Professional Documents
Culture Documents
Assignment 1
Value: 50%
School context
The school used in this assessment is a comprehensive 7-12 State High School with an enrolment of about 600 students, providing education to
an expanding rural community in the Central West of New South Wales. About 25% of the students that attend school are of Aboriginal
background, and therefore there is an emphasis on the teaching of Aboriginal studies whereby the students focus on issues relating to Indigenous
Australians. Wiradjuri, the Indigenous language of the Aboriginal people who inhabited and continue to inhabit the area, is taught in year 7 at the
school in conjunction with the local Aboriginal community. The school attracts equity funding and is focused on quality teaching,
differentiation, literacy and numeracy. The school has students from non-English speaking backgrounds and supports students through an
English as a Second Language (ESL) teacher, who regularly meets and works with students to improve their language skills.
The town in which the school is located has a population of around 15,000 people, and its major industries include agriculture, transport, mining
and tourism. The school operates within a highly inclusive model of support for students with disabilities and has seven Special Education
classes. It has a proud history of outstanding academic, sporting, cultural and performing arts achievements, and it also offers an extensive range
of Vocational Education and Training courses delivered across the school. A school day consists of five lessons, with each lesson lasting for one
hour. The school timetable works on a fortnightly rotating basis, Week A and Week B. School commences each day at 9.00am and concludes at
3:20pm. The school adopts a Positive Behaviour for Learning approach. PBL helps to build environments that encourage and promote academic
achievement and social competence while preventing problem behaviour. PBL reduces unnecessary discipline and promotes a climate of greater
productivity, safety and learning amongst students. The Student Representative Council is a major activity in the school. This body is elected by
their peers as well as the staff and provides great opportunities for developing student leadership, public debate, and decision making.
The teaching staff of the school is comprised of a group of very dedicated practitioners with mixed years of experience in the teaching
profession. Ongoing professional learning to suit individual, faculty and whole school needs is actively maintained with all staff demonstrating
commitment to their own learning, quality teaching and the achievement of learning outcomes for their students. They maintain currency with
departmental policy, complete mandatory training as required and are involved in whole school planning and programing and policy
development. Students are supported through a number of resources including: Year Advisors who liaise with families to assist each student in
realising his or her potential; Girls and Boys Advisors who liaise and network with relevant community support agencies; an Aboriginal
Education Officer who overseas and implements a range of activities and programs to promote and enhance achievements of Aboriginal
students; and School Learning Support Officers who assist in classroom activities, school routines and the care and management of students with
special needs.
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Year 10 Landscape Drawing Cabinet and furniture Drawing Student Negotiated Project
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Year 9 Unit 1 Year 9 Unit 2 Year 9 Unit 3 Year 10 Unit 1 Year 10 Unit 2 Year 10 Unit 3
Unit title The Ultimate Poster for local Website Design- School Garden The hot seat Student
Design project classroom event Weebly Design a new Design a bar stool, negotiated area of
Design the ultimate Design and create a Design a website school garden on a drawing inspiration design. Students
classroom using poster that using Weebly, on a neglected area of from selected to determine the
Google Sketch up advertises a local topic of the the school graphic designers project
event students choice
Time 50 hours 25 hours 25 hours 25 hours 25 hours 50 hours
Focus area of design Core Module 1 Core Module 2 Core Module 2 Landscape Cabinet and Students choose
Drawing Furniture Drawing focus area
Syllabus objectives 1, 2, 3, 4, 5, 6 1, 2, 4, 6 1, 2, 3, 4, 5, 6 1, 3, 4, 6 1, 3, 4, 5, 6 TBA
Essential content 5.1.1, 5.1.2, 5.2.1, 5.1.1, 5.1.2, 5.2.1, 5.1.2, 5.2.1, 5.3.1, 5.1.1, 5.1.2, 5.3.2, 5.1.1, 5.1.2, 5.3.1, TBA
(Outcomes) 5.3.1, 5.3.2, 5.4.1, 5.2.2, 5.4.1, 5.4.2, 5.3.2, 5.4.2, 5.5.2, 5.4.1, 5.4.2, 5.6.1, 5.4.1, 5.5.1, 5.5.2,
5.5.1, 5.5.2, 5.6.1 5.6.2 5.6.1 5.6.2 5.6.1, 5.6.2
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The following content from the Core Module 1 will inform student
design activities. Students will: Outcomes:
Use and maintain appropriate drafting equipment A student:
Apply planned and ordered approaches to producing drawings
5.1.1 communicates ideas graphically using freehand sketching and accurate
Identify OHS issues that impact on work environments
drafting techniques
Apply drafting conventions to create standard page layouts (e.g. paper
size, borders, title blocks, projection symbols) 5.1.2 analyses the nature of information and intended audience to select and
Analyse and breakdown CAD drawing techniques into three general develop appropriate presentations
steps (what shape to draw, how to draw shapes, where to start and end) 5.2.1 designs and produces a range of graphical presentations
Use basic CAD concepts including 2D/3D coordinate geometry
5.3.1 identifies, interprets, selects and applies graphics conventions,
Manipulate objects in relation to size, placement and orientation standards and procedures in graphical communications
Critically analyse graphical images for gender, social and cultural
messages that may be conveyed 5.3.2 manages the development of graphical presentations to meet project
briefs and specifications
Visualise and sketch common objects
Identify and apply freehand drawing techniques to a range of simple 5.4.1 manipulates and produces images using computer-based drafting and
orthogonal and pictorial drawing types presentation technologies
Use scales in the production of drawings 5.5.1 identifies, assesses and manages relevant OHS factors to minimise risks
Recognise and apply appropriate AS1100 drawing standards in the work environment
Use features of CAD software to create & dimension orthogonal 5.5.2 demonstrates responsible and safe work practices for self and others
drawings
Use manual or computer based rendering techniques in a variety of 2D 5.6.2 evaluates the impact of graphics on society, industry and the
& 3D drawings environment
Present product information in a clear and innovative manner Resources:
- Google Sketch up,
Students gain the knowledge, skills and understanding they need for - computer lab,
this unit through product evaluation activities and practical tasks. - YouTube video: Google sketch up
(https://www.youtube.com/watch?v=YGdLwE4Ue-c),
- Adobe Illustrator
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Students gain the knowledge, skills and understanding they need for this
unit through product evaluation activities and practical tasks.
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Assessment Grid
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Mapping Grid
Core module 1
Year 9 Year 9 Year 9 Year 10 Year 10 Year 10
Students learn about: Students learn to: Unit 1 Unit 2 Unit 3 Unit 1 Unit 2 Unit 3
Graphics Principles and Techniques
Work Practices
equipment type and care use and maintain appropriate drafting X X X
equipment
the importance of apply planned and ordered approaches to
- selection and maintenance of producing drawings X X X X X
equipment
- clean and ordered work practices
collaborative work practices work collaboratively in the production of a
graphics project X X
Occupational Health and Safety identify OHS issues that impact on work
- government legislation environments X X X X X
- potential work environment
hazards and risks
Standards apply drafting conventions to create standard
Australian and international page layouts (eg paper size, borders, title X X X X
drafting standards blocks, projection symbols)
Computing Principles configure drafting applications X X X
CAD application set-up analyse and break down CAD drawing X X X X X
the CAD environment including techniques into three general steps
- tools what shape to draw (tools)
- methods and modes how to draw that shape (tool methods/modes)
- constraints and modifiers where to start and end the shape
(constraints/modifiers)
use basic CAD concepts including 2D/3D
coordinate geometry, scale and measurement
to carry out basic drafting construction X X X X
manipulate objects in relation to size,
placement and orientation
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Pictorial Drawing
oblique drawing measure and draw simple objects X X X X
isometric drawing produce pictorial drawings from orthogonal
drawings using manual and/or CAD
X X X X
techniques
Presentation
Rendering
shading, shadows, tone, texture use manual and /or computer-based rendering X X X X X
representation and colour techniques in a variety of 2D and 3D drawings
computer modelling and
computer-based graphics
Product Drawing
drawing to convey technical consolidate and apply pictorial, orthogonal X X
information or product concept and presentation techniques to a range of
products
- shape description X X
identify and produce types of drawings used in
- size description
marketing
- technical information
use of CAD to generate final
drawings
Techniques
manual presentation methods present product information in a clear and X X
innovative manner
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Core module 2
Year 9 Year 9 Year 9 Year 10 Year 10 Year 10
Students learn about: Students learn to: Unit 1 Unit 2 Unit 3 Unit 1 Unit 2 Unit 3
Graphics Principles and Techniques
Work Practices
the importance of accurate and neat develop a planned and ordered work regime to X X X X X
work practices produce neat and accurate drawings
collaborative work practices work collaboratively in the production of a
graphics project X X
career opportunities pathways in explore careers in graphics X X
graphics analyse the roles and contributions of males X X
and females to the graphics industry
Occupational Health and Safety respond to OHS issues to ensure a safe X X X X X
working environment
Standards
Australian drafting standards apply AS1100 drafting standards X X
drafting scales and templates use standard instruments in the production of
X X X X X
including radius, circle, nut/bolt and drawings and presentations
architectural
Computing Principles
the CAD environment use standard features of CAD software X X X X X
including layers, symbol libraries and page
templates
Social and Ethical Issues
different cultural approaches and identify the cultural significance of graphical X X X
sensitivities to the use and communications throughout history
applications of graphical
communication
Design in Graphics
design principles and processes apply design principles and processes in the
development, production and evaluation of X X X X X
graphical presentations
select and apply graphical communication
techniques for specific purposes X X
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Pictorial Drawing
a variety of pictorial representation visualise and draft common objects X X X X
techniques including construct pictorial circles and geometric shapes
X X X X
- isometric and oblique utilise a range of pictorial representations
- planometric/axonometric X X X
- 1 and 2-point perspective
generation of graphic shapes in the utilise a range of pictorial representations X X
CAD environment to create realistic
3D images create 3D images using the principles of X X X X
generation of graphic shapes in the extrusion and revolution
CAD environment to create realistic manipulate 3D objects in relation to size, X X X X X
3D images placement and orientation
Presentation
Pictorial Rendering
rendering pictorial drawings to assist apply manual rendering and/or modelling X X X
others in the visualisation of a techniques to a range of products
product or concept
3D modelling and rendering model and render a simple product in 3D using
CAD or appropriate graphics software X X X X X
Techniques
multimedia and traditional apply both traditional and multimedia X X X X X X
presentation methods techniques to present products graphically
Additional Content
advanced geometric constructions apply advanced geometric curve construction
techniques to the representation of helix and X X
cam profiles
advanced orthographic projection create auxiliary views to orthogonal drawings
to represent the true-shape-of-surface of single X X
and/or double inclined surfaces
advanced pictorial projection apply isometric projection techniques to the
creation of true isometric drawings X X
apply 2 and 3-point perspective techniques to X X
the construction of pictorial views
represent complex curved surfaces in isometric
and oblique drawings
X X
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Presentation
landscape pictorial drawing create and render plan, elevation and pictorial X X
drawings suitable for presentation to a client
create simple landscape designs in 2D using
X X
CAD or appropriate graphics software
pictorial montages merge drawings with other images to help
visualise the overall design X X
Additional Content
applications of CAD software in the use landscape symbol libraries X X
development of landscape design create multi-layer landscape/architectural
drawings drawings X X
specialised design applications apply landscape design principles and drawing
types to irrigation and drainage system design X X
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Students learn about: Students learn to: Year 9 Year 9 Year 9 Year 10 Year 10 Year 10
Unit 1 Unit 2 Unit 3 Unit 1 Unit 2 Unit 3
Graphics Principles and Techniques
cabinet and furniture drafting apply AS1100 drafting standards X X X
standards use standard scales and units of measure as X
applied to cabinet and furniture drawing
apply the standard representation of furniture
and cabinet elements X
materials used in cabinet and name common materials used in cabinet and
furniture construction furniture making X
environmental considerations in
material selection
joinery methods and techniques graphically describe cabinet and furniture
joints and fittings
X
applications of CAD to computer
aided manufacture (CAM)
Occupational Health and Safety demonstrate safe and responsible work X X X
(OHS) in the graphics industry practices to self and others
identify OHS issues related to products and
processes in graphics
X X X
Design in Graphics
freehand cabinet and furniture use sketches in planning drawing layouts, X X X
design drawings component assemblies and design situations
measure and sketch from existing products
X X X
apply ergonomic principles in cabinet and
furniture design
X
Planning and Construction
working drawings related to cabinet apply drawing standards to a range of furniture X X
and furniture production items
produce multi-view drawings incorporating a
variety of joints and fittings
X X
construct detail drawings to illustrate joinery
and design details X X
create cutting/parts lists X
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Students can successfully draw simple 2D shapes in Adobe Electrocution: equipment needs to be regularly checked and tagged
Illustrator using the pen tool Back/neck/wrist pain: correct posture, ergonomic chair, supportive mouse
Students can manipulate objects in relation to size, placement and pad
orientation
TIME Teacher Role and Activities Student Role and Activities ICTS & literacy/numeracy
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Class discussion
Body Students raise hands to participate in the class
Teacher asks students questions regarding VISUAL LEARNING STYLE
discussion. They provide answers to the
10-20 mins what they just saw in the video: AUDITORY LEARNING
- What is the pen tool? questions posed by the teacher, and ask
- What does the pen tool do? questions of their own
- Where is the pen tool located?
Teacher provides students with the
opportunity to clarify any points that were Project based learning
discussed or any questions in general Inquiry based
relating to the Adobe pen tool
20-30 mins Teacher directs students to start a new page Students explore Adobe Illustrator and pen tool,
in Adobe Illustrator, and have a go at using creating a wide variety of simple shapes
the pen tool to draw simple shapes. ICT: Adobe Illustrator,
Students are encouraged to explore the Computers
Adobe Illustrator pen tool, creating all Literacy: subject specific content
different shapes. Teacher to walk around ie pen tool, adobe illustrator
class viewing student work and helping Numeracy: 2D shapes,
measurement, size
Teacher directs students to now have a go Students create a visual picture using only one
30-40 mins KINAESTHETIC LEARNING
at manipulating the size of the simple shape that they have manipulated to various
shapes they have created. different sizes
Conclusion Teacher wraps up lesson and directs Students log onto https://kahoot.it/#/ to play fun ICT: Computers, Kahoot!
40-50 mins
students to the online quiz game Kahoot! to online quiz to recap todays lesson Literacy: subject specific content
recap todays lesson ie pen tool, adobe illustrator
Numeracy: 2D shapes,
measurement, size
Evaluation Self-evaluation and reflection on own work
VISUAL LEARNING
practices
AUDITORY LEARNING
KINAESTHETIC LEARNING
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Students can identify and describe risks/hazards in the office and Electrocution: equipment needs to be regularly checked and tagged
explain how to prevent these Back/neck/wrist pain: correct posture, ergonomic chair, supportive
mouse pad
TIME Teacher Role and Activities Student Role and Activities ICTS & literacy/numeracy
Prior to the lesson, teacher sets up a mock
office demonstration of safety hazards i.e.
untidy work environment, poor lighting,
tripping hazards, exposed electrical cords, Students break into assigned groups. Each group of Co-operative learning
3, enters the mock demonstration and works as a
Introduction Students enter the classroom. Teacher
team to identify as many safety hazards and items
breaks students into groups of three based
0-15 mins wrong with the demonstration. While other groups
on different learning abilities. Give each
are having their turn, students should be discussing
group 2 minutes to enter the mock office to
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identify as many safety hazards and items what they saw in the kitchen demonstration, and Literacy: subject specific
wrong with the demonstration preparing answers for the class discussion. content: identifying
hazards/risks
A representative (chosen by the group) from each
Body group, makes their way to the front of the
After each group has had their turn at
15-30 mins classroom. Each representative adds three
identifying the safety hazards, teacher Co-operative learning
suggestions to the mind map.
creates the start of a mind map by putting
office hazards in a circle on the
whiteboard.
Students raise hands to participate in the class
Teacher leads a class discussion calling on discussion. Class discussion/ sharing of
students to identify a hazard/risk and ideas
explain in more detail why it is wrong, and
what could be done to correct, minimise or
prevent the hazard/risk.
Students copy the mind map into their work books
Teacher directs students to copy the mind as requested by the teacher Literacy: subject specific
map prepared by the class into their work
content: hazards, risks
books.
VISUAL LEARNERS
30- 45 mins Teacher asks students to remain in their Students research OH&S legislation from the
groups and directs students to the websites provided, and note the importance of this ICT: Computers
computers. Teacher provides handout with in both the classroom and the workplace. Students Literacy: subject specific
questions regarding OH&S legislation as a answer the questions on the handout and discuss content ie hazards, risks,
scaffold for the information students need answers with members in their group. OH&S legislation
to be searching for. Students work in KINAESTHETIC
groups of three to complete handout. LEARNERS
Students share their ideas with the class for Co-operative learning
Teacher facilitates a class discussion, discussion to conclude the lesson.
Conclusion
asking students about the importance of
AUDITORY LEARNERS
45-50 mins office and workplace safety, the potential
risks in office environments and how risks
can be minimised. Class discussion
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Evaluation Self-evaluation and reflection on own work When students identify the consequences of poor
practices OH&S management they demonstrate an
understanding of risk management practices
Students can define what the term copyright means Electrocution: equipment needs to be regularly checked and tagged
Students are aware of the ethical issues associated with graphics Back/neck/wrist pain: correct posture, ergonomic chair, supportive
mouse pad
Eye strain
TIME Teacher Role and Activities Student Role and Activities ICTS & literacy/numeracy
Introduction Teacher welcomes students into the Students enter classroom and break up into their Co-operative learning
classroom and breaks students up into assigned groups. Finding out the prior
0-10 mins groups of 4 based on different learning knowledge of students
abilities.
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Gloves Face mask Eye protection Welding mask Appropriate footwear Hearing protection Protective clothing
What are the tasks involved? What are the hazards and risks? How will hazards and risks be controlled?
Describe the steps required to perform the task in Against each step list the potential hazards that List the control measure required to eliminate or
the sequence they are carried out. could cause injury/damage. minimise the risk of injury arising.
Trip hazards (exposed cords, chairs, open Tripping and falling resulting in injury to head Ensure the work environment is organised and
drawers) Work space and body clean, free of clutter, drawers are closed and
Student risk, Teacher risk Blood from cuts and scratches exposed cords are bundled together
Electrical Hazards (exposed cords) Electrocution Ensure all electrical equipment is tested and
Student Risk, Teacher Risk Death tagged. Report any untagged equipment to
supervisor
Risks associated with computer use Eye strain Ensure brightness on computer is adequate,
poor posture Ensure chair is adjusted to support good posture
repetitive strain injury Take regular breaks to stretch
Fire Hazards (electrical cords) Injury, burns, blisters, loss of equipment, death Read over the evacuation procedure in the case of
a fire, know where the fire extinguisher is located
Temperature control Over-heating, cold/flue, sickness Ensure windows and air con is on to allow for
ventilation, adjust temperature to suit
environment
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Project name: Risky Working Environments Equipment: Computers, keyboard, mouse, chair, Risk assessor:
Year 9 Graphics Technology Class cords, students, teacher Approval:
(Lesson Plan 2) Name:
Date:_________________ No:_____
Teacher facilitates a class discussion, asking students Classroom environment: noise (loss of Conduct the discussion in an orderly
what they saw, the potential risk and how this risk can hearing), temperature (overheating, no fashion, students to raise hands to speak
3 4
be avoided and minimised. At the end of lesson, ventilation) to keep noise to a minimum. Windows
teacher reminds students to bring apron and are open for ventilation, Heating/cooling
appropriate foot ware for next practical lesson. is adjusted to suit the environment
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This is a simple check off tool that operates on the teachers IPad. It is simple to allow the teacher to assess the students engagement in tasks, as
they are walk around the classroom assisting students. It is designed to identify the students achievement in relation to the tasks listed. The
teacher places a tick in the box under the categories highly accomplished, accomplished, competent or having difficulty. This allows the teacher
to see where students are up to in terms of the development of their skills. This will allow the teacher to see what students need extra help and
support, as well as what skills/tasks need more time so that they can be developed for all students
The tool is designed to be simple, as running a graphics class with 25 (and upwards) of students asking for help and trying to navigate
technological problems, can be quite time consuming and tedious. This assessment tool caters for this and allows the teacher to spend maximum
time on teaching.
The teacher can provide both verbal and written feedback to students through identifying which areas the students need to work on to
successfully complete the skills/tasks.
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References
Board of Studies NSW. (2003). Graphics Technology Years 7-10. Sydney: Board of Studies NSW.
Killen, R. (2016). Effective Teaching Strategies: Lessons from research and practice (7th ed.). China: China Translation and Printing Services.
Maharaj, S. (2015, October 8). Faculty of Education #teaching campaign [Video file]. Clayton, Victoria, Australia. Retrieved March 31, 2017,
from https://www.youtube.com/watch?v=0dmryxOfIn8
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