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Brenton Hawken 11538282 Due Date: Friday 7th April 2017

EMT410 Assessment 1 Value 50%

EMT410: Curriculum Method:


Technology Studies

Assignment 1

Brenton Hawken 11538282

Value: 50%

Due Date: Friday 7th April 2017


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Brenton Hawken 11538282 Due Date: Friday 7th April 2017
EMT410 Assessment 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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Brenton Hawken 11538282 Due Date: Friday 7th April 2017
EMT410 Assessment 1 Value 50%

Graphics Stage 5 200hr Scope and Sequence


Year 9 Core Module 1 Core Module 2

Unit Timing Year 9 Unit 1 Year 9 Unit 2 Year 9 Unit 3


50hrs 25 hrs 25 hrs
Unit/Task

Unit 1: Student Design


portfolio (theory component)
Google Sketch- Design the
ultimate classroom
Unit 2: Poster design- Adobe
Illustrator
Unit 3: Website design-
Weebly

Year 10 Landscape Drawing Cabinet and furniture Drawing Student Negotiated Project

Unit timing Year 10 Unit 1 Year 10 Unit 2 Year 10 Unit 3


25 hrs 25 hrs 50 hrs
Unit/task

Unit 1: School Garden


design

Unit 2: The Hot Seat design

Unit 3: Student Negotiated


Design

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Brenton Hawken 11538282 Due Date: Friday 7th April 2017
EMT410 Assessment 1 Value 50%

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

Stage 5 Graphics Year 9 Unit 1: The Ultimate Classroom


Focus area: Core Module 1 Design project: Design Portfolio, 3D Design Length of time: 12 weeks
of the ultimate student classroom

Unit description Project description


During the first half of this unit, students will be required to complete a Students spend most of their time at school in the classroom. Most theory and
series of small introductory design tasks as a foundation to the Stage 5 practical classrooms are generic and look the same. Some classrooms even lack
Graphics subject. Design tasks will be logged in a design portfolio and the resources to aid student learning. Using Google Sketch-Up, students are to
will include class activities such as sketches/drawings, research, produce a 3D design of what they view as the ultimate 21st century classroom.
gathering information, images, and exploration of ideas. During the Students need to justify and explain the choices they have made in their designed
latter half of the unit, students will build on the knowledge acquired in classroom. There is no budgetary restriction or limits. Think carefully about what
the first half of the unit, to produce a 3D model of the ultimate school furniture, equipment and items are to be in the classroom.
classroom using Google Sketch-up. Steps taken are to be logged in the
design portfolio.

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Brenton Hawken 11538282 Due Date: Friday 7th April 2017
EMT410 Assessment 1 Value 50%

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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Brenton Hawken 11538282 Due Date: Friday 7th April 2017
EMT410 Assessment 1 Value 50%

Stage 5 Graphics Year 9 Unit 2: Poster for local event


Focus area: Core Module 2 Design project: Design an eye-catching Length of time: 6 weeks
poster to advertise a local event

Unit description Project description


In this unit, students will work in pairs to design and produce two variations of Posters are an easy and effective way to display information to a targeted
an eye-catching poster to advertise a local event of their choosing. Students audience. Students are to choose a local event and target audience, to design
will need to explore various careers in graphics and analyse the roles and and produce an eye-catching poster to advertise this event. You must draw on
contributions of certain individuals to the graphics industry. They will need to inspiration from the designers work that you previously conducted your case
select a designer and their work, to conduct a case study on, gaining study on. Your poster must convey important information such as the event
inspiration from the graphic designers designs. They will use elements of this title, location and date of event, a short description and a selling point for the
designers work to complete their poster variations. event. Think carefully about suitable materials the poster is made out of,
considering the environmental impact and whether it will be displayed
The following content from the Core Module 2 will inform student design indoors or outdoors.
activities. Students will:
Outcomes:
Work collaboratively in the production of a graphics project
A student:
Explore careers in graphics
Analyse the roles and contributions of males/females to graphics industry 5.1.1 communicates ideas graphically using freehand sketching and
Identify the cultural significance of graphical communications throughout accurate drafting techniques
history
5.1.2 analyses the nature of information and intended audience to select
Apply design principles and processes in the development, production and and develop appropriate presentations
evaluation of graphical presentations
Use a range of sources to gather information to assist the development of 5.2.1 designs and produces a range of graphical presentations
project work 5.2.2 evaluates the effectiveness of different modes of graphical
Use sketches to assist with problem solving & communication of ideas communications for a variety of purposes
Relate common drawing conventions to AS100 standards 5.4.1 manipulates and produces images using computer-based drafting
Apply both traditional and multimedia techniques to present products and presentation technologies
graphically
5.4.2 designs, produces and evaluates multimedia presentations
Students gain the knowledge, skills and understanding they need for this unit 5.6.2 evaluates the impact of graphics on society, industry and the
through product evaluation activities and practical tasks. environment

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Brenton Hawken 11538282 Due Date: Friday 7th April 2017
EMT410 Assessment 1 Value 50%

Stage 5 Graphics Year 9 Unit 3: Website Design-Weebly


Focus area: Core Module 2 Design project: Design a Weebly website Length of time: 6 weeks
on a topic of students choice

Unit description Project description


In this unit, students will design and create a website on a topic of students Websites are an effective way to display lots of information around a certain
choice. The website will be created using Weebly, and will be used to topic. You are to choose a topic that you are passionate about, and create an
display relevant information around a topic that students are passionate easy-to-navigate website to display this information. Carefully consider your
about. Students will be required to research and gather information on their target audience, theme, and purpose of the website. Your website must
selected topic, and present this information in an easily understood format contain authentic elements that you have created yourself in either Adobe
on their website. Students will present their finished websites to the class for Illustrator or Google Sketch up- this can include symbols, pictures or
critiquing and feedback. drawings that help to display and present the information on the website.
The following content from the Core Module 2 will inform student design Outcomes:
activities. Students will: A student:
Respond to OH&S issue to ensure a safe working environment 5.1.2 analyses the nature of information and intended audience to select
Use standard features of CAD software including layers, symbol libraries and develop appropriate presentations
and page templates
5.2.1 designs and produces a range of graphical presentations
Apply design principles and processes in the development, production and
evaluation of graphical presentations 5.3.1 identifies, interprets, selects and applies graphics conventions,
Select and apply graphical communication techniques for specific purpose standards and procedures in graphical communications
Use a range of sources to gather information to assist in the development 5.3.2 manages the development of graphical presentations to meet project
of project work briefs and specifications
Apply development techniques to pattern design
5.4.2 designs, produces and evaluates multimedia presentations
Select appropriate view and drawing types for a particular context
Create 3D images using the principles of extrusion and revolution 5.5.2 demonstrates responsible and safe work practices for self and others
Apply both traditional and multimedia techniques to present products 5.6.1 demonstrates the application of graphics to a range of industrial,
graphically commercial and personal settings

Students gain the knowledge, skills and understanding they need for this
unit through product evaluation activities and practical tasks.

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Brenton Hawken 11538282 Due Date: Friday 7th April 2017
EMT410 Assessment 1 Value 50%

Stage 5 Graphics Year 10 Unit 1: School Garden


Focus area: Landscape Drawing Design project: Design a new school Length of time: 6 weeks
garden on a neglected area of the school

Unit description Project description


In this unit, students will conduct field research on the school playground. Students spend a lot of time in the playground at school. Neglected areas of
Students will identify a neglected area of the school playground and draw the playground can contain many safety hazards, as well as being unpleasant
up plans of the area to transform it into an aesthetically pleasing area where to look at. Students are to choose an area of the school and work on designing
outside teaching and learning can occur. Plans need to be realistic, with a new look for this area. Plans need to be realistic, with cost, materials and
cost, materials and size of area carefully considered. Students will need to size of area carefully considered. A 2D sketch of the area and plan must be
present a 2D sketch of their newly designed garden area to the teacher, submitted before the final design of the area can be created with Google
before developing a 3D visual representation in Google Sketch-up. Final Sketch Up. The School Principal will be invited to view the plans. Plans will
designs will be presented to the School Principal and class. also be sent to the school SRC and Parents and Community committees.
Students will apply their knowledge and understanding of the properties of Outcomes:
materials when designing. The following content from the focus area of: A student:
Landscape Drawing will inform their design activities. Students will:
5.1.1 communicates ideas graphically using freehand sketching and
Use standard scales, symbols and units of measure as applied to landscape accurate drafting techniques
Apply the standard representation of landscape material and plant
elements to landscape drawing 5.1.2 analyses the nature of information and intended audience to select
and develop appropriate presentations
Incorporate landscape elements into designs and presentations
Identify the varying responsibilities of landscape architects in design, 5.3.2 analyses the nature of information and intended audience to select
planning and construction and develop appropriate presentations
Use different drafting media in the creation and presentation of landscape 5.4.1 manipulates and produces images using computer-based drafting
drawings and presentation technologies
Demonstrate safe and responsible work practices to self and others
5.4.2 designs, produces and evaluates multimedia presentations
Measure and sketch site pans, landscape and architectural elements
Create simple landscape designs in 2D using CAD or appropriate software 5.6.1 demonstrates the application of graphics to a range of industrial,
commercial and personal settings
Merge drawings with other images to help visualise the overall design
Students gain the knowledge, skills and understanding they need for this 5.6.2 evaluates the impact of graphics on society, industry and the
unit through product evaluation activities and practical tasks. environment

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Brenton Hawken 11538282 Due Date: Friday 7th April 2017
EMT410 Assessment 1 Value 50%

Stage 5 Graphics Year 10 Unit 2: The Hot Seat


Focus area: Cabinet and furniture Drawing Design project: Design a bar stool, drawing Length of time: 6 weeks
inspiration from selected graphic designers

Unit description Project description


In this unit, students will be sketching and producing a realistic 3D design Bar stools are becoming more popular in homes because they are available in
of a bar stool. Students will be required to conduct research on a list of varied sizes and styles. They are usually placed at the kitchen counter, kitchen
designers provided, noting the designers accomplishments/achievements, island, or a home bar. Students are to research one of the following furniture
materials used, targeted consumers and processes used to construct the designers: Michael Thonet, Thomas Chippendale, Gustav Stickly, Frank
chairs. They are to draw on this inspiration to create their final design. Lloyd Wright and Arthur Mackmurdo, and from this research, they are to
create 2D sketch and realistic 3D design of their bar stool.
The following content from the focus area of: Cabinet and Furniture
Drawing will inform their design activities. Students will: Outcomes:
Apply AS110 drafting standards A student:
Use standard scales and units of measure as applied to cabinet and 5.1.1 communicates ideas graphically using freehand sketching and
furniture drawing accurate drafting techniques
Name common materials used in cabinet and furniture making
5.1.2 analyses the nature of information and intended audience to select
Graphically describe cabinet and furniture joints and fittings
and develop appropriate presentations
Demonstrate safe and responsible work practices to self and others
Use sketches in planning drawing layouts, component assemblies and 5.3.1 identifies, interprets, selects and applies graphics conventions,
design situations standards and procedures in graphical communications
Apply ergonomic principles in cabinet and furniture design 5.4.1 manipulates and produces images using computer-based drafting
Construct detailed drawings to illustrate joinery and design details and presentation technologies
Apply the principles of sectioning to complete and detail views 5.5.1 identifies, assesses and manages relevant OHS factors to minimise
Use CAD software to create working drawings risks in the work environment
Produce 3D cutaway views to illustrate construction and assembly details
5.5.2 demonstrates responsible and safe work practices for self and others
Employ rendering techniques to represent different cabinet and furniture
materials and finishes 5.6.1 demonstrates the application of graphics to a range of industrial,
commercial and personal settings

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Brenton Hawken 11538282 Due Date: Friday 7th April 2017
EMT410 Assessment 1 Value 50%

Stage 5 Graphics Year 10 Unit 3: Student Negotiated Project


Focus area: Student Negotiated Project Design project: Students choose design Length of time: 12 weeks
project

Unit description Outcomes:


Students studying the 200-hour course may choose to undertake a Student A student:
Negotiated Project as one of the four options required.
5.1.1 communicates ideas graphically using freehand sketching and
In developing a Student Negotiated Project, students and teachers need to accurate drafting techniques
ensure that the project provides opportunities for the:
5.1.2 analyses the nature of information and intended audience to select
achievement of a range of syllabus outcomes and develop appropriate presentations
development of knowledge, understanding and skills in 5.2.1 designs and produces a range of graphical presentations
graphics principles and techniques
design in graphics 5.2.2 evaluates the effectiveness of different modes of graphical
communications for a variety of purposes
planning and construction
Presentation. 5.3.1 identifies, interprets, selects and applies graphics conventions,
standards and procedures in graphical communications
Project description 5.3.2 manages the development of graphical presentations to meet project
In this project, students may choose to revisit an option for further briefs and specifications
investigation, undertake projects that combine aspects of a number of option 5.4.1 manipulates and produces images using computer-based drafting
modules, or pursue an area of graphics with local or personal significance and presentation technologies
(e.g marine, aeronautical or agricultural). The student will be required to
negotiate the area(s) of study of the project with the teacher. 5.4.2 designs, produces and evaluates multimedia presentations
5.5.1 identifies, assesses and manages relevant OHS factors to minimise
(Board of Studies NSW, 2003) risks in the work environment
5.5.2 demonstrates responsible and safe work practices for self and others
5.6.1 demonstrates the application of graphics to a range of industrial,
commercial and personal settings
5.6.2 evaluates the impact of graphics on society, industry and the
environment

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Brenton Hawken 11538282 Due Date: Friday 7th April 2017
EMT410 Assessment 1 Value 50%

Scope and Sequence Justification


The scope and sequence I have developed aligns closely with the context of the school outlined in this assignment. It is important for
professional teachers to be aware of a wide range of teaching and learning strategies and how to implement these effectively in the classroom.
With every new class brings new opportunity to develop strategies for a new group of students who possess their own unique combination of
interests, abilities and learning needs. The scope and sequence supports the concept of the differentiated classroom, which has been developed to
meet the diverse needs of students in the classroom. This is where: teachers engage students in instruction through different approaches to
learning, try to accommodate a range of students interests, present information with varying degrees of complextity and provide differing
support sytems (Killen, 2016, p. 23) I have sort to plan effective lessons around students knowledge, interests and literacy skills. This is to
allow individuals: to learn as deeply as possible and as quickly as possible, without assumming that one students roadmap for learning is
identical to anyone elses (Killen, 2016, p. 23).
A number of different learning approaches have been used to reflect the diversity of students in the classroom and school. Learning isnt just
about delivering information. Its about helping people understand, connect, network, make transitions and think differently about knowledge so
they can use it and not just replicate it (Maharaj, 2015). The purpose of these learning strategies is to do just that. To help students think
differently about knowledge so they can actually use it. With each unit, I am trying to move away from the direct instruction approach, whereby:
the teacher delivers academic content in a highly-structured format that directs the activities of learners (Killen, 2016, p. 122). During the
introduction of each unit, there will be a direct instruction approach, however for the majority of the units, students will be guiding their own
learning. The inquiry based learning approach integrated with co-operative learning and project based learning strategies are heavily relied upon
to give students control of their own learning. Inquiry is a form of: research that promotes student-directed learning by helping students to
develop the skills necessary to aquire and reflect on their new knowledge and understanding (Killen, 2016, p. 273). This type of learning
strategy is used to encourage students to find something that they are interested in to drive learning. This strategy can be found in all units as
student make the decisions on what to do each of the projects on. They choose the topic and how they present the information, having complete
control over their learning. Co-operative learning is employed in unit 2 of year 9, wherby students work together to produce variations of
posters. Vygotskis theory of proximal development comes into play, as students knowledge and understanding of design will vary, and therfore
students have the potential to scaffold learning of their partners through sharing of ideas and resources (Killen, 2016, p. 211). Project based
learning is used in all units which allows students to explore real-world problems and challenges. Students are inspired to obtain a deeper
knowledge of the content being delivered as they are actively engaged in their learning.
As students are directing their own learning, there is potential for NESB students to select and explore topics relating to their cultural
backgrounds. For example the creation of the websites can include cultural references and topics, and the desiging of the outdoor gardens can
include Indigenous and Asian aspects. There is also additional content and degrees of complexity in the units, to extend student learning for
gifted students. The scope and sequence strongly supports student learners from all different types of backgrounds.

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Brenton Hawken 11538282 Due Date: Friday 7th April 2017
EMT410 Assessment 1 Value 50%

Assessment Grid

Objective Year 9 Year 9 Year 9 Year 10 Year 10 Year 10


Unit 1 Unit 2 Unit 3 Unit 1 Unit 2 Unit 3
Stage 5 outcomes 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,
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, TBD
5.5.1, 5.5.2, 5.6.1 5.6.2 5.6.1 5.6.2 5.6.1, 5.6.2
Visualise, sketch and accurately draw
shapes and objects to communicate
information to specific audiences
Interpret, design, produce and evaluate a
variety of graphical presentations using a
range of manual and computer-based
media and techniques
Use graphics conventions, standards and
procedures in the design, production and
interpretation of a range of manual and
computer based graphical presentations
Select and apply techniques in the design
and creation of computer-based
presentations and simulations to
communicate information
Apply OHS practices and risk management
techniques to the work environment
Appreciate the nature and scope of
graphics in industry and the relationships
between graphics technology, the
individual, society and the environment
Weighting 50% 25% 25% 25% 25% 50%

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Brenton Hawken 11538282 Due Date: Friday 7th April 2017
EMT410 Assessment 1 Value 50%

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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Brenton Hawken 11538282 Due Date: Friday 7th April 2017
EMT410 Assessment 1 Value 50%

evaluate and discriminate between manual and


CAD techniques
output options including printers, output information to a specified device or
file formats, magnetic/optical media medium X X X
and computer-based
communication media
Social and Ethical Issues critically analyse graphical images for gender,
social and environmental social and cultural messages that may be X X
implications of the graphics conveyed
X
industry
Design in Graphics
design principles and processes identify design principles and processes in the
development, production and evaluation of X X X X X
graphical presentations
methods of graphical representation identify and interpret different graphical
used in design representations of an existing design X X
freehand pictorial and orthogonal visualise and sketch common objects
drawings identify and apply freehand drawing X X X
techniques to a range of simple orthogonal and
pictorial drawing types
Planning and Construction
Applied Geometry
measurement and accuracy use scales in the production of drawings X X X
application of scales in drawing
simple geometric constructions apply basic geometric construction and
tangency tangency to graphical communication
directional bearing and angular apply directional bearing, distance and scale to
measurement two-dimensional course plotting
Orthogonal Drawing
first and third angle projection create orthogonal drawings in third angle X X X
relating principal planes to the projection
projection of views in the first and
third angle
multi-view drawings identify and produce drawings used in design X X X X
measuring and drawing objects and manufacture

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Brenton Hawken 11538282 Due Date: Friday 7th April 2017
EMT410 Assessment 1 Value 50%

drawing from pictorial images


dimensioning to appropriate recognise and apply appropriate AS1100 X X X X
Australian drawing standards drawing standards
variations in international drawing
standards and units of measurement
creating orthogonal drawings using use the features of CAD software to create and X X X
CAD dimension orthogonal drawings

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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Brenton Hawken 11538282 Due Date: Friday 7th April 2017
EMT410 Assessment 1 Value 50%

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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Brenton Hawken 11538282 Due Date: Friday 7th April 2017
EMT410 Assessment 1 Value 50%

research sources, eg internet, use a range of sources to gather information to


journals, magazines, digital media, assist in the development of project work X X X X X
libraries and personal interviews
collaborative work environments work collaboratively in research and/or design X X
activities
freehand design drawings apply different graphical representations in
elementary design situations X X X
use sketches to assist with problem-solving and X X X
communication of ideas
the use of computer graphics to
assist in the development and use 3D modelling and rendering to visualise X X X
representation of designs and experiment with designs
Planning and Construction
Applied Geometry
basic developments of simple solids produce developments of simple objects X X X X X
including application to cones, apply development techniques to pattern design
X X X
prisms, cylinders and pyramids apply basic construction techniques to
true lengths of lines determine the true length of inclined lines
X X X
Orthogonal Drawing
assembled orthogonal drawings produce assembly drawings from exploded X X
sectioned orthogonal views pictorial drawings and detail drawings
produce orthogonal drawings containing full
X X
sections
select appropriate views and drawing types for X X
a particular context
apply orthogonal drawing techniques to X X
architectural, engineering or cabinet drawing
standard representation of common relate common drawing conventions to X X X
engineering and architectural AS1100 standards
features employ manual techniques and drawing
templates to draft common engineering and
X X X X
architectural elements
the use of CAD software in the use the hatching and fill features of CAD in the X X X
development of more complex creation of sectioned views
orthogonal drawings use CAD symbol libraries to draw common X X
engineering elements
apply layers to the production of orthogonal
drawings X X X

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Brenton Hawken 11538282 Due Date: Friday 7th April 2017
EMT410 Assessment 1 Value 50%

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

18
Brenton Hawken 11538282 Due Date: Friday 7th April 2017
EMT410 Assessment 1 Value 50%

Optional module: Landscape Drawing

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
landscape drafting conventions use standard scales, symbols and units of X X
measure as applied to landscape drawing
apply the standard representation of landscape
materials and plant elements to landscape X X
landscape elements and construction
techniques including drawing
- common plant types and landscape incorporate landscape elements into designs X
and presentations X X
materials
- structural landscape elements and
their construction
identify the varying responsibilities of X
the role of landscape architects landscape architects in design, planning and
construction
use different drafting media in the creation and X
presentation of landscape drawings
X
Drafting media demonstrate safe and responsible work X X X
Occupational Health and Safety practices to self and others X
(OHS) in the graphics industry identify OHS issues related to products and
processes in graphics X X X X
Design in Graphics
freehand landscape concept measure and sketch site plans X X
drawings sketch landscape and architectural elements X X
related government authorities and apply appropriate building codes and statutory
requirements
X X
statutory requirements
environmental issues relating to design environmentally friendly landscapes
landscape design
X X
interpret photos, contour and site surveys/plans
interpretation of existing plans use landscaping elements to enhance
relationship of landscape design to X X
architectural design
architectural design
X X
Planning and Construction

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Brenton Hawken 11538282 Due Date: Friday 7th April 2017
EMT410 Assessment 1 Value 50%

landscape design drawing produce X X


techniques such as grid paper, - site plans
symbol templates, keys and legends - shadow plans
- elevations/cross-sections
produce rendered landscape plans using
various techniques X X
create and use a personal manual or digital
scrapbook of landscape symbols and elements X X

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

advanced multimedia landscape create physical models of landscape designs X X


design presentation use CAD animation techniques to create
landscape flyovers X X

20
Brenton Hawken 11538282 Due Date: Friday 7th April 2017
EMT410 Assessment 1 Value 50%

Optional module: Cabinet and Furniture Drawing

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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Brenton Hawken 11538282 Due Date: Friday 7th April 2017
EMT410 Assessment 1 Value 50%

apply the principles of tangency to the drawing X X


of curved furniture profiles
apply the principles of sectioning to complete
and detail views
X X
use an appropriate level of detail and
dimensioning to fully describe an item X X
use CAD software to create working drawings
application of CAD software in the X X
development of cabinet and
furniture drawings
Presentation
cabinet and furniture pictorial apply pictorial drafting techniques in the X
drawings production of assembled and exploded cabinet
and furniture drawings using manual and/or
CAD techniques
produce 3D cutaway views to illustrate X
construction and assembly details
employ rendering techniques to represent
different cabinet and furniture materials and X
finishes
Additional Content
historical aspects of cabinet and identify and compare traditional cabinet and X
furniture design furniture construction with modern mass-
production techniques
working rods create patterns and working rods suitable for
use in cabinet and furniture construction
X X
create small-scale models from working
scale furniture model making drawings to help visualise a design X X

22
Brenton Hawken 11538282 Due Date: Friday 7th April 2017
EMT410 Assessment 1 Value 50%

Lesson 1: Manipulative Skill


Date: 03/03/2022 Duration: 1 period (Approx. 50-minutes)
Title: The CAD Environment (Core module 1) Stage: 5 (Year 9)
Purpose: CAD (computer-aided design) software is used by architects, engineers, drafters, artists and others to create precision drawings or technical
illustrations. CAD software can be used to create two-dimensional (2-D) drawings or three-dimensional (3D) models. The purpose of this lesson is to
introduce students to the tools, methods and modes, constraints and modifiers, to draw simple shapes.

Syllabus Outcomes/Content: Syllabus Learn About(s): Syllabus Learn To(s):


5.1.1 Communicates ideas The CAD environment Analyse and break down CAD drawing techniques into three general
graphically using freehand including steps:
sketching and accurate drafting - Tools - What shape to draw (tools)
techniques - Methods and modes - How to draw that shape (tool methods/modes)
- Constraints and - Where to start and end the shape (constraints/modifiers)
modifiers Manipulate objects in relation to size, placement and orientation
Resources: access to the school computer labs, smart board/ projector, adobe illustrator, 7 minute YouTube clip Adobe Illustrator Basics: Pen Tool
Tutorial (https://m.youtube.com/watch?v=0B_IQK7hMo0), Worksheet handout, Kahoot! (https://kahoot.it/#/)

Lesson Indicators: Risk Assessment:

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

Introduction Teacher welcomes class into computer ICT: smartboard, YouTube,


labs. Brief overview of todays lesson. computers
0-10 mins Students enter the classroom. Students to view
Directs students attention to smartboard Literacy: subject specific content
Youtube tutorial (7mins) on the smartboard and
and plays introductory video on the Adobe i.e. pen tool, Adobe Illustrator
take notes in their workbooks.
Illustrator pen tool Numeracy: 2D shapes
VISUAL LEARNING
AUDITORY LEARNING

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Brenton Hawken 11538282 Due Date: Friday 7th April 2017
EMT410 Assessment 1 Value 50%

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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Brenton Hawken 11538282 Due Date: Friday 7th April 2017
EMT410 Assessment 1 Value 50%

Lesson 2: Risk Assessment


Date: 07/07/2022 Duration: 1 period (Approx. 50-minutes)
Title: Risky Working Environments (Core module 2) Stage: 5 (Year 9)
Purpose: Hazards in office environments might not be as obvious as those in high risk work environments, such as building sites and mines, but there
are a range of factors with health and safety implications for office workers. These include ergonomic issues (i.e. workstation set-up), sedentary and
manual tasks, electrical and fire hazards, lighting, temperature, air quality and risks associated with computer use (i.e. eye strain, poor posture, repetitive
strain injury). The purpose of this lesson is to teach students how to spot and minimise these risks in an office environment for safety and comfort.

Syllabus Outcomes/Content: Syllabus Learn About(s): Syllabus Learn To(s):


5.5.1 Identifies, assesses and manages Occupational Health and Respond to Occupational Health and Safety issues to ensure a safe
relevant OHS factors to minimise risks in Safety working environment
the work environment
Resources: access to the school computer labs, smart board/ projector, 5 minute YouTube clip Office safety- how to deal with office hazards
(https://m.youtube.com/watch?v=7fQIMM7RkpA), Worksheet handout- Workplace Inspection checklist Hazard identification
(http://www.ohsrep.org.au/_data/assets/word_doc/0018/117540/checklist-office-hazards-ID.doc)
Lesson Indicators: Risk Assessment:

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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Brenton Hawken 11538282 Due Date: Friday 7th April 2017
EMT410 Assessment 1 Value 50%

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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Brenton Hawken 11538282 Due Date: Friday 7th April 2017
EMT410 Assessment 1 Value 50%

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

Lesson 3: Ethical issue


Date: 14/07/2022 Duration: 1 period (Approx. 50-minutes)
Title: Copy-cat copyright Stage: 5 (Year 9)
Purpose: Graphics such as illustrations, paintings, computer generated graphics, sketches, drawings and designs are all protected under copyright law.
Copyright law protects artists works by granting the author an exclusive bundle of rights. Any use of these rights without the permission of the author
can lead to potential charges of copyright infringement. The purpose of this lesson is to teach students about the ethical issues associated with graphics.

Syllabus Outcomes/Content: Syllabus Learn About(s): Syllabus Learn To(s):


5.6.2 Evaluates the impact of
Different cultural approaches Identify the cultural significance of graphical communications
graphics on society, industry and and sensitivities to the use and throughout history
the environment applications of graphical
communication
Resources: access to Laptops/Ipads (BYOD), smart board/ projector, 4 minute YouTube clip Design & Copyright - Making sure your work is legal
(https://www.youtube.com/watch?v=K8P12a84msg), Worksheet handout (scaffold to learning), website http://www.cyberbee.com/cb_copyright.swf
Lesson Indicators: Risk Assessment:

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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Brenton Hawken 11538282 Due Date: Friday 7th April 2017
EMT410 Assessment 1 Value 50%

Teacher gives a quick overview of todays


lesson (3 minutes).
Teacher gives each group a sheet of As a group, students work on creating a mind map, Cooperative learning
Body butchers paper and asks students to place answering the questions posed by the teacher and VISUAL & KINAESTHETIC
10-25 mins copyright in the middle of the page. adding any other information that they know about & AUDITORY LEARNING
Teacher gives students time to work as a copyright. STYLES
group, to identify as many points relating to Literacy: subject specific
Students to present their mind maps to the class for content i.e. copyright,
copyright as they can
viewing.
- What is it? graphics language
- Why is it important? Students working together,
- Who uses copyright? sharing ideas (Vygotskys
- What does it do zone of Proximal
25-40 mins Development, students with
Teacher directs students to their electronic deeper understanding of a
devices and then to the following Students answer questions on handout as they topic can pass this onto
interactive website on copyright navigate the interactive website others)
http://www.cyberbee.com/cb_copyright.swf
ICT: laptops, IPads,
Teacher provides students with a handout
interactive website
to answer questions as they move through
Literacy: subject specific
the interactive website
Conclusion language
Teacher directs students attention to the
40-50 min
smartboard to watch a short YouTube clip Comprehension, handout used
on copyright in graphics to recap todays Students watch YouTube clip and participate in as a scaffold to student
lesson the class discussion by asking and answering learning (Vygotski)
questions
Evaluation ICT: YouTube
Self-evaluation and reflection on own work
practices

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Brenton Hawken 11538282 Due Date: Friday 7th April 2017
EMT410 Assessment 1 Value 50%

Name of Class/Teacher responsible Year 9 Graphics Technology Class Date:


for compliance with SWMS: 07/07/2022

Company name: Design School Workplace: School computer rooms


High risk job description Office Work environment: Working Confined Space Yes N/A (n/a should be selected when not
with/in proximity to electrical equipment Entry Permit? working in a confined space.
Personal Protective Equipment (PPE) required to complete the job

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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Brenton Hawken 11538282 Due Date: Friday 7th April 2017
EMT410 Assessment 1 Value 50%

Safe Work Method Statement

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:_____

Procedure (in steps): Possible Hazards:


Initial risk Safety Control: Final risk
Students break into assigned groups. Each group of 3, Entering an un-tidy work space, rating Students should enter the mock rating
enters the mock demonstration and works as a team to potential trip hazards demonstration with caution, taking care
4 5
identify as many safety hazards and items wrong with where they stand and step
the demonstration.
A representative from each group, makes their way to Potential Trip Hazards on way to front Ensure chairs are tucked in and path is
the front of the classroom. Each representative adds of the classroom clear and free from bags and clutter
4 5
three suggestions to the mind map.
Students research OH&S legislation from the websites Use of electrical equipment, potential Ensure all electrical equipment has been
provided, and note the importance of this in both the for electrocution, fire hazard tagged and tested before use. If it hasnt,
5 6
classroom and the workplace. Students answer the avoid use and report this to supervisor.
questions on the handout and discuss answers with Ensure students are aware of using the
members in their group. equipment in a safe manner i.e. not
playing with electrical cords
Ensure you know the evacuation plan in
the case of a fire. Know where the fire
extinguishers are located

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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Brenton Hawken 11538282 Due Date: Friday 7th April 2017
EMT410 Assessment 1 Value 50%

Assessment for learning (based on lesson plan 1)


Student name:
Skill/task Highly Accomplished Competent Having difficulty
accomplished (needs more practice)
Student can successfully navigate their way through Adobe
Illustrator
Student can successfully draw simple 2D shapes in Adobe
Illustrator using the pen tool

Student can manipulate objects in relation to size, placement


and orientation
Student maintains a safe working environment
Comments:

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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Brenton Hawken 11538282 Due Date: Friday 7th April 2017
EMT410 Assessment 1 Value 50%

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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