Brenton Hawken 11538282 Due Date: Thursday 2nd February 2017

EMT445 Assessment 2: Units of work and assessment Value 50%

EMT445: Curriculum Method 1: Design and Technology

Assignment 2

Units of work and assessment

Brenton Hawken 11538282

Value: 50%

Due Date: Thursday 2nd February 2017

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Brenton Hawken 11538282 Due Date: Thursday 2nd February 2017
EMT445 Assessment 2: Units of work and assessment Value 50%

Course structure Stage 6 Design and Technology Preliminary Course

Designing and producing
The study of:

design theory and practice the realisation of ideas through the manipulation of techniques,
design processes materials, tools and other resources
factors affecting designing and producing occupational, health and safety
design and production processes in domestic, community, evaluation
industrial and commercial settings project management
technologies in industrial and commercial settings factors affecting management
environmental and social issues communication
creative approaches to design research methods
collaborative approaches to design interpreting and presenting data
project analysis ethics in research
marketing and market research manufacturing and production
techniques, materials, tools and other resources computer-based technologies.

The Preliminary course is 120 indicative hours and will involve a minimum of two design projects. The projects will develop skills and
knowledge to be further developed in the HSC course. Each project will place emphasis on the development of different skills and knowledge in
designing and producing.
Students must participate in hands-on, practical activities to achieve the outcomes of this course. Class activities should be designed to develop
knowledge and skills in designing and producing. Students should develop their knowledge of the activities within industrial and commercial
settings which support design and technology and relate these processes to the processes used in their own designing and producing.
Design projects must involve the design, production and evaluation of a product, system or environment that includes evidence of design
processes recorded in a design folio, which may be in a variety of different forms. Students should be encouraged to communicate their design
ideas using a range of appropriate media.

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EMT445 Assessment 2: Units of work and assessment
Objectives and outcomes
Objectives
Students will develop:
1. Knowledge and understanding about
design theory and design processes
in a range of contexts
2. Knowledge, understanding and
appreciation of the interrelationship
of design, technology, society and
the environment
3. Creativity and an understanding of
innovation and entrepreneurial
activity in a range of contexts
4. Skills in the application of design
processes to design, produce and
evaluate quality design projects that
satisfy identified needs and
opportunities
5. Skills in research, communication
and management in design and
production
6. Knowledge and understanding about
current and emerging technologies in
a variety of settings
Due Date: Thursday 2nd February 2017
Value 50%
Preliminary outcomes
A student:
P1.1 examines design theory and practice, and considers the factors affecting designing and
producing in design projects
P2.1 identifies design and production processes in domestic, community, industrial and
commercial settings
P2.2 explains the impact of a range of design and technology activities on the individual,
society and the environment through the development of projects
P3.1 investigates and experiments with techniques in creative and collaborative approaches
in designing and producing
P4.1 uses design processes in the development and production of design solutions to meet
identified needs and opportunities
P4.2 uses resources effectively and safely in the development and production of design
solutions
P4.3 evaluates the processes and outcomes of designing and producing
P5.1 uses a variety of management techniques and tools to develop design projects
P5.2 communicates ideas and solutions using a range of techniques
P5.3 uses a variety of research methods to inform the development and modification of
design ideas
P6.1 investigates a range of manufacturing and production processes and relates these to
aspects of design projects
P6.2 evaluates and uses computer-based technologies in designing and producing
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Brenton Hawken 11538282 Due Date: Thursday 2nd February 2017
EMT445 Assessment 2: Units of work and assessment Value 50%

Year 11 Design and Technology course plan

Week Unit 1: Introduction to designing and producing Time frame: 14 weeks

Course Introduction Design and Technology syllabus requirements and Preliminary course outline. Set up a design terminology
1 reference list. Students to create an Edmodo account and sign up to the class account for sharing ideas. Investigate a range of design
professions.
2 Design theory and practice. Creative thinking in design and how to generate design ideas. View outstanding design examples in a
variety of materials and contexts. Students pick one design example and list the positives and negatives about the design. Students to
modify the design to come up with a new and improved design. Students post a before and after picture of their design on the class
Edmodo account for others to view and provide feedback on.
3 Design processes, factors effecting designing and producing. Introduce mini design brief: Modern book cover design.
Design and produce a modern book cover design. Identify the Elements of Design: line, shape, color, space, texture etc.
Watch YouTube clip featuring the aesthetic Elements of Design (https://www.youtube.com/watch?v=8VraElJDrdQ). Follow the
design process to produce a modern book cover of teachers choice.
4 Investigate computer-based technologies and their application. Realisation complete a book cover design and produce a PowerPoint
presentation illustrating the design process and changes made to suit the design brief of a modern book cover. Students present their
designs to the class, followed by peer and self-evaluation.

5 Assessment task 1: Wooden box lamp Design and make a lamp that is constructed from plywood. (Due week 4 term 2) Project
analysis, identification of need and proposal. Establish design criteria. Management: project time, tools and resource management.
Keep a portfolio to log student progress. Visit https://www.youtube.com/watch?v=AfQctZ9nS_0 for general understanding of task
6 Creative approaches to design. Commence idea development using hand-drawn and computer-based communication methods. View
https://au.pinterest.com/explore/wood-lamps/ for inspiration and ideas.
7 OH&S: safe use of the workshop spaces, tools and materials. Teacher sets up a mock workshop demonstration of safety hazards i.e.
water on the floor, exposed sharp tools/electrical cords. Students act as health and safety inspectors to identify as many hazards as
possible. Complete safety tests.

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EMT445 Assessment 2: Units of work and assessment Value 50%

8 Examine the D&T specialist rooms and the tools available. Investigate available materials, develop skills and test methods of
construction. Discuss safety issues and the need to meet OH&S requirements at school and within industry.

Realisation of ideas through the manipulation of techniques, materials, tools and other resources. Test light properties using the light
9 fitting provided. Evaluate and modify if required. Lamp realisation and development using the tools, materials and resources available
(concept sketches, 3D prototype, to-scale cardboard prototype). Student to keep a visual record of progress via digital pictures.

10 Environmental and social issues: consider material selection and its impact on society and the environment. Research alternative
lamp materials. Critically evaluate the environmental impact these materials pose against the materials selected. Class discussion on
findings and the environmental, ethical and social issues associated with design.
Assessment task 2: Designer case study Investigate a designer and the nature of their work. (Due Week 6 Term 2)
Term 2
1 Marketing and market research: discuss key marketing terminology. Analyse a successful marketing strategy and determine factors
that led to its success. Conduct research into existing light fittings similar to own design. Students to carry out a Strengths,
Weaknesses, Opportunities and Threats (SWOT) analysis on their lamp. Identify a target market for lamp.

Weeks Lamp realisation and development using the tools, materials and resources available.
2,3,4 Commence construction of the selected lamp design solution
Manufacturing and production.
Project completed. Present your final lamp design to the class for feedback in a 5-minute presentation. Students to evaluate and peer-
review each others design. Self-evaluation of wooden lamp project. Identify the factors that contribute to successful design. Wrap up
of Unit 1

Week Unit 2: Designing for our world Time frame: 12 weeks

5 Start of unit 2. Assessment task 3: The hot seat Design and produce a bar stool, drawing inspiration from one of the following
designers: Michael Thonet, Thomas Chippendale, Gustav Stickley, Frank Lloyd Wright, Arthur Mackmurdo. (Due Week 6 Term 3)
Project Proposal and project management. Project analysis, identification of need and proposal. Management: project time, tools and
resource management.

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EMT445 Assessment 2: Units of work and assessment Value 50%

6 Research methods: search the list of designers provided and examine their designs closely. Choose a designer and create a mind map
on their designs, accomplishments/achievements. Post the mind map onto the class Edmodo account for others to view. Research the
era in which the designer produced their designs. Make note of anything that had an impact on the designers choice of materials and
processes. Continue researching to determine suitable materials, tools and construction techniques for your design.
Assessment task 2: Designer case study due
7 Idea development and visual communication techniques Students should now have a rough idea of the type of stool they would like
to produce. Sketch a rough design of their stool before using CAD software to produce a realistic 3D design of their stool.

8 Design and production processes in industrial and commercial settings. Visit a local furniture maker where students will have the
opportunity to ask questions in regards to furniture making. Project development and realisation. Testing and evaluating materials,
tools techniques and processes.
9 Marketing and market research: identify the needs of the target market by conducting local market research. Briefly discuss key
marketing terminology. Students to carry out a Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis on their stool to
see whether it will succeed on the market. Identify a target market for your stool.
10 Project development and realisation using the tools, materials and resources available.
Term 3
Project development and realisation. Manufacturing and production.
1
2 Project development and realisation. Manufacturing and production.
3 Project development and realisation. Manufacturing and production.
4 Project development and realisation. Manufacturing and production.
5 Project development and realisation. Manufacturing and production.
6 Interpreting and presenting data: communicate the design and construction of your project using the design project folio guidelines.
Project completed. Present your final model or toy design and a supporting design folio.
7 Self-evaluation of hot seat project. Identify the factors that contribute to successful design. Wrap up of Unit
8 Revision of Preliminary Course
9 Assessment task 4: End of course exam (Week 9 Term 3)
10 Student/teacher interviews: identification of students design skills and interests which could indicate areas of investigation for Major
Design Project ideas.

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Brenton Hawken 11538282 Due Date: Thursday 2nd February 2017
EMT445 Assessment 2: Units of work and assessment Value 50%

Program map
Design Project Unit 1 Unit 2
Time 70 hours 50 hours
Syllabus Objectives 1, 2, 3, 4, 5, 6 1, 2, 4, 5, 6
Learning outcomes P1.1, P2.2 P3.1, P4.1, P4.2, P4.3, P5.2, P5.3, P1.1, P2.1, P4.1, P4.2, P4.3, P5.1, P5.2, P5.3,
P6.2 P6.1, P6.2

Student learn about: Students learn to: Unit 1 Unit 2

P1.1 examines design theory and practice, and considers the factors affecting designing and producing in design projects
design theory and practice investigate at least one designer and the nature of their work X X
- range of design professions identify a range of career opportunities in design and production X X
- nature and variety of work of a range of design
professions
- interaction and overlap of design professions
- Australian and international designers and their work describe and analyse the processes undertaken when designing X X
design processes apply a design process when developing design projects X X
- design processes used in domestic, community, industrial
and commercial settings from initial contact with clients to identify factors affecting design X X
final presentation - analyse design products
factors affecting designing and producing including: - compare and contrast the factors to be considered in the
- appropriateness of the design solution design and production of design projects
- needs - appraise the aesthetic and functional qualities of a variety of
- function design products, systems and/or environments
- aesthetics
- finance
- ergonomics
- work health and safety
- quality
- short-term and long-term environmental
consequences
- obsolescence
P2.1 identifies design and production processes in domestic, community, industrial and commercial settings
design and production processes in domestic, compare and contrast technologies and processes used in design X
community, industrial and commercial settings projects to activities of design and production in industrial and X
technologies in industrial and commercial settings commercial settings

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Brenton Hawken 11538282 Due Date: Thursday 2nd February 2017
EMT445 Assessment 2: Units of work and assessment Value 50%

P2.2 explains the impact of a range of design and technology activities on the individual, society and the environment through the
development of projects
environmental and social issues including: assess the impact of the activities undertaken in the development of X
- personal values design projects on the individual, society and the environment
- cultural beliefs
- sustainability evaluate examples of design and production and relate these to X
- safety and health environmental and social issues
- community needs
- individual needs
- equity
P3.1 investigates and experiments with techniques in creative and collaborative approaches in designing and producing
creative approaches including: select and apply a variety of cognitive organisers X
- cognitive organisers apply problem solving techniques to identified problems X
- strategies for problem identify the factors that contribute to successful work and
- solving and solution creating ideas generation collaboration X
collaborative approaches collaborate and participate in design teams X
- design teams: roles and tasks of members work cooperatively
- communication between and within design teams
X
- team responsibilities
P4.1 uses design processes in the development and production of design solutions to meet identified needs and opportunities
project analysis formulate and analyse design briefs X X
- design briefs identify the parameters of design X X
- appropriateness of design solutions identify criteria for success of design projects
- criteria for evaluation and factors to consider produce functionally and aesthetically appropriate design projects X X
marketing and market research conduct market research to identify needs and opportunities X X
- purpose of market research X X
- sources of data and information gathering
techniques
- marketing environment
P4.2 uses resources effectively and safely in the development and production of design solutions
- using materials, tools, techniques and other select appropriate materials, tools, techniques and other X X
resources resources
- characteristics and properties justify and explain the selection and use of resources in design
- functions and uses X X
projects
- experimentation
- criteria for selection
- consequences of use

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Brenton Hawken 11538282 Due Date: Thursday 2nd February 2017
EMT445 Assessment 2: Units of work and assessment Value 50%

the realisation of ideas through the manipulation of materials, develop and demonstrate proficiency in using an appropriate range of X X
tools and techniques and other resources materials, tools, techniques and other resources
safety X X
- safety in the use of materials, tools and implement safe work practices when designing and producing
techniques
- legislative requirements including work health and safety
P4.3 evaluates the processes and outcomes of designing and producing
evaluation establish the parameters for design and identify criteria for the X X
- developing and refining ideas evaluation of design projects
- criteria for evaluation examine processes undertaken in design projects
- methods of evaluation conduct continual evaluation throughout design and production X X
assess the impact of designing and design projects on society and X X
the environment X X
test and evaluate the appropriateness of design solutions
X X
P5.1 uses a variety of management techniques and tools to develop design projects
- project management identify a variety of management techniques and tools X
- management techniques and tools, including those used
by designers in industrial and commercial settings
plan, implement and evaluate a sequence of operations for the X
factors affecting management including: completion of design projects
- identifying available resources
- clarifying values
- setting goals
- setting standards
- evaluating the costs and benefits of each alternative
- making and implementing decisions
- task descriptions and sequencing
- documentation of plans
P5.2 communicates ideas and solutions using a range of techniques
communication X X
use appropriate design and technology terminology
- forms of communication including verbal, written, X X
experiment with a range of techniques and forms to visualise and
graphical, visual, audio
- elements of the communication process which include communicate ideas and solutions
sender, receiver, medium, message communicate design ideas and solutions effectively using a range X X
- criteria for evaluating communication including clarity of technologies
of message, appropriateness of method chosen, ease of use appropriate standards and conventions to visualise and
communicate ideas and solutions
X X
interpretation

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EMT445 Assessment 2: Units of work and assessment Value 50%

- communicating information through a variety of media justify the selection and use of communication techniques X X
- visualising solutions
- the purpose of prototypes and/or models
- presentation techniques suited to the needs of design clients
and design projects
P5.3 uses a variety of research methods to inform the development and modification of design ideas
research methods select and use a variety of research methods to inform the X X
- qualitative and quantitative research generation, modification, and development of design ideas
- questionnaires
- surveys
- interviews
- observation
- tests and experiments
- statistical analysis
- information research including print and electronic sources

interpreting and presenting data analyse, interpret and apply research data to the development of X X
ethics in research design projects
P6.1 investigates a range of manufacturing and production processes and relates these to aspects of design projects
- manufacturing and production account for practices undertaken in industrial and X
- selection of processes appropriate to a need commercial settings X
- development of appropriate skills and techniques demonstrate quality production skills in the development of design
projects
P6.2 evaluates and uses computer-based technologies in designing and producing
computer-based technologies and their application including: discriminate in the choice and use of computer-based technologies to X X
modelling develop, communicate and present design ideas and processes.
research
simulation and graphics
communication
presentation.

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Brenton Hawken 11538282 Due Date: Thursday 2nd February 2017
EMT445 Assessment 2: Units of work and assessment Value 50%

Stage 6 Design and Technology

Year 11 unit 1: Introduction to designing and producing
Unit description
In this unit, students will be introduced to the world of designing and
producing. The first half of the unit will examine design theory and
practice, the factors affecting design, and look at the impact that design
has on the individual, society and the environment. Students will
complete a case study on a designer of their choice, investigating the
designer and the nature of their work. The second half of the unit will
focus on providing students with the opportunity to apply their
knowledge and understanding of design acquired through the first half
of the lesson, by designing and creating a wooden box lamp. Students
will have access to a hands-on experience to enrich learning and make it
more meaningful.
Design project: Light the way Design a wooden box lamp using
plywood
Length of time: 14 weeks
Design Brief:
Using the knowledge gained in the first half of the unit, students are
to design and produce a fully functioning box lamp using ply wood
as the main material. Students are encouraged to think outside the
square, and to display their innovation and creativity in their final
designs. You must carefully consider the positioning of the light
bulb, as this will determine how much light is produced from your
lamp design.

Outcomes to be addressed:
P1.1 examines design theory and practice, and considers the factors affecting designing and producing in design projects
P2.2 explains the impact of a range of design and technology activities on the individual, society and the environment through the
development of projects
P3.1 investigates and experiments with techniques in creative and collaborative approaches in designing and producing
P4.1 uses design processes in the development and production of design solutions to meet identified needs and opportunities
P4.2 uses resources effectively and safely in the development and production of design solutions
P4.3 evaluates the processes and outcomes of designing and producing
P5.2 communicates ideas and solutions using a range of techniques

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Brenton Hawken 11538282 Due Date: Thursday 2nd February 2017
EMT445 Assessment 2: Units of work and assessment Value 50%

Week Students learn about: Students lean to: Integrated learning experience and instructions Evidence of Resources
learning
Term 1 Design and recognise the Handout course overview, assessment task outline, stage Questions Stage 6
Weeks 1-2 Technology syllabus syllabus 6 syllabus. Read and discuss. about the Preliminary
requirements and requirements course Syllabus
P1.1 Preliminary course for the course Set up a design terminology reference list.
examines outline. Terminology Edmodo
design theory identify a range Students to create an online Edmodo account and sig up reference list software
and practice, Design theory and of career to the class account for sharing ideas
and considers practice opportunities in
the factors range of design design and Investigate a range of design professions- Students work Mind maps Paper
affecting professions production in groups of 2 to produce a mind map featuring their Textures
designing and nature and research on the many different types of design Pencils
producing in variety of work investigate at professions that they could find. Students to present their
design of a range of least one mind map to the class for feedback and further
projects design designer and discussion.
professions the nature of
interaction and their work Discuss designers and their work. Architect to visit the Design
overlap of design school and share with students his/her design role thinking:
professions understanding
Australian and Identify the training and varied backgrounds designers how designers
international may originate from. think and
designers and work (chapter
their work Creative thinking in design and how to generate design New and 4 and 7)
ideas- view outstanding design examples on a variety of improved
materials and contexts. Students to pick one design design and Smartboard
example and list what they like and dont like about the reasoning
design. Students to modify and redesign the design to why students Edmodo
come up with a new and improved design. Students to made those software
post a before/after picture of their design, with dot point changes.
explaining the changes made to the original design and
why, on the class Edmodo account for others to view and
provide feedback on

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Brenton Hawken 11538282 Due Date: Thursday 2nd February 2017
EMT445 Assessment 2: Units of work and assessment Value 50%

3-4 Factors affecting Identify Class discussion: factors affecting design and the Students Excel Design
designing and factors importance of each factor and how it contributes to the actively and
P1.1 producing affecting overall design engaged in Technology
examines design class (Chapter 3)
design theory Excursion to local museum (ie Powerhouse (Sydney), discussion
and practice, Civic precinct (Wagga), Sir Henry Parkes museum and excursion Local
and considers design processes Describe and (Parkes) etc. Students will have the opportunity to view to museum. museum
the factors used in domestic, analyses the current exhibitions and ask questions about the design
affecting community, process process. Managing the
designing and industrial and undertaken PowerPoint design
producing in commercial setting when Introduce mini design brief- modern book cover design. presentation process-
design from initial contact designing Students to design and produce a modern version of a concept
projects with clients to final book cover of the teachers choosing. Identify the Final designs development
presentation Elements of design: line, shape, color, space, texture etc. of modern (Chapter 6)
Apply a design Watch YouTube clip featuring the aesthetic Elements of book cover YouTube
process when Design
developing https://www.youtube.com/watch?v=8VraEIJDrdQ
design projects Follow the design process to produce a modern book Excel Design
cover. and
Technology
Computer based Discriminate Investigate computer-based technologies and their (Chapter 12)
technologies and in the choice application.
their application and use of Final designs Microsoft
- Modelling computer Students to complete their book cover design and of modern PowerPoint
- Research based produce a PowerPoint presentation illustrating the design book cover Worksheet
- Simulation and technologies process and changes made to suit the design brief of a (peer
graphics to develop, modern book cover. Students present their PowerPoint evaluation
- Communication communicate presentations and final book cover designs to the class, and self-
- Presentation and present followed by peer and self-evaluation. Students can evaluation
design ideas competently questions)
and processes Students to define the terms domestic, commercial, define the Access to
industrial and community design and give examples of terms and computers
each. Evaluate these methods against those used within provide
the school environment examples

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Brenton Hawken 11538282 Due Date: Thursday 2nd February 2017
EMT445 Assessment 2: Units of work and assessment Value 50%

5
project analysis formulate and Hand out and discuss Wooden Box Lamp Design Task Questions Assessment
P4.1 design briefs analyse design 1 (due week 4 Term 2). about task 1-
Uses design appropriateness briefs Watch the following for simple outline of task assessment Wooden Box
processes in of design https://www.youtube.com/watch?v=AfQctZ9nS_0 Lamp given
the solutions identify the to students
development criteria for parameters of Project analysis, identification of need and proposal. Answers YouTube
and evaluation and design Establish design criteria. Discuss design briefs and review
production of factors to provide examples questions at Excel Design
design consider identify criteria the end of and
solutions to for success of Show examples of folio techniques and methods for chapter 8 on Technology
meet design projects communicating design stages. Outline the standards and worksheet (chapter 8)
identified degree of quality expected for each folio section and the provided
needs and produce final product.
opportunities functionally Worksheet Examples of
and (review folio
aesthetically questions on techniques
appropriate chapter 8) and of
design projects previous
students
work
67
Creative approaches to design. Commence idea Hand-draw Paper
P3.1 Creative Select and development using hand drawn and computer-based and computer Pencils
Investigates approaches apply a variety communication methods. based images Access to
and including: of cognitive of ideas computer
experiments - Cognitive organisers View https://au.pintrest.com/explore/wood-lamps/ for
with organisers inspiration and ideas. Answers PMI PMI
techniques in - Strategies for Identify the worksheet worksheet
creative and problem solving factors that Select 3 lamp designs from the website provided and carry
collaborative and solution contribute to out a PMI:
approaches in creating successful - Pluses (+) What I liked
designing and - Ideas generation work and - Minuses (-) What I didnt like
producing collaboration - Interesting What I thought was interesting or Questions

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EMT445 Assessment 2: Units of work and assessment Value 50%

Collaborative Collaborate Think Pair Share exercise- Students break themselves Collaborative Student
approaches and participate into groups of two, and share their ideas from the previous learning groups
- Design teams in design PMI exercise with their partner. The listening partner is to (students
- Communication teams provide input and feedback to their partner who is sharing engaged in Computers
between and within their ideas. the task,
design teams Work co- sharing ideas Access to
operatively Students to continue researching website for further with each workshop and
inspiration and ideas (ideas generation). other) equipment to
set up mock
P4.2 Safety Implement Teacher sets up a mock workshop demonstration of safety demonstration
Uses - Safety in the use of safe work hazards i.e. water on the floor, exposed sharp Students Lab coats to
resources materials, tools and practices when actively become
tools/electrical cords. Students are broken into groups of participating
effectively techniques design and health
producing three based on different learning abilities. Students to act in
and safely in - Legislative inspectors
as health and safety inspectors to identify as many safety demonstration
the requirements Worksheet for
development including work hazards and items wrong with the demonstration in the and in class students to
and health and safety given amount of time (3 minutes). discussion write down
production of Teacher facilitates class discussion, calling on students to observations
design identify a hazard/risk and explain in more detail why it is Student
solutions Mind map Workbook
a hazard and what could be done to correct, minimise or
prevent the hazard/risk. Create a mind map on the
Access to
whiteboard with student answers. Students to copy Worksheet electronic
finished mind map into workbooks. questions are devices such
Students to use electronic devises to research OH&S answered and as Laptops
legislation from website provided, and note the students and iPads
importance of this in both the classroom and the actively (BYOD)
involved in Handout
workplace.
discussion regarding
OH&S: with another OH&S
https://www.business.gov.au/info/run/wprkplace-health- student on legislation as
and-safety/whs-oh-and-s-acts-regulations-and-codes-of- their table a scaffold for
practice the info.

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EMT445 Assessment 2: Units of work and assessment Value 50%

89 using materials, select Examine and investigate the D&T specialist rooms and Students Access to
tools, techniques appropriate the tools available. familiarising D&T rooms
and other resources materials, tools, themselves and tools
characteristics techniques and Students experiment with a variety of construction with
and properties other resources techniques and methods. materials- Variety of
functions and asking materials and
uses justify and Students familiarise themselves with the materials to tools (to be
questions
experimentation explain the identify the structural strengths and limitations they must determined
seeking help
criteria for selection and consider before they commence designing. prior to the
use of and support
selection lesson when
consequences of resources in Discuss safety issues and the need to meet OH&S the teacher
Class
use design projects requirements at school and within industry. knows whats
discussion-
students available)
the realisation of develop and OH&S considerations in the safe fitting and use of actively
ideas through the demonstrate electrical light fittings and heat proximity to the shade Electrical
involved
manipulation of proficiency in material. light fittings
materials, tools and using an
techniques and other appropriate Listening and
resources range of participating
materials, tools, in class
techniques and demonstration
other resources
(On-going
communication
throughout
forms of use appropriate Refer to D&T terminology list created in Week 1 Term1.
task) design and
communication Terminology
including verbal, technology Use concept sketches and folded paper to develop initial Concept
P5.2 list
written, terminology design ideas. sketches
communicates
ideas and graphical, visual,

Paper and
audio experiment Develop one of the above concepts into a 3D prototype. 3D prototype
materials
solutions with a range of
elements of the Test light properties using the light fitting provided.
using a range techniques and To scale
of techniques communication Evaluate and modify if required.
cardboard Computers
process which forms to
prototype of
include sender, visualise and Complete a to scale cardboard prototype of selected Electrical
communicate lamp
receiver, lamp design. light fitting

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EMT445 Assessment 2: Units of work and assessment Value 50%

medium, ideas and Students take a photo of the final cardboard lamp design Photo to use Excel Design
message solutions with the light fitting inserted. Print out a copy of this as a reference and
criteria for photo to use as a reference for completing a rendered Technology
evaluating communicate pictorial drawing. (Chapter 11)
communication design ideas
communicating and solutions Product illustration methods: Teacher demonstrates how
information effectively to complete a pictorial representation of the final lamp
through a variety using a range using rendering techniques on coloured cardboard.
of media of technologies
the purpose of Complete an ongoing visual record of design processes Ongoing Excel Design
prototypes and/or use appropriate using the digital cameras provided. Use the design folio visual record. and
models standards and to record design processes. Teacher to Technology
presentation conventions to monitor to (Chapter 11)
techniques suited visualize and ensure
to the needs of communicate progress is
design clients ideas and being made
and design solutions
projects

(On-going examine Identify the design criteria for the lamp project. Consider Excel Design
throughout evaluation processes the design constraints: time, finance, manual skills and Worksheet
and
task) developing and undertaken in available resources. Worksheet Technology
refining ideas design projects
(Chapter 9)
P4.3 criteria for Discuss the importance of ongoing evaluation. How the
evaluates the conduct development of a design will be affected by testing, Class debate-
evaluation Worksheet
processes and students
methods of continual experimentation and the evaluation of these results. Class
outcomes of evaluation debate for and against ongoing evaluation actively
evaluation
designing and throughout participating
producing design and Outline methods for recording ongoing evaluation. in debate,
production putting
test/evaluate forward
Students present their cardboard prototype lamp design to
appropriateness arguments for
the class and explain why they selected this design. They
of design and against
need to discuss how it best meets the criteria and justify
solutions ongoing
why it is their best lamp design.
evaluation

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Brenton Hawken 11538282 Due Date: Thursday 2nd February 2017
EMT445 Assessment 2: Units of work and assessment Value 50%

10

P2.2 environmental and assess the Hand out and discuss Assessment Task 2 Designer Case Questions Assessment
explains the social issues impact of the Study: (Due Week 6 Term 2). about task 2-
impact of a including: activities assessment Designer
range of personal values undertaken in View chapter 17- How to write a case study of Excel case study
design and cultural beliefs the Design & Technology Mind map given to
technology sustainability development of As a class discuss the social and environmental issues students
activities on safety and design projects relating to design. Create a class mind map on these Table of
the individual, health on the issues examples Design
society and community individual, impacting thinking:
the needs society and the In small groups (2-3), construct a table of how these upon the understanding
environment environment how designers
individual examples impact upon the individual, society and the individual,
through the needs environment and provide examples for each. A society and think and
development
equity evaluate representative from each group posts their groups table on the work
of projects. examples of the class Edmodo account to share ideas environment (chapters 4
design and with and 7)
production and Environmental and social issues consider material appropriate
relate these to selection and its impact on society and the environment. examples of Excel Design
environmental each and
and social Research two alternative lamp materials. Critically Technology
issues evaluate and rate the environmental impact these Research (Chapter 14)
materials pose against the (plywood) materials selected. conducted by
students
Term 2 Wk 1
Class
P4.1 Marketing and Conduct Discuss key marketing terminology. discussion- Excel Design
Uses design market research market Analyse a successful marketing campaign that students students and
processes in - Purpose of market research to are familiar with to determine the factors that led to its actively Technology
the research identify needs success. engaged and (Chapter 7)
development - Sources of data and and - https://www.youtube.com/watch?v=nJ4uCOJjDF8 sharing ideas
and information opportunities - https://www.youtube.com/watch?v=IJNR2EpS0jw YouTube
production of gathering - https://www.youtube.com/watch?v=owGykVbfgUE Smartboard
design techniques - https://www.youtube.com/watch?v=Go9rf9GmYpM

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Brenton Hawken 11538282 Due Date: Thursday 2nd February 2017
EMT445 Assessment 2: Units of work and assessment Value 50%

solutions to - Marketing Use internet websites to conduct research into existing Student Access to
meet environment light fittings like your own design research computers
identified
needs and Conduct a SWOT analysis on lamp design
opportunities
Identify a target market for your lamp

Weeks 2, 3, 4

(Realisation) the realisation of develop and Lamp realisation and development using the tools, Ongoing Tools and
P 4.1 and P4. ideas through the demonstrate materials and resources available. evaluation of materials for
uses resources manipulation of proficiency in student students to
effectively materials, tools and using an Commence construction of the selected lamp design progress- construct their
and safely in techniques and appropriate solution students project
the other resources range of engaged in
development materials, tools, Manufacturing and production. the task, Ongoing
and techniques and actively support and
production of other resources PROJECT COMPLETE: Students to present final lamp seeking help guidance
design design to class for feedback in a 5-minute presentation. and support from teacher
solutions Students to evaluate and peer-review each others
design. Final product- Assessment 1
lamp due- submit
Self-evaluation of wooden lamp project. Identify the task to
factors that contribute to successful design (worksheet). Student teacher for
presentation marking

Student Self-
answers self- evaluation
evaluation worksheet
worksheet

19
Brenton Hawken 11538282
EMT445 Assessment 2: Units of work and assessment
Name of Class/Teacher
responsible for compliance
with SWMS:
Company name:
High risk job description
Gloves Face mask
What are the tasks involved?
Describe the steps required to
perform the task.
Chemical Exposure
Student risk, Teacher risk
Bandsaw
Student risk, Teacher risk
Due Date: Thursday 2nd February 2017
Value 50%
Year 11 Design Technology Class Date: 3rd March 2017
Mr Hawken
Parkes High School Workplace location: 2a High Street Parkes, NSW 2870
Industrial Work environment Completion of Confined Yes N/A (n/a should be selected
Working with/in proximity to potentially dangerous Space Entry Permit? when not working in a confined space.
workshop equipment (sharp tools, machines,
flammable substances, biological materials etc.)
Personal Protective Equipment (PPE) required to complete the job
Eye protection Welding mask Appropriate Hearing Protective
footwear protection clothing
What are the hazards and risks? How will hazards and risks be controlled?
Against each step list the potential hazards that could List the control measure required to eliminate/minimise
cause injury/damage when the task step is performed. the risk of injury arising from the identified hazard.
Spills, Vapours MSDS provided, Spill clean-up kits.
Skin/clothes contact Work to be performed in extracted environment.
Correct PPE face mask, gloves, apron, fume face mask.
Cuts Safety training
Blade break Correct PPE eye protection, hearing protection
Machine safe operating procedure
Regular machine maintenance
Guards correctly positioned for cut depth
Adequate space for operator
Hair back, ties/loose clothing removed
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Brenton Hawken 11538282 Due Date: Thursday 2nd February 2017
EMT445 Assessment 2: Units of work and assessment Value 50%

Table Saw/Compound Mitre Saw Cuts Safety training

Teacher risk Dust Machine safe operating procedure
Noise Eye protection, hearing protection
Projectiles Guards correctly fitted/adjusted for material
Dust extraction
Operator to be only person behind machine
Electrical drill Cuts Safety training
Student Risk, Teacher Risk Punctures to skin Machine safe operating procedure
Noise Correct handling procedure to be followed
Electrical shock Electric shock Caution when handling light fitting
Student Risk, Teacher Risk Hospitalisation/Death Regular safety checks of electrical equipment
Workshop Environment Trips slips falls Keep floor and walkways clear
Student risk, Teacher risk Chemical/Dust exposure Clean spills immediately
Electrical faults Vacuum dust
Hazardous chemicals stored/labelled correctly
Tagged and tested in due date on all energized
tools/equipment
Field trip Losing a student Students to all travel on school bus
(In depth SWMS form will be Transport accident Attendance check on arrival and departure of all
produced for this event) locations
Minimum of two staff to attend
Sign off Name Signature Date
I have provided site-specific risk controls to manage the hazards identified above and will comply with the controls listed above.
Teacher: Mr Hawken Brenton Hawken B Hawken

I understand the risk controls listed above to be implemented to manage the identified hazards associated with the works to be undertaken.
Workplace Manager and/or
Management OHS Nominee

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 Brenton Hawken 11538282 Due Date: Thursday 2nd February 2017
EMT445 Assessment 2: Units of work and assessment Value 50%

Design and Technology Stage 6 (Year 11) Preliminary Assessment plan

Assessment task 1 Assessment task 2 Assessment task 3 Assessment task 4

Outcomes to be assessed Wooden lamp Case Study Hot seat Yearly exam
Week 4 Term 2 Week 6 Term 2 Week 6 Term 3 Week 9 Term 3
P1.1 examines design theory and practice, and considers the X X X
factors affecting designing and producing in design projects
P2.1 identifies design and production processes in domestic, X X
community, industrial and commercial settings
P2.2 explains the impact of a range of design and technology X X
activities on the individual, society and the environment
through the development of projects
P3.1 investigates and experiments with techniques in creative X
and collaborative approaches in designing and producing
P4.1 uses design processes in the development and production X X
of design solutions to meet identified needs and opportunities The end of year
P4.2 uses resources effectively and safely in the X X Preliminary Design
development and production of design solutions and technology
P4.3 evaluates the processes and outcomes of designing and X X exam will cover a
producing selection of
P5.1 uses a variety of management techniques and tools to X outcomes
develop design projects
P5.2 communicates ideas and solutions using a range of X X
techniques
P5.3 uses a variety of research methods to inform the X X
development and modification of design ideas
P6.1 investigates a range of manufacturing X
and production processes and relates these to aspects of design
projects
P6.2 evaluates and uses computer-based technologies in X X
designing and producing.

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Brenton Hawken 11538282 Due Date: Thursday 2nd February 2017
EMT445 Assessment 2: Units of work and assessment Value 50%

Design and Technology Stage 6 (Year 11) Preliminary Assessment grid

Task No. Due date Description of task Design Projects Research Project Yearly Exam Task total
50 25 25
1 Term 2 Design task: Wooden 20 20%
Week 4 Lamp Design
2 Term 2 Research task: 25 25%
Week 6 Designer Case Study
3 Term 3 Design task: Hot Seat 30 30%
Week 6
4 Term 3 *Exam 25 25%
Week 9
* Students will be notified of the exact exam date by the school

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 Brenton Hawken 11538282 Due Date: Thursday 2nd February 2017
EMT445 Assessment 2: Units of work and assessment Value 50%

Parkes High School

Design and Technology
Year 11
Assessment task

Name: Weighting: 25%

Marker: Mr Hawken Task number: 2
Class: Year 11 Design and Technology Due date: Term 2 Week 6
Unit: Introduction to design and producing
TASK DESCRIPTION
Conduct a case study into a designer and the nature of their work. The designer you choose can be an Australian or International designer. Your case
study must follow the following format:
Title page student name, name of designer, date due, teachers name.
Contents page
Describe the designer who is the designer, the profession in which they work and their achievements (300 words)
Describe and analyse three of the designers designs and the design process and technologies used to develop these (500 words)
Identify and explain the factors which have had an impact on the designer and their design process. How have these factors contributed to the
designers success? (300 words)
Analyse the influence that your designer has had on the individual, society, environment and world of design (300 words)
Discuss the role of ethics, the environment, personal values, cultural beliefs, community and individual needs and safety and health on the design
progress (400 words)
Bibliography
You must show that you have used a variety of sources to gather information. Visiting libraries, using credible websites, books and interviews are
highly recommended.
OUTCOMES TO BE ASSESSED
P1.1 examines design theory and practice, and considers the factors affecting designing and producing in design projects
P2.1 identifies design and production processes in domestic, community, industrial and commercial settings
P2.2 explains the impact of a range of design and technology activities on the individual, society and the environment
through the development of projects
P5.3 uses a variety of research methods to inform the development and modification of design ideas

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 Brenton Hawken 11538282 Due Date: Thursday 2nd February 2017
EMT445 Assessment 2: Units of work and assessment Value 50%

MARKING CRITERIA
Knowledge and understanding of design theory, the designer, their profession and their designs
Understanding of the factors which influence and affect design
Skills in researching, analysing and communicating
Identification of the technologies and processes used to produce the selected designers designs
Discuss how ethics, the environment, personal values, cultural beliefs, community and individual needs and safety and health, the individual, and
society impact the design progress
Parkes High School
Design and Technology
Year 11 Assessment task 2
Marking Rubric
Marks The typical performance in this band
81-100 demonstrates a high level of understanding of design theory, the chosen designer, their profession and their designs
critically analyses the factors which influence design development
selects from, and effectively uses a wide range of research methodologies and communication techniques
comprehensively evaluates the processes and technologies undertaken by the chosen designer to produce selected designs
critically assesses how ethics, the environment, personal values, cultural beliefs, community and individual needs, safety and
health, the individual, and society impacts the design process

61-80 demonstrates a detailed understanding of design theory, the chosen designer, their profession and their designs
analyses the factors which influence design development
selects from, and uses appropriately a range of research methodologies and communication techniques
evaluates the processes and technologies undertaken by the chosen designer to produce selected designs
assesses how ethics, the environment, personal values, cultural beliefs, community and individual needs, safety and health,
the individual and society impacts the design process

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Brenton Hawken 11538282 Due Date: Thursday 2nd February 2017
EMT445 Assessment 2: Units of work and assessment Value 50%

41-60 demonstrates a sound understanding of design theory, the chosen designer, their profession and their designs
explains the factors which influence design development
selects and uses a range of research methodologies and communication techniques
explains processes and technologies undertaken by their chosen designer to produce selected designs
demonstrates a broad knowledge and understanding of how ethics, the environment, personal values, cultural beliefs,
community and individual needs, safety and health, the individual and society impact the design process

21-40 demonstrates a basic understanding of design theory, the chosen designer, their profession and their designs
describes the factors which influence design development
conducts basic research and presents findings and ideas using only one or two communication techniques
describes processes and technologies undertaken by their chosen designer to produce selected designs
demonstrates a basic knowledge of how ethics, the environment, personal values, cultural beliefs, community and individual
needs, safety and health, the individual and society impacts the design process

11-20 demonstrates a limited understanding of design theory, the chosen designer, their profession and their designs
identifies some factors which influence design development
conducts limited research and communicates ideas in a simple way
identifies some design processes and technologies undertaken by their chosen designer to produce selected designs
demonstrates an elementary knowledge of how ethics, the environment, personal values, cultural beliefs, community and
individual needs, safety and health, the individual and society impacts the design process

26
Brenton Hawken 11538282 Due Date: Thursday 2nd February 2017
EMT445 Assessment 2: Units of work and assessment Value 50%

0-10 student cannot demonstrate or demonstrates very little understanding of design theory, the chosen designer, their profession
and their designs
student cannot identify or identifies one factor which influences design development
student conducts no or extremely limited research and communicates ideas in an elementary way
student cannot identify or identifies one design process and technology undertaken by their chosen designer to produce
selected designs
Student cannot or demonstrates extremely limited knowledge on how ethics, the environment, personal values, cultural
beliefs, community and individual needs, safety and health, the individual and society impacts the design process

27