[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 3 - Using Big ideas - Designing and Making

(Note: To gain maximum benefit from this activity you will need to allocate approximately 60-90 minutes of your time - not necessarily in one sitting).

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 3 - 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 and resolves a design task by planning, implementing, managing and evaluating design processes.

Big ideas:

Researches needs that influence the development of products, systems and environments and establishes criteria for evaluation of their designs.

Generates design concepts that reflect the consideration of aesthetic, cultural, safety and functional requirements.

Methodically evaluates design concepts and uses the results to further develop and improve their ideas.

Produces annotated concept sketches and (freehand) drawings for use by other people.

Selects tools, equipment and resources to meet requirements of production and use.

Plans processes of design and production adjusting the process as is necessary to improve efficiency.

Assesses the efficiency of process and design and production and evaluates the results against established criteria for success.

Researches the role of people who work in design and production.

  

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

 

Work samples:

Gold town

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

(1.08 Mb -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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