Industrial Technology
Years 7–10
Advice on Programming and Assessment
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Published by
Board of Studies NSW
GPO Box 5300
Sydney NSW 2001
Australia
Tel: (02) 9367 8111
Fax: (02) 9367 8484
Internet: http://www.boardofstudies.nsw.edu.au
September 2003
ISBN 1 7409 9829 4
2003534
Contents
1 Introduction 5
2 Establishing a Scope and Sequence Plan 6
2.1 Sample Stage 5 Scope and Sequence Plan 7
2.2 Stage 5 Unit Overviews 8
3 Advice on Assessment 10
3.1 Assessment for Learning 10
3.2 Planning for Effective Learning and Assessment 11
3.3 Designing Effective Learning and Assessment 13
3.4 Annotated Assessment for Learning Activity 13
3.5 Sharing Learning and Assessment Intentions 17
3.6 Effective Feedback to Students 17
3.7 Recording Evidence for Assessment 17
4 Programming Units of Work 19
4.1 Sample Unit Proforma 20
5 Sample Units of Work 21
5.1 Stage 5 Sample Unit of Work: Multimedia Specialised Module 4 22
5.1.1 Sample assessment for learning activity: Flash Animation Skills Guide 28
5.2 Stage 5 Sample Unit of Work: General Wood Core Module 2 30
5.2.1 Sample assessment for learning activity: Trinket Box 35
5.3 Stage 5 Sample Unit of Work: Engineering Specialised Module 3 37
5.3.1 Sample assessment for learning activity: Control System Flowchart 43
Industrial Technology Years 7–10: Advice on Programming and Assessment
1 Introduction
This support document has been designed to help teachers understand key aspects of the new Industrial Technology Years 7–10 Syllabus and to provide guidance for implementation. The document shows how these aspects can be incorporated in teaching and learning programs, and how these programs are underpinned by the principles of assessment for learning (Industrial Technology Years 7–10 Syllabus, p 178).
The document provides advice about constructing a program that will cover the scope of Industrial Technology for a stage. It sets out a process for planning and sequencing units of work, and developing teaching and learning activities.
The sample stage program plans and the sample units of work in this document demonstrate ways in which teachers can build a teaching and learning program and develop units of work to ensure coverage of the scope of the syllabus.
The document contains three Stage 5 sample units of work:
· Multimedia Specialised Module 4 – Computer Animation
· General Wood Core Module 2 – Timber Trinket Box
· Engineering Specialised Module 3 – Control Systems
These sample units can be used as models for planning units of work. They include:
· relevant outcomes and content
· assessment activities that have been designed and integrated into the units of work
· different types of possible feedback
· a variety of teaching and learning experiences
· opportunities for student reflection.
An assessment activity from each unit has been selected to show how assessment can fit into teaching and learning sequences. They are described in some detail to illustrate the process of assessment for learning. Teachers would not provide this level of detail in day-to-day classroom situations. The units of work and activities may be modified or amended to suit the needs, interests and abilities of students.
For a small percentage of students with special education needs who are undertaking Life Skills outcomes and content, support materials will be provided which will assist in the development of a meaningful and relevant program of study related to the Industrial Technology Years 7–10 Syllabus. Units of work adapted for students undertaking Industrial Technology Life Skills will be included in a consolidated document that will be distributed to schools early in 2004.
2 Establishing a Scope and Sequence Plan
A fundamental step in the design of effective teaching and learning programs is the development of a scope and sequence plan. This plan provides an overview of the units to be taught and details the placement, sequence and duration of units. When establishing a scope and sequence plan teachers should consider the following.
Syllabus requirements
The major emphasis of the Industrial Technology Years 7–10 Syllabus is on students being actively involved in the development and construction of quality practical projects. Practical tasks should be the major focus of classroom experiences. When developing programs of work teachers should consider the range of projects that could be undertaken to satisfy the syllabus requirements. When selecting projects teachers should ensure that the projects:
· build on the previous learning experiences of the students, increasing in sophistication and student autonomy as they progress through the course
· provide students with a range of experiences over the duration of the course
· cater for the needs, interests and abilities of students and/or deal with areas of community significance
· form a combination of projects that provides for the delivery of all essential content over the duration of the course
· can effectively be undertaken in accordance with the relevant guidelines and directives of their education authorities and/or schools.
A written report is required for each project undertaken. The level of detail in the reports may vary. They could focus on individual aspects of projects, particularly in the early stages of the course, through to full documentation of the design, development, production and evaluation of projects in the latter stages of the course.
Flexibility
The syllabus structure acknowledges that schools require flexibility to design programs that best meet the needs of their students and school curriculum structure, and that will allow for the most effective use of resources. To assist with this, the syllabus is structured in such a way as to allow for the sequential delivery of modules (semesterised model) or the concurrent delivery of consecutive modules (yearly model). When planning implementation, teachers should consider which model best suits their individual school’s needs and structures.
Assessment
When choosing projects teachers should consider the relevant sections of essential content to be addressed by each project. It is important that teachers consider assessment strategies at this point, and look at the range of outcomes to be assessed and the range of assessment strategies to be employed. Teachers should recognise that it is not essential that all aspects of content are addressed in every project; however, all essential content must be covered by the end of the course. Individual assessment activities need not necessarily address complete outcomes but may focus on parts or combinations of outcomes. It is essential, however, that all outcomes are fully addressed by the end of the course regardless of whether students are undertaking a 100-hour or 200-hour course.
When assessing practical work it is important that teachers recognise that a completed project represents the culmination of many weeks work. While the quality of completed projects is a major consideration in assessment of student achievement, teachers should reflect on their observations of students at work throughout the duration of the unit. Teachers may also consider other elements of student work practices, such as safety, self-direction and time management in the overall assessment of practical work.
Further considerations
Teachers need to be aware of and adopt the relevant guidelines and directives of their education authorities and/or schools. Teaching programs should recognise and reflect relevant State and Commonwealth legislation, regulations and standards including Occupational Health and Safety, Chemical Safety in Schools and Animal Welfare guidelines. Teachers need to be aware of activities that may require notification, certification, permission, permits and licences.
2.1 Sample Stage 5 Scope and Sequence Plan
Industrial Technology – Timber
The scope and sequence information presented in this section provides an overview of a program of work for the Timber focus area of the Industrial Technology Years 7–10 Syllabus. It may be adapted to suit other focus areas. It presents a model for the concurrent delivery of Core Modules 1 and 2 in Year 9 and Specialised Modules 3 and 4 in Year 10 for a 200-hour course delivered in Stage 5.
Outcomes: Each unit of work described below provides opportunities to address all the syllabus outcomes in a developmental approach. Teachers may decide to put emphasis on particular outcomes in each unit of work.
Term / Year 9 – General Wood 1&2 / Year 10 – Cabinetwork 3&41 / Compact Disc Storage Unit
(10 weeks) / Cabinet
(20 weeks)
2 / Occasional Table
(15 weeks) / Turned Bowl
(5 weeks)
3 / Individual Major Project
(20 weeks)
4 / Trinket Box
(10 weeks)
2.2 Stage 5 Unit Overviews
The following overviews are of the units included in the sample scope and sequence plan (page 7).
Year 9: General Wood 1/General Wood 2 (100 hours)Compact Disc Storage Unit – (10 weeks)
This project provides opportunities for the development of knowledge and skills in the use of a variety of elementary hand tools and power tools. It develops students’ skills in the marking out, measuring, cutting, joining and finishing of timber. As this is the first unit in Year 9, students will build on their experiences in the Technology (Mandatory) course including general workshop safety and specific machine and tool safety.
Students receive instruction in elementary first aid including alerting them to procedures to follow in the case of accidents in the workshop. Their knowledge of materials is enhanced through specific treatment of the properties and characteristics of solid timber. Through the use of radiata pine, students are introduced to the importance of plantation timbers and sustainable resource use.
An understanding of industrial processes and techniques is developed through teacher-led discussion of these practices and techniques as they relate to classroom experiences.
Students have the opportunity to further enhance their knowledge of and skills in design through the modification of an existing design. They develop an understanding of the use of material lists in material preparation and they develop specific workplace communication skills through a focus on freehand sketching, procedure text types and project-related industrial terminology.
Occasional Table – (15 weeks)
This project introduces students to frame construction and the associated skills and techniques. Skills in marking out, measuring, cutting, shaping, joining and finishing are further developed. In particular, students gain knowledge of and skills in the production of framing and widening joints, including dowel and biscuit joints, and the application of a range of different timber finishes, including stains, paints and clear finishes.
Safe work practices are reinforced and students are introduced to the safety requirements for specific tools and equipment introduced in the unit. The selection and use of personal protective equipment for specific processes are emphasised.
Students’ knowledge of materials is developed through a study of the growth and structure of timber. Through an analysis of commercial furniture products students compare the relative merits of plantation and old growth timbers.
Industrial processes and techniques are studied in relation to classroom practice and students develop knowledge of the range of careers in the timber industry.
Project modification deepens student understanding of design while specific focus is placed on the development of cutting lists, material estimation and project costing.
Workplace communication skills are emphasised through the targeted areas of orthogonal drawing, recount text type and project-specific industrial terminology. Students learn about and use appropriate information and communication technologies (ICT) including word-processing and spreadsheets to develop and present aspects of a project report.
Turned Bowl – (5 weeks)
The emphasis of this unit is on timber turning. It introduces students to the wood lathe and the associated skills and techniques. It develops specific skills in the selection and preparation of timber for turning, faceplate turning techniques and suitable finishing techniques for turned work (carnauba wax).
OHS principles and practices are reinforced in this unit with a specific emphasis on machine safety.
Students apply their knowledge of timber and its characteristics and features, developed in the previous units, to the design of individual projects. The development of individual designs requires students to apply skills in sketching and orthogonal drawing. They are also introduced to the development and use of templates to be used in the production of the final project.