Bikkie Time
Technology Unit Planner
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| Assessment Strategies focussing on Learning Links [24] |
Assessment Criteria focussing on Component/s of Technology [25] |
Assessment Strategies [26] |
| Unit preparation: getting ready to deliver unit: Focusing inquiry – establishing a base line and direction to determine what my students have already learned and what they need to learn next. What is important and worthwhile spending time on given where my students are at – what adaptions should I make, what should be my teaching focus within this context? Teaching inquiry – what strategies (including literacy strategies) are most likely to help my students learn? Unit progress: delivering the unit – how is it going? Creating a supportive learning environment – am I creating an environment for students to feel accepted and to be active, visible members of the class? Learning enquiry: • What has happened as a result of the teaching and what are the implications for future unit teaching? How are the class/groups/ individual students responding? Is there something I need to change? Do I need to change the learning focus? What predetermined learning outcomes are not working? Not feasible? Losing student interest? Overloading student learning? Time left? • What are the negotiated learning outcomes that will be considered? Will they be feasible? Are they necessary for student learning? Do they spark student interest? Time left? • What are the next steps for learning? How do I retain student interest/learning? Learning to learn – encouraging planning and reflection within the class's Technological Practice within a supportive learning environment. Peer and self assessment, related to how students: • relate to others – all students being involved and feeling part of the process and have ownership of the final product. • participate and contribute – all students being part of the project and contributing in a worthwhile manner for the common goal within class and group. Creating a supportive learning environment – all students feeling accepted and being active, visible members of the learning community. Teacher observations of individual students within a supportive learning environment: Using language symbols and text – all students taking part in reading activities to gain and develop knowledge and skills Community and participation for the common good – working together towards the common goal – developing a quality outcome Integrity – involving being responsible, accountable and act ethically within the group and class and eventual market environment. Learning to learn – using the knowledge and skills which can be stored as a "toolbox" for future application within student practice and beyond this unit of work. Teacher conversations with class/group/individual to encourage: Excellence – to encourage students to aim high, not to give up and to persevere in the face of difficulties; not to compromise if possible in developing a quality product. Unit reflection: Creating a supportive learning environment – did students feel accepted and able to be active, visible members of the learning community? Learning enquiry – what has happened as a result of the teaching and what are the implications for future teaching? Is there something I need to change? What are the next steps for learning? |
Students can: Technological Practice Brief Development: • As a class, identify an opportunity from the given context and issue. • As a class, establish a conceptual statement that justifies the nature of the biscuit outcome and why the biscuit outcome should be developed. • Establish the specifications for a biscuit outcome based on the nature of the outcome required to address the need or opportunity, and informed by key stakeholder considerations. Planning for practice: • Select and use planning tools to identify and record key stages, actions to be undertaken, determine progress review points, and manage resources. Outcome development and evaluation: • As a class, undertake functional modelling to develop biscuit recipe ideas into a conceptual design for a biscuit that addresses the specifications. • As a class, produce and trial a biscuit prototype of the outcome. • Evaluate the fitness for purpose of the final biscuit outcome against the specifications. Technological Knowledge Technological modelling: • As a class, discuss examples of prototyping used to explain how evidence gathered provided justification for evaluating a Technological Outcome as fit for purpose or in need of refinement. Technological products: • Describe examples related to biscuit making to illustrate how a technological product's fitness for purpose can be/was enhanced by the way a material was shaped. Technological systems: • Explain how processes are controlled to enable the inputs to be transformed to outputs. • As a class, describe examples to illustrate how a technological system's fitness for purpose was enhanced by the use of control mechanisms. • As a class or in groups, identify subsystems within technological systems and explain their properties. Nature of Technology Characteristics of Technology: • Describe examples to illustrate how social have influenced the Technological Practice undertaken. • Explain that technological knowledge is evaluated in terms of how effective it is in supporting the cookie outcome to function successfully. Characteristics of Technological Outcomes: • As a class, describe possible physical and functional nature options for a biscuit outcome within specifications when provided with a opportunity. • As a class explain the relationship between the physical and functional nature of technological biscuit outcomes. |
Portfolio evidence of class identified opportunity and final conceptual statement with individually detailed specifications provided within developed brief, including possible physical and functional nature options for the biscuit outcome. Portfolio evidence to show individual reviewing and reflection using planning tools. Portfolio evidence of evaluation of trialled prototype. Class discussions in relation to the Gluten free case study, Cookie Time products and own outcome developments Response sheet related to Case study snapshot – "Cookie Time 25 years on" HACCP and production flow chart activities Response sheet evidence related to Gluten Free cookie case study. Response sheet related to Case study snapshot – "Cookie Time 25 years on" Formative assessment Class discussions in relation to gaining some awareness of what physical nature and functional nature mean in a biscuit context. Class discussion may allow individual students the opportunity to develop understanding of the physical nature and functional nature of biscuits and identify the relationship between the two. |
Footnotes:
24. ASSESSMENT STRATEGIES FOR LEARNING LINKS: In the development of this unit the teacher was aware that the Learning Links were integral to unit planning, delivery and reflection. This is a brainstorm of questions the teacher thought about. The final unit plan would only focus on what assessment strategies would be used.
25. ASSESSMENT CRITERIA: Diana used the Indicators of Progression to identify assessment criteria and tried to link these to the class biscuit outcome. Progression indicators were identified for individual student assessment – these are in bold.
26 ASSESSMENT STRATEGIES: As the unit is a class activity the teacher found the assessment strategies difficult to identify until the learning experiences were more clearly outlined. As these were developed this column was added showing alignment with the Assessment Criteria.
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