Teaching the Curriculum: Junior Secondary Technologies
College of Indigenous Futures, Education, and Arts
| Assignment 2: | |
| Title | Design and Technologies Unit of Work |
| Value | 50% |
| Week Due | Week 12 |
| Length | 3000 words |
| Learning Outcomes | 1,2,3,4 |
| Choose a topic for a Design and Technology project suitable for year 7 or 8 students. Focus on the systems development life cycle making use of design thinking. Use higher order thinking skills for the design task. Document should include includes (but is not limited to) the following elements: – Introduction – Rationale or Justification – Curriculum Outcomes – Design Brief – Lesson Activities – Planning, Researching, Making, Appraising – Formative assessment rubric – Portfolio template example – Summative assessment rubric – Evaluation – Appendices |
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Teaching the Curriculum: Junior Secondary Technologies 15 | Page
College of Indigenous Futures, Education, and Arts
ASSESSMENT 2 MARKING CRITERIA
| Fail | Pass | Credit | Distinction | High Distinction | |
| Marking Criteria | Some evidence but at a low standard |
Satisfactory evidence of knowledge of essential requirements |
Some aspects beyondthe essential requirements |
Excellent coverage of aspects beyondrequirements |
Outstanding coverage of elements & a creative approach |
| Clarity of writing and coverageof appropriate technologies |
Unit of work is not complete or not cohesive |
Unit of work is complete and understandable |
Unit of work is reasonably clear, cohesive, relevant and well presented |
Unit of work is mostly clear, cohesive, relevant and very well presented |
Unit of work is clear, cohesive, relevant and excellently presented |
| Design Brief reflects authentic issues or challenges |
Design brief not included. Design brief does not reflect challenge of any kind |
Design Brief reflects some challenge |
Design Brief reflects an real-world challenge |
Design Brief reflects an authentic real-world challenge |
Design Brief reflects an authentic, creative, real-world challenge |
| Design Brief is focused, creative, open-ended, understandable & inspiring to students |
Design Brief is not included |
Design Brief is included and reasonably presented |
Design Brief is simple, creative, reasonably original, and well presented aesthetically |
Design Brief is clear, quite creative, reasonably original, and very well presented aesthetically |
Design Brief is clear, impressively creative, unique, and inspirational and beautifully presented aesthetically |
| Creativity, collaboration & critical thinking embedded into project |
Project does not demonstrate any creativity and/or does not consider critical thinking or collaboration |
Project demonstrates some creative application and attempts to embed critical thinking and collaboration in its execution |
Project demonstrates sound creative application and embeds critical thinking and collaboration in its execution |
Project demonstrates highly developed creative application and effectively embeds critical thinking and collaboration in its execution |
Project demonstrates excellent creative application and very effectively embeds critical thinking and collaboration in its execution |
| Project portfolio is innovative. Students create something new in terms of artefacts and written work |
No portfolio included. Portfolio inadequate/ missing too many elements. |
Project portfolio is basically presented and contains some elements of the design cycle. |
Project portfolio is presented using appropriate software, and contains elements of the design cycle |
Project portfolio is well managed, well presented using appropriate software, has realistic timing and contains most elements of the design cycle |
Project portfolio is very well managed, very well presented using creative software, has well managed and realistic timing, and contains all elements of the design cycle |
| Assessment aligns with learning outcomes |
Rubrics not included and/or little or no evidence of understanding assessment practices |
Demonstrates some understanding of assessment in practice. Rubrics are developed, & mapped to learning outcomes |
Demonstrates good level of understanding of assessment in practice. Rubrics are well developed, detailed, appropriate & mapped to learning outcomes |
Demonstrates high level of understanding of assessment in practice. Rubrics are very well developed, detailed, appropriate & mapped to learning outcomes |
Demonstrates excellent understanding of assessment in practice. Rubrics are highly developed, detailed, appropriate and mapped to learning outcomes |
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