Technology Studies 2013 Work Program
Work program
Enter school name
publication date /

13612R1

Course organisation

Provide a clear statement of the structure about the school’s proposed course and how it is organised and sequenced.

The course organisation should indicate:

  • minimum of 55 hours per semester
  • six to eight units of work that offer a range of design experiences that increase in complexity and independence across the four-semester course of study.
  • time allocation for units
  • coverage of the design factors
  • coverage of the design process
  • a sample design problem (Sect 3.3.1) for each unit that identifies:

–an example human need or opportunity

–a context (individual or community, and field).

Note: In this template, the assessment plan is included with the course organisation. Schools may choose to provide the course organisation and the assessment plan separately.

The assessment plan provides an indication of the range and balance of assessment instruments and procedures used to gather information about student achievement for the four-semester course of study. The assessment plan should ensure verification folio requirements about student achievements are met, as outlined in Section 4.6 of the syllabus.

Assessment plan

Indicate the range and balance of assessment instruments and procedures used to gather information about student achievement for the twoyear course of study.

The assessment plan must indicate:

  • semester and unit
  • assessment technique and conditions as described in the syllabus
  • relevant dimensions associated with the technique
  • formative and summative assessment

Verification folio requirements about student achievements, as outlined in Section 4.6 of the syllabus:

  • minimum of two and maximum of three assessment instruments in Year 12
  • at least one design folio that identifies a human need or an opportunity for the community
  • at least one other assessment that assesses all three dimensions (design folio preferred).

Post-verification assessment:

  • one assessment that assesses all three dimensions (report preferred).

A student profile must be included that identifies how the standards will be recorded at monitoring, verification and exit.

Queensland Studies Authority [Publish Date] / | / 1

Course organisation and assessment plan

Year 11

Year 11 / Unit / Time / Design factors / Description of a design problem / Assessment technique
(Year 11 formative) / Dimensions / Conditions
Semester 1 / Insert unit title and focus here. / hrs (wks) / Insert the unit-applicable design factors here. / Context:
Example need or opportunity:
Design process:
Insert unit-applicable stages of a design process here. / Insert assessment technique here. /
  • Analysing design problems
  • Applying design factors and communicating
  • Synthesising and evaluating designs
/ Insert the applicable syllabus conditions for the year level and the assessment technique here.
Insert unit title and focus here. / hrs (wks) / Insert the unit-applicable design factors here. / Context:
Example need or opportunity:
Design process:
Insert unit-applicable stages of a design process here. / Insert assessment technique here. /
  • Analysing design problems
  • Applying design factors and communicating
  • Synthesising and evaluating designs
/ Insert the applicable syllabus conditions for the year level and the assessment technique here.
Semester 2 / hrs (wks)
hrs (wks)

Year 12

Year 12 / Unit / Time / Design factors / Description of a design problem / Assessment technique
(Year 12 summative) / Dimensions / Conditions
Semester 3 / Insert unit title and focus here. / hrs (wks) / Insert the unit-applicable design factors here. / Context:
Example need or opportunity:
Design process:
Insert unit-applicable stages of a design process here. / ert assessment technique here. /
  • Analysing design problems
  • Applying design factors and communicating
  • Synthesising and evaluating designs
/ Insert the applicable syllabus conditions for the year level and the assessment technique here.
Insert unit title and focus here. / hrs (wks) / Insert the unit-applicable design factors here. / Context:
Example need or opportunity:
Design process:
Insert unit-applicable stages of a design process here. / Insert assessment technique here. /
  • Analysing design problems
  • Applying design factors and communicating
  • Synthesising and evaluating designs
/ Insert the applicable syllabus conditions for the year level and the assessment technique here.
Semester 4
Insert unit title and focus here. / hrs (wks) / Insert the unit-applicable design factors here. / Context:
Example need or opportunity:
Design process:
Insert unit-applicable stages of a design process here. / Insert assessment technique here. /
  • Analysing design problems
  • Applying design factors and communicating
  • Synthesising and evaluating designs
/ Insert the applicable syllabus conditions for the year level and the assessment technique here.
1 / | / Technology Studies 2013 Work ProgramEnter school name

Outline of intended student learning

To demonstrate that the scope and depth of student learning meets syllabus requirements, include a school-developed description of a sample Year 11 design problem that includes:

  • a context (individual or community, and field)
  • need or opportunity that requires ideas and products to be developed by students in response to the design problem
  • coverage of all three dimensions
  • development of learning experiences that demonstrate:

–engagement in a design process

–application of design factors

–production of a product.

Sample design problem and design process
Year 11 Semester
Design Problem:
Context:
Need or opportunity:
The dimensions and objectives developed in design problem.
Dimension 1:Analysing design problems
By the conclusion of the course of study, students should:
  • describe design problems and identify design criteria
  • interpret design problems using design factors
  • analyse the impacts of design factors on decisions.
Dimension 2:Applyingdesign factors and communicating
By the conclusion of the course of study, students should:
  • apply design factors to develop ideas
  • use manufacturing technologies, materials and project management skills to produce products in response to design criteria
  • use communication suited to modes and audiences.
Dimension 3:Synthesising and evaluating designs
By the conclusion of the course of study, students should:
  • synthesise ideas to develop concepts that respond to design problems
  • justify decisions and recommendations
  • evaluate ideas and products using design criteria.

The students will gain these learning experiences while engaging in the design process.
Exploring a design problem may involve:
Insert design process applicable student learning experiences here.
Developing ideas may involve:
Insert design process applicable student learning experiences here.
Producing products may involve:
Insert design process applicable student learning experiences here.

Student profile

Year 11 — Formative

Student name:

Assessment Instrument / D1
Analysing design problems / D2
Applying design factors and communicating / D3
Synthesising and evaluating designs
Semester 1 / Insert assessment technique here.
Insert assessment technique here.
Semester 2 / Insert assessment technique here.
Insert assessment technique here.
Interim standards (Monitoring)
Interim level of achievement (Monitoring)

Student profile

Year 12—Summative

Student name:

Assessment Instrument / D1
Analysing design problems / D2
Applying design factors and communicating / D3
Synthesising and evaluating designs
Semester 3 / Insert assessment technique here.
Insert assessment technique here.
Semester 4
Interim standards (Verification)
Interim level of achievement (Verification)
Insert assessment technique here.
Exit standards
Exit level of achievement
Queensland Studies Authority [Publish Date] / | / 1