WEIGHTING TYPE TASK TASK WEIGHT KNOWLEDGE AND UNDERSTANDING PROCESS AND PRODUCTION SKILLS DUE 30% DESIGN 1A INTRODUSTION TO COMPUTER AIDED DESIGN- TRUCK DESIGN 10% TERM 1 WEEK 6 2A INTRODUCTION TO DIMENSIONAL DESIGN DESIGN 20% TERM2 WEEK 6 60% PRODUCTION 1B WOODWORK - TRUCK AND TRAILER PRODUCTION 35% TERM 2 WEEK 4 2B METALWORK – MEMO PAD PRODUCTION 25% TERM2 WEEK 8 10% RESPONSE 3 MATERIALS TEST 10% TERM 2 WEEK 6
Any student who has not returned their slip must do so by the next practical lesson. Students who do not return the slip will not be allowed to participate in class and will attend a lunch detention. Students watch the display to learn the correct procedure to draw a basic house. Students change the view. Students draw a rectangle Student use push / pull tool Students use make component command Define and break down a given task, identifying the purpose. Consider components/resources to develop solutions, identifying constraints Designing
Teacher demonstrates: Correct & safe operation of the Disc Sander, cordless drill, pedestal drill. Correct use of hand tools. Proper housekeeping to keep workshop safe and clean. Students learn to enter edit component mode and understand the theory behind it. Students edit the component. Students save work. Design, develop, review and communicate design ideas, plans and processes within a given context, using a range of techniques, appropriate technical terms and technology Follow a plan designed to solve a problem, using a sequence of steps
Safe and responsible behaviour is required when working in the College Workshops. Teacher checks safety workbook exercises. Teacher guides the class through the correction of these exercises. Students change the view. Students draw a rectangle Student use push / pull tool Students use make component command Define and break down a given task, identifying the purpose. Consider components/resources to develop solutions, identifying constraints Designing
Students cut the body of the Students watch a teacher demonstration of how to cut the body of the Truck. Students learn how to secure work in an engineers vice Teacher Demonstration – Using styles to customise your house by adding colour and texture Producing and implementing Safely make solutions using a range of components, equipment and techniques Collaborating and managing
Safe and responsible behaviour is required when working in the College Workshops. Production Teacher demonstrates the correct and safe use of the pedestal drill and revisits the safety Students change the view. Students draw a rectangle Student use push / pull tool Students use make component command Define and break down a given task, identifying the purpose. Consider components/resources to develop solutions, identifying constraints Designing
Drill correctly by releasing wood chips in stages to allow the clearance of wood chips. Turn drill on and off safely. Ensure spindle guard is in place before drilling. Teacher Demonstration – Using styles to customise your house by adding colour and texture Producing and implementing Safely make solutions a range of components, equipment and techniques Collaborating and managing
PRODUCTION During weeks 5 to 7 students will be alternating between using the following tools and machinery and completing the following processes. Teacher Students change the view. Students draw a rectangle Student use push / pull tool Students use make component command Define and break down a given task, identifying the purpose. Consider components/resources to develop solutions, identifying constraints Designing
achieve the correct angle of 15 degrees for the windscreen. Pedestal Drill – Making wheels x5. Here students are introduced to using a hole saw on the pedestal drill. Students are shown how to set the stop on the pedestal drill in Teacher Demonstration – Using the 3D Warehouse to import features into your model Producing and implementing Safely make solutions using a range of components, equipment and techniques Collaborating and managing
order to drill half way through the material. They then flip the material in order to complete the wheel cut. Hand sanding – Hand sanding is carried out throughout each lesson students wait their turn to use the disc sander and pedestal Work collaboratively, and individually, considering resources and safety; to plan, publish and manage projects, including sequenced steps.
7 It is the students’ responsibility to bring safety glasses and apron to class. Both are available for purchase at the College uniform shop. Students follow teacher instruction and self guided tutorials on how to design their own dream house. Students watch the display to learn the correct procedure to draw a basic house. Knowledge and understanding Design decisions and processes influence the selection and combination of materials, systems, components, and equipment Investigating and defining Students are working towards finishing task 1A/1B, will be assessed on the due date.
disc to prevent burning of wood grain. They learn how to angle the disc sander table to achieve the correct angle of 15 degrees for the windscreen. Pedestal Drill – Making wheels x5. Here students are introduced to using a hole saw Teacher Demonstration – Using the 3D Warehouse to import features into your model Producing and implementing Safely make solutions using a range of components, equipment and techniques Collaborating and managing
Teacher cuts dowel for students and explains how to install axles into wheels. Students are instructed to be careful to ensure that no glue touches the truck body as this may cause the wheels to stick to the body and be unable to turn. Students learn to enter edit component mode and understand the theory behind it. Students edit the component. Students save work. Design, develop, review and communicate design ideas, plans and processes within a given context, using a range of techniques, appropriate technical terms and technology Follow a plan designed to solve a problem, using a sequence of steps
Safe and responsible behaviour is required when working in the College Workshops. Drilling Lights – Teacher demonstrates how to mark out the location for lights on the truck. Students change the view. Students draw a rectangle Student use push / pull tool Students use make component command Define and break down a given task, identifying the purpose. Consider components/resources to develop solutions, identifying constraints Designing assessed on the due date.
10 It is the students’ responsibility to bring safety glasses and apron to class. Both are available for purchase at the College uniform shop. Evaluating truck design through the development of a list of performance criteria. Students work in groups to create this list and test each other’s trucks against the criteria. Evaluating Independently apply given contextual criteria to evaluate design processes and solutions. Task 1b DUE Students are working towards finishing task 1B, which will be
5-7 Weeks 5-7 Memo Pad Production Reiteration of safety and behaviour expectations. Introduction to Memo Pad project and to new machinery / needed. Completion of safety sheets. Marking out Memo Pad base Bending base in Magna bender Students complete bender safety sheet Students use pedestal drill to drill holes for retainer. Aerodynamics in action Students test initial plane designs Students evaluate the designs based on the following: Aesthetics Distance Flown Design Features Environmental Conditions at the time of flight. Students draw their designs in Adobe Illustrator. Students follow teacher demonstration to complete basic body and wing template. Students learn about material characteristics and properties. Students complete materials test Knowledge and understanding Design decisions and processes influence the selection and combination of materials, systems, components, tools and equipment Investigating and defining Define and down a given task, identifying the purpose. Consider components/resources to develop solutions, identifying constraints Designing Design, develop, review and communicate design ideas, plans and processes within a given context, using a range of techniques, appropriate technical terms and technology Follow a plan designed to solve a problem, using a sequence of steps Producing and implementing Safely make solutions using a range of components, equipment and techniques Collaborating and managing Work collaboratively, and individually, considering resources and safety; to plan, publish and manage projects, including sequenced steps. Students are working towards finishing task 2A/2B, which will be assessed on the due date. Task 3 Materials Test Due
technologies, with supporting examples. in the development of technologies. in the development of technologies. Context A Excellent achievement B High achievement C Satisfactory achievement D Limited achievement E Very low achievement Materials and technologies specialisations Explains how the selection of material and technology processes are influenced by the combination of materials, systems, components, tools and equipment, considering efficiency. Describes how the selection of material and technology processes are influenced by the combination of materials, systems, components, tools and equipment. Identifies how the selection of material and technology processes are influenced by the combination of materials, systems, components, and equipment. Selects materials, components, tools, equipment and/or systems, with minimal consideration of materials and technologies processes. Does not meet the expected standard. Processes and production skills – Creating solutions by: Investigating and defining Outlines and efficiently defines the purpose of a given task. Outlines and describes the purpose of a given task. Outlines and identifies the purpose of a given task. States a given task and briefly notes the purpose. Does not meet the expected standard. Describes constraints and lists components/resources to consider when developing solutions. Identifies constraints and lists components/resources to consider when developing solutions. Identifies constraints and considers components/resources to develop solutions. Lists some familiar components and/or resources to develop solutions. Designing Uses a wide range of techniques, appropriate technical terms and technologies to design, develop, review and clearly communicate comprehensive design ideas, detailed plans and processes. Uses a range of techniques, appropriate technical terms and technologies to design, develop, review and clearly communicate design ideas, detailed plans and processes. Uses a of techniques, appropriate technical terms and technologies to design, develop, review and communicate design ideas, plans and processes. Uses a few techniques, technical and technologies to design, communicate, develop and/or review brief design ideas, plans and/or processes. Does not meet the expected standard.
Follows a logical sequence of steps to a problem solving plan, considering modifications. Follows a logical sequence of steps designed to solve a problem. Follows a sequence of steps designed to solve a problem. Follows a set of sequenced steps to a simple plan. Producing and implementing Selects and consistently applies safe and appropriate procedures to make solutions, using a wide range of components, equipment and techniques. Selects and applies safe and appropriate procedures to make solutions, using a range of components, equipment and techniques. Applies safe procedures to make solutions, using a range of components, equipment and techniques. Follows some safe procedures to make solutions, using familiar and/or given components, equipment and techniques. Does not meet the expected standard. Evaluating Applies given contextual criteria to independently and comprehensively evaluate design processes and solutions, and provides detailed reflections. Applies given contextual criteria to independently evaluate design processes and solutions, and provides detailed reflections. Applies given contextual criteria to independently evaluate design processes and solutions. Applies given contextual criteria to briefly review design processes and/or solutions. Does not meet the expected standard. Teachers review the Learning Program each session. Teaching resources are reviewed, improved and customised to suit learners’ needs. Learner achievements are analysed to improve the delivery of the learning program and develop learning strategies. ICT teachers continually monitor, review and improve/adjust the materials as required. Learners are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Students update their project diary at the end of every lesson that shows evidence of their work using screenshots of their work. Students explain the skills they have learned and what they could improve in their learning and skills. LLN Learning: The tutorials are designed to be ‘visual’, however, help students with reading difficulties to work through them. Reading: Video tutorials “Show Me” have been provided to cater literacy difficulties (reading comprehension) and learning. Writing: Allow mainly use of screenshots and bullet points in the project diary.