STAGE FOUR: YEAR 7

Unit Title: Fantasy Bedroom

Unit Description:
OUTCOMES
A bedroom is a place of comfort Focus Outcomes
where people spend a lot of their time.
In this unit students design, produce 4.1.1 applies design processes that respond to needs and opportunities in each design project
and evaluate a model of a fantasy 4.1.3 identifies the roles of designers and their contribution to the improvement of the quality of life
bedroom for a child under 5 years old.
Students will use model-making 4.3.1 applies a broad range of contemporary and appropriate tools, materials and techniques with competence in the
techniques including graphics. They development of design projects
will use a range of methods to
generate and communicate ideas. Contributing outcomes:
4.1.2 describes factors influencing design in the areas of study of Built Environments, Products, and Information and
Communications

4.2.1 generates and communicates creative design ideas and solutions

4.2.2 selects, analyses, presents and applies research and experimentation from a variety of sources

4.3.2 demonstrates responsible and safe use of a range of tools, materials and techniques in each design project

4.4.1 explains the impact of innovation and emerging technologies on society and the environment
4.5.1 applies management processes to successfully complete design projects

4.5.2 produces quality solutions that respond to identified needs and opportunities in each design project

4.6.1 applies appropriate evaluation techniques throughout each design project

4.6.2 identifies and explains ethical, social, environmental and sustainability considerations related to design projects

Area of Study: Built Environments

Design Specialisation: Architectural Design

Technologies: Graphics and Model-Making Technologies
 Design Project: Fantasy Bedroom

Length of Unit: 13 Weeks

Resources: Useful Websites:
IKEA magazines
Computer www.ikea.com
AutoCad Software www.fortywinks.com.au
Prepared worksheets www.funkykids.com.au
Variety of Pamphlets e.g. curtain pamphlet www.youtube.com
Drawing tools
http://teacher.schule.at/sankofi/art/designertypes.htm

W O
ee utc
Students learn Students learn to: Integrated learning Evidence of learning: Feedback:
k om
about: experiences, instruction
e
and assessment:
1 4.1.1 • identify needs Teacher: Brainstorming activity Teacher provides oral
and • Introduces the area demonstrates students feedback to the students
• understanding of the term during brainstorming
opportunities of study
• needs and built environments. It activity and explains the
that require • Presents stimulus allows them to think of stimulus material to the
opportunities solutions in the material illustrating examples of design students.
in the area of areas of study a range of building, opportunities.
study “built furnishings etc
environments” Student:
• Discuss the stimulus
material and
participate in a
brainstorming
activity

What does the built

environment refer to? Give
examples of design
opportunities.

• design • establish a design Teacher: A discussion amongst the Teacher collects the
processes process that • Recalls the design students shows their student’s ideas and
including responds to an understanding of the provides written feedback
process
identified need design process. A to the students to help
analysing • Gives the design brainstorming activity them further develop their
and opportunity
needs, brief and situation allows students to further ideas to meet the design
problems and Design Situation: A develop their ideas to meet brief.
opportunities bedroom is a place where the design brief.
• apply a design you can escape from the
establishing
process when world. It is a sanctuary
criteria for
developing where you can flee into a
success
quality fantasy land. Your bed
researching solutions for becomes a stage, complete
generating each design with footlights and red
project velvet curtains; your teddy
creative ideas
becomes your audience as
communicating you take to the stage.
ideas Design Brief: Design and
experimenting create a model of a fantasy
and testing bedroom for a child under 5
ideas
years old.
risk Folio given to students with
management the design brief and design
managing situation
resources
Students: Brainstorm
producing individual ideas to meet the
design design brief
solutions
evaluating
ideas and
solutions
• establish criteria Teacher: Student’s contribution to Teacher allows some
for successful • Create a mindmap as the mind map helps the partners to share with the
students to gain a broader class their order of
achievement of a class to determine
knowledge of the criteria importance for each
needs and the criteria which for successful design. criterion. Collaboratively,
opportunities makes a successful Partner work allows the the teacher and students
design students to discuss and develop a final order of
identify the importance of importance for each
each criterion. criterion.
Students:
• Work in pairs to
determine the
importance of each
 criterion, arranging
them in ascending
order.
• record design Teacher: Student’s development of Teacher provides oral
processes and • refer to folio guide Gantt chart indicates their feedback during class to
time management skills. ensure students have an
decision making given with the
understanding on
in a design folio design brief developing a Gantt chart.
for each design • explain how this
project requires students to
work through the
design process
• set dates which each
stage of the design
process is due
Students:
• Create a Gantt chart
to determine the
time allowed for
each stage of the
project
4.1.2 • factors • describe the Teacher: Student’s participation in Teacher allows time for
affecting factors affecting • show students a the discussion indicates student reflection
design design in the their understanding of throughout the PowerPoint
PowerPoint which
development of good/bad design. Student’s presentation. Oral
function shows good designs ability to take notes feedback during class
each design
and bad designs against each photo also discussion is provided by
project
aesthetics • a hard copy of each indicates their knowledge teacher.
design is given to the of good/bad design.
human form
students
scale Students:
 ergonomics • as a class students
discuss the factors
ethical
that affected the
environmental design
• taking notes against
legislation
the photos
including OHS

cost Teacher:
• explains other
socio-cultural
factors that affect
resource design e.g. OH&S
availability

physical and
material
properties

safety
2 4.1.3 • relationship • identify Teacher: Students show their Teacher provides oral
of design to relationships of • Explains to students understanding of different feedback on the areas of
design to each areas of Built Built Environment
the areas of the different areas of
area of study Environments. providing examples.
study of Built Environments
Built
Environmen
• describe the Students:
ts, Products,
nature of each • In groups, students
and
of the areas of are to categorise
Information
study of Built different types of
and
Environments, Built Environment
Communicati
Products, and into different sectors
ons
Information and • Answer questions
 Communication provided such as,
s what area does the
fantasy bedroom fit
into and why?
• different • identify a range Teacher: Student’s discussion about Teacher provides oral
design of design • Show students a You the video demonstrates discussion about the video.
specialisations their understanding of an Teacher provides oral
specialisations Tube video called,
example of the role of a feedback to ensure that
relevant to the “A day in the life of designer. The completion students have completed
built a interior designer” of the activity on the the website task and have
environment • Discuss with internet also shows their an understanding of the
students the video understanding. different designers.
• Brainstorm a range
of other design
specialists e.g.
architect, landscape
designer
• Allow students to
visit the website
http://teacher.schule.
at/sankofi/art/design
ertypes.htm, ‘Types
of designers’, to
determine their
knowledge of
different designers
Students:
• take notes while
watching the video
• create a mind map in
 their work books on
the different design
specialists
• Complete the
activity on the
website ‘Types of
designers.’
• the • identify the Teacher: Students answer questions Teacher provides oral
contributions contribution the • Provides students to show their feedback on the
understanding of designer contribution designers
of females designer makes with an article on a
contribution to the make.
and males to the famous architect e.g. improvement of everyday
who engage improvement of Marion Hall Best life.
in design and everyday life • As a class, read the
technology article
• Discuss their
contribution for
improvement of
everyday life
• (Use Bloom’s
taxonomy to develop
a range of questions
to ask students)
Student:
• Participate in
reading the article
• Answer questions
provided about the
famous architect to
determine their
 contribution
• work and • explore work Teacher: Student’s presentation of Teacher provides oral
training and training • Provide students their findings shows their feedback to students in
ability to research different regards to their findings
opportunities opportunities for with Sydney
design specialisation and which were presented to
for people people who Morning Herald their qualities, talents and the class.
who engage engage in design newspaper to find a training requirements for
in design and and technology job advertisement each career.
technology in relevant to the for a career (in
the built built relation to design
environment environment specialisation)
• Provide the students
with a Job Guide and
explain to the
students that they
need to investigate
the qualities, talents
and training required
for each career
• Ask students to
present their findings
Students:
• Find an job
advertisement in the
newspaper
• Use the Job Guide to
investigate the
qualities, talents and
training for each
career
 • Report back to the
class
3 4.1.1 • design • identify a design Teacher: Student’s ability to Teacher allows students to
processes process used by • Show students You distinguish the different use the pair and share
stages in the design method. This allows
used by a designer Tube Video, “How
process from the video students to compare their
designers to design like an shows their understanding understanding of the
architect.” of the design process. video. Teacher provides
• Explain to students oral feedback to ensure
that while watching students understood all
video, take in to stages of the design
process.
account the design
process
• After video, discuss
the design process
undertaken
Students:
• Watch video
• Take notes to
determine the design
process
• Discuss the design
process undertaken
4.5.1 • resource • identify Teacher: Students show their (Hand in task- Homework)
availability resource • leads a discussion understanding by Teacher provides written
including providing two ways of feedback on ways to
availability and with the class to
overcoming the limited overcome limited supply
time apply realistic develop a list of supply of resources. of resources
limitations to resources available
money each design for the project
project • Explain to students
materials, tools
 and techniques that some resources
are in limited supply
human
resources • Discuss with
including skills students ways of
and expertise overcoming this
Students:
other resources (Homework)
• Choose two
resources from the
list made in class
and write two ways
of overcoming the
limited supply
• E.g. expertise in
lo0w supply,
therefore seek advice
4 4.2.2 • research • use effective Teacher: Students develop a table to Teacher uses oral feedback
methods research • Lead a discussion show their understanding to ensure students have an
of qualitative and understanding of the types
methods to about the range of
– n quantitative methods of of research. Examples are
identify needs research methods research. used to assist with this
and besides the internet. feedback.
– s opportunities E.g. IKEA
and locate catalogue, children’s
information books, interviewing
– s relevant to the children
development of • Create a table to
each design discuss the
project qualitative and
quantitative methods
of research
 • use the internet • Discuss
when effective/ineffective
researching internet searches
E.g. “ ” , key words
Students:
• Discuss a range of
research methods
• Draw a table and
write examples of
qualitative and
quantitative methods
of research
• innovation and • identify and Teacher: Students demonstrate their Teacher provides oral
emerging describe a • Puts students into research skills using ICT feedback on their findings
technologies to research an emerging of emerging technology.
selected partners and gives
relating to technology. Students show
innovation or each pair an their knowledge of the
tools,
emerging emerging technology emerging technology by
materials,
technology in to research on the reporting back to the class.
techniques or
products in each area of internet.
each area of study of Built • Provides a number
study Environments, of questions to
Products, and consider when
Information and researching their
Communication emerging technology
s • Allows students to
report back to the
class on their
findings
Students:
 • Research their
giving topic and
answers the
questions
• Reports back to the
class on their
findings
4.6.2 • ethical and • be responsible Teacher: Classroom discussion Teacher provides oral
responsible and ethical in • Start a classroom allows students to show feedback to students on
their understanding about their research about design
design the decisions discussion around
the statement. Students responsibility.
environmenta made in the the following demonstrate their research
l and development statement: A skills using ICT and their
sustainability and production company is devoted ability to interpret ways to
consideration of each design to designing and sustain the environment.
s project manufacturing high-
quality, long-life
products that have
zero impact.
• Allow students to
research on the
internet ways that
designers can sustain
the environment and
be a responsible
designer.
• Discuss the students
findings as a class
Students:

• Discuss the
 statement
• Research ways in
which designers can
be responsible and
sustain the
environment
• Discuss findings as a
class
5 4.2.1 • methods used • use a variety of Teacher: Students develop a Written feedback on folio
to generate methods to • Provides students scrapbook to show their to indicate level of
understanding of their competency in developing
creative generate with cardboard,
chosen theme. ideas.
design ideas creative design coloured paper, glue,
including ideas for each scissors etc and
design project allow them to design
- mind
a scrapbook of ideas
mapping
to reflect the chosen
– b theme.
• Explain to the
students that the
– s
collage should
include recording,
– m brainstorming,
sketching,
experimenting of
– e prototypes
• It will be presented
as part of the folio
Students:
• Begin to record,
 brainstorm, sketch
and experiment
4.2.1 • use of folio • use a design Teacher: Students reflect on design Students participate in self
to record and folio to record • Gives students class ideas and show their evaluation to make designs
ability to make decisions. about their design.
reflect on and reflect on time to continue to
design ideas design ideas and work on their folio,
and decisions decisions developing ideas and
making decisions
Students:
• Work on their folio
and develop more
ideas and make
decisions about their
design
6-7 • communicatio • sketch, draw Teacher: Student presentation Peer assessment
n methods and model to aid • Allow each student shows their ability to
including communicate their ideas in occurs during oral
design to present to the
a range of methods e.g.
– d development class a 2min speech presentations.
drawing.
about their design so
far. Students are to
– w use an array of Teacher provides
communication
oral feedback to
– o methods such as
drawing and students during the
sketching to convey
– d planning of their
their design to the
class design development.
Students:
• Present a 2min
 speech to the class
about their design,
showing sketches,
drawings, images etc
4.3.1 Materials/Resource • select and use Teacher: Students’ completion of Teacher provides written
appropriate • demonstrates the use drawing activities on feedback to students to
Graphics • the range, materials, worksheet demonstrates ensure they are developing
of drawing tools and
suitability resources and their drawing skills and their drawings skills and
standards for understanding of scale. understanding of scale.
and use of data types for
recording
materials, particular
measurements and
resources and purposes
lettering
data types
according to • provide students
industry with images to
standards, practice their
e.g. AS1100 sketching and
rendering
• allow students to
complete a variety of
calculations to
demonstrate their
understanding of the
use of scale
(worksheet
provided)
Students:
• Practice their skill of
sketching and
rendering with the
worksheet provided
by the teacher
 •Students practice
their understanding
of the use of scale
• the features • select and use Teacher: Completion of a rendered Teacher provides written
of common correct graphic • Allow students to object shows the students feedback on their
skills of application of rendering skills and use of
graphic data formats watch a tutorial on
correct symbols and application on the
types appropriate for a AutoCad about dimensioning. AutoCad software.
design project designing taking
note of architectural
symbols of walls,
windows etc
• Following the
tutorial allow
students to create
and render a 3D
object
Students:
• Watch the tutorial
• Create a 3D object
and render it. Use
the tutorial if help is
needed
Tools • Use tools, Teacher: Students apply their Teacher provides oral
materials and • Provide students understanding of feedback on their
• specific tools perspective views. perspective drawings and
relating to graphics techniques in a with graph paper to
use of marking out and
technologies responsible and produce a floor plan measuring.
marking out and safe manner in of their bedroom
measuring each design using basic drawing
project. tools
 Students:
• Draw a floor plan of
their bedroom using
basic drawing tools
• the function, • use computer aided Teacher: Students demonstrate Teacher and peer
selection and drawing (CAD) in the • Allow students to skills in producing 3D assessment of 3D
correct use of a development of the drawings using CAD. drawings.
draw an item of
range of design project furniture e.g. bed
contemporary tools
interview and using CAD program
used for
interpret a 3D select • Provide students
marking out and correctly use the with tutorials and
and measuring appropriate tools of own help if needed
graphics model Students:
construction
• Drawn an item of
CAD and 3D furniture on a CAD
modelling program
• Students may watch
tutorials to help
them draw it

Techniques • select and use Teacher: Students show their Teacher uses oral feedback
techniques • Provide the students communication skills by and written feedback to
• simple drafting using a range of assess student
including multi- appropriate for the with an option of
techniques to develop their communication skills in
view drawing purposes of a design presenting their final design. developing their design.
project ideas using either
• CAD / paint / draw manual skills or
software computer software.
• rendering to • The final design
enhance must be rendered
 communication including a scale
Students:
• editing a graphic
for use in a • Present their final
publication design as a rendered
drawing using
• printing computer software
technologies or manual drawings.
industrial
production
methods

4.3.1 Material Teacher: Students demonstrate their Self evaluation by students

• Allows students to ability to use a variety of on each experiment.
Model- • characteristics and • experiment with materials to experiment.
making
properties of combinations and experiment with
model-making types of materials foam card,
materials such as cardboard and other
materials e.g. clay to
adhesives and represent the
joining • select and use bedroom and items
materials appropriate of furniture
balsa materials for the • Provide an example
purposes of a design of how students
card project should write up their
figures and experiments – aim,
other method, results etc
incorporated Students:
objects • Experiment with
foam board materials and write
up the aim,
modelling clay procedure, results
 paper and conclusion
• Select materials and
polymers
begin making their
textiles model

timber
Tools • select and correctly Teacher: Students complete a risk Teacher provides oral
use tools and • Discuss with the assessment to show their feedback to indicate the
• specific tools understanding of the safe importance of safety in the
equipment to produce students the range of
related to model- and correct use of workplace.
a design project tools they will be
making tools/equipment.
technologies using to make their
model.
• the function and
• Create a mind map
correct use of a
to distinguish which
range of
contemporary tools told would be used
used for for what process
• Provide the students
measuring with a risk
marking out assessment template,
so they could
cutting determine the risk of
using tools. (e.g.
construction
high risk, low risk)
Students:
• Create a mind map
to distinguish the
range of tools to be
used
• Complete a risk
assessment to
 determine the risk of
each tool
Techniques • experiment with a Teacher: Students practice cutting Teacher provides
variety of • Demonstrate cutting using knife and ruler and assistance to help students
• techniques such as show their skills when cut out their own model.
techniques for techniques using
cutting their own model.
systematic cutting, shaping, craft knife and metal
planning for joining, clamping ruler
model and finishing
development

working to pre- Student:

establish scale • Practise a sample of
• elect and use a cutting before
cutting
variety of beginning to cut
accurately
techniques foam card for their
shaping and appropriate for model
sanding the purposes of
a design project
joining a range
of different
materials

clamping and
pinning

finishing
including
painting,
lacquering,
polishing
8 4.6.1 • developing • apply criteria for Teacher: Students record their Teacher provides written
criteria for success in decision • Discuss the evidence of ongoing feedback on student
evaluation in practical assessment of design
success as a tool making during the importance of
lessons in their folio to development.
for assessing development of assessing design show their skill of design
design each design project development and development. Students use
development and production the PMI method to show
production • Teach students the their understanding of
PMI evaluating.
(plus/minus/interest)
method of evaluating
a particular design
process
• Ensure students
complete a PMI for
every design process
Students:
• Continuous
evaluation using the
PMI method to
determine the most
appropriate method
of design
• Assessment (PMI)
must be included in
folio
4.3.2 • the safe and • Use tools, materials Teacher: Students demonstrate their Teacher observes students
responsible use and techniques in a • Create work stations understanding of the to ensure safety
importance of safe work precautions are being
of materials, responsible and safe to ensure safe work
practices by following followed in the work area.
tools and manner in each practices.
 techniques in design project. • E.g. Area for cutting, safety precautions in the
each design area for assembly work area.
project • Ensure students wear
protective equipment
Students:
• Obey the safe work
practices by wearing
protective
equipment and
working at the
correct stations

4.5.2 • suitable • identify suitable Students: Student’s completion of Teacher provides written
materials, tools materials, tools and • List a range of charts in folio feedback on their
demonstrates justification of suitable
and techniques techniques for each suitable materials
understanding of safe use materials.
for design design project and techniques for of materials, tools and
projects each design process techniques. A clear
• Justify why you justification is needed to
used those materials highlight their
and techniques for understanding.
each design process
9- 4.5.2 • construction • apply a design Students: Students demonstrate their Teacher provides written
10 steps that process that • Develop a time plan ability to use procedural feedback on order of
text type. construction and use of
contribute to a responds to needs based on the steps
procedural text type.
quality solution and opportunities needed to develop
for each design the project
project • Record the
construction steps
used to make the
 model and any
alterations made
during the design
and production
11 4.1.1 • design • evaluate design Student: Students demonstrate their Teacher provides oral and
processes process • Use the PMI method ability to evaluate which written feedback on the
ideas are suitable for their student’s evaluation.
including to evaluate their
design.
evaluating ideas ideas and solutions A one-on-one meeting
and solutions within the design with teacher helps students
process to evaluate their ideas and
solutions.
4.5.2 • relationship of • produce solutions Teacher: Students show their ability Teacher provides written
quality solutions reflecting quality • Remind students of to follow marking criteria feedback in conjunction
to create their final project. with the marking criteria.
to needs and standards the marking criteria
opportunities and appropriate to each
Student:
the criteria for design project
success for each • Production methods
design project are selected to
produce quality
solutions
• Final solution is
evaluated according
to the criteria for
success
12 4.6.1 • final evaluation • evaluate prior to, Teacher: Students answer a range of Teacher uses both oral and
considering during and at • provide students questions to demonstrate written feedback for
the skill of reflection student reflection and
completion of each with a range of
– d evaluation.
design solution questions to be
completed to reflect
– d on their learning
Theory and practical
Student: component of project is Teacher marks student
– r • complete a range of handed into teacher work and gives feedback.
questions to reflect
on their learning