (because of the mind
above factors)
map activities.
 Students learn about: Students learn to: Integrated learning experiences, Evidence of Feedback
instruction and assessment: learning
4.1.2 Introduce Design Project

• factors affecting design • Teacher describes Design Project to

function students through a design brief:
aesthetics
Using various forms of multimedia,
human form
students are to design and create a
scale promotional advertisement for the school.
ergonomics • describe the factors The advertisement is aimed at year 6
ethical affecting design in the students who are thinking about enrolling
environmental development of each next year.
design project Students are able to
legislation including
• Students analyse the design brief as a identify the needs
OHS Teacher provides
class to produce a mind map which within a design brief
cost
examines factors that will affect the oral feedback to
socio-cultural
design of the project
resource availability students during
physical and material Students select what
• Students then develop the needs of the
properties aspect of the school brainstorm,
design project, which should include
safety both content and design factors. they wish to promote
and are able to discussion and
identify the what mind
must be included in map activities.
the design project
that will meet the
needs.

Student completes
Needs section of
portfolio.

Teacher provides
written feedback
on progress
 Students learn about: Students learn to: Integrated learning experiences, Evidence of Feedback
instruction and assessment: learning
4.1.1 • design processes including • establish a design • Teacher aids Students in working
analysing needs, process that responds through the handout where are
problems and to an identified need introduced to the rest of the design
opportunities and opportunity process.
Students are able to
Pgs 60 - 84
establishing criteria for identify the different
• apply a design process
success phases in the design
when developing
researching quality solutions for • Students create an ongoing portfolio process within their
each design project which they use to document their design portfolio
generating creative
process towards the creation of the
ideas
• record design Design project. All design choices and
communicating ideas changes made throughout the creation of Teacher provides
processes and decision
the project must be documented and written feedback
experimenting and making in a design
folio for each design evaluated on. on portfolio
testing ideas “why did they make that change?”
project. progress
risk management Students are able to
managing resources • Students may use a diary to record critically evaluate
changes they will later insert into their their decisions
producing design folio.
solutions throughout the
The Portfolio should include the Design portfolio
evaluating ideas and
solutions Brief and the needs. Students should
also add headings which represent each
step in the design process; Students show the
Design Brief use of a process diary
Needs
Time Plan
Research
Solution Generation
Final Product Teacher gives oral
 Evaluation Students produce a feedback on
which will be completed later in the portfolio template in progress of
unit. Microsoft word process diary and
• evaluate design portfolio template
• Throughout their portfolio, students
processes
must evaluate their work in regards to:
Design Choices
Design Changes
Evaluate the Final product
Pgs 85-87 of the handout booklet
 Students learn about: Students learn to: Integrated learning experiences, Evidence of Feedback
instruction and assessment: learning
4.5.1 Time Plan

• management techniques • develop and apply
including action, time and action, time and
budget planning budget plans in design
projects
• Students are introduced to the concept of Students are able to Teacher gives oral
a Gantt chart. produce a Gantt chart and written
Handout pg 80 in their portfolio and feedback at the
update it throughout creation and
• Teacher helps Students develop a time the project as evolution of the
chart to put into their Portfolio. deadline are / aren’t Gantt chart
met

4.2.2 Research

• relationship of • identify, interpret and • In pairs, Students research on the

experimentation to success evaluate data from a internet two methods of advertisement:
criteria variety of sources Video
Brochure Student records the Teacher provides
And based on previous tasks, analyses results of the students with
the positive and negative factors about research task and written feedback
• research methods • use the internet when each in terms of communicating produce a summary on project
needs analysis researching information to people
and evaluation of progress
surveys and interviews Share results with the class.
Is it good? results
searching techniques
including use of the Is it bad?
Internet Why?
 Students learn about:
4.2.1 • methods used to generate
creative design ideas
including
mind mapping
brain storming
sketching and drawing
modelling
experimenting and
testing
• use of design folio to
record and reflect on design
ideas and decisions
Students learn to: Integrated learning experiences, Evidence of Feedback
instruction and assessment: learning
• use a variety of Solution Generation
methods to generate
creative design ideas • Students select what form of Student is able to
for each design project promotional media they wish to reflect on what
Students
complete the design project on, either research they have
the brochure or video, based on what participate in self
produced and make
they have learnt during the research evaluation
an informative
phase. decision
• Students then brainstorm ideas of what
to include in the design project. Should
include:
Colours (experiment)
Layout (sketches)
Images (relating to
• use a design folio to content/what aspect of the
school their trying to Students produce a
record and reflect on
promote) mind map of ideas
design ideas and
decisions Content (what they are they might want to
trying to promote) incorporate into their
Audio design
Special effects
• Student records what ideas he/she will Teacher provides
include students with
written feedback
on project
Student records the progress
results of their brain
storm task in their
portfolio, provides
reasoning for their
choice.
 Students learn about:
4.2.1
• communication methods • manipulate images
including
drawings, sketches and
models
written reports
oral presentations
• digital presentations
4.5.2
• suitable materials, tools • identify suitable
and techniques for design
projects
• skill development and • practice and refine
refinement
Students learn to: Integrated learning experiences, Evidence of Feedback
instruction and assessment: learning
Students Learn the Software
with tools such as
editing, resizing, • Teacher demonstrates how to use
Students recreate Teacher gives oral
grouping, aligning and Microsoft Publisher for editing and
positioning manipulating images and texts. what teacher does feedback on
individual tasks
• Students explore the software even
further by working in pairs to produce
an A4 size advertisement about their
hobbies. The advertisement should
include: Teacher gives oral
materials, tools and Images that relate to the Students produce an
feedback on
techniques for each hobby advertisement about
design project group work
Various fonts and sizes themselves that
Different colours and reflects an
backgrounds understanding of the
software
skills needed for • Teacher demonstrates how to use
design projects Windows Movie Maker for editing and
manipulating images and texts to create
a 20 second Movie
• Students Explore the software even
more in pairs, using the content and
images they produced in the previous
task to create a 30 second video
Students recreate
As evidence for specific technologies used
in the design process, students must place a what teacher does Teacher gives oral
copy of the advertisement, or a screen shot feedback on

Students learn about: Students learn to:
4.2.2 experimentation and • apply the results of
testing of design ideas experimentation to
designing and making
when developing each
design project
4.3.1
Materials
• range, suitability and use of • select and use
data types appropriate data types
for particular purposes
• a range of media such as
video, animation, audio • select and use
appropriate computer
• the internet as a source of hardware and software
information in the development of
Tools a design project
of the video construction, in their port folios individual tasks
Students produce a Teacher and peers
short advertisement gives oral
video about feedback on both
themselves that advertisements
reflects an
understanding of the
software
Integrated learning experiences, Evidence of Feedback
instruction and assessment: learning
• During the development of the final Students are able to Teacher provides
design solution, students must record critically evaluate students with
and evaluate any design changes made their decisions written feedback
throughout the on project
e.g experimenting with colours, what portfolio progress
works what doesn’t. Why?
Producing the final Design Solution
• Students participate in an in school All students get Teacher
excursion, where they are given a digital involved and each encourages
camera and are required to take pictures have a turn at using students to get
of various aspects of the school which the digital camera to involved
relates to the content of their design take photos
project defined in the needs section of
their portfolio’s; such as:
TAS facilities
PE facilities
• software including desktop
publishing, presentation,
video editing, draw and
paint, word processing,
web design
• the function and correct
use of a range of input and
output tools used for
capturing images such
as digital cameras,
videos, scanners
storing
printing
Techniques
• uses of media technologies
• collecting information
from primary and
secondary sources
including digitising sound,
text, graphics
• organising information for
an appropriate audience
• planning including
storyboards, scripts
• storing and retrieving
• processing techniques for
combining and
Science Facilities
Playground
• Students may also obtain images from
the school website.
• Students must then upload their images
onto their computers and store them in
an appropriate location. Students are
also taught proper methods of storing
data and the importance of backing up
• select and use files.
techniques appropriate
for the purposes of a
design project
Students are able to
• Students must explore the software to transfer images from
Teacher gives oral
the best of their abilities. a digital camera and
feedback on
Students who are producing a store them in two
Promotional Brochure should focus on transferring
different locations.
the following design techniques within images and the
Microsoft Publisher: importance of
Layout backups.
Font Styles
Colour
Template’s
Image Editing
• Students who are producing the
Promotional Video Should focus on
techniques such as: Students produce a
Slide fades (in and out) promotional
Appropriate placement of brochure about the
audio school which shows
 manipulating such as Morphing text and images their understanding
special effects, cropping, Extensive use of images of design and the
tweening, morphing that Promote the School software
Image editing
• displaying the final product
• Students display their completed Design
projects through the projector in the
class room.
Teacher provides
students with
constant oral
feedback on
Students produce a 1
project progress
– 2 minute video that
promotes the school
and shows an
understanding of
design the software

Students are able to Teacher and peers

present their projects
in digital form provide oral

feedback on
design choices

Students learn about:
4.5.2 • relationship of quality
solutions to needs and
opportunities and the
criteria for success for each
design project
and factors
of the
promotional
video/brochure
Students learn to: Integrated learning experiences, Evidence of Feedback
instruction and assessment: learning
• produce solutions • Students create the final design solution Students are able to Teacher provides
reflecting quality by following the design process produce a final written feedback
standards appropriate solution that reflects about each
to each design project the work produced in students portfolio,
each phase of the design solution
design process and process diary
(portfolio)
 Students learn about:
4.6.1 • developing criteria for • apply criteria for
success as a tool for
assessing design
development and
production
• ongoing evaluation of
design ideas and decisions
• evaluate prior to,
• final evaluation
considering
design process used • self-assess and peer-
design solutions
reflection on learning
Students learn to: Integrated learning experiences, Evidence of Feedback
instruction and assessment: learning
success in decision • Criteria for success is based upon Three
making during the items:
development of each 1. How well the final solution meets
Student submits a
design project the needs specified in the design
brief of the portfolio final design solution
2. How effective the design process that meets the needs
was in meeting the needs the student has
3. Effective use of evaluating design specified
choices and changes
during and at
completion of each The project is about the design process and
design solution how effective Students use the process to Students submit their
complete the design solution. design portfolio
• Ongoing evaluation – Students
constantly evaluate design choices
throughout the production of the final
assess design solutions design solution
Students are able to
• Students complete a self evaluation
which is both critical and analytical and critically evaluate
specifies what they feel is the good and their decisions
bad points of their final design solution throughout the Teacher provides
and what they feel they would do during portfolio written feedback
the design process to make the project about each
more successful.
Pg 86 of handout booklet students portfolio,
Students submit a design solution
• Each student presents their design process diary and process diary
solution via the projector while the rest
of the class discusses and evaluates it.
Do they feel it is
successful?
Why/Why not?
Student is able to
produce a final
evaluation within the
portfolio

Students are able to

critically and
analytically evaluate
other students’ work Teacher and peers

provide oral

feedback on
design choices
and factors

of the
promotional
video/brochure