[Stages 4 and 5]

You may choose to explore big ideas within this Stage using either a 'Designing and Making' or 'Investigating' focus.

Access to other 'Stage classrooms' to further explore big ideas is also available within the following options.

Early Stage 1
Stage 1
Stage 2
Stage 3
D&M

Stage 2 - Using Big ideas - Designing and Making

By completing the following activity you will familiarise yourself with the designing and making outcome for this Stage as well as the associated big ideas.
You will view classroom movie footage and student learning samples whilst mapping your observations against the big ideas.

Instructions:

  1. Read the outcome statement and the related big ideas for Stage 2 - Designing and Making.
  2. Play the movie sample of student activity and open the student samples of learning evidence.
  3. Check the big ideas to mark those that you are able to identify within the samples of student work.
  4. After completing the previous three steps, listen to the teacher's comments to find out more about the activity and the teacher's intentions in structuring the learning.
  5. Within your own class, practise a similar process viewing and analysing student learning samples. Identify any big ideas that are evidenced within the samples.

Outcome:
Develops, implements and evaluates ideas using drawings, models and prototypes at appropriate stages of the design process.

Big ideas:

Identifies how designs change to better meet people's needs.

Works collaboratively to generate ideas for simple products, systems and environments.

Reflects on design ideas for simple products, systems and environments, and suggests improvements.

Communicates ideas through annotated sketches and models and uses scale in drawings and models.

Describes how materials, equipment and resources have been used to produce products, systems and environments.

Works collaboratively to plan and sequence major steps in design and production.

Devises means of evaluating the functional and aesthetic qualities of products, systems and environments.

Suggests how design processes could be improved to produce better results.

  


Click here to view a transcript of this video
(5.98 Mb - video)
 

Work samples:

Housing

Teacher's Comment
When you are ready, listen to the teacher's intentions in planning the learning experience.

  Transcript of audio commentary (click here)

Commentary
   
(605 kb -audio file)
View teacher's program overview (PDF 132 KB)

Summation

  • The above activity helps to illustrate the relationship between syllabus outcomes, the big ideas and student learning.
  • The next step is to gain a greater understanding of this across other stages of learning.
  • The links below can be used to explore those stages within a designing and making focus.
Early Stage 1
Stage 1
Stage 2
Stage 3
D&M

Visit the 'staffroom' to gain a greater understanding of how learning progresses from Stage to Stage

If you have already worked across all Stages, consider reflecting on your experience within the 'staffroom' where space is provided for your input.

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