Unit Of Work
This document was uploaded by user and they confirmed that they have the permission to share it. If you are author or own the copyright of this book, please report to us by using this DMCA report form. Report DMCA
Overview
Download & View Unit Of Work as PDF for free.
More details
- Words: 2,887
- Pages: 18
Unit of Work Unit Name: School Promotion Unit Description:
Proper design and planning is an important part to the success of any project. In this unit students examine the fundamentals of design and how they apply to information and communication. The focus of the unit is on promotional design where students learn how to access, process and transfer information for the purpose of conveying a message. Students are to submit either a video or brochure that promotes various aspects of the school with a design portfolio.
Unit Outcomes:
A Student:
Major Outcomes:
4.1.1 4.1.2 4.2.1 4.2.2 4.3.1 4.6.1
Area of study:Information and Communications Design specialisation: Promotional Design Technology/ies: Media Technologies Design project: Students must design either a video or brochure to promote various aspects of
applies design processes that respond to needs and opportunities in each design project describes factors influencing design in the areas of study of Built Environments, Products, and Information and Communications generates and communicates creative design ideas and solutions selects analyses, presents and applies research and experimentation from a variety of sources applies a broad range of contemporary and appropriate tools, materials and techniques with competence in the development of design projects applies appropriate evaluation techniques throughout each design project
Contributing Outcomes: 4.4.1 4.5.1 4.5.2
explains the impact of innovation and emerging technologies on society and the environment applies management to successfully complete design projects produces quality solutions that respond to identified needs and opportunities in each design project
the school. Portfolio. Length of Unit: 13 weeks
Resources: Technology: Introduction to Design and Technology booklet Microsoft Word & Publisher Windows Movie Maker Digital Camera(s) Students learn about:
Students learn to:
4.4.1
Evidence of learning
Feedback
Introduction innovation and emerging technologies relating to tools, materials, techniques or products in each area of study
4.1.2
Integrated learning experiences, instruction and assessment:
•
definitions of design
•
•
identify and describe a selected innovation or emerging technology in each area of study of Built Environments, Products, and Information and Communications
recall a definition of design
•
•
Teacher introduces unit of work by discussing methods of Promotional Media. With guidance from the Teacher Students work as a class to produce a definition. What is it? What does it achieve? What are some of the different types? Teacher introduces design processthrough the Hand out booklet.
Teacher provides Students gain an understanding on promotional media
oral feedback to students during discussion
Pg 57 – 59 ‘What is Design’ •
Students produce their own definition and understanding of what design is and presents them to the class
Students can define and understand the term ‘Design’
Teacher provides oral feedback to students regarding their definitions
4.2.2
4.1.2
Students learn about:
Students learn to:
Integrated learning experiences, instruction and assessment:
•
relationship of experimentation to success criteria
•
identify, interpret and evaluate data from a variety of sources
•
•
factors affecting design function aesthetics human form scale ergonomics ethical environmental legislation including OHS cost socio-cultural resource availability physical and material properties safety
•
examine factors affecting design in the areas of study of Built Environments, Products, and Information and Communications
Teacher provides students with two examples of promotional media to evaluate. These may include: Magazine advertisement Advertisement video Website Brochure For the first article; Students discuss and brain storm ideas to create a mind map on the board as a class, which examines factors affecting the design, such as: Colour Layout Content Context Images Audio Formatting Students are then asked to do the same but by themselves and then each student must give at least one response to create another mind map on the board Teacher asks do they work/are they successful in communicating their ideas to the viewer? Why? (because of the above factors)
Evidence of learning
Students produce a mind map which reflects their ability to analyse and identify factors which contribute to the success of different types of promotional media
Feedback
Teacher provides oral feedback to students during brainstorm, discussion and mind map activities.
Students learn about:
Students learn to:
4.1.2
Integrated learning experiences, instruction and assessment:
Evidence of learning
Feedback
Introduce Design Project •
factors affecting design function aesthetics human form scale ergonomics ethical environmental legislation including OHS cost socio-cultural resource availability physical and material properties safety
•
•
describe the factors affecting design in the development of each design project
Teacher describes Design Project to students through a design brief:
Using various forms of multimedia, students are to design and create a promotional advertisement for the school. The advertisement is aimed at year 6 students who are thinking about enrolling next year. •
•
Students analyse the design brief as a class to produce a mind map which examines factors that will affect the design of the project Students then develop the needs of the design project, which should include both content and design factors.
Students are able to identify the needs within a design brief
Teacher provides oral feedback to
Students select what aspect of the school they wish to promote and are able to identify the what must be included in the design project that will meet the needs.
Student completes Needs section of
students during brainstorm, discussion and mind map activities.
portfolio.
Teacher provides written feedback on progress
4.1.1
Students learn about:
Students learn to:
Integrated learning experiences, instruction and assessment:
•
design processes including analysing needs, problems and opportunities
•
•
establishing criteria for success
•
researching generating creative ideas communicating ideas experimenting and testing ideas risk management managing resources producing design solutions evaluating ideas and solutions
•
establish a design process that responds to an identified need and opportunity apply a design process when developing quality solutions for each design project
•
record design processes and decision making in a design folio for each design project. •
Teacher aids Students in working through the handout where are introduced to the rest of the design process. Pgs 60 - 84 Students create an ongoing portfolio which they use to document their design process towards the creation of the Design project. All design choices and changes made throughout the creation of the project must be documented and evaluated on. “why did they make that change?” Students may use a diary to record changes they will later insert into their folio. The Portfolio should include the Design Brief and the needs. Students should also add headings which represent each step in the design process; Design Brief Needs Time Plan Research Solution Generation Final Product
Evidence of learning
Feedback
Students are able to identify the different phases in the design process within their portfolio Teacher provides written feedback on portfolio progress Students are able to critically evaluate their decisions throughout the portfolio
Students show the use of a process diary
Teacher gives oral
Evaluation which will be completed later in the unit. •
evaluate design processes
•
Throughout their portfolio, students must evaluate their work in regards to: Design Choices Design Changes Evaluate the Final product Pgs 85-87 of the handout booklet
Students produce a portfolio template in Microsoft word
feedback on progress of process diary and portfolio template
Students learn about:
Students learn to:
Integrated learning experiences, instruction and assessment:
4.5.1
Evidence of learning
Feedback
Students are able to produce a Gantt chart in their portfolio and update it throughout the project as deadline are / aren’t met
Teacher gives oral and written feedback at the creation and evolution of the Gantt chart
Time Plan •
management techniques including action, time and budget planning
•
develop and apply action, time and budget plans in design projects
•
Students are introduced to the concept of a Gantt chart. Handout pg 80
•
Teacher helps Students develop a time chart to put into their Portfolio.
4.2.2
Research •
•
relationship of experimentation to success criteria
research methods needs analysis surveys and interviews searching techniques including use of the Internet
•
•
identify, interpret and evaluate data from a variety of sources
use the internet when researching
•
In pairs, Students research on the internet two methods of advertisement: Video Brochure And based on previous tasks, analyses the positive and negative factors about each in terms of communicating information to people Share results with the class. Is it good? Is it bad? Why?
Student records the results of the research task and produce a summary and evaluation of results
Teacher provides students with written feedback on project progress
4.2.1
Students learn about:
Students learn to:
•
•
•
methods used to generate creative design ideas including mind mapping brain storming sketching and drawing modelling experimenting and testing
use of design folio to record and reflect on design ideas and decisions
use a variety of methods to generate creative design ideas for each design project
Integrated learning experiences, instruction and assessment: Solution Generation
Evidence of learning
•
Student is able to reflect on what research they have produced and make an informative decision
•
•
use a design folio to record and reflect on design ideas and decisions
•
Students select what form of promotional media they wish to complete the design project on, either the brochure or video, based on what they have learnt during the research phase. Students then brainstorm ideas of what to include in the design project. Should include: Colours (experiment) Layout (sketches) Images (relating to content/what aspect of the school their trying to promote) Content (what they are trying to promote) Audio Special effects
Feedback
Students participate in self evaluation
Students produce a mind map of ideas they might want to incorporate into their design
Student records what ideas he/she will include Student records the results of their brain storm task in their portfolio, provides
Teacher provides students with written feedback on project progress
reasoning for their choice.
Students learn about:
Students learn to:
Integrated learning experiences, instruction and assessment:
•
communication methods including drawings, sketches and models written reports oral presentations digital presentations
•
Students Learn the Software
•
suitable materials, tools and techniques for design projects
•
identify suitable materials, tools and techniques for each design project
•
skill development and refinement
•
practice and refine skills needed for design projects
Evidence of learning
Feedback
Students recreate what teacher does
Teacher gives oral feedback on individual tasks
4.2.1
•
manipulate images with tools such as editing, resizing, grouping, aligning and positioning
•
Teacher demonstrates how to use Microsoft Publisher for editing and manipulating images and texts.
•
Students explore the software even further by working in pairs to produce an A4 size advertisement about their hobbies. The advertisement should include: Images that relate to the hobby Various fonts and sizes Different colours and backgrounds
4.5.2
•
Teacher demonstrates how to use Windows Movie Maker for editing and manipulating images and texts to create a 20 second Movie
•
Students Explore the software even more in pairs, using the content and images they produced in the previous task to create a 30 second video
As evidence for specific technologies used in the design process, students must place a copy of the advertisement, or a screen shot
Students produce an advertisement about themselves that reflects an understanding of the software
Students recreate what teacher does
Teacher gives oral feedback on group work
Teacher gives oral feedback on
of the video construction, in their port folios
Students learn about: 4.2.2
experimentation and testing of design ideas
individual tasks
Students produce a short advertisement video about themselves that reflects an understanding of the software
Teacher and peers gives oral feedback on both advertisements
Feedback
Students learn to:
Integrated learning experiences, instruction and assessment:
Evidence of learning
•
•
Students are able to critically evaluate their decisions throughout the portfolio
apply the results of experimentation to designing and making when developing each design project
4.3.1
During the development of the final design solution, students must record and evaluate any design changes made e.g experimenting with colours, what works what doesn’t. Why?
Teacher provides students with written feedback on project progress
Producing the final Design Solution Materials • range, suitability and use of • data types • •
a range of media such as video, animation, audio
the internet as a source of information Tools
•
select and use appropriate data types for particular purposes select and use appropriate computer hardware and software in the development of a design project
•
Students participate in an in school excursion, where they are given a digital camera and are required to take pictures of various aspects of the school which relates to the content of their design project defined in the needs section of their portfolio’s; such as: TAS facilities PE facilities
All students get involved and each have a turn at using the digital camera to take photos
Teacher encourages students to get involved
•
•
software including desktop publishing, presentation, video editing, draw and paint, word processing, web design the function and correct use of a range of input and output tools used for capturing images such as digital cameras, videos, scanners storing printing
Techniques • uses of media technologies •
collecting information from primary and secondary sources including digitising sound, text, graphics
•
organising information for an appropriate audience
•
planning including storyboards, scripts
•
storing and retrieving
•
processing techniques for combining and
Science Facilities Playground
•
•
Students may also obtain images from the school website.
•
Students must then upload their images onto their computers and store them in an appropriate location. Students are also taught proper methods of storing data and the importance of backing up files.
select and use techniques appropriate for the purposes of a design project
•
•
Students must explore the software to the best of their abilities. Students who are producing a Promotional Brochure should focus on the following design techniques within Microsoft Publisher: Layout Font Styles Colour Template’s Image Editing Students who are producing the Promotional Video Should focus on techniques such as: Slide fades (in and out) Appropriate placement of audio
Students are able to transfer images from a digital camera and store them in two different locations.
Students produce a promotional brochure about the school which shows
Teacher gives oral feedback on transferring images and the importance of backups.
manipulating such as special effects, cropping, tweening, morphing •
displaying the final product
Morphing text and images Extensive use of images that Promote the School Image editing •
their understanding of design and the software
Students display their completed Design projects through the projector in the class room.
Students produce a 1 – 2 minute video that promotes the school and shows an understanding of design the software
Students are able to present their projects in digital form
Teacher provides students with constant oral feedback on project progress
Teacher and peers provide oral feedback on design choices
and factors of the promotional video/brochure
4.5.2
Students learn about:
Students learn to:
Integrated learning experiences, instruction and assessment:
Evidence of learning
Feedback
•
•
•
Students are able to produce a final solution that reflects the work produced in each phase of the design process (portfolio)
Teacher provides written feedback about each students portfolio, design solution and process diary
relationship of quality solutions to needs and opportunities and the criteria for success for each design project
produce solutions reflecting quality standards appropriate to each design project
Students create the final design solution by following the design process
4.6.1
Students learn about:
Students learn to:
•
•
•
developing criteria for success as a tool for assessing design development and production
•
ongoing evaluation of design ideas and decisions •
•
apply criteria for success in decision making during the development of each design project
Integrated learning experiences, instruction and assessment:
final evaluation considering design process used design solutions reflection on learning
•
evaluate prior to, during and at completion of each design solution
Criteria for success is based upon Three items: 1. How well the final solution meets the needs specified in the design brief of the portfolio 2. How effective the design process was in meeting the needs 3. Effective use of evaluating design choices and changes
The project is about the design process and how effective Students use the process to complete the design solution. •
Ongoing evaluation – Students constantly evaluate design choices throughout the production of the final design solution
•
Students complete a self evaluation which is both critical and analytical and specifies what they feel is the good and bad points of their final design solution and what they feel they would do during the design process to make the project more successful. Pg 86 of handout booklet
self-assess and peerassess design solutions
•
Each student presents their design solution via the projector while the rest
Evidence of learning
Feedback
Student submits a final design solution that meets the needs the student has specified
Students submit their design portfolio
Students are able to critically evaluate their decisions throughout the portfolio
Students submit a process diary
Teacher provides written feedback about each students portfolio, design solution and process diary
of the class discusses and evaluates it. Do they feel it is successful? Why/Why not?
Student is able to produce a final evaluation within the portfolio
Students are able to critically and analytically evaluate other students’ work
Teacher and peers provide oral feedback on design choices and factors of the promotional video/brochure
Proper design and planning is an important part to the success of any project. In this unit students examine the fundamentals of design and how they apply to information and communication. The focus of the unit is on promotional design where students learn how to access, process and transfer information for the purpose of conveying a message. Students are to submit either a video or brochure that promotes various aspects of the school with a design portfolio.
Unit Outcomes:
A Student:
Major Outcomes:
4.1.1 4.1.2 4.2.1 4.2.2 4.3.1 4.6.1
Area of study:Information and Communications Design specialisation: Promotional Design Technology/ies: Media Technologies Design project: Students must design either a video or brochure to promote various aspects of
applies design processes that respond to needs and opportunities in each design project describes factors influencing design in the areas of study of Built Environments, Products, and Information and Communications generates and communicates creative design ideas and solutions selects analyses, presents and applies research and experimentation from a variety of sources applies a broad range of contemporary and appropriate tools, materials and techniques with competence in the development of design projects applies appropriate evaluation techniques throughout each design project
Contributing Outcomes: 4.4.1 4.5.1 4.5.2
explains the impact of innovation and emerging technologies on society and the environment applies management to successfully complete design projects produces quality solutions that respond to identified needs and opportunities in each design project
the school. Portfolio. Length of Unit: 13 weeks
Resources: Technology: Introduction to Design and Technology booklet Microsoft Word & Publisher Windows Movie Maker Digital Camera(s) Students learn about:
Students learn to:
4.4.1
Evidence of learning
Feedback
Introduction innovation and emerging technologies relating to tools, materials, techniques or products in each area of study
4.1.2
Integrated learning experiences, instruction and assessment:
•
definitions of design
•
•
identify and describe a selected innovation or emerging technology in each area of study of Built Environments, Products, and Information and Communications
recall a definition of design
•
•
Teacher introduces unit of work by discussing methods of Promotional Media. With guidance from the Teacher Students work as a class to produce a definition. What is it? What does it achieve? What are some of the different types? Teacher introduces design processthrough the Hand out booklet.
Teacher provides Students gain an understanding on promotional media
oral feedback to students during discussion
Pg 57 – 59 ‘What is Design’ •
Students produce their own definition and understanding of what design is and presents them to the class
Students can define and understand the term ‘Design’
Teacher provides oral feedback to students regarding their definitions
4.2.2
4.1.2
Students learn about:
Students learn to:
Integrated learning experiences, instruction and assessment:
•
relationship of experimentation to success criteria
•
identify, interpret and evaluate data from a variety of sources
•
•
factors affecting design function aesthetics human form scale ergonomics ethical environmental legislation including OHS cost socio-cultural resource availability physical and material properties safety
•
examine factors affecting design in the areas of study of Built Environments, Products, and Information and Communications
Teacher provides students with two examples of promotional media to evaluate. These may include: Magazine advertisement Advertisement video Website Brochure For the first article; Students discuss and brain storm ideas to create a mind map on the board as a class, which examines factors affecting the design, such as: Colour Layout Content Context Images Audio Formatting Students are then asked to do the same but by themselves and then each student must give at least one response to create another mind map on the board Teacher asks do they work/are they successful in communicating their ideas to the viewer? Why? (because of the above factors)
Evidence of learning
Students produce a mind map which reflects their ability to analyse and identify factors which contribute to the success of different types of promotional media
Feedback
Teacher provides oral feedback to students during brainstorm, discussion and mind map activities.
Students learn about:
Students learn to:
4.1.2
Integrated learning experiences, instruction and assessment:
Evidence of learning
Feedback
Introduce Design Project •
factors affecting design function aesthetics human form scale ergonomics ethical environmental legislation including OHS cost socio-cultural resource availability physical and material properties safety
•
•
describe the factors affecting design in the development of each design project
Teacher describes Design Project to students through a design brief:
Using various forms of multimedia, students are to design and create a promotional advertisement for the school. The advertisement is aimed at year 6 students who are thinking about enrolling next year. •
•
Students analyse the design brief as a class to produce a mind map which examines factors that will affect the design of the project Students then develop the needs of the design project, which should include both content and design factors.
Students are able to identify the needs within a design brief
Teacher provides oral feedback to
Students select what aspect of the school they wish to promote and are able to identify the what must be included in the design project that will meet the needs.
Student completes Needs section of
students during brainstorm, discussion and mind map activities.
portfolio.
Teacher provides written feedback on progress
4.1.1
Students learn about:
Students learn to:
Integrated learning experiences, instruction and assessment:
•
design processes including analysing needs, problems and opportunities
•
•
establishing criteria for success
•
researching generating creative ideas communicating ideas experimenting and testing ideas risk management managing resources producing design solutions evaluating ideas and solutions
•
establish a design process that responds to an identified need and opportunity apply a design process when developing quality solutions for each design project
•
record design processes and decision making in a design folio for each design project. •
Teacher aids Students in working through the handout where are introduced to the rest of the design process. Pgs 60 - 84 Students create an ongoing portfolio which they use to document their design process towards the creation of the Design project. All design choices and changes made throughout the creation of the project must be documented and evaluated on. “why did they make that change?” Students may use a diary to record changes they will later insert into their folio. The Portfolio should include the Design Brief and the needs. Students should also add headings which represent each step in the design process; Design Brief Needs Time Plan Research Solution Generation Final Product
Evidence of learning
Feedback
Students are able to identify the different phases in the design process within their portfolio Teacher provides written feedback on portfolio progress Students are able to critically evaluate their decisions throughout the portfolio
Students show the use of a process diary
Teacher gives oral
Evaluation which will be completed later in the unit. •
evaluate design processes
•
Throughout their portfolio, students must evaluate their work in regards to: Design Choices Design Changes Evaluate the Final product Pgs 85-87 of the handout booklet
Students produce a portfolio template in Microsoft word
feedback on progress of process diary and portfolio template
Students learn about:
Students learn to:
Integrated learning experiences, instruction and assessment:
4.5.1
Evidence of learning
Feedback
Students are able to produce a Gantt chart in their portfolio and update it throughout the project as deadline are / aren’t met
Teacher gives oral and written feedback at the creation and evolution of the Gantt chart
Time Plan •
management techniques including action, time and budget planning
•
develop and apply action, time and budget plans in design projects
•
Students are introduced to the concept of a Gantt chart. Handout pg 80
•
Teacher helps Students develop a time chart to put into their Portfolio.
4.2.2
Research •
•
relationship of experimentation to success criteria
research methods needs analysis surveys and interviews searching techniques including use of the Internet
•
•
identify, interpret and evaluate data from a variety of sources
use the internet when researching
•
In pairs, Students research on the internet two methods of advertisement: Video Brochure And based on previous tasks, analyses the positive and negative factors about each in terms of communicating information to people Share results with the class. Is it good? Is it bad? Why?
Student records the results of the research task and produce a summary and evaluation of results
Teacher provides students with written feedback on project progress
4.2.1
Students learn about:
Students learn to:
•
•
•
methods used to generate creative design ideas including mind mapping brain storming sketching and drawing modelling experimenting and testing
use of design folio to record and reflect on design ideas and decisions
use a variety of methods to generate creative design ideas for each design project
Integrated learning experiences, instruction and assessment: Solution Generation
Evidence of learning
•
Student is able to reflect on what research they have produced and make an informative decision
•
•
use a design folio to record and reflect on design ideas and decisions
•
Students select what form of promotional media they wish to complete the design project on, either the brochure or video, based on what they have learnt during the research phase. Students then brainstorm ideas of what to include in the design project. Should include: Colours (experiment) Layout (sketches) Images (relating to content/what aspect of the school their trying to promote) Content (what they are trying to promote) Audio Special effects
Feedback
Students participate in self evaluation
Students produce a mind map of ideas they might want to incorporate into their design
Student records what ideas he/she will include Student records the results of their brain storm task in their portfolio, provides
Teacher provides students with written feedback on project progress
reasoning for their choice.
Students learn about:
Students learn to:
Integrated learning experiences, instruction and assessment:
•
communication methods including drawings, sketches and models written reports oral presentations digital presentations
•
Students Learn the Software
•
suitable materials, tools and techniques for design projects
•
identify suitable materials, tools and techniques for each design project
•
skill development and refinement
•
practice and refine skills needed for design projects
Evidence of learning
Feedback
Students recreate what teacher does
Teacher gives oral feedback on individual tasks
4.2.1
•
manipulate images with tools such as editing, resizing, grouping, aligning and positioning
•
Teacher demonstrates how to use Microsoft Publisher for editing and manipulating images and texts.
•
Students explore the software even further by working in pairs to produce an A4 size advertisement about their hobbies. The advertisement should include: Images that relate to the hobby Various fonts and sizes Different colours and backgrounds
4.5.2
•
Teacher demonstrates how to use Windows Movie Maker for editing and manipulating images and texts to create a 20 second Movie
•
Students Explore the software even more in pairs, using the content and images they produced in the previous task to create a 30 second video
As evidence for specific technologies used in the design process, students must place a copy of the advertisement, or a screen shot
Students produce an advertisement about themselves that reflects an understanding of the software
Students recreate what teacher does
Teacher gives oral feedback on group work
Teacher gives oral feedback on
of the video construction, in their port folios
Students learn about: 4.2.2
experimentation and testing of design ideas
individual tasks
Students produce a short advertisement video about themselves that reflects an understanding of the software
Teacher and peers gives oral feedback on both advertisements
Feedback
Students learn to:
Integrated learning experiences, instruction and assessment:
Evidence of learning
•
•
Students are able to critically evaluate their decisions throughout the portfolio
apply the results of experimentation to designing and making when developing each design project
4.3.1
During the development of the final design solution, students must record and evaluate any design changes made e.g experimenting with colours, what works what doesn’t. Why?
Teacher provides students with written feedback on project progress
Producing the final Design Solution Materials • range, suitability and use of • data types • •
a range of media such as video, animation, audio
the internet as a source of information Tools
•
select and use appropriate data types for particular purposes select and use appropriate computer hardware and software in the development of a design project
•
Students participate in an in school excursion, where they are given a digital camera and are required to take pictures of various aspects of the school which relates to the content of their design project defined in the needs section of their portfolio’s; such as: TAS facilities PE facilities
All students get involved and each have a turn at using the digital camera to take photos
Teacher encourages students to get involved
•
•
software including desktop publishing, presentation, video editing, draw and paint, word processing, web design the function and correct use of a range of input and output tools used for capturing images such as digital cameras, videos, scanners storing printing
Techniques • uses of media technologies •
collecting information from primary and secondary sources including digitising sound, text, graphics
•
organising information for an appropriate audience
•
planning including storyboards, scripts
•
storing and retrieving
•
processing techniques for combining and
Science Facilities Playground
•
•
Students may also obtain images from the school website.
•
Students must then upload their images onto their computers and store them in an appropriate location. Students are also taught proper methods of storing data and the importance of backing up files.
select and use techniques appropriate for the purposes of a design project
•
•
Students must explore the software to the best of their abilities. Students who are producing a Promotional Brochure should focus on the following design techniques within Microsoft Publisher: Layout Font Styles Colour Template’s Image Editing Students who are producing the Promotional Video Should focus on techniques such as: Slide fades (in and out) Appropriate placement of audio
Students are able to transfer images from a digital camera and store them in two different locations.
Students produce a promotional brochure about the school which shows
Teacher gives oral feedback on transferring images and the importance of backups.
manipulating such as special effects, cropping, tweening, morphing •
displaying the final product
Morphing text and images Extensive use of images that Promote the School Image editing •
their understanding of design and the software
Students display their completed Design projects through the projector in the class room.
Students produce a 1 – 2 minute video that promotes the school and shows an understanding of design the software
Students are able to present their projects in digital form
Teacher provides students with constant oral feedback on project progress
Teacher and peers provide oral feedback on design choices
and factors of the promotional video/brochure
4.5.2
Students learn about:
Students learn to:
Integrated learning experiences, instruction and assessment:
Evidence of learning
Feedback
•
•
•
Students are able to produce a final solution that reflects the work produced in each phase of the design process (portfolio)
Teacher provides written feedback about each students portfolio, design solution and process diary
relationship of quality solutions to needs and opportunities and the criteria for success for each design project
produce solutions reflecting quality standards appropriate to each design project
Students create the final design solution by following the design process
4.6.1
Students learn about:
Students learn to:
•
•
•
developing criteria for success as a tool for assessing design development and production
•
ongoing evaluation of design ideas and decisions •
•
apply criteria for success in decision making during the development of each design project
Integrated learning experiences, instruction and assessment:
final evaluation considering design process used design solutions reflection on learning
•
evaluate prior to, during and at completion of each design solution
Criteria for success is based upon Three items: 1. How well the final solution meets the needs specified in the design brief of the portfolio 2. How effective the design process was in meeting the needs 3. Effective use of evaluating design choices and changes
The project is about the design process and how effective Students use the process to complete the design solution. •
Ongoing evaluation – Students constantly evaluate design choices throughout the production of the final design solution
•
Students complete a self evaluation which is both critical and analytical and specifies what they feel is the good and bad points of their final design solution and what they feel they would do during the design process to make the project more successful. Pg 86 of handout booklet
self-assess and peerassess design solutions
•
Each student presents their design solution via the projector while the rest
Evidence of learning
Feedback
Student submits a final design solution that meets the needs the student has specified
Students submit their design portfolio
Students are able to critically evaluate their decisions throughout the portfolio
Students submit a process diary
Teacher provides written feedback about each students portfolio, design solution and process diary
of the class discusses and evaluates it. Do they feel it is successful? Why/Why not?
Student is able to produce a final evaluation within the portfolio
Students are able to critically and analytically evaluate other students’ work
Teacher and peers provide oral feedback on design choices and factors of the promotional video/brochure
Related Documents
Technology Unit Of Work
June 2020 8
Unit Of Work
May 2020 8
Unit 8- Scheme Of Work
May 2020 6
Work Wear Stitching Unit
October 2019 13
Form 4 Scheme Of Work Unit 3
November 2019 17