Tas 2b Assignment 2 James Newton 17500975

Secondary Curriculum Scope and Sequence P.
Rooney 2016 University of Western Sydney
Scope and Sequence For Stage 5 (Industrial Technology-Timber)

Core Module 1 and Core Module 2 (General Wood 1 and General Wood 2) Number of Weeks
TERM 1 TERM2 TERM 3 TERM 4
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
OHS and Risk Management exam Bedside Table Production Industry Study (20%) 5.2.1, Coffee Table Production (cont.) (20%)
(10%) 5.1.1, 5.1.2 (cont.) (20%) 5.1.2, 5.2.1, 5.3.1, 5.4.1, 5.4.2, 5.5.1, 5.1.2, 5.2.1, 5.2.2, 5.3.1, 5.3.2, 5.6.1,
Bedside Table Production (20%) 5.2.2, 5.3.1, 5.3.2, 5.6.1, 5.7.2 5.7.1, 5.7.2
5.1.2, 5.2.1, 5.2.2, 5.3.1, 5.3.2, 5.7.1, 5.7.2 Coffee Table Production Yearly Exam (20%) 5.3.1, 5.4.1, 5.4.2,
5.6.1, 5.7.1, 5.7.2 Half Yearly (10%) 5.3.1, (20%) 5.1.2, 5.2.1, 5.2.2, 5.5.1, 5.7.1, 5.7.2
5.4.1, 5.4.2, 5.5.1, 5.7.1, 5.3.1, 5.3.2, 5.6.1, 5.7.1,
5.7.2 5.7.2
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Secondary Curriculum Scope and Sequence P. Rooney 2016 University of Western Sydney
UNIT OUTLINE
Industrial Technology Core Module 2-Industry Study Number of Weeks 5
Unit title: Sustainability in
the Timber Industry
Key Concepts/ Big Ideas The importance of this learning
The key concept in this unit is Sustainability. Students will focus on Students are gaining knowledge of issues currently facing our society. The
sustainability in the Timber Industry, and the social and environmental learning involves students undertaking research into contexts set in the real
impact of the Industry. Students will aim to answer the question What world, providing students with an engaging learning opportunity. Our world is
makes a sustainable timber industry sustainable? This question aims to currently facing a crisis due to a lack of sustainable thinking in regards to areas
have student think about the big picture or big idea in relation to the such as food production, energy consumption/use, population increase and
importance of ensuring our industry is sustainable and how we can make construction and the production/obtaining of materials. This unit aims to
it sustainable for the future, all over the world. increase student knowledge around the idea of sustainability so as to mould
people who can make a positive impact on their communities and society as a
whole.
Unit context within Scope and Sequence Targeted Syllabus Outcomes
This unit will take place in weeks 1-5, term three, Year 10 5.2.1 Applies design principles in the modification, development and
production of projects
5.3.1 Justifies the use of a range of relevant and associated materials
5.4.1 Selects, applies and interprets a range of suitable communication
techniques in the development, planning, production and presentation of
ideas and projects
5.4.2 Works cooperatively with others in the achievement of common goals
5.5.1 Applies and transfers acquired knowledge and skills to subsequent
learning experiences in a variety of contexts and projects
5.6.1 Evaluates products in terms of functional, economic, aesthetic and
environmental qualities and quality of construction
5.7.2 Describes, analyses and evaluates the impact of technology on society,
the environment and cultural issues locally and globally
Literacy Targets Numeracy Targets ICT Targets CCP/ GC Assessment
Students writing in N.A Develop the ability Sustainability Industry Study
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report style for responsible use Asia and Australias Online site study
Students of ICT engagement with
undertaking word Increase knowledge, Asia
processing skills and Literacy
Use of Peel understanding Information and
Use of Alarm surrounding ICT Communication
technology
capability
Critical and Creative
thinking
Ethical
Understanding
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NOTE: This unit will run alongside the Coffee Table Production Task so those lessons in the below sequence have been labelled accordingly.
UNIT TITLE
Week 1 Period 1 Period 2 Period 3 Period 4 Period 5

Key Outcome(s) 5.4.1, 5.4.2 5.2.1, 5.3.1 5.3.1, 5.7.2 5.1.2, 5.2.2 5.1.2, 5.3.2
Key Concept(s) Sustainability Sustainability Construction Construction Construction
Learning Experiences Introduction to unit What is Sustainability? Introduction to coffee Practical Work Practical Work
table project
Evidence of Learning Observational notation Observational notation Coffee Table Coffee Table Coffee Table
Resources ICT ICT Coffee Table plans Coffee table plans, Coffee table plans,
tools and materials tools and materials
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Key Outcomes 4.5.1, 5.5.1 5.5.1, 5.7.2 5.2.15.7.1 5.3.2, 5.6.1 5.2.1, 5.2.2
Key Concepts Sustainability Sustainability Construction Construction Construction
Learning Experiences Pre lesson Online Site Study Practical Work Practical Work Practical Work
Evidence of Learning Observational notation Industry Study Observational notation Observational notation Observational notation
Resources ICT, Sustainability and ICT Coffee table plans, Coffee table plans, Coffee table plans,
Forestry Glossary tools and materials tools and materials tools and materials
Worksheet
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UNIT TITLE

Key Outcomes 5.2.1, 5.5.1 5.3.1, 5.4.1 5.2.1, 5.7.1 5.4.2, 5.5.1 5.1.2, 5.7.2
Key Concepts Sustainability Sustainability Construction Sustainability Construction
Learning Experiences Online Site Study Online Site Study Practical work Online Site Study Practical Work
Evidence of Learning Observational notation Observational notation Coffee Table Industry Study Coffee Table
Resources ICT ICT Coffee table plans, ICT Coffee table plans,
tools and materials tools and materials
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Key Outcomes 5.3.2, 5.7.1 5.4.2, 5.6.1 5.4.1, 5.7.2 5.2.1, 5.4.1 5.3.1, 5.6.1
Key Concepts Construction Sustainability Sustainability Sustainability Construction
Learning Experiences Practical Work Post Lesson 1 Post Lesson 2 Group work Practical Work
Evidence of Learning Coffee Table Industry Study Industry Study Observational notation Coffee Table
Resources Coffee table plans, Forestry/timber Previous lessons notes, ICT Coffee table plans,
tools and materials plantation worker Student survey tools and materials
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UNIT TITLE

Key Outcomes 5.2.1, 5.3.1 5.1.2, 5.2.1 5.2.2, 5.3.1 5.6.1, 5.7.1 5.4.2, 5.7.2
Key Concepts Sustainability Construction Construction Construction Industry Study Due
Learning Experiences Group work Practical Work Practical Work Practical Work Class Discussion
Evidence of Learning Industry Study Coffee Table Coffee Table Coffee Table Industry Study
Resources ICT Coffee table plans, Coffee table plans, Coffee table plans, ICT
tools and materials tools and materials tools and materials
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INDUSTRIAL TECHNOLOGY (TIMBER) ASSESSMENT SCHEDULE

Task Task 1 Task 2 Task 3 Task 4 Task 5 Task 6
OHS and Risk Pedestal Table Half Yearly Exam Industry Study Coffee Table Yearly Exam
Title Management Exam Production Production
Short OHS exam using Students first practical Half yearly exam Industry study focused Students second Yearly exam focusing
Onguard. Compulsory task will be to focusing on content on the CCP of practical task will be on the content covered
Description completion needed to construct a bedside covered in the first Sustainability to construct a coffee over the four terms
commence coursework cabinet two terms table
Timing Term 1 Term 1 and 2 Term 2 Term 3 Term 3 and 4 Term 4

10% 20% 10% 20% 20% 20%
Weighting
5.1.1, 5.1.2 5.1.2, 5.2.1, 5.2.2, 5.3.1, 5.4.1, 5.4.2, 5.2.1, 5.3.1, 5.4.1, 5.1.2, 5.2.1, 5.2.2, 5.3.1, 5.4.1, 5.4.2,
Syllabus 5.3.1, 5.3.2, 5.6.1, 5.5.1, 5.7.1, 5.7.2 5.4.2, 5.5.1, 5.7.2 5.3.1, 5.3.2, 5.6.1, 5.5.1, 5.7.1, 5.7.2
Outcomes 5.7.1, 5.7.2 5.7.1, 5.7.2
Knowledge and

understanding
Investigating and

researching
Communicating
Interpreting data
Problem solving
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INDUSTRIAL TECHNOLOGY (TIMBER) GENERAL WOOD 2

INDUSTRY STUDY ASSESSMENT TASK
TASK DESCRIPTION
Through focusing on the area of Forestry, undertake an Industry Study into the Timber Industry. You
will be tasked with investigating different Timber Plantations and commercial Forestry operations
around the world with the aim of evaluating their overall sustainability. Four hours of in-class time
will be spent on this via an online site study. This site study will provide you with the opportunity to
undertake research for your Industry Study, as well as building your own website using Weebly to
present your report.
The Industry Study needs to report on the overall sustainability of four different businesses. You
are advised to report on businesses that fit across the whole scale of sustainable practices. This will
ensure that your Industry Study has a broad range of information about sustainability in the Timber
Industry (Forestry) as a whole.
When undertaking the study, you must focus on the following areas of each business-
NAME: What is the full name of the business?
COUNTRY: Where is the business based? Is this different to countries it operates from?
TYPE OF TIMBER PRODUCED/CULTIVATED: What timber/timbers do they cultivate?
HISTORY OF BUSINESS: A brief history of the business/plantation/forestry operations
CULTIVATION TECHNIQUES: What techniques do they use to cultivate?
NEW TECHNOLOGIES USED: Are any new technologies in use at this business?
ENVIRONMENTAL FACTORS: What does this company do for/to the environment through its
operations?
SOCIOLOGICAL FACTORS: What is the effect of this business on the community? What are the
government regulations surrounding this business? Look into areas such as finance, employment etc
OHS FACTORS: What are the OHS procedures of this business? Are they any significant OHS issues
with this business?
SUSTAINABILITY EVALUATION: Is this company sustainable? What would you rate its sustainability?
Explain your answer.
POSSIBLE IMPROVEMENTS: List any improvements that could be made to this business.
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You are encouraged to undertake your research using a variety of different sources. It is important
that you justify your assertions in relation to your Sustainability Evaluation through using sources
that back up your claims. Your Industry Study must include a Bibliography using APA style.
When creating your own website using Weebly, you have to freedom to present your study
however you want! This means you can create a blog, portfolio, educational website or anything
else you can think of. REMEMBER- you want this to be a high quality website that people could
come to and learn about the issue of sustainability, and what some businesses are (or are not) doing
to meet the challenge. Think creatively, and strive to create something you would be proud to share
with people.
OUTCOMES
The following outcomes are to be assessed-
5.2.1 - Applies design principles in the modification, development and production of

projects
5.3.1 - Justifies the use of a range of relevant and associated materials
5.4.1 - Selects, applies and interprets a range of suitable communication techniques in the
development, planning, production and presentation of ideas and projects
5.4.2 - Works cooperatively with others in the achievement of common goals
5.5.1 - Applies and transfers acquired knowledge and skills to subsequent learning
experiences in a variety of contexts and projects
5.6.1 - Evaluates products in terms of functional, economic, aesthetic and environmental qualities
and quality of construction
5.7.2 - Describes, analyses and evaluates the impact of technology on society, the environment and
cultural issues locally and globally
SUBMISSION DETAILS
DATE ISSUED: DUE DATE:
Submission will be via uploading the link to your Weebly onto the class Edmodo page.
Illness/misadventure school policy applies. Penalties for late submission/no submission without
illness/misadventure will be 10% per day.
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MARKING RUBRIC
INDUSTRY
STUDY
ASSESSMENT E 0-2 D 2-4 C 4-6 B 6-8 A 8-10
MARKING MARK
RURBRIC
Information on Limited to no Some attempt Evaluates Strongly High Quality

each of the four attempt made made to businesses in evaluates evaluation of
businesses. to evaluate evaluate terms of businesses in businesses in
businesses in businesses in functional, terms of terms of
Issue of /10
terms of terms of economic and functional, functional,
Sustainability
functional, functional, environmental economic and economic and
covered.
economic and economic and qualities in environmental environmental
environmental environmental relation to qualities in qualities in
qualities in qualities in sustainability. relation to relation to
relation to relation to Information sustainability. sustainability.
sustainability. sustainability. about 4 Quality High quality
Limited to no Some businesses information information
information information present in about 4 about 4
on 4 on 4 report businesses businesses
businesses businesses present in present
present in present in report throughout
report. report. report
E 0-1 D 1-2 C 2-3 B 3-4 A 4-5
Quality and use Report has Some attempt Website Creative and Highly creative
of Weebly been made to created, Functional and functional
website submitted in create website presents website website
different Industry Study created. created. Highly
format to and issue of Successfully successful
website Sustainability presents presentation of
/5
Industry Study Industry Study
and issue of and issue of
Sustainability Sustainability
E0 D 1-2 C 2-3 B 3-4 A 4-5
Bibliography of No Extremely Limited range A range of Wide range of

sources used in bibliography limited range of sources sources used. sources used.
APA style present. of sources used. APA or Presented using Presented
used. No another APA style accurately using
referencing referencing referencing APA style
style present style has been referencing
/5
used
TOTAL MARK /20
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FEEDBACK:_______________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
_____________________________ _______________________________________
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ONLINE SITE STUDY

The following is the link to my online site study - http://tas2bassignment2.weebly.com/
I have also provided some screenshots of the site in case the link doesnt work, which are
below.
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Pre Online Site Study Lesson Plan
Topic area: Industrial Stage of Learner: Stage 5 Syllabus Pages: 12, 13, 16, 17,
Technology (timber) General 151-155
Wood 2
Date: Location Booked: Lesson Number: 6/25
Time: Total Number of students: Printing/preparation:

Laptops hired out and ready for
use. Sustainability and
Forestry Glossary worksheet
printed.
Outcomes Assessment Students learn about Students learn to
Informal In this pre online-site- Students learn how to

5.4.1 - Selects, applies and Assessment. study lesson students navigate the online-site-
interprets a range of suitable Observational learn about what skills study that forms part of
communication techniques notation are needed to their Industry Study
in the development, undertake their online- assessment task. This also
planning, production and
site-study. They also includes looking at a
presentation of ideas and
continue to look at glossary of terms they will
projects
sustainability come across related to
5.5.1 - Applies and transfers sustainability and forestry
acquired knowledge and in order to prepare them
skills to subsequent learning for the language
experiences in a variety of surrounding the subject.
contexts and projects
CCP & GCs Subject specific concepts
The cross curriculum priority of Sustainability, timber products, timber technologies

sustainability and the general
capability of ICT are covered in
this lesson.
Discipline specific skills
Sustainability, industrial production methods, report writing
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
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1.1 Deep knowledge 1.4 Higher-order thinking

Intellectual Quality
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something
1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order
knowledge communication
thinking and to communicate substantively about what they are learning.
2.1 Explicit quality criteria 2.4 Social Support

Quality Learning Environment
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and
2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
3.1 Background 3.4 Inclusivity

Significance
knowledge
This refers to pedagogy that helps make learning more meaningful and important to 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge
3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all
3.3 Knowledge
cultural perspective.
integration
How the quality teaching elements you have identified are achieved within the lesson.
Teaching element Indicators of presence in the lesson
1.1 The knowledge being addressed in this class is knowledge that has been acquired from
previous content covered. It is being supplemented by new knowledge regarding
Deep knowledge sustainability
1.5 The glossary exercise provides students with the opportunity to learn the language
surrounding the topic area.
Metalanguage
2.1 Students are provided with explicit criteria about the upcoming online-site-study and
assessment task. They are outlined with exactly what is expected of them in order to
Explicit quality criteria complete the task.
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Time Teaching and learning actions Organisation Centred
T/S
0-5 Teacher has students line up outside and enter class 4 at a time, Teacher: Organise entry of
waiting behind their chairs before asking to be seated. This students into classroom.
reinforces the class rules and positive behaviour model being
used.
T
Student: Follow teacher
instructions and class rules
Resources: N/A
5-15 The first activity will be students completing a glossary handout Teacher: Help students
using a worksheet provided to them and laptops. This is an
advanced organiser as it gets the students thinking about the
topic they are about to study, and provides them with the
Student: complete glossary S
opportunity to learn the metalanguage used in this topic.
Students will work in pairs for this activity, with one laptop per
pair. This should only take the class around 10 minutes to
Resources: Glossary
complete.
worksheet, laptops
Doing this activity in pairs allows a minor level of differentiation.
For example, a student who may not be able to write due to
injury can still engage with the content.
15-20 After students have completed their glossary, instruct them to Teacher: Show assessment
glue it in their books/put it in their folder. Tell them to all shut task
their laptops in order for their focus to be on the front of the
room. Next, hand out the assessment task to all students. Spend
T and S
10 minutes explaining to them what is expected of them in order
Student: complete tasks
to complete this task successfully and to a high standard.
Resources: assessment task
20-25 Following this discussion, instruct students that they can re open Teacher: Help students
their laptops. Tell them to go to the following website where needed
https://www.weebly.com and both sign up for an account. After S
this is done they must re focus on the front. If it is necessary, get
them to shut their laptops again.
Student: Look at website
Resources: ICT
25-40 The next step in this lesson is showing students the basics of Teacher: Show weebly
creating their own website. Explain to them that this is important
because, as it says in the assessment task handout, they will be T
creating their own website using weebly to show their Industry
Study. Spend around 15-20 minutes on this. It is important to get
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the basics across, but also important students stay engaged. Student: engage in learning
Resources: ICT
40-50 At the completion of the previous task, give students some free Teacher: Help students
time to use weebly in pairs and learn through self-discovery some
of the features they can use. This will enable them to get a feel S
for the technology. Spend this time walking around the class,
Student: Work on weebly
helping any students who need it.
Resources: ICT
50-60 Give students the following website Teacher: Facilitate class

http://tas2bassignment2.weebly.com/ discussion
S and T
Tell students that this is where their online site study will be
based from, and allow them to look at it for around 5 minutes.
Finally, to finish the class, have students pack up their laptops Student: Engage in learning
and place them neatly at the front. Ensure that all laptops are
placed correctly in the trolley. Open the class for any questions
regarding the upcoming Industry Study or surrounding
Resources: ICT
sustainability.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
Providing explicit instructions to the students allows them to know the exact direction that the
learning is headed. This also means that they have the opportunity to fully engage with the content
for better learning outcomes.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording
5.4.1 Observational notation
5.5.1 Discussion with students then taking notes
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Other considerations
Complete the table below by inserting the AISTL graduate standards that you are demonstrating
and indicate the evidence from this lesson that should comply with the standard.
Graduate Evidence within this lesson

Standards
2.1 This lesson covers content from the Industrial Technology Years 7-10
syllabus, as well as the CCP sustainability.
3.1 The learning goals of this lesson allow for varying levels of student ability.
Students who are ahead of others have the opportunity to spend more
time discovering the intricacies of website building, whilst those are further
behind have the opportunity to discover at their own pace.
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson?
Using your syllabus and support documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?
As this is an Industrial Technology (Timber) lesson, the lesson may take place in a TAS room.
If so, it is important the teacher ensures all tools and machinery that may be present in the
room are locked out or put away. Responsible use of the ICT can also be monitored through
roaming the classroom and providing explicit criteria regarding its use.
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References (In APA)
AITSL. (2014). Standards | Australian Institute for Teaching and School Leadership. Retrieved
from http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list
Board of Studies N.S.W. (2003). Industrial Technology years 7-10. Retrieved from
http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/indust_tech_710_syllab
us.pdf
New South Wales Department of Education and Training. (2008). Quality Teaching to support
the NSW Professional Teaching Standards. Retrieved from
http://dei.eduone.net.au/ashford/DEPASCSCURRICULUM/HSIE%20UNIT/Quality%20T
eaching%20Framework.pdf
Newton, J. (2016, October 2). SUSTAINABILITY. Retrieved from
http://tas2bassignment2.weebly.com/
Weebly. (2015). Weebly Website Builder: Create a Free Website, Store or Blog. Retrieved from
https://www.weebly.com
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Resources
See attached Assessment Task for the mentioned Industry Study.
The following is the SUSTAINABILITY AND FORESTRY GLOSSARY worksheet-
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SUSTAINABILITY AND FORESTRY GLOSSARY

In pairs, fill out the glossary below using a laptop or other ICT device. These terms are important to
know, as you will be coming across them over the coming lessons as you complete your online-site-
study and Industry Study assessment task.
SUSTAINABILITY:____________________________________________________________________
_________________________________________________________________________________
____________________________________________
FORESTRY:_________________________________________________________________________
_________________________________________________________________________________
____________________________________________
ENVIRONMENT:____________________________________________________________________
_________________________________________________________________________________
_____________________________________________
BIOLOGY:__________________________________________________________________________
_________________________________________________________________________________
____________________________________________
PRODUCTION:______________________________________________________________________
_________________________________________________________________________________
____________________________________________
CONSERVATION:____________________________________________________________________
_________________________________________________________________________________
____________________________________________
ETHICS:___________________________________________________________________________
_________________________________________________________________________________
_____________________________________________
SPECIES:__________________________________________________________________________
_________________________________________________________________________________
_____________________________________________
CULTIVATION:______________________________________________________________________
_________________________________________________________________________________
____________________________________________
REGENERATION:____________________________________________________________________
_________________________________________________________________________________
____________________________________________
DIVERSITY:_________________________________________________________________________
_________________________________________________________________________________
____________________________________________
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SAW MILL:
_________________________________________________________________________________
_________________________________________________________________________________
TIMBER PLANTATION:
_________________________________________________________________________________
_________________________________________________________________________________
RENEWABLE RESOURCE:
_________________________________________________________________________________
_________________________________________________________________________________
CLIMATE CHANGE:
_________________________________________________________________________________
_________________________________________________________________________________
EROSION:
_________________________________________________________________________________
_________________________________________________________________________________
SELECTIVE CUTTING:
_________________________________________________________________________________
_________________________________________________________________________________
ENVIRONMENTAL DEGRADTION:
_________________________________________________________________________________
_________________________________________________________________________________
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ECOSYSTEM:_______________________________________________________________________
_________________________________________________________________________________
_____________________________________________
REFORESATION:____________________________________________________________________
_________________________________________________________________________________
_____________________________________________
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Post Online Site Study Lesson Plan 1
Wood 2

Forestry/timber plantation
Worker organised to come into
Class for the lesson.
Informal In this post online-site- Students learn to use the

5.4.2 Works cooperatively Assessment. study lesson students knowledge they have
with others in the Observational learn continue to learn gained throughout the
achievement of common notation about sustainability in online-site-study to
goals the Forestry and Timber evaluate a business as a
Plantation Industry whole class in terms of its
5.6.1 Evaluates products in
sustainability.
terms of functional, economic,
aesthetic and environmental
qualities and quality of
construction

capability of literacy are
covered in this lesson.
Sustainability, industrial production methods
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and among students.

Significance
knowledge
3.6 Narrative
3.3 Knowledge
integration
1.2 Students use their new knowledge to evaluate a business as a whole class. They also engage
with a Forestry/timber plantation worker who has come to talk to the class. This takes them
Deep Understanding past deep knowledge regarding the content into deep understanding of the content as they
engaging with it in a real world setting.
3.6 By getting the forestry/timber plantation worker to come in to speak to the class, students
experience a more significant and meaningful learning experience. This is because they can
Narrative link their learning to contexts outside of the classroom through personal narrative shared to
and from the forestry/timber plantation worker.
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T/S
used.
T
Resources: N/A
5-15 This lesson is based off the attendance of a forestry/timber Teacher: Facilitate class
plantation worker. This worker has come in to discuss with the
class sustainability and how it works in their workplace. This
gives the students the opportunity to see the out of classroom
T and S
context of what they have been learning throughout the unit,
including their online-site-study and assessment task.
Student: listen to narrative,

take notes
Have the first 10 minutes of this lesson be the worker telling
their own personal narrative about their job and their
industry/workplace. Students are encouraged to take notes, as
they will be needed later.
Resources: forestry/timber
plantation worker
15-25 At the conclusion of this narrative, open up the class for Teacher: Organise groups
questions to the forestry/timber plantation worker. This will
help to solidify the students knowledge in relation to a real
world context. Encourage them to ask a range of questions
Student: Organise groups S
about the Industry, telling them they need to know about the
following areas: technologies, environmental factors of the
business, OHS and Sociological factors.
Resources: forestry/timber
plantation worker
25-40 The focus will now be on the students to evaluate the workers Teacher: Organise class,
business based off the notes that they have taken. This will take help students where
place via group work. In order to undertake this groupwork, use needed S
the jigsaw method. Number students 1-4. Tell all students to sit
together with their respective number. Once this has happened,
assign each group one of the following areas: technologies,
Student: Participate in
environmental factors of the business, OHS and Sociological
groupwork
factors. Students now have to organise each member of the
group to focus on one of these areas. After this has happened,
students go off into their focus groups to evaluate the business.
Resources: Notes
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DIFFERENTIATION: Any special education students in the class

can work with the teacher or a teachers aid during this
groupwork. The teacher can lead them more clearly through
specific discussion surrounding sustainability, and also help them
write down and map out their ideas surround the content.
40-55 After students have spent 15 minutes in their focus groups, bring Teacher: Organise class,
them back to their original groups. They will now spend the next help students where
15 minutes discussing and evaluating the businesses needed S
sustainability based off of the notes and discussions they have
taken with other members of their focus group.
Student: Complete task
Resources: Notes
55-60 Call time on the previous activity when there is 5 minutes Teacher: Facilitate group
remaining. Following this discussion, lead the class in thanking discussion
the worker for their time. Explain to the class that the next T
lesson will focus on each of their groups sustainability
evaluation of the business. They will have to present their
Student: Listen
findings to the class
Resources: N/A
Reflection
Providing students with an out of the classroom context helps to put their learning and new
knowledge into perspective. Linking it to the real world makes the learning engaging, as students
can see and understand more clearly the meaning behind the lesson/lessons.
5.4.2 Observation of students during groupwork
5.6.1 Discussion with students then taking notes
31 | P a g e

Standards
4.1 By inviting in the forestry/timber plantation worker for this lesson, students
are provided with an engaging learning experience. The use of groupwork
and the jigsaw method also allows for an inclusive learning environment.
4.2 The activities for this lesson have been clearly specified and set out in order
to provide clear directions to the students.
WHS
Proper background checks need to be undertaken on the forestry/timber industry worker

prior to them entering the school. If the class takes place in a TAS room, proper precautions
and measures need to take place to ensure a safe working environment for the students,
such as locking out all machinery and locking away all tools.
32 | P a g e
References (In APA)
AITSL. (2014). Standards | Australian Institute for Teaching and School Leadership. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
Australian Government - Department of Agriculture and Water Resources. (2016). Home
Plantations and farm forestry. Retrieved from
http://www.agriculture.gov.au/forestry/australias-forests/plantation-farm-forestry
http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/indust_tech_710_syllabus.pd
Education World: Jigsaw Strategy. (2016). Retrieved from
http://www.educationworld.com/a_curr/strategy/strategy036.shtml
New South Wales Department of Education and Training. (2008). Quality Teaching to support the
NSW Professional Teaching Standards. Retrieved from
http://dei.eduone.net.au/ashford/DEPASCSCURRICULUM/HSIE%20UNIT/Quality%20Teachi
ng%20Framework.pdf
33 | P a g e
Post Online Site Study Lesson Plan 2
Wood 2

Forestry/timber plantation
Worker organised to come into
Class for the lesson.
Informal Students learn about Students learn to

5.4.1 Selects, applies and Assessment. sustainability in the evaluate the
interprets a range of suitable Observational forestry and timber sustainability of an
communication techniques notation plantation industry. industry based on factors
in the development, they have researched.
planning, production and
Students also learn to
presentation of ideas and
work in groups.
projects
5.7.2 Describes, analyses and

evaluates the impact of
technology on society, the
environment and cultural
issues locally and globally

capability of literacy are
covered in this lesson.
Sustainability, industrial production methods
34 | P a g e


and among students.

Significance
knowledge
3.6 Narrative
3.3 Knowledge
integration
2.5 Students are expected to self regulate their learning in order to successfully present their
groups discussions surround the sustainability evaluation to the rest of the class.
Students self
regulation
3.5 In the online-site-study students researched different businesses and evaluated their
sustainability. This lesson allows them the opportunity to evaluate a business they have a
Connectedness connection to (through the forestry/timber plantation workers incursion in the previous
lesson). This provides the students with connectedness to a real world context.
35 | P a g e
T/S
used.
T
Resources: N/A
5-20 At the end of the previous lesson students were told that they Teacher: Facilitate class
needed to present their groupwork in this class. In the previous
lesson the jigsaw method was used to organise students into
groups. These groups goal was to evaluate the sustainability of
T and S
the business of a forestry/timber plantation worker who came
into the class. Give the students the next 15 minutes to finish off
their discussions and organise their work into a short
presentation.
Explain to the students the expectation that as a group they will

present for 2-3 minutes on their sustainability evaluation.
Remind them of the areas of technology, environmental factors, Student: complete
OHS and sociological factors that they need to consider for their discussions, organise
evaluation. presentation
DIFFERENTIATION: Students on life skills may want to look at

one aspect in detail rather than all four. This gives them the
opportunity to participate in class discussion whilst not being
expected to cover the whole content.
Resources: previous lessons

notes
20-40 Spend these 20 minutes allowing the students to present their Teacher: Facilitate
evaluation to the class. Encourage the class to take notes of each presentations
others presentation. This will be useful to them for 2 reasons- 1)
there will be a discussion at the end of the class and 2) the
S
content presented by their peers may help them in the
Student: present in groups
completion of their Industry Study Assessment task.
36 | P a g e
Resources: groupwork
40-50 At the completion of the presentations, facilitate a class Teacher: Facilitate

discussion around the sustainability evaluation of the business. discussion
Discuss any differences of opinion between the groups. To make S
this clearer to students, an advanced organiser such as a pros
and cons of the business list should be used. Also discuss with
Student: participate in
students any improvements that could be made to the business.
discussion
Resources: students
presentations
50-60 Allow the last 10 minutes of the lesson for students to complete Teacher: Organise class,
a feedback survey about the online-site-study. This provides the facilitate discussion if
teacher with the opportunity for reflexivity and self- needed S
improvement. If the students finish the survey before the 10
minutes is up, lead them on a discussion surrounding how they
can use their newfound knowledge to be sustainable in the
Student: Complete survey
workshop.
Resources: survey
Reflection
Class discussions provide students with the opportunity to learn from each other. Working in groups
also teaches students skills necessary for future life such as working cooperatively with others.
5.4.1 Observation of group work
5.7.2 Notes taken during presentation
37 | P a g e

Standards
2.2 This lesson has followed on from the previous lessons work, showing
continuation. The knowledge and concepts discussed in this lesson have
been sequenced since the pre online-site-study lesson.
6.4 The use of a survey shows teacher reflexivity, which allows for teacher
growth and improved student learning opportunities.
WHS
Maintaining a safe a low risk classroom means proper classroom management for the
duration of the lesson. The teacher must ensure that students remain engaged and on task
so as to reduce the risk of harm.
38 | P a g e
References (In APA)
AITSL. (2014). Standards | Australian Institute for Teaching and School Leadership. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/indust_tech_710_syllabus.pd
BOSTES. (2012). NSW Syllabus :: Differentiated programming. Retrieved from
https://syllabus.bostes.nsw.edu.au/support-materials/differentiated-programming/
New South Wales Department of Education and Training. (2008). Quality Teaching to support the
NSW Professional Teaching Standards. Retrieved from
http://dei.eduone.net.au/ashford/DEPASCSCURRICULUM/HSIE%20UNIT/Quality%20Teachi
ng%20Framework.pdf
39 | P a g e
PROFESSIONAL JUSTIFICATION
When educators are programming units of work including lessons and assessment tasks, it is
highly important that they use the latest theories, models and approaches to inform their work. The
importance of sequential planning to ensure proper concept and skill development to achieve
outcomes can also not be underestimated. The following justification will discuss how the latest
theories, models and approaches where used when creating my teacher documentation, lesson
plans and online site study. I will justify why I chose certain theories, models and approaches to
inform my teacher documentation through providing evidence that is clearly linked to recent
research in the field.
One of the most important theories, models and approaches to consider when planning is
Understanding by Design. Understanding by Design is an approach that allows teachers to
sequentially plan units of work to achieve outcomes. Teachers first analyse the outcomes with the
goal of creating assessment tasks that will test students ability to meet these outcomes. From here
teachers create learning experiences and lessons that will allow students the opportunity to gain the
needed experience and knowledge to achieve the outcomes (Wiggins & McTighe, 2005). When
creating my teacher documentation I used Understanding by Design to inform my programming.
After selecting outcomes I thought were relevant to sustainability, I created a unit outline and scope
and sequence. From here I created a concept map on sustainability, so as to map out all the relevant
concepts and links. This enabled me to understand how everything fitted together within the
concept of sustainability. I then created an assessment task that would allow me to gauge if students
had reached outcomes. From here, I was able to create meaningful learning experiences that would
give students the opportunity to build the necessary skill and knowledge set needed to meet the
outcomes.
Another approach to learning that I used was group work. Group work has been shown to
contribute strongly to student learning, as it allows students to build skills that are relevant for both
40 | P a g e
in and out of school contexts (Carnegie Mellon University, 2015). Outcome 5.4.2 from the Industrial
Technology years 7-10 (Board of Studies N.S.W, 2003) syllabus also states the importance of group
work, stating works cooperatively with others in the achievement of common goals (p.12). A way
that I used group work in my lessons was through the jigsaw method ("Education World: Jigsaw
Strategy," 2016). In this method students are split into two groups-the home group and the expert
group. Students leave their home group in order to work on specific concepts unique to their expert
group. They then return to their home group and take it in turns teaching their peers. Using this
method allows students to take ownership of their learning through them teaching their peers. It
also allows more content to be covered in the class and provides an engaging learning environment
for students (Darnon, Buchs, & Desbar, 2012).
Project based learning has been called the future of education, with rote learning being
described as outdated and not fit for our current world (Medium Corporation, 2015). Project based
learning is when students use their own self regulation to undertake projects that are based in a real
world context and give them out of the classroom experiences (Stefanou, Stolk, Prince, Chen, &
Lord, 2013). Project based learning is used through the online site study and subsequent Industry
Study assessment task. Students are tasked with undertaking research into different businesses
within the Forestry and Timber Plantations Industry with the overall goal of evaluating their
sustainability. For the assessment task, students must present their work using a website that they
have created and designed themselves using the website creating service weebly. Students are also
left to self regulate themselves in terms of what businesses they choose, how they present their
work, and how they create and design their website. By students undertaking the project of creating
a website and self regulating their own work, they are engaging in Project Based Learning. This
shows that my teacher documentation has been informed by using a current approach/model to
teaching and learning.
In conclusion, it is important that educators are program units of work using the latest
theories, models and approaches. In my own teacher documentation, I have used theories, models
and approaches such as Project Based Learning, group work (specifically the jigsaw method) and
Understanding By Design. Sequential planning ensures proper concept and skill development,
helping students to achieve outcomes. This justification has discussed how the latest theories,
41 | P a g e
models and approaches where used when creating my teacher documentation, lesson plans and
online site study. I have justified why I chose certain theories, models and approaches to inform my
teacher documentation through providing evidence that is clearly linked to recent research in the
field.
REFERENCES
AITSL. (2014). Standards | Australian Institute for Teaching and School Leadership.
Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list
http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/indust_tech_710_syll
abus.pdf
BOSTES. (2012). NSW Syllabus :: Differentiated programming. Retrieved from
https://syllabus.bostes.nsw.edu.au/support-materials/differentiated-programming/
Carnegie Mellon University. (2015). What are the benefits of group work?-Teaching
Excellence & Educational Innovation - Carnegie Mellon University. Retrieved from
https://www.cmu.edu/teaching/designteach/design/instructionalstrategies/groupp
rojects/benefits.html
42 | P a g e
Medium Corporation. (2015, May 14). 5 Reasons The Future of Education is Project Based
Project Based Learning Medium. Retrieved from https://medium.com/project-
based-learning/5-reasons-the-future-of-education-is-project-based-
d3287f940a9f#.aimy2oz68
New South Wales Department of Education and Training. (2008). Quality Teaching to
support the NSW Professional Teaching Standards. Retrieved from
http://dei.eduone.net.au/ashford/DEPASCSCURRICULUM/HSIE%20UNIT/Quality%2
0Teaching%20Framework.pdf
Newton, J. (2016, October 2). SUSTAINABILITY. Retrieved from
http://tas2bassignment2.weebly.com/
Weebly. (2015). Weebly Website Builder: Create a Free Website, Store or Blog. Retrieved
from https://www.weebly.com
43 | P a g e

Tas 2b Assignment 2 James Newton 17500975

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Secondary Curriculum Scope and Sequence P.

Rooney 2016 University of Western Sydney

Scope and Sequence For Stage 5 (Industrial Technology-Timber)

Week 1 Period 1 Period 2 Period 3 Period 4 Period 5

Key Concept(s) Sustainability Sustainability Construction Construction Construction

Week 2 Period 1 Period 2 Period 3 Period 4 Period 5

Key Concepts Sustainability Sustainability Construction Construction Construction

Week 3 Period 1 Period 2 Period 3 Period 4 Period 5

Key Concepts Sustainability Sustainability Construction Sustainability Construction

Week 4 Period 1 Period 2 Period 3 Period 4 Period 5

Key Concepts Construction Sustainability Sustainability Sustainability Construction

Week 5 Period 1 Period 2 Period 3 Period 4 Period 5

Key Concepts Sustainability Construction Construction Construction Industry Study Due

INDUSTRIAL TECHNOLOGY (TIMBER) ASSESSMENT SCHEDULE

Timing Term 1 Term 1 and 2 Term 2 Term 3 Term 3 and 4 Term 4

INDUSTRIAL TECHNOLOGY (TIMBER) GENERAL WOOD 2

NAME: What is the full name of the business?

TYPE OF TIMBER PRODUCED/CULTIVATED: What timber/timbers do they cultivate?

HISTORY OF BUSINESS: A brief history of the business/plantation/forestry operations

CULTIVATION TECHNIQUES: What techniques do they use to cultivate?

The following outcomes are to be assessed-

5.2.1 - Applies design principles in the modification, development and production of

DATE ISSUED: DUE DATE:

Information on Limited to no Some attempt Evaluates Strongly High Quality

E 0-1 D 1-2 C 2-3 B 3-4 A 4-5

E0 D 1-2 C 2-3 B 3-4 A 4-5

Bibliography of No Extremely Limited range A range of Wide range of

TOTAL MARK /20

ONLINE SITE STUDY

Pre Online Site Study Lesson Plan

Time: Total Number of students: Printing/preparation:

Outcomes Assessment Students learn about Students learn to

Informal In this pre online-site- Students learn how to

CCP & GCs Subject specific concepts

The cross curriculum priority of Sustainability, timber products, timber technologies

Sustainability, industrial production methods, report writing

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

1.1 Deep knowledge 1.4 Higher-order thinking

2.1 Explicit quality criteria 2.4 Social Support

3.1 Background 3.4 Inclusivity

Teaching element Indicators of presence in the lesson

Time Teaching and learning actions Organisation Centred

Resources: assessment task

50-60 Give students the following website Teacher: Facilitate class

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

5.4.1 Observational notation

5.5.1 Discussion with students then taking notes

Graduate Evidence within this lesson

References (In APA)

the NSW Professional Teaching Standards. Retrieved from

Newton, J. (2016, October 2). SUSTAINABILITY. Retrieved from

See attached Assessment Task for the mentioned Industry Study.

The following is the SUSTAINABILITY AND FORESTRY GLOSSARY worksheet-

SUSTAINABILITY AND FORESTRY GLOSSARY

Post Online Site Study Lesson Plan 1

Time: Total Number of students: Printing/preparation:

Outcomes Assessment Students learn about Students learn to

Informal In this post online-site- Students learn to use the

CCP & GCs Subject specific concepts

The cross curriculum priority of Sustainability, timber products, timber technologies

Sustainability, industrial production methods

Quality Teaching Elements (lesson focus) Highlight the appropriate areas