Design and Technologies Above satisfactory Years 3 and 4
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1 Design and Technologies Above satisfactory Years 3 and 4 Portfolio summary This portfolio of student work shows that the student can explain how products, services and environments are designed to best meet needs of communities and their environments (WS, WS, WS3). The student describes contributions of people in design and technologies occupations (WS3) and describes how the features of technologies can be used to produce designed solutions for each of the prescribed technologies contexts (WS, WS, WS3). The student creates designed solutions for each of the prescribed technologies contexts (WS, WS, WS3). The student explains needs or opportunities and evaluates ideas and designed solutions against identified criteria for success, including environmental sustainability considerations (WS, WS, WS3). The student develops and expands design ideas and communicates these using models and drawings including annotations and symbols (WS, WS, WS3). The student plans and sequences major steps in design and production (WS, WS3). The student identifies appropriate technologies and techniques and demonstrates safe work practices when producing designed solutions (WS, WS, WS3, WS4). Design project: All systems go Sample summary Students investigated two closed force systems (pneumatics and hydraulics), to understand that the technology of pneumatics relates to air pressure and the technology of hydraulics relates to water pressure. They were given a design brief to design a machine (incorporating pneumatics and/or hydraulics) to extract a rare dinosaur egg from a remote location and move it to a safe storage container. Students developed design ideas and communicated these using annotated drawings. They selected suitable materials to make a scale model of their design and gave an oral and visual presentation to the class describing how their machine worked (designed solution), which system they used and the reasons why decisions were made, problems faced and how they were resolved. The focus of this task was to design and produce a service for the technologies context engineering principles and systems. Achievement standard Subject Learning Area By the end of Year 4, students explain how products, services and environments are designed to best meet needs of communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the features of technologies can be used to produce designed solutions for each of the prescribed technologies contexts.
2 Students create designed solutions for each of the prescribed technologies contexts. They explain needs or opportunities and evaluate ideas and designed solutions against identified criteria for success, including environmental sustainability considerations. They develop and expand design ideas and communicate these using models and drawings including annotations and symbols. Students plan and sequence major steps in design and production. They identify appropriate technologies and techniques and demonstrate safe work practices when producing designed solutions. Design portfolio Illustrates how a hydraulic system can be used to move the jib of a crane Uses a drawing with annotations to describe a designed solution 3 4 Describes how the technology of hydraulics can be used to cause movement, i.e. to push an egg Describes how the technology of hydraulics can be used to move a lever, i.e. the jib of the crane 3 Annotation 3 Uses a drawing with annotations to describe the detail of a designed solution 4 Annotation 4 Communicates design ideas using a description and drawings to explain how a brace gives strength to a tower on a crane
3 Illustrates how hydraulics are used to tilt the bucket on a crane Plans the materials and equipment needed to make the model of a hydraulic system Describes how the model was produced Records final designed solution Australian Curriculum
4 Investigates and reports on hydraulic and pneumatic systems Demonstration
5 Design project: Food Sample summary Students investigated how to collect suitable materials for composting at their school to improve recycling, reduce waste and improve the productivity of the school kitchen garden. Students designed and produced drawings of a composting system for food waste management for the school and implemented a system for collecting material for the compost from each of the classrooms after lunch. They weighed and recorded the collected material, then represented and interpreted the data as evidence of the success of the service. Students identified at least one ingredient from the school kitchen garden that could be used to make a drink. They demonstrated how to make the drink using appropriate equipment. The focus of this task was to design and produce a service and a product for the technologies context food and fibre production/food specialisations. Achievement standard Subject Learning Area By the end of Year 4, students explain how products, services and environments are designed to best meet needs of communities and their environments. They describe contributions of people in design and
6 meet needs of communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the features of technologies can be used to produce designed solutions for each of the prescribed technologies contexts. Students create designed solutions for each of the prescribed technologies contexts. They explain needs or opportunities and evaluate ideas and designed solutions against identified criteria for success, including environmental sustainability considerations. They develop and expand design ideas and communicate these using models and drawings including annotations and symbols. Students plan and sequence major steps in design and production. They identify appropriate technologies and techniques and demonstrate safe work practices when producing designed solutions. Design portfolio Uses prior knowledge to complete pre test on their understanding of technologies 3 Applies new knowledge to complete posttest on their understanding of technologies Considers personal safety when working with technologies by identifying appropriate gear 3 Annotation 3 Demonstrates change in perception/understanding about technologists and technologies Australian Curriculum
7 Identifies and communicates materials that are and are not suitable for composting Collects, represents and interprets data relating to the collection of material for the school compost 3 Investigates an engineered composting system on the internet to gather information for design ideas Illustrates the steps in the composting system 3 Annotation 3 Communicates design ideas and instructions in labelled drawings 4 Annotation 4 Understands the importance of temperature in the production of compost
8 5 Annotation 5 Understands composting is a system for turning scraps into a product that benefits the growth of plants 6 Annotation 6 Writes procedure of how to use the designed solution Audio Presentation
9 Identifies appropriate ingredients needed to make a healthy drink Explains why each type of ingredient may be suitable for a healthy drink Describes steps to use equipment safely when making the drink Outlines hygiene considerations when preparing food Demonstration Australian Curriculum
10 Presentation: Working safely Sample summary Students have collected evidence of safe and skilful use of technologies in a range of design tasks and recorded this in a presentation template provided by the teacher. Achievement standard Subject Learning Area By the end of Year 4, students explain how products, services and environments are designed to best meet needs of communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the features of technologies can be used to produce designed solutions for each of the prescribed technologies contexts. Students create designed solutions for each of the prescribed technologies contexts. They explain needs or opportunities and evaluate ideas and designed solutions against identified criteria for success, including environmental sustainability considerations. They develop and expand design ideas and communicate these using models and drawings including annotations and symbols. Students plan and sequence major steps in design and production. They identify appropriate technologies and techniques and demonstrate
11 steps in design and production. They identify appropriate technologies and techniques and demonstrate safe work practices when producing designed solutions. Slides Demonstrates understanding of the need to wash hands prior to preparing food by creating and sequencing steps Demonstrates understanding of how to cut food using a knife and chopping board by listing steps and creating a video Describes in detail how to handle scissors and utility knives and includes appropriate photos
12 Lists the types of protective gear needed for different situations Explains why protective gear is needed for different situations Demonstration Design project: Water Sample summary Students investigated water management systems in the school and made suggestions for design improvement, or offered alternative designs to solve perceived problems. They were required to submit a labelled diagram/drawing of their design idea including information about what problem the design was Australian Curriculum
13 intended to solve, how the design would work and suggested materials for building the design. Students selected suitable materials to make a scale model of their design. They tested their model and evaluated its effectiveness. Students documented the design process in a digital format including photographs, videos, scanned documents, and three dimensional rendered models. The focus of this task was to design and produce improvements to an environment for the technologies context materials and technologies specialisations. Achievement standard Subject Learning Area By the end of Year 4, students explain how products, services and environments are designed to best meet needs of communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the features of technologies can be used to produce designed solutions for each of the prescribed technologies contexts. Students create designed solutions for each of the prescribed technologies contexts. They explain needs or opportunities and evaluate ideas and designed solutions against identified criteria for success, including environmental sustainability considerations. They develop and expand design ideas and communicate these using models and drawings including annotations and symbols. Students plan and sequence major steps in design and production. They identify appropriate technologies and techniques and demonstrate safe work practices when producing designed solutions. Design portfolio Identifies a need or opportunity and proposes ideas to create a designed solution to solve a problem with the school office gutter Proposes and justifies a number of design ideas
14 Draws a diagram of the original gutter design (designed solution) Uses detailed labelled drawings to illustrate the gutter design (designed solution) Collaborates to draw two interpretations of the proposed gutter design (designed solution)
15 Models the proposed gutter re design Tests the prototype and makes adjustments to the design Australian Curriculum
16 Evaluates the solution, identifying several features that are working Identifies what is not working and how it could be resolved Demonstration Presentation
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