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Unit Planning in Technology: Sunsafe - Beating Skin Cancer

Achievement Objectives and learning outcomes

Technological Practice: Brief Development
Achievement Objectives & learning outcomes Assessment Strategy Assessment Criteria
Students can:
Write a conceptual statement and develop key specifications.		 Application and verbal explanation of the specifications.
Teacher questioning.
Tests
Written brief		 BD Level 4
Identified a need or opportunity and developed a conceptual statement that explained and justified what was to be done. Used detailed client feedback and understandings of skin cancer protection to compile detailed specifications and to refine the brief. Final specifications allowed for own, teacher and client evaluation of the outcome.

BD beginning Level 4
Identified a need or opportunity and developed a conceptual statement that explained what was to be done. Used stakeholder feedback to identify and refine key specifications. Final specifications allowed for own, teacher and client evaluation of the outcome.
BD Level 3
Was able to develop a conceptual statement that explained what was to be done and why. Key specifications were developed and refined taking into account client requirements. Final specifications allowed for own and teacher evaluation of the outcome.

BD beginning Level 3
Was able to explain what was to be done and why. Key specifications required for the product were developed and refined.
BD Level 2
Was able to explain what was to be done. Key specifications required for the product were developed.

BD beginning Level 2
Was able to explain what was to be done (with guidance). Key specifications required for the product were developed with teacher assistance.
BD Level 1
Described what was to be done. Identified attributes outcome should have.

BD beginning Level 1
Had a limited ability to describe what was to be done. Could identify some attributes of the outcome.

 

Technological Practice: Outcome Development and Evaluation
Achievement Objectives & learning outcomes Assessment Strategy Assessment Criteria
Students can:
through research and discussion, develop concept ideas, trial resources and develop an outcome that meets the specifications. 		Log record, brief
modifications, teacher observation		 ODE Level 4
Consulted client and carried out research and modelling to inform the development of concepts for feasible solutions that addressed the given opportunity, client needs and desires and material suitability and availability. Undertook ongoing trialling of ingredients and materials and undertook extensive research to modelling to test design ideas with the client to refine the outcomes and select one for further development as justified in terms of feasibility. Final outcome was produced and trialled with the client and evaluated against specifications and evaluative feedback gained from the client used as evidence of the outcome's ability to meet the opportunity identified by the student.

ODE beginning level 4
Consulted client and carried out research and modelling to inform the development of concepts for possible solutions that addressed the given opportunity and client needs and desires. Undertook ongoing trialling of ingredients and materials and undertook further research to refine possible outcomes and select one for further development. Used modelling to test the design idea with the client and in terms of function to refine the outcome. Final outcome was trialled and evaluated against specifications and feedback gained from the client.
ODE Level 3
Carried out research and modelling to inform the development of concepts for possible solutions that addressed the given opportunity and client requirements. Undertook ongoing trialling of ingredients and materials and undertook further research to refine possible outcomes and select one for further development. Used modelling to test the design ideas and refine the outcome. Final outcome was trialled and evaluated against specifications and how it would meet the requirements of the client.

ODE beginning Level 3
Carried out research to inform the development of concepts for possible solutions that addressed the given opportunity and client requirements. Undertook ongoing trialling of ingredients and materials and undertook further research to refine possible outcomes and select one for further development. Used modelling to test the design ideas and refine the outcome. Final outcome was trialled and evaluated against specifications.
ODE Level 2
Carried out research and communicated possible solutions that addressed the given opportunity. Undertook ongoing trialling of ingredients and materials and undertook further research to refine possible outcomes and select one for further development. Final outcome was evaluated against specifications.

ODE beginning Level 2
Undertook reading provided in class and developed concepts of possible solutions that addressed the given opportunity. Some evidence of ongoing trialling of ingredients and materials was demonstrated and findings used to select an outcome for development. Final outcome was evaluated against specifications with teacher assistance.
ODE Level 1
Communicated a range of concepts for an outcome and selected one for development. Developed an outcome in keeping with the identified attributes.

ODE beginning Level 1
Developed a limited range of concepts for an outcome and developed an outcome in keeping with some of the identified attributes.

 

Achievement Objectives & learning outcomes Assessment Strategy Assessment Criteria
SKILL

Students can:
Select and use chemicals in acceptable ratios to prepare, test and modify their individual sun block products

 Teacher obs
of lab procedure, test, teacher questioning, lab records on ratio sheets		 Skill1 A
Laboratory work was carried out accurately and independently. The use and ratio of ingredients in the products were able to be justified.

Skill1 B
Laboratory work was carried out accurately and independently. The use and ratio of most of the ingredients in the products were able to be justified.

Skill1 C
Laboratory work required some teacher assistance but was carried out accurately. The use and ratio of some of the ingredients in the products were able to be justified.

Skill1 D
Despite close supervision, laboratory work was carried out with little regard for accuracy. The use and ratio of some of the ingredients in the products were able to be justified.
KNOWLEDGE

Students can:
Use the models of cells and genes they have made to explain how skin cancer originates and spreads.

 Teacher observation and peer review of student demos
and model making		 Know1 A
Demonstrated an understanding of mitosis and of how mutations can result in the development and metastasis of skin cancer.

Know1 B
Required assistance to explain mitosis but demonstrated an understanding of how mutations can result in the development and metastasis of skin cancer.

Know1 C
Demonstrated an understanding of mitosis but required assistance to explain how mutations can result in the development and metastasis of skin cancer.

Know1 D
Required assistance to explain mitosis and how mutations can result in the development and metastasis of skin cancer.

 

Achievement Objectives & learning outcomes Assessment Strategy Assessment Criteria
SKILL

Students can:
Thread the sewing machine and demonstrate basic sewing skills with confidence. Precision sewing techniques were practised with accuracy and neatness.

 Teacher observation
Finished Outcome 		Skill2 A
Precision sewing techniques were practised with accuracy and neatness.

Skill2 B
Required some help to thread the sewing machine and to demonstrate basic sewing skills confidently.

Skill2 C
Was able to thread the sewing machine and to demonstrate basic sewing skills confidently.

Skill2 D
Required constant help to thread the sewing machine and to demonstrate basic sewing skills.
KNOWLEDGE

Students can:
Demonstrate an understanding of how biotechnologists are using bacteria, viruses, monoclonal antibodies and genetic engineering to find cures for cancer.

 Test Know1 A
A clear explanation was given of how vaccinations work, of how stealth viruses and parts of bacteria could be used to deliver chemotherapy drugs directly into tumours and of how genetic engineering could be used to manipulate the genes responsible for tumour development.

Know1 B
A clear explanation was given of how vaccinations work and of how stealth viruses and parts of bacteria could be used to deliver chemotherapy drugs directly into tumours but assistance was required to explain how genetic engineering could be used to manipulate the genes responsible for tumour development.

Know1 C
A clear explanation was given of how vaccinations work but assistance was required to explain how stealth viruses and parts of bacteria could be used to deliver chemotherapy drugs directly into tumours and of how genetic engineering could be used to manipulate the genes responsible for tumour development.

Know1 D
Required assistance to explain how vaccinations work and how stealth viruses and parts of bacteria and how stealth viruses and parts of bacteria could be used to deliver chemotherapy drugs directly into tumours and of how genetic engineering could be used to manipulate the genes responsible for tumour development.

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