Design and Technology Stage 5 200 Hour Course Plan

200 hour course plan

Unit 1 Unit 2 Unit 3 Unit 4 Major project

Unit title Cakes for all Occasions
Design project Design and make a cake
for a specific occasion.
Present as a recipe card
using computer
technology.
Structural Restaurant Floor
Organisation Planner
Design and make the Design a restaurant
prototype of a floor plan inspired by
Tupperware container contemporary
organiser. Aboriginal art and
design suited for a new
resort located at Uluru.
Store ‘n Charge Major project
Technology Flat Pack
Design and make using Student-negotiated. Commented [SL1]: 5.1.1 summative assessment
suitable materials a
stand or charging
station for a mobile
phone or electronic
tablet.

Time 30 hours 40 hours 30 hours 25 hours 75 hours

Focus area of design Food Structural Interior Furniture Student-negotiated

Syllabus objectives 1, 2, 5 1,4,5, 6 3, 4, 5, 6 1, 3, 4, 5, 6 1, 3, 4, 5, 6

Essential content 5.1.1, 5.1.2, 5.3.1, 5.3.2, 5.1.1, 5.1.2, 5.4.1, 5.5.1, 5.1.1, 5.1.2, 5.2.1, 5.3.1, 5.1.1, 5.3.2, 5.4.1, 5.5.1, 5.1.1, 5.1.2, 5.2.1, 5.3.1,
(Outcomes) 5.4.1, 5.5.1, 5.6.1, 5.6.2, 5.6.1 5.3.2, 5.4.1, 5.5.1, 5.6.1, 5.6.1, 5.6.2, 5.6.3 5.3.2, 5.4.1, 5.5.1, 5.6.1,
5.6.3 5.6.2, 5.6.3 5.6.2, 5.6.3

Core content  Concepts of design.
 Factors affecting a
holistic approach.
 Creative and innovative
idea-generation.
 Research and
exploration.
 Communication and
 Presentation techniques.
 Evaluating.
 Creativity and problem
solving techniques used
by designers.
 Innovation.
 Impact of technology on
society.
 Identification of needs  Concepts of design.
and opportunities.  Factors affecting a
 Creative and holistic approach.
innovative idea  Identification of needs
generation. and opportunities.
 Research and  Creative and
exploration. innovative idea-
 Management. generation.
 Communication.  Research and
 Trends in technology exploration.
and design.  Realisation of design
ideas using
technologies.
 Innovation.
 Preferred futures.
 Ethical and responsible
design.
 Trends in technology
and design.
 Past and current
designers work.
 Human, technical and  Concepts of design.
environmental factors.  Factors affecting a holistic
 Creative ideas approach.
generation.  Identification of needs and
 Research and opportunities.
exploration.  Creative and innovative idea-
generation.
 Experimentation.
 Research and exploration.
 Management.
 Experimentation.
 Communication and  Management.
presentation  Communication and
techniques. presentation techniques.
 Realisation of design  Evaluating Commented [SL2]: 2.2.1 units of work are mapped
ideas using against the core and essential content to achieve course
technologies. outcomes
 Evaluating.
 Experimentation.
 Innovation.
Impact of technologies.

Sean Librando 11575360 EMT445 Assignment 1 Page 1 of 37

Stage 5 Design and Technology
Year 9 Unit 1: Cakes for all Occasions
Focus area of design: Food Design project Design a recipe for a Length of time: 30 hours
sandwich or wrap to be sold at the
school canteen and present as a recipe
card using computer technology.
Unit description: With a holistic approach to design and Cross curriculum: ICT: online research, word processing and
technology, this unit will allow students explore how the design desktop publishing to record and present documentation of design
process is used in the practical area of cake decorating, recipe ideas, solutions and project work spreadsheets to analyse, calculate,
development and presentation. A number of designers, recipes, sort, filter and present numerical data when developing information
methods, and ingredients are to be investigated. Along with the solutions, multimedia to create presentations of designed solutions, Commented [SL4]: 2.6.1 implement ICT stratergies
development of the recipe students will also research a variety of graphics in the form of existing and created images in design
concepts and designs in which their recipe can be presented. development and presentation, electronic communication in the
Various software, materials and techniques will be investigated in researching of information ideas, solutions and project work
relation to recipe card presentation. Students will research various
occasions that may be but not limited to personal, cultural, religious Multicultural, Aboriginal and Indigenous, Difference and Diversity,
events that would be a suitable occasion in which to design and Environment, Gender, Literacy, Numeracy.
present a cake. Students are required to justify and document
decisions made during the development of designed solutions. The optimum use of materials and ingredients can be achieved
through understanding their working characteristics, production
Students will develop: processes, environmental and social issues, costs and aesthetics.
Students will apply their knowledge and understanding of the
 Knowledge and understanding of design concepts and
properties of materials when designing their cake and recipe card.
processes
 Understanding and appreciation of the impact of past, current The following content from the focus area of design Food will
and emerging technologies on the individual, society and inform their design activities. Students will:
environments
 Skills in communicating design ideas and solutions  Source, select and sequence information with regard to
design research and idea generation, developing
Design situation: You have been asked to contribute a cake recipe competence in collecting, analysing and organising
for the school magazine and present the recipe so that it can be information
saved to a digital file.  Debate, describe, discuss and explain design-related issues
in written, graphical and oral form, developing competence
Design brief: Through your research of cake decorating you are to in communicating ideas and information
design and make a cake for a specific occasion. Present as a recipe  Work as individuals and as members of groups to conduct
card using computer technology. investigations and analysis, developing competence in
planning and organising activities

Sean Librando 11575360 EMT445 Assignment 1 Page 2 of 37

Limitations and considerations:  Cooperate with individuals and groups, developing
competence in working with others
 Students must use the basic cake recipe supplied but you are  Design, implement and evaluate solutions to broad-based
allowed to add 3 other ingredients. problems, developing competence in solving problems
 Select the idea that you will develop and state the reason you  Plan, develop and modify design projects in areas including
have chosen that one as your final solution. costing, quantities, measurement and time, developing
 You are to use the 120-minute practical lesson to prepare and competence in using mathematical ideas and techniques
present your solution. No preparation is to be done at home. experiment with a range of tools, materials and techniques,
 Recipe cards must be saved to USB and when printed no larger developing competence in using technology.
than A4 size.  Students gain the knowledge, skills and understanding they
need for this unit through product evaluation activities and
Outcomes practical tasks.
 5.1.1 analyses and applies a range of design concepts and
processes
 5.1.2 applies and justifies an appropriate process of design
when developing design ideas and solutions
 5.3.1 analyses the work and responsibilities of designers
and the factors affecting their work
 5.3.2 evaluates designed solutions that consider preferred
 futures, the principles of appropriate technology and ethical
and responsible design
 5.4.1 develops and evaluates innovative, enterprising and
creative design ideas and solutions
 5.5.1 uses appropriate techniques when communicating
design ideas and solutions to a range of audiences
 5.6.1 selects and applies management strategies when
developing design solutions
 5.6.2 applies risk management practices and works safely in
developing quality design solutions Commented [SL3]: 5.3.1 unit outcomes provide a
 5.6.3 selects and uses a range of technologies competently progressive bench mark of student achievement,
assessment against these outcomes allow for comparable
in the development and management of quality design judgement for student learning
solutions 5.4.1 ongoing assessments of the outcomes provides the
data to evaluate students learning which will influence
teaching practice
5.5.1 data recorded form the assessment of the unit
outcome a record of student achievement. This data may be
collected from formative assessments such as worksheets
and presentations and summative assessment such as major
projects
Sean Librando 11575360 EMT445 Assignment 1 Page 3 of 37
Year 9 Unit 2: Structural Organisation
Focus area of design: Structural
Unit description: In this unit students explore the design process
in the practical area of developing prototype of a Tupperware
container organiser. A number of designers, methods, techniques,
materials and design solutions are to be investigated. Along with
the development of the prototype students will also broaden and
deepen their knowledge, understanding and skills and to extend
their interest in particular aspects of Design and Technology.
Students are required to justify and document decisions made
during the development of designed solutions.
Students will develop:
 Knowledge and understanding of design concepts and
processes.
 Knowledge and understanding of and skills in innovation,
creativity and enterprise.
 Skills in communicating design ideas and solutions.
 Knowledge and understanding of and skills in managing
resources and producing quality design solutions.
Design situation: Tupperware container exist in many households
and can prove to be a difficult item to store and keep organised Students will:
when store in kitchen cupboards and draws. The lids can be
separated and even lost whilst the bottom component of the
container can take up more space that it should if not stored
correctly.
Design brief: You are to design and make the prototype of a
Tupperware container organiser. The organiser can be suit to a
single kitchen draw or cupboard.
Sean Librando 11575360 EMT445 Assignment 1 Page 4 of 37
Design project Design and make the Length of time: 40 hours
prototype of a Tupperware container
organiser.
Cross curriculum: ICT: online research, word processing and
desktop publishing to record and present documentation of design
ideas, solutions and project work spreadsheets to analyse, calculate,
sort, filter and present numerical data when developing information
solutions, multimedia to create presentations of designed solutions,
graphics in the form of existing and created images in design
development and presentation, electronic communication in the
researching of information ideas, solutions and project work.
Multicultural, Difference and Diversity, Environment, Literacy,
Numeracy.
The optimum use of materials can be achieved through
understanding their working characteristics, production processes,
environmental and social issues, costs and aesthetics.
Students will apply their knowledge and understanding of the
properties of materials when designing.
The following content from the focus area of design Structural will
inform their design activities.
 Source, select and sequence information with regard to
design research and idea generation, developing
competence in collecting, analysing and organising
information
 Debate, describe, discuss and explain design-related issues
in written, graphical and oral form, developing competence
in communicating ideas and information
Limitations and considerations:
 The prototype must be compatible to a kitchen draw and/or
cupboard of standard size.
 The Tupperware samples to be store can be brought in from
home.
 The design must be made from materials accessible from the
school workshop store.
Outcomes
 5.1.1 analyses and applies a range of design concepts and
processes
 5.1.2 applies and justifies an appropriate process of design
when developing design ideas and solutions
 5.4.1 develops and evaluates innovative, enterprising and
creative design ideas and solutions
 Work as individuals and as members of groups to conduct
investigations and analysis, developing competence in
planning and organising activities
 Cooperate with individuals and groups, developing
competence in working with others
 Design, implement and evaluate solutions to broad-based
problems, developing competence in solving problems
 Plan, develop and modify design projects in areas including
costing, quantities, measurement and time, developing
competence in using mathematical ideas and techniques
experiment with a range of tools, materials and techniques,
developing competence in using technology.
 Students gain the knowledge, skills and understanding they
need for this unit through product evaluation activities and
practical tasks.

 5.5.1 uses appropriate techniques when communicating

design ideas and solutions to a range of audiences
 5.6.1 selects and applies management strategies when
developing design solutions

Sean Librando 11575360 EMT445 Assignment 1 Page 5 of 37

Year 9 Unit 3: Restaurant Floor Planner
Focus area of design: Interior Design project Design a restaurant Length of time: 30 hours
floor plan inspired by Aboriginal art
and design suited for a new resort
located at Uluru.

Unit description: In this unit students explore the activities of Cross curriculum: ICT: online research, word processing and
designers past and present in the practical area of designing a desktop publishing to record and present documentation of design
restaurant floor plan inspired by Aboriginal art and design suited ideas, solutions and project work spreadsheets to analyse, calculate,
for a new resort located at Uluru. A number of designers, methods, sort, filter and present numerical data when developing information
techniques and materials are to be investigated. Along with the solutions, multimedia to create presentations of designed solutions,
development of their floor plan, students will examine the activities graphics in the form of existing and created images in design
of designers over time. Students may use various software, development and presentation, electronic communication in the
materials and drawing technique to produce their design which will researching of information ideas, solutions and project work.
be research throughout the design process. Students are required to
justify and document decisions made during the development of Multicultural, Aboriginal and Indigenous, Difference and Diversity,
designed solutions. Environment, Gender, Literacy, Numeracy.
Students will develop: The optimum use of materials and software can be achieved through
 Knowledge and understanding of the work of designers and the understanding their working characteristics, production processes,
issues and trends that influence their work knowledge and environmental and social issues, costs and aesthetics.
understanding of and skills in innovation, creativity and Students will apply their knowledge and understanding of the
enterprise. properties of materials and software when designing.
 Knowledge and understanding of and skills in innovation, The following content from the focus area of design Interior will
creativity and enterprise. inform their design activities.
 Skills in communicating design ideas and solutions. Students will:
 Knowledge and understanding of and skills in managing  Source, select and sequence information with regard to
resources and producing quality design solutions. design research and idea generation, developing
Design situation: A new resort is opening at a site located at Uluru, competence in collecting, analysing and organising
a popular tourist spot in Australia which is part of a significant information
living cultural landscape that of which is considered sacred to the
Sean Librando 11575360 EMT445 Assignment 1 Page 6 of 37
Yankunytjatjara and Pitjantjatjara people. These people of the land  Debate, describe, discuss and explain design-related issues
are the traditional owners and guardians of the Uluru-Kata Tjuta in written, graphical and oral form, developing competence
National Park. The new resort has an adjacent restraint which in communicating ideas and information
requires a floor plan design which is culturally suitable for the area.
 Work as individuals and as members of groups to conduct
Design brief: You are to design a suitable restaurant floor plan investigations and analysis, developing competence in
inspired by Aboriginal art. planning and organising activities
Limitations and considerations:  Cooperate with individuals and groups, developing
competence in working with others
 The floor plan must remain culturally sensitive to the traditional
owners and guardians of the Uluru-Kata Tjuta National Park.  Design, implement and evaluate solutions to broad-based
 The restaurant must seat 75 people. problems, developing competence in solving problems
 Software may be utilised to produce the floor plan.
 The final plan may not exceed A3 paper size.  Plan, develop and modify design projects in areas including
costing, quantities, measurement and time, developing
Outcomes:
competence in using mathematical ideas and techniques
 5.1.1 analyses and applies a range of design concepts and experiment with a range of tools, materials and techniques,
processes developing competence in using technology.
 5.1.2 applies and justifies an appropriate process of design  Students gain the knowledge, skills and understanding they
when developing design ideas and solutions need for this unit through product evaluation activities and
practical tasks.
 5.2.1 evaluates and explains the impact of past, current and
emerging technologies on the individual, society and
environments
 5.3.1 analyses the work and responsibilities of designers
and the factors affecting their work
 5.3.2 evaluates designed solutions that consider preferred
 futures, the principles of appropriate technology and ethical
and responsible design
 5.4.1 develops and evaluates innovative, enterprising and
creative design ideas and solutions
 5.5.1 uses appropriate techniques when communicating
design ideas and solutions to a range of audiences

Sean Librando 11575360 EMT445 Assignment 1 Page 7 of 37

 5.6.1 selects and applies management strategies when
developing design solutions
 5.6.2 applies risk management practices and works safely in
developing quality design solutions
 5.6.3 selects and uses a range of technologies competently
in the development and management of quality design
solutions

Sean Librando 11575360 EMT445 Assignment 1 Page 8 of 37

Stage 5 Design and Technology
Year 9 Unit 4: Store ‘n Charge Technology
Focus area of design: Furniture
Unit description: This project takes advantage of the student’s
work in the previous three units. Skills developed in investigation,
designing and evaluating are brought together to produce a
stand/charging station for a mobile phone or electronic tablet. The
focus of this unit is to further develop awareness of the design of a
stable structure, end user safety, variety of suitable materials,
engineering and manufacturing processes and Designing to meet
consumer needs. Students are required to justify, and document
decisions made during the development of designed solutions.
Students will develop:
 Knowledge and understanding of design concepts and
processes.
 Knowledge and understanding of the work of designers and the
issues and trends that influence their work knowledge and
understanding of and skills in innovation, creativity and
enterprise.
 Knowledge and understanding of and skills in innovation,
creativity and enterprise.
 Skills in communicating design ideas and solutions
 Knowledge and understanding of and skills in managing
resources and producing quality design solutions.
Sean Librando 11575360 EMT445 Assignment 1 Page 9 of 37
Design project Design and make Length of time: 25 hours
using suitable materials a
stand/charging station for a mobile
phone or electronic tablet
Cross curriculum: ICT: online research, word processing and
desktop publishing to record and present documentation of design
ideas, solutions and project work spreadsheets to analyse, calculate,
sort, filter and present numerical data when developing information
solutions, multimedia to create presentations of designed solutions,
graphics in the form of existing and created images in design
development and presentation, electronic communication in the
researching of information ideas, solutions and project work
Multicultural, Aboriginal and Indigenous, Difference and Diversity,
Environment, Gender, Literacy, Numeracy.
The optimum use of materials and ingredients can be achieved
through understanding their working characteristics, production
processes, environmental and social issues, costs and aesthetics.
Students will apply their knowledge and understanding of the
properties of materials when designing their stand/charging station
for a mobile phone or electronic tablet
The following content from the focus area of design Furniture will
inform their design activities. Students will:
 Source, select and sequence information with regard to
design research and idea generation, developing
competence in collecting, analysing and organising
information
 Debate, describe, discuss and explain design-related issues
in written, graphical and oral form, developing competence
in communicating ideas and information
Design situation: As the use of mobile phones and electronic
tablets has become more common in modern society. The need for
stands and charging station become a must. The generic charges
supplied with phones and tablet are although functional
aesthetically look plain and are not commonly a feature proud to be
displayed within homes.
 Work as individuals and as members of groups to conduct
investigations and analysis, developing competence in
planning and organising activities
 Cooperate with individuals and groups, developing
competence in working with others

Design brief: Through your research of common phone and tablet  Design, implement and evaluate solutions to broad-based
stands and charging stations design and make using suitable problems, developing competence in solving problems
materials a stand/charging station for a mobile phone or electronic  Plan, develop and modify design projects in areas including
tablet. costing, quantities, measurement and time, developing
Limitations and considerations: competence in using mathematical ideas and techniques
experiment with a range of tools, materials and techniques,
Students are to demonstrate safe practices in the use of equipment developing competence in using technology.
and the implementation of techniques.
 Students gain the knowledge, skills and understanding they
Use material available through school storeroom and supply any need for this unit through product evaluation activities and
other materials from home. practical tasks.
Outcomes:
 5.1.1 analyses and applies a range of design concepts and
processes
 5.1.2 applies and justifies an appropriate process of design
when developing design ideas and solutions
 5.2.1 evaluates and explains the impact of past, current and
emerging technologies on the individual, society and
environments
 5.3.1 analyses the work and responsibilities of designers
and the factors affecting their work
 5.3.2 evaluates designed solutions that consider preferred
 futures, the principles of appropriate technology and ethical
and responsible design

Sean Librando 11575360 EMT445 Assignment 1 Page 10 of 37

 5.4.1 develops and evaluates innovative, enterprising and
creative design ideas and solutions
 5.5.1 uses appropriate techniques when communicating
design ideas and solutions to a range of audiences
 5.6.1 selects and applies management strategies when
developing design solutions
 5.6.2 applies risk management practices and works safely in
developing quality design solutions
 5.6.3 selects and uses a range of technologies competently
in the development and management of quality design
solutions

Sean Librando 11575360 EMT445 Assignment 1 Page 11 of 37

Stage 5 Design and Technology
Year 9 Unit 5: Flat Pack Student-negotiated.
Focus area of design: Furniture
Unit description: This unit explores the areas of enterprising
activity, ethical and responsible design, the impact of technologies
and preferred futures by studying the IKEA company. The
beginnings of the company, its philosophy and methods of design
and manufacture provide a framework for student discovery of
these concepts. The design project also takes its inspiration from
IKEA with students analysing one of IKEA’s ranges, identifying an
opportunity to develop a new product in the range, then designing
and making the product. This unit provides students with the
challenge of designing a product of their own choice, with a
technology of their own choice, giving them an experience in
problem finding and solving similar to that experienced in senior
Design and Technology.
Students will develop:
 Knowledge and understanding of design concepts and
processes.
 Knowledge and understanding of the work of designers and the
issues and trends that influence their work knowledge and
understanding of and skills in innovation, creativity and
enterprise.
 Knowledge and understanding of and skills in innovation,
creativity and enterprise.
 Skills in communicating design ideas and solutions
 Knowledge and understanding of and skills in managing
resources and producing quality design solutions.
Sean Librando 11575360 EMT445 Assignment 1 Page 12 of 37
Design project Flat Pack Student- Length of time: 75 hours
negotiated.
Cross curriculum: ICT: online research, word processing and
desktop publishing to record and present documentation of design
ideas, solutions and project work spreadsheets to analyse, calculate,
sort, filter and present numerical data when developing information
solutions, multimedia to create presentations of designed solutions,
graphics in the form of existing and created images in design
development and presentation, electronic communication in the
researching of information ideas, solutions and project work
Multicultural, Aboriginal and Indigenous, Difference and Diversity,
Environment, Gender, Literacy, Numeracy.
The optimum use of materials and ingredients can be achieved
through understanding their working characteristics, production
processes, environmental and social issues, costs and aesthetics.
Students will apply their knowledge and understanding of the
properties of materials when designing their Flat Pack Student-
negotiated project.
The following content from the focus area of design Furniture will
inform their design activities. Students will:
 Source, select and sequence information with regard to
design research and idea generation, developing
competence in collecting, analysing and organising
information
 Debate, describe, discuss and explain design-related issues
in written, graphical and oral form, developing competence
in communicating ideas and information
Design situation: The IKEA business idea is to offer a wide range  Work as individuals and as members of groups to conduct
of products for the home with good design and function, at a low investigations and analysis, developing competence in
price. They develop new products to coordinate with their existing planning and organising activities
ranges so that their designs can be used for many years. They also
use materials carefully, choosing sustainable alternatives,  Cooperate with individuals and groups, developing
minimising waste and flat-packing to reduce transport costs. competence in working with others
 Design, implement and evaluate solutions to broad-based
Design brief: Design and make a new product to co-ordinate with problems, developing competence in solving problems
an existing IKEA range. The design must meet the requirements of  Plan, develop and modify design projects in areas including
any IKEA design – good design, good function, affordable, costing, quantities, measurement and time, developing
sustainable. competence in using mathematical ideas and techniques
Limitations and considerations: experiment with a range of tools, materials and techniques,
developing competence in using technology.
Students are to demonstrate safe practices in the use of equipment
and the implementation of techniques.  Students gain the knowledge, skills and understanding they
need for this unit through product evaluation activities and
Use material available through school storeroom and supply any practical tasks.
other materials from home.
Outcomes:
 5.1.1 analyses and applies a range of design concepts and
processes
 5.1.2 applies and justifies an appropriate process of design
when developing design ideas and solutions
 5.2.1 evaluates and explains the impact of past, current and
emerging technologies on the individual, society and
environments
 5.3.1 analyses the work and responsibilities of designers
and the factors affecting their work
 5.3.2 evaluates designed solutions that consider preferred
 futures, the principles of appropriate technology and ethical
and responsible design

Sean Librando 11575360 EMT445 Assignment 1 Page 13 of 37

 5.4.1 develops and evaluates innovative, enterprising and
creative design ideas and solutions
 5.5.1 uses appropriate techniques when communicating
design ideas and solutions to a range of audiences
 5.6.1 selects and applies management strategies when
developing design solutions
 5.6.2 applies risk management practices and works safely in
developing quality design solutions
 5.6.3 selects and uses a range of technologies competently
in the development and management of quality design
solutions

Sean Librando 11575360 EMT445 Assignment 1 Page 14 of 37

Students learn about: Students learn to: 1 2 3 4 5 6
The work of past and current designers across a range of settings
 cultural  examine and describe the work of past and current designers
 commercial across a range of settings and from a range of focus areas of x x x x x
 industrial design
 historical
 contemporary, including Aboriginal and
Torres Strait Islanders and other
Indigenous peoples and the
contributions of males and females to
design industries
 careers in design and manufacture  explore career opportunities and pathways in design and x
manufacture for males and females x x

Trends in technology and design

 in history  recognise trends of designed solutions in history and across
 across contemporary cultures contemporary cultures x x x
 identify ICT applications used by designers and the impact
on their work x x x

Creativity and problem-solving techniques used by designers

 needs and opportunity analysis (SWOT  identify creativity and problem-solving techniques used by
— strengths, weaknesses, opportunities designers in their work x x x
and threats)
 constraints analysis
 collaboration
 research and exploration

1 2 3 4 5 6

Students learn about: Students learn to:

Enterprising activity  define and describe enterprising activity x x x

Sean Librando 11575360 EMT445 Assignment 1 Page 15 of 37

 1 2 3 4 5 6

Students learn about: Students learn to:

 initiate and manage action to successful completion in x x
response to needs and opportunities when developing
design projects
 recognise enterprising activity as related to designers and x x x
their work within a focus area of design
Ethical and responsible design  research an example of ethical and responsible design in a x x x x
focus area of design
 analyse how designers respond ethically and responsibly to X x x x x
design issues and appropriate technology when they
develop design ideas and solutions
 discuss issues relating to ethical and responsible design x x x x x
 explain the need for ethical, responsible design and x x x x x
appropriate technology when developing design ideas and
solutions
Preferred futures  identify visions for preferred futures in design and x x x x
technology
 identify what is achievable given the constraints of our x x x
current thinking, available technology and resources
 justify designed solutions with consideration of preferred x x x x x
futures
 analyse some exemplary designed solutions and predict x x x x x
directions in selected focus areas
1 2 3 4 5 6

Students learn about: Students learn to:

Innovation
 types of innovation  define and describe innovation x x x x

Sean Librando 11575360 EMT445 Assignment 1 Page 16 of 37

 1 2 3 4 5 6

Students learn about: Students learn to:

 examples of innovation  identify a variety of past, current and emerging x x x x x
technologies and innovations across a range of focus areas
 identify what changes would need to occur to achieve x x x x
particular visions
 assess the impact of past, current and emerging x x x x
technologies and innovation on society and environments
 demonstrate design ideas and solutions that are innovative x x x x x
and enterprising
Impact of technologies on:
 the individual  evaluate and explain the impact of past, current and x x x x x
 society (different cultural groups, emerging technologies on the individual, society and
including Aboriginal and Torres Strait environments
Islanders and other Indigenous peoples)
 environments
Additional content
 work of contemporary designers  plan and prepare a word-processed report on non-traditional x x x
careers in design and technology
 preferred futures in design and  identify specific examples of preferred futures x x
technology  predict future directions for a designed solution x x x

Sean Librando 11575360 EMT445 Assignment 1 Page 17 of 37

 Design and Technology Core: A holistic approach

A holistic approach to design and technology provides a framework for the understanding of the concepts of design, and for design decisions
and reflection. An awareness of the interdisciplinary nature of design gives students a broader perspective of the interrelationship of design
with other areas of study.

Students learn about: Students learn to: 1 2 3 4 5 6

The concepts of design
 nature and definitions of design,  define design, technology and appropriate x x x x x
technology and appropriate technology technology
 apply design, technology and appropriate x x x x x
technology principles in the process of developing
quality design solutions
 purposes of design  identify the purpose of design across a number of x x x x x
focus areas of design
 interdisciplinary nature of design  identify the dependencies of design on other x x x x x
which draws on disciplines such as disciplines when designing solutions
mathematics, sciences, fine art and  analyse a case study that demonstrates the x x x
humanities interdisciplinary nature of design
 outline, reflect and apply collaborative methods x x x x
when developing a design solution
 interrelationship of design with  analyse a designed solution and identify how it was x x x x x
technology affected by the technologies and tools used in its
development
 principles of design when transferred  reflect on and report the learning of the principles x x x x
to new situations and contexts used in design and applied in new situations and
contexts
 document using written communication techniques x x x x x
to provide feedback on their learning
Students learn about: Students learn to: 1 2 3 4 5 6
Factors affecting a holistic approach to design and production

Sean Librando 11575360 EMT445 Assignment 1 Page 18 of 37

 Students learn about: Students learn to: 1 2 3 4 5 6
 design purpose and setting factors  describe factors affecting the design and production x x x x x
 function form aesthetics end user of design ideas and solutions from selected focus
aspirations and context time factors: areas of design
historical, contemporary and future  analyse and report on the factors that affect the x x x x x
considerations decisions taken in the development of design ideas
 quality trends human, technical and and solutions
environmental factors human capital
knowledge, skills and techniques)  apply a holistic approach by considering the factors x x x x x
 ergonomics safety, values and ethics affecting design and production in a design project
industrial and workplace legislation
appropriateness of technology choices
and design decisions social and
environmental sustainability resource
choices and availability (tools,
materials, time, finance)

Design and Technology Core: Design processes

This area of core content provides a framework for the application of an appropriate design process, to produce quality designed solutions.
Each phase of the design process should be applied in varying depths appropriate to the design project.

Students learn about: Students learn to: 1 2 3 4 5 6

Identification of needs and opportunities
 opportunities for new and better solutions  identify opportunities for new and better solutions x x x x x
 identify the needs of the end users and other x x x x
 requirements of end users and stakeholders stakeholders in their settings
 design considerations  establish and document the requirements and design x x x x
considerations for the design project
Creative and innovative idea-generation using
 brainstorming  use idea-generation techniques when developing x x x
 concept sketches and maps creative design ideas

Sean Librando 11575360 EMT445 Assignment 1 Page 19 of 37

 Students learn about: Students learn to: 1 2 3 4 5 6
 modelling  use research and information when generating creative x x x x x
 interaction of hand and mind design ideas
 observation  collaborate when developing design ideas and solutions x x x
 research
 collaboration
Research and exploration
 access information and data  use electronic communication tools to research x x x x x
information
 identify and summarise information from a range of x x x x x
sources for the design project
 interpret and manipulate data to develop information x x x
solutions using ICT applications including spreadsheets
and databases
 research appropriate materials, processes and x x x x x
production methods for the design project
 market research techniques  use market research techniques for a targeted group of x x x
end users to develop and test design ideas
 criteria for success  establish the criteria for success for the design project x x x
 resource requirements  investigate and calculate resource requirements for the x x x
design project
 appropriate technology  analyse costs and benefits including social, financial x x x x x
and environmental
 evaluate the long-term and short-term consequences of x x x
particular design ideas
Experimentation
 testing and experimenting  assess the suitability of design ideas by testing and x x x x
experimenting
 refine design ideas to address needs and opportunities x x x x x
 experiment to optimise design solutions for student x x x x
project work

Sean Librando 11575360 EMT445 Assignment 1 Page 20 of 37

 Students learn about: Students learn to: 1 2 3 4 5 6
Management
 project management strategies when  prepare and implement time and action plans in design x x x x x
implementing and evaluating a process of projects
design  estimate financial costs in design projects x x x x
 manage materials, tools and techniques when x x x x
developing the design project
 evaluate the role of project management when x x x
developing the design project
 Occupational Health and Safety legislation apply risk management practices in each design project x x x x
and risk management practices
 anti-discrimination legislation, Equal x x x
Employment Opportunity principles
 safe work practices and safe environments  demonstrate safe work practices when producing design x x x x x
projects

Students learn about: Students learn to: 1 2 3 4 5 6

Communication and presentation techniques
 visual  outline a range of communication techniques x x x x x
 graphical appropriate to various audiences
 written  apply appropriate communication techniques when x x x x x
 oral documenting and presenting design ideas and solutions
 digital
 use ICT applications such as multimedia x x x x x
communication devices, computer-generated graphics,
word processing and desktop publishing for
presentation of documentation
 construct and use models or computer-generated x x x x x
simulations to communicate design ideas and solutions
 use appropriate ICT applications when designing and x x x x x
producing solutions
Realisation of design ideas using technologies including

Sean Librando 11575360 EMT445 Assignment 1 Page 21 of 37

 Students learn about: Students learn to: 1 2 3 4 5 6
 tools and equipment  identify a range of tools and equipment, materials and x x x x x
 materials techniques and calculate requirements for each design
 techniques project
 select and use tools and equipment when designing and x x x x x
producing each project
 justify the selected resources used for each design x x x x x
project
 select and use a variety of appropriate techniques when x x x x x
designing and producing each design project
 select and use appropriate materials when designing and x x x x x
producing each design project

Students learn about: Students learn to: 1 2 3 4 5 6

Evaluating  document and evaluate decisions made throughout the x x x x x
 criteria for success design process using specified criteria for success
 evaluation techniques  self-assess and peer-assess designed solutions x x x x x
 justify and document decisions made during the x x x x x
development of designed solutions
 reflect on their learning in the design project x x x x x
Additional content
 the impact of resource selection on  analyse the impact of the selected resources used in the x x x x x
 final solution design project on the final solution, the individual,
 individual society and environments
 society
 environments
 marketing strategies  develop, present and justify a marketing strategy for the x x x x x
designed solution using multimedia presentation
software

Sean Librando 11575360 EMT445 Assignment 1 Page 22 of 37

 Lesson Plan

Date: 30/12/2016 Duration: 1 Period up to 60mins

Title: Innovation 1of 2 Stage: Stage 5 Design and Technology Unit 5 Flat Pack Major project

Purpose: Through class discussion and research students will develop knowledge and understanding of and skills in innovation, creativity and enterprise,Commented [SL5]: Teaching strategies- Collaborative
skills in communicating design ideas and solutions and knowledge and understanding of and skills in managing resources and producing quality designlearning, students centred approach
solutions. Students will also develop knowledge and understanding of and skills in managing resources and producing quality design solutions through
their research of Innovation.

Syllabus Syllabus Learn About(s): Syllabus Learn To(s):

Outcomes/Content:
Innovation  define and describe innovation

 types of innovation
 examples of innovation
Research and exploration
 access information and data
 Assess the impact of past, current and emerging technologies and innovation on
society and environments demonstrate design ideas and solutions that are
innovative and enterprising.
 use electronic communication tools to research information
 Identify and summarise information from a range of sources for the design
project

Sean Librando 11575360 EMT445 Assignment 1 Page 23 of 37

Resources:
 Interactive White board (smart board)
 Computer lab, access to internet and public drive
 Appendix 1 - What is Innovation
 Appendix 2- Impact of Innovation on Society and the Environment
 Appendix 3- Innovation research task

Lesson Indicators: Risk Assessment:

 Students are define and describe innovation Student accessing appropriate content on the internet

 Student are able to assess the impact of past,

current and emerging technologies and
innovation on society and environments
demonstrate design ideas and solutions that
are innovative and enterprising.
 Students access information and data with
the use electronic communication tools to as
well as identify and summarise information
from a range of sources for the design
project.

Sean Librando 11575360 EMT445 Assignment 1 Page 24 of 37

TIME 60mins Teacher Role and Activities Student Role and Activities

Introduction Teacher introduces the topic of Innovation.

Students are requested to participate in a class Commented [SL6]: 4.2.1 Direct instruction
discussion of what they may think “Innovation” is and
15mins
provide a definition and or an example of innovation.
Brainstorming and displaying the feedback on smart Students to participate in class discussion providing the teacher
board. Students are encouraged to drive the discussion. with any prior knowledge of the topic. Commented [SL7]: 4.1.1 Student centred approach

Students to provide feedback during discussion and express any

knowledge, ideas or examples of innovation. Commented [SL10]: 5.1.1 Diagnostic assessment
Teacher to provide definition of Innovation and types
of innovation. (Document with this information to be
displayed on Interactive White Board (smart board) Commented [SL8]: 4.5.1 use of ICT
refer Appendix 1. Teach to request feedback from
students prompting any prior knowledge on the topic
being discussed.
Brief discussion of Impact of Innovation on Society
and the Environment (information to be displayed on
smart board) students are asked to provide any
feedback with the information displayed. Students are
again encourage to provide feedback of prior
Body knowledge of this topic.
30 mins

Teacher instruct student to access Innovation research

sheet (Appendix 3) via public drive. Students are
further instructed to complete the research sheet, Students to access Innovation research sheet (Appendix 3) via
Teacher may pause throughout the time given to public drive.
research to give further information, guidance and Students to complete research task.
feedback to as required. Commented [SL9]: 5.2.1 Students provide feedback
about their learning

Sean Librando 11575360 EMT445 Assignment 1 Page 25 of 37

 Teacher to lead class discussion of research finding
providing feedback to students.
Conclusion
15 mins
Teacher to revisit and topic of discussion that require
further explanation.
Students to participate in class discussion sharing their research
Students to be advised that a further research task
findings.
relating to innovation will take place next lesson and
students will be required to revisit the computer lab in
order to complete the task

Evaluation

Sean Librando 11575360 EMT445 Assignment 1 Page 26 of 37

 Lesson Plan

Date: 30/12/2016 Duration: 1 Period up to 60mins

Title: Innovation 2 of 2 Stage: Stage 5 Design and Technology Unit 5 Flat Pack Major project

Purpose: Through class discussion and research students will develop knowledge and understanding of and skills in innovation, creativity and enterprise,
skills in communicating design ideas and solutions and knowledge and understanding of and skills in managing resources and producing quality design
solutions. Students will also develop knowledge and understanding of and skills in managing resources and producing quality design solutions through
their research of Innovation.

Syllabus Syllabus Learn About(s): Syllabus Learn To(s):

Outcomes/Content:
Innovation  define and describe innovation

 types of innovation
 examples of innovation
Research and exploration
 access information and data
Communication and
presentation techniques
 Assess the impact of past, current and emerging technologies and innovation on
society and environments demonstrate design ideas and solutions that are
innovative and enterprising.
 Use electronic communication tools to research information
 Identify and summarise information from a range of sources for the design
project
 Interpret and manipulate data to develop information solutions using ICT
applications including spreadsheets and databases

Sean Librando 11575360 EMT445 Assignment 1 Page 27 of 37

 • visual  Apply appropriate communication techniques when documenting and
• graphical presenting design ideas and solutions
• written  Use ICT applications such as multimedia communication devices, computer-
• oral generated graphics, word processing and desktop publishing for presentation of
documentation
• digital
Resources:
 Interactive White board (smart board)
 Computer lab, access to internet and public drive
 Appendix 1 - What is Innovation
 Appendix 2- Impact of Innovation on Society and the Environment
 Appendix 3- Innovation research task
 Appendix 4- Design and Innovation task

Lesson Indicators: Risk Assessment:

 Students are define and describe innovation Student accessing appropriate content on the internet

 Student are able to assess the impact of past,

current and emerging technologies and
innovation on society and environments
demonstrate design ideas and solutions that
are innovative and enterprising.
 Students access information and data with
the use electronic communication tools to as
well as identify and summarise information
from a range of sources for the design
project.
 Students interpret and manipulate data to
develop information solutions using ICT
applications including spreadsheets and
databases

 Students apply appropriate communication

techniques when documenting and
presenting design ideas and solutions

Sean Librando 11575360 EMT445 Assignment 1 Page 28 of 37

 Students use ICT applications such as
multimedia communication devices,
computer-generated graphics, word
processing and desktop publishing for
presentation of documentation

TIME 60mins Teacher Role and Activities Student Role and Activities

Introduction Teacher revisits the topic of Innovation as discussed

and research in the previous lesson. Teacher seeks
Students to participate in class discussion providing the teacher
feedback from students to gauge retention of
with prior knowledge, ideas thoughts and examples of the topic.
information previously delivered.
10mins Definition of Innovation is revisited, types of
innovation, (Appendix 1) impact of innovation.
(Appendix 2) students are encourage to drive the
conversation.

Sean Librando 11575360 EMT445 Assignment 1 Page 29 of 37

 Body
45 mins Teacher instructs students to access Design and
Innovation research sheet (Appendix 4) via public
Students to access Innovation research sheet (Appendix 3) via
drive.
public drive.
Teacher reads through work sheet as a class group
Participate in group reading and discussion as required.
instructing students to take over reading as required.
Students are prompted for feedback

Students are further instructed to complete the Complete research task and produce a PowerPoint presentation of
research activity, Teacher may pause throughout the their findings.
time given to research to give further information,
guidance and feedback as required.

Conclusion
Students are required to email PowerPoint
5 mins presentation within the last 5 minutes of the lesson. Commented [SL11]: 5.1.1 formative assessment of
Students to email work as completed
student work

Evaluation

Sean Librando 11575360 EMT445 Assignment 1 Page 30 of 37

 Lesson Plan Justification
The general concept are I chose for my consecutive lesson plan was innovation, this
concept was link to the fifth unit of the two hundred hour plan, which is the major project
for year 10 of flat pack furniture. The reason I chose the concept of innovation was that
it directly relates to the unit of work through the investigation of Ikea, an innovative
furniture company of which students will become familiar with throughout the unit of
study. The lesson plans that I create were based on the theory of activities/strategies used
in terms of constructivist theory and principles. The theory as I interpreted is based around
student centred learning, whereby Students also need to utilise skills and knowledge
learned from elsewhere in the curriculum and from their cultural communities to
participate successfully in technology education.(Williams, p.80, 2012) I have attempted
to create lesson that involve the entire student body and the inclusion of the prior
knowledge, ideas and examples provide by the students allows all students within the
class to build upon their own knowledge with the help of their peers. My lesson plans
may of taken more of a social constructivist approach as the learning is more of a ‘a social
process whereby students acquire knowledge through interaction with their environment
instead of merely relying on the teacher’s lectures’ (Powers-Collins, p.5, 1994).
Maintaining the Constructivists theory that that knowledge does not come from a subject
or an object rather that people construct their own understandings of the world in which
they live. (Williams, p.58, 2012) I have attempted to maintain the an open floor forum
throughout the lesson where students are able to continually provide feedback to further
construct the student’s own understanding of the topic of innovation. The strategies
implemented include visual cues from worksheets displayed on the interactive white
board and the prompt cues the teacher provides the students to suggest that students
provide prior knowledge, ideas and examples, giving all students to communicate and
build upon their own understanding of the topic. This particular strategy emphasizes how
students can gain new strategies through peer collaboration by interpersonal discourse.
(Forman and Cazden, 1985)
Although throughout the lesson plan students are encouraged to drive the conversation,
the teacher is able to provide direct answers, ideas and examples in order to help construct
the student’s deeper understanding of the topic of innovation, as effective constructivist
teaching always includes substantial teacher input; but it also provides opportunities for
learners to explore, reflect on and share their developing understanding. (Killen, p.44,
2014) The research task included in the lesson plans is a strategy implanted from the
constructivist approach of ‘learning through doing, carefully balancing the doing with the
learning to ensure that the process is both rich in content and process. (Williams, p.44,
2012) I also feel that remaining flexible throughout the class discussion would allow
students the ability to take knowledge learned in one situation and apply it in a different
situation. (Killen, p.49, 2014) As Perkins and Blythe suggest that ‘understanding is a
matter of being able to do a variety of thought-demanding things with a topic – like
explaining, finding evidence and examples, generalizing, applying, analogizing, and
representing the topic in a new way’. (Perkins & Blythe, p. 5, 1994)
The teacher and/or more capable peers play an important part with in my planned lessons
with as there is a real emphasis on peer interactions and collaborative learning. It has been
suggested that students gradually come to know and understand the world through
participation in their own activities and in communication with others. (Smith, p. 21,
1998) Through my strategies and the emphasis I have put on collaborative peer group
Sean Librando 11575360 EMT445 Assignment 1 Page 31 of 37
learning I am attempting to further develop the higher order thinking of the students in
the class which is a key concept to constructivism. The guided learning also fosters the
need for further investigation into the topic of innovation, leading to the collection of
significant facts and information and task completion and preparation for presentation
which completes the process of positive learning constructive learning (Kuhlthau, et al.,
2007).

References
Forman, E. A. & Cazden, C. B. (Eds.). (1985). Exploring Vygotskian perspectives in
education, Cambridge, Cambridge University Press.
Kuhlthau, C., Maniotes, K., & Caspari, A. (2007). Guided inquiry: learning in the 21St
century. Westport CT: Libraries Unlimited Inc.
Killen, Roy. Effective Teaching Strategies, edited by Roy Killen, Cengage Learning
Australia, 2014. ProQuest Ebook Central
Perkins, D. & Blythe, T. (1994). Putting understanding up front. Educational
Leadership, 51(5), 4–7.
P. J. Williams (Ed.), Technology Education for Teachers, 55–92. 2012 Sense
Publishers.
Powers-Collins, R. (1994). Middle school science: A problem-solving orientation. The
Clearing House, 68(1), 5–6.

Sean Librando 11575360 EMT445 Assignment 1 Page 32 of 37

Appendix 1
Innovation

Innovation is the process that transfers ideas through business activity into saleable goods, processes and
services. Here we look at the concept of innovation, the different types of innovation and how innovation
exists within a system.

What is Innovation?

Innovation is about ideas, and the transformation of those ideas into value creating outcomes – into
products, processes and services. Innovations include breakthrough ideas that lead to new products or
services, and incremental ideas which improve the way processes are undertaken, or products are
manufactured.

Innovation is about the creation of new knowledge, and the use of that knowledge.

Types of Innovation

Innovation is the key to future business prosperity and can take place in all areas of the business
process. Innovation has been linked to increased market shares, higher growth rates and greater
profitability for businesses.
There are a number of different types of innovation. These include:

Product The development of new products, technologies and services. This may be a high risk

Innovation undertaking which requires substantial investment in people, time and funds.

Refers to improvements made to existing products or services, such as new packaging

Product
methods for food. Improving current systems may need minimal investment but may
improvement
result in substantial profit increases.

This includes improvements in business processes such as internet banking,

Process manufacturing processes such as changes to production facilities, or organisational

improvements processes such as more efficient ways of undertaking work or advanced management

techniques.

Innovation is not only the province of new or high tech industries, but is also essential to the future of
many of Australia’s traditional sectors. The current business environment is highly competitive and new
competitors are always on the horizon. Companies who do not see investment in innovation as important
are possibly putting their future at risk.

http://www.innovation.gov.au/assets/documents/nicinternet/Final%20Hero%20profiles20041
124105511.pdf

Sean Librando 11575360 EMT445 Assignment 1 Page 33 of 37

Appendix 2

Impact of Innovation on Society and the

Environment
Innovation and emerging technologies have had an
impact on both society and the environment in many
ways. Impacts on society include:
 New ways of working and the creation of new jobs
 Reduced working hours, providing more
opportunities for leisure
 Increased access to facilities and instant
information
 Changing perceptions and values
 Improved standards of safety, performance and
quality
 Loss of jobs due to mechanization and
automation
 Increased laziness and health issues
Environmental Impacts include:
 Increased environmental monitoring and
protection
 Cleaner emissions and less consumption of
resources
 More efficient use of resources and less
consumption of non-renewable resources
 Increased use of appropriate technology
 Creation of less waste and new uses for waste –
recycling and reuse
 Increase waste due to societies disposable
attitudes

Sean Librando 11575360 EMT445 Assignment 1 Page 34 of 37

Appendix 3

Innovation

An inventor is someone who creates something original or significantly different from

what already exists.

Innovation is the process of developing these new ideas and inventions into
marketable products and systems OR making changes or improvements to established
product designs and manufacturing, and to marketing or organizational structures.

Innovation may be:

Object Knowledge Organization and Industry

Innovation often occurs because new and emerging technologies make possible
what was once impossible. Below provide a New and emerging technology.

New Technologies
_____________________________________________________________________
_____________________________________________________________________
__________________

Emerging Technologies
_____________________________________________________________________
_____________________________________________________________________
__________________

Innovation can occur because:

1. There is an increasing push for technologically advanced products,
systems and environments
2. New and existing technologies are used to develop designs to meet the
demands of consumers

Sean Librando 11575360 EMT445 Assignment 1 Page 35 of 37

Go to:
http://www.powerhousemuseum.com/australia_innovates/?behaviour=view_article&Se
ction_id=110

1. Write down their definition of an innovation.

_______________________________________________________________
_______________________________________________________________
______________________________

2. Explain how an innovation starts.

_______________________________________________________________
_______________________________________________________________
______________________________

3. List the criteria used by the Power House Museum to select their examples
of Australian innovations

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
____________________________________________________________

4. Explore some of the innovations from the timeline.

5. Go to: The innovation cycle and explore the interactive diagram.

In step form, write down all the activities in the innovation cycle.

Sean Librando 11575360 EMT445 Assignment 1 Page 36 of 37

Appendix 4

Design and Innovation

Product design relates to three quite different aspects of manufacture:

 Ease of manufacture – especially minimizing working parts and assembly

steps.
 Ease of change – designing parts, mold’s and tools which can allow
future changes in style or function without the need for a complete
redesign.
 Style – a sensitivity to styling which the buyer will find attractive and
functional, and an awareness of fashion trends and cultural sensitivity.

Owning Innovation
Protecting intellectual property is essential if research is to remain with the
innovator. Intellectual property refers to those aspects of the innovation which
can be registered for set periods during which other individuals and companies
are not free to copy them. These include:

 Designs – the unique appearance or form

 Trademarks – the brand name and logo
 Patents – new materials, mechanisms or methods of operation
 Copyright – any unique art work or control program

Designers who incorporate new and emerging technologies into their designs
early can achieve a competitive advantage in the marketplace.
Go to: http://www.abc.net.au/newinventors

Choose any 3 inventions made in 2011. You are to:

 describe the design
 outline the inspiration
 Explain the impacts of these innovations on the environment,
individual and society. This is to be presented as a PowerPoint
and emailed back to the teacher.

Sean Librando 11575360 EMT445 Assignment 1 Page 37 of 37