Introduction

Theunitdescribedbelowistheconcluding4lessonsofa10lessonssequences.Thefirst2lessonsof
theunitwhicharedescribewouldbethe2ndand3rdlessonsofthe10lessonsequence.Thetwolessons
arebasedoninvestigatinganddesigningthe3rdlessondescribedbelowisthe6thlessoninthe10
lessonsequence,andrelatestotheproductionphase.Thefinallessondescribedisbasedonanalysing
andevaluating,andisthefinallessonofthe10weeksequence.Thelessonsareintendedforagrade6
class,henceaddressingthelevel6AusVELS.Studentswillalsobeworkingtowardsthelevel6
progressionpointofDCT.
DESIGNBRIEF

Name: ScottTunnicliffe

Year:6
Context

Through this DCT students, students will have the opportunity to learn knowledge in a number of
different domains. Throughout the lesson sequence students will utilize a number of different
domains in regards to AusVELS. The Physical, Personal and Social Learning domain will be
integrated with students being given the opportunity to develop skills in Personal Learning and
Interpersonal Development. Stands from the Discipline Based Learning domain such as The Arts
and Mathematics will also be integrated. A number of strands from the Interdisciplinary Based
Learning domain will also be integrated, including Communication, Thinking Processes and
obviously Design, Creativity and Technology

Challenge
Our schools principals office is beginning to become unorganized and untidy due to the schools increasing
numbers, and the fact that this comes with a lot more paperwork. The principal needs 6 new storage units (one
for each year level), which will assist in organizing paperwork in an appropriate manner, and filing documents
so they can be easily sorted and accessible when needed. Instead of buying storage units using money from
the schools budget which could be utilized on things which are more beneficial to the entire school community,
the principal thought that it would be a good experience for students to attempt to design a build a range of
storage units which he could us in his office. Each unit should be decorated appropriately in regards to their
specified year level.

Specifications
The storage units must be make from timber, which is securely put together with glue and nails, providing
strength, durability and sturdiness. The unit must contains at least one shelf, although a maximum of 6
shelves would accommodate for the most effective storage solution. Each unit must be a minimum of 1
meter in height, but no taller than 1.5 meters. Its length must be between 40cm and 50cm, and the width
must be between 20cm and 30cm in order to accommodate for A4 paper. Students will have 10 weeks to
complete the storage unit, and designated time will be given to students each week in order to work
towards completion.

(Appendix2)

Deakin University: Primary Technology: Design and Creativity

AusVELSandProgressionpointKey
Physical,PersonalandSocialLearning
Reference
Subject

Topic/Skill

Description
At Level 6, students demonstrate, through
their interactions in social situations,
respect for a diverse range of people and
groups. Students describe the impact of
bullying. They accept and display empathy
for the points of view and feelings of their
peers and others. They identify and use a
variety of strategies to manage and resolve
conflict.
At Level 6, students work effectively in
different teams and take on a variety of
roles to complete tasks of varying length
and complexity. They work cooperatively to
allocate tasks and develop timelines.
Students accept responsibility for their role
and tasks. They explain the benefits of
working in a team. They provide feedback
to others and evaluate their own and the
teams performance.
At Level 6, students identify, with support,
their preferred learning styles and use
strategies that promote learning. They
monitor and describe progress in their
learning and demonstrate learning habits
that address their individual needs. They
seek and respond to teacher feedback to
develop their content knowledge and
understanding. They identify and explain
how different perspectives and attitudes
can affect learning. They negotiate learning
improvement goals and justify the choices
they make about their own learning.
Students actively develop, monitor and
refine protocols that create a positive
learning environment in the classroom.
At Level 6, students develop and implement
plans to complete short-term and long-term
tasks within timeframes set by the teacher,
utilising appropriate resources. They
undertake some set tasks independently,
identifying stages for completion. They
describe task progress and achievements,
suggesting how outcomes may have been
improved. They persist when experiencing
difficulty with learning tasks. They seek and
use learning support when needed from
peers, teachers and other adults. They
practise positive self-talk. They
demonstrate a positive attitude to learning
within and outside the classroom.

A1

Interpersonal
Development

BuildingSocial
Relationships

A2

Interpersonal
Development

WorkingIn
Teams

A3

PersonalLearning

TheIndividual
Learning

A4

PersonalLearning

Managing
Personal
Learning

Deakin University: Primary Technology: Design and Creativity

DisciplineBasedLearning
Reference

Subject

Topic/Skill

Description

A5

TheArts

Creatingand
Making

A6

Mathematics

A7

Mathematics

Measurement
andGeometry
Measurement
andGeometry

At Level 6, students independently and

collaboratively experiment with and apply a
range of skills, techniques and processes using
a range of media, materials, equipment and
technologies to plan, develop, refine, make and
present arts works. They investigate a range of
sources to generate ideas and manipulate arts
elements, principles and/or conventions in a
range of arts disciplines and forms as they
explore the potential of ideas. In their arts
works, they communicate ideas and
understandings about themselves and others,
incorporating influences from their own and
other cultures and times. They evaluate the
effectiveness of their arts works and make
changes to realise intended aims. They consider
purpose and suitability when they plan and
prepare arts works for presentation to a variety
of audiences.
Solve problems involving the comparison of
lengths and areas using appropriate
units (ACMMG137)
Connect volume and capacity and their units of
measurement (ACMMG138)

InterdisciplinaryBasedLearning
Reference

Subject

Topic/Skill

A8

ThinkingProcesses Reasoning,
Processingand
Inquiry

A9

ThinkingProcesses Creativity

A10

ThinkingProcesses Reflection,
evaluationand
metacognition

A11

Communication

Presenting

Deakin University: Primary Technology: Design and Creativity

Description
At Level 6, students develop their own
questions for investigation, collect relevant
information from a range of sources and
make judgments about its worth. They
distinguish between fact and opinion. They
use the information they collect to
develop concepts, solve problems or inform
decision making. They develop reasoned
arguments using supporting evidence.
At Level 6, students use creative
thinking strategies to generate imaginative
solutions when solving problems. They
demonstrate creativity in their thinking in a
range of contexts and test the possibilities
of concrete and abstract ideas generated
by themselves and others.
At Level 6, students use a broad range of
thinking processes and tools, and reflect on
and evaluate their effectiveness. They
articulate their thinking processes. They
document changes in their ideas and
beliefs over time
At Level 6, students summarise and
organise ideas and information, logically
and clearly in a range of presentations.

A12

They identify the features of an effective

presentation and adapt elements of their
own presentations to reflect them. Using
provided criteria, they evaluate the
effectiveness of their own and others
presentations.
teacher-assisted identification of evaluation
criteria developed from a design brief

Design,Creativity
andTechnology
Design,Creativity
andTechnology
Design,Creativity
andTechnology

Investigationand
Designing
Investigationand annotation of design ideas with reference
to environmental or social constraints
Designing
reference to their production plan to assist
Producing

A14

Design,Creativity
andTechnology

Producing

A15

Design,Creativity
andTechnology

Producing

A16

Design,Creativity
andTechnology

Analysisand
Evaluating

A17

Design,Creativity
andTechnology

Analysisand
Evaluating

A13
A13

Deakin University: Primary Technology: Design and Creativity

with the selection of unfamiliar tools and

equipment, materials, ingredients and/or
system components, and production
processes
selection of and work with a variety of
materials, ingredients and systems
components to make a functional product
using a range of production and
finishing/presentation techniques
competent use of a range of tools and
pieces of equipment, with teacher guidance
on safety and hygiene
oral and written reflection on their design
as it is developed, using class-developed
and their own evaluation criteria and
justifying design choices
modification to their
designs/products/systems in response to
feedback from teacher and peers, and their
own documented reflection

AusVELS Interdisciplinary Learning strand. Domain: DESIGN, CREATIVITY AND TECHNOLOGY. UNIT OF WORK OUTLINE

(Appendix3)
NAME:ScottTunnicliffe
UnitTitle:BuildingaStorageUnit
TechnologyFocus:Materials
YearLevel:6

OtherDomain/s:Detailedinappendix2,referenceA1A11
AusVELSLevel:6

NOTE:Rememberthatyouneedtofinalisethedesignbriefbeforecompletingthisunitoutline.Lookatassessmentintermsofas,ofandforlearning.
Standards
(references
basedon
appendix2)

Investigating
and
designing
dimension

Unit of work outline

Activities

SkillsandKnowledge

Lesson1:Duringthislessons,students
willcontinuetolookattherangeoftools
whichcouldbeusedduringaconstruction
process.
Thedesignbriefwillbeproposedtothe
student,andtheywillbeputinto6
groups,witheachdesignatedayearlevel
todesignandcreateastorageunitfor.
Theywillbegintoinvestigatearangeof
storageunits,alongwithonlineguidesto
basicconstructions.Theywillalso
researchthematerialswhichneedtobe
usedintheprocessandhowtheyaretobe
used,alongwithallsafetyaspects
requiredwhenusingeachtool.(These
werealsodemonstratedanddescribedin
thefirstlessonoftheunit)Technology
willassiststudentsintheirinvestigation.

Materialsstudentswillbedealing
withinclude;
Handsaws
Hammerandnails
Hotglueguns
Sandpaper
Chisel
Paintsandpaintbrushes
Timber
Safetygloves
Safetygoggles
Clamps
Workbench
Duringthislessonstudentswill
beresearchinghowtojoin
timberwithhammerandnails,
alongwithhotglueguns.They
willberesearchinghowtochisel

Assessment

RefertoAppendix4.
Dataforthisformative
assessmentwillbecollected
throughconferencesand
anecdotalnotes.

AusVELS Interdisciplinary Learning strand. Domain: DESIGN, CREATIVITY AND TECHNOLOGY. UNIT OF WORK OUTLINE

Studentswillthinkdeeplyaboutthe
designbrief,andbegivingaweektothink
abouttheirideas,whichtheywilldiscuss
intheirgroupsduringthenextlesson.

throughtimber,andhowtouse
clampsandaworkbenchinorder
tosawtimbereffectively.

Lessons2:Duringthislesson,whilethe
studentscontinuetoplananddesigntheir
finalproduct,theteacherwillbemoving
aroundallthegroupsandperforming
licensestests.Alicensewillbeawarded
toeachstudentforeachtool,afterthey
havedemonstratedthattheycansafely
andappropriatelyusethetool.Alllicense
testingwillhavetobecompletedbefore
theproductionstageobviously,sothe
teacherwillguideandassiststudentswho
arestrugglingtoobtaintheirlicenses.

Materialsstudentswillbedealing
withinclude;
Handsaws
Hammerandnails
Hotglueguns
Sandpaper
Chisel
Paintsandpaintbrushes
Timber
Safetygloves
Safetygoggles
Clamps
Workbench
Duringthislessonstudentswill
betestedandreceiveaccording
licencesbasedoftheirabilityto
usehammers,hotglueguns,
chisels,sawsandsandpaperina
safeandappropriatemanner.

Unit of work outline

RefertoAppendix5.
Dataforthisformative
assessmentwillbecollected
throughphysicallyviewing
studentsperformnecessary
tasks,aswellandconferences
regardingsafetyaspects.

AusVELS Interdisciplinary Learning strand. Domain: DESIGN, CREATIVITY AND TECHNOLOGY. UNIT OF WORK OUTLINE

Producing
dimension

Analysing
and
evaluating
dimension

Unit of work outline

Lesson3:Whilestudentsare
Materialsstudentswillbedealing
producingtheirfinalproducts,the
withinclude;
teacherwillbeobservingeachstudent
Handsaws
asindividuals,alongwithobserving
Hammerandnails
entiregroups.Duringthistimethe
Hotglueguns
teacherwillprovidefeedbackto
Sandpaper
groups,andanswerandquestions
Chisel
whichstudentshave.Thiswillhelp
Paintsandpaintbrushes
guidethestudentsintheright
Timber
directionandassurethattheyareon
Safetygloves
therighttracktofinishtheproductin
Safetygoggles
time.Teacherwillalsoassurethat
Clamps
groupsareworkingwelltogether,and
Workbench
eachgroupmemberincontributing
Duringthislessonstudentswill
wheretheycan.
beconstantlymonitoredintheir
abilitytocontinuetodemonstrate
theknowledgetheydidwhen
gainingtheirtoollicences.
Communicationandproblem
solvingskillswillalsobe
monitored.

RefertoAppendix4.

Lesson4:Duringthislesson,each
groupwillpresenttheirfinalproduct.
Groupswilldescribehowthey
producedtheirfinalproduct,andwhat
stepswererequiredtofinish.The
teacherwillaskeachgroupprobing
questionswhichwillassistthemin
reflectingontheirprocessandresults.
ThesequestionscouldincludeWhat
problemsdidyouhave?Howdidyou
solvethisproblem?Whatwouldyou

RefertoAppendix4.

Inordertotestthestrengthand
durablyofthestorageunitsmadeby
students,largeamountsofpaperwill
beplacedintheirstorageunitandon
theshelf.Formoreinformation,
refertoappendix7.

Dataforthisformativeassessment
willbecollectedthrough
observations,anecdotalnotesand
briefconferenceswithindividual
studentsandgroups.

Dataforthissummative
assessmentwillbecollected
throughobservationanddurability
testsonfinalproducts.Abilityto
presentandanswerprobing
questionsregardingtheirproject
willbenoted.

AusVELS Interdisciplinary Learning strand. Domain: DESIGN, CREATIVITY AND TECHNOLOGY. UNIT OF WORK OUTLINE

dodifferentlyifyouhadtodothetask
again?Etc.Onceallthegroupshave
presented,agroupdiscussionwillbe
facilitatedbytheteacher,regardingif
theyenjoyedtheunit,whatthey
wouldchangeaboutit,etc.

Whatotherlearningstrands,domainsanddimensionsdoesthisunitaddress?
Detailedinappendix2,referenceA1A11
StudentswillcontinuallybeassessedinregardstoanumberofdomainsandstrandsotherthanDCT.Theskillsineachdomainandstrandwhich
areintergratedinthisunitarenotonlydetailedinthefirst11referencesofappendix2asstatedabove,butarealsointergratedintheassessment
documentforeachlesson(appendix4,5,6&7)

Unit of work outline

AusVELS Interdisciplinary Learning strand. Domain: DESIGN, CREATIVITY AND TECHNOLOGY. UNIT OF WORK OUTLINE

(Appendix4)
Lesson1Assessment
Criteria: Students are able to efficiently take personal initiative, as well and working in a group in order to investigate and research and
number of different tools, resources and equipment which may be used to complete their product. Students record data which will assist them
in designing and producing their product.
Group/Student
Prep
Student A
Student B
Student C
Student D
Grade 1
Student A
Student B
Student C
Student D
Unit of work outline

AusVELS Interdisciplinary Learning strand. Domain: DESIGN, CREATIVITY AND TECHNOLOGY. UNIT OF WORK OUTLINE

Grade 2
Student A

Etc.

(Appendix5)
Lesson2Assessment

Unit of work outline

10

AusVELS Interdisciplinary Learning strand. Domain: DESIGN, CREATIVITY AND TECHNOLOGY. UNIT OF WORK OUTLINE

Although data will not be collected, students will be guided when creating their design brief in order to assure that all students are on track to
meet the requirements. While guiding students, reference A1-A11 (appendix 2) will be considered.

(Appendix6)
Lesson3Assessment
Skill

Student A

Unit of work outline

Can use all

required tools in a
safe and
appropriate
manner.

Can work
collaboratively as a
team, and
demonstrates the
ability to listen to
others as well as
putting forward their
own ideas.

Considers the
specifications of
the design brief
and produces
product according
to this
information.

Identifies
problems, and
used appropriate
personal and
collaborative
problems solving
methods in order
to solve these
problems.

Attempts to
produce a
visually
appealing
product in
regards to their
specified year
level.

Carefully considers
materials, tools and
equipment whilst
attempting to
produce final
produce.

11

AusVELS Interdisciplinary Learning strand. Domain: DESIGN, CREATIVITY AND TECHNOLOGY. UNIT OF WORK OUTLINE

Student B
Student C

Student D

(Appendix7)
Lesson4Assessment
Criteria

Not shown

Occasionally Shown

Final product complete, and

Final product in successfully completed
meets some of the
Final product incomplete
and fits the design brief.
specifications in the design
brief
Skills and knowledge in regards to
Unable to demonstrate
Occasionally demonstrates
selecting and using appropriate
appropriate and safe use appropriate and safe use of
materials and tools in a safe and
of materials and tools.
materials and tools.
effective manner
Worked in a group effectively in, and
was able to consider the options of
Unable to collaborate and Occasionally collaborates and
others as well as putting forward their
work well in a group.
works well in a group.
own ideas, and is able to describe their
role in the production phase.
Creates a visually appealing final
Final product is somewhat
Final product incomplete
product which is appropriate for their
decorated in accordance with
or not decorated.
specified year level.
their specified year level
Unable to discuss the
Occasionally discusses the
Confidently presents final product in
production process and
production process and their
front of other students, and is able to
their role in front of other role throughout in front of
discuss the production process,
students.
other students.
including their role.
Unit of work outline

Usually shown

Comprehensively shown

Final product complete, and

meets the majority of the
specifications in the design
brief

Final product complete, with each

specification mentioned in the design
brief met.

Usually demonstrates
appropriate and safe use of
materials and tools.

Always demonstrates appropriate and

safe use of materials and tools.

Usually collaborates and

works well in a group.

Always collaborates and works well in

a group.

Final product is mostly

decorated in accordance with
their specified year level
Is able to discuss the
majority of their production
process and their role
throughout in front of other
students.

Final product is comprehensively

decorated in accordance with their
specified year level
Discusses the production process and
their role throughout in front of other
students.

12

AusVELS Interdisciplinary Learning strand. Domain: DESIGN, CREATIVITY AND TECHNOLOGY. UNIT OF WORK OUTLINE
Is able to answer probing questions
regarding their production process.

Unable to answer probing

questions regarding their
groups production
process and their role.

Occasionally is able to answer

probing questions regarding
their groups production
process and their role.

Usually is able to answer

probing questions regarding
their groups production
process and their role.

Comprehensively answers probing

questions regarding their groups
production process and their role
throughout.

(Appendix8SafetyPosters)

Unit of work outline

13

AusVELS Interdisciplinary Learning strand. Domain: DESIGN, CREATIVITY AND TECHNOLOGY. UNIT OF WORK OUTLINE

Unit of work outline

14