Creating A Design Technologies

Creating A Design Technologies.

Utilising the previous group artefact as the ‘hook’, PSTs will individually create a Design Technologies ‘micro-unit’ of work including 6 lessons at-a-glance developed to connect Design and Technology with other subjects for teaching practice in a school setting. The unit will demonstrate subject integration with a minimum of 3 other subject areas (Maths, English, Science, History and such – STEAM). This task models the intention of the subject to provide meaningful and engaging teaching/learning experiences for students in school settings through the utility of STEAM education.

PLEASE USE THE TEMPLATE PROVIDED- i have attached it below and the ‘Hook’ is ( the total word count should be around 1000 – 1200 Please makke sure that everything matches the Victorian Curriculum (

EDU2TTD AT2B Micro-Unit
 ActivitiesLearning IntentionsLearning Areas Strands/Sub strands Content descriptions including curriculum codes Key Concepts Adapted from relevant elaborationsAssessment routines and records (Strategies and Evidence)
INVESTIGATING Create interest and stimulate curiosity. Raise questions. Reveal student ideas and beliefs. Compare the students’ ideas.Benchmarking in the professional area.   Conducting talks between students and professionals.   Apply student’s ideas to the real world.   Turning traditional learning into eLearning.    1.Motivate the students to performance   2. Creating long-term Interest.   3.Mentorship Purposes and guidance on their way up.     .  Science; Learn Solubility, Apply Solubility lessons in real life, e.g. Industrial processing like Coca-cola.    Technology; Artificial Intelligence Topics. An example is how AI can be used to improve learning.  Mentoring.   Application.   Motivation.   Interest.Benchmarking can be done every semester.   Talks and engagements with professionals should be at the end of the year or semester. More like an inspiration towards the next phase of the study.   Applying student ideas can be bridged with benchmarks to illustrate the practicality of ideas.   eLearning classes should be daily or some assignments, to break the traditional classroom monotony.
GENERATING students develop and communicate ideas for a range of audiences. Students make choices, weigh up options, consider alternatives and document the various design ideas and possibilities  Assign presentation tasks.   Give freedom in choosing the topics.   Topics are futuristic to reflect on the choice   Topics are on the past too, to reflect on alternatives.    1. Building up self-confidence among students.   2. Develop public speaking skills.   3. Developing decision-making skills from the ideas of a large audience.   4.Creativity and Innovation stimulus.Any Presentable Topics in; ScienceTechnologyEngineeringMathematics                 NB: The students should have the freedom to choose the strand or sub-strand within the recommended topics, (STEAM).Choices.   Prediction.   Decision Making.   Creativity.  Presentations should be done after every topic, as a summary of what every student has learned so far, or related topics that encourage engagements.   Assessment should be on the ability to make choices, weighing options, considering possibilities and alternatives.    
PRODUCING students apply a variety of skills and techniques to make designed solutions to meet specific purposes and user needs. They apply knowledge about components and materials, including their characteristics and properties, to ensure their suitability. Students learn about the importance of adopting safe work practices. They develop accurate production skills to achieve quality designed solutions.Have a grammar and punctuation test.   Assign al cut and paste math assignments.   Students to design plans to solve solutions existing in the society.   Conduct research topics subjected to plagiarism tests.    1. Improve accuracy.   2. Be responsible.   3. Handle public reliant decisions.   4. Adopt safe practices in education.    Mathematics; (copy-pasting). Addition, Subtraction, Division, Multiplication concepts. If accurate the results should match.   English; Learning Vocabulary and Grammar Lessons.   Science; Research Topics like Balance: “How to make a seesaw”   History; Research Topics like The American History, Revolution.     NB: The research topics have to be checked for plagiarism.    Accuracy.   Competency.   Integrity.   Decision Making.   Safety.  Routines of accessing accuracy should be as random as possible.   Students should engage in societal setups once in a while, and assume the role of decision making in writing at such capacities.   Plagiarism test should be at every assignment, for students to develop accuracy skills.   Similarity should not exceed the recommended limit.
EVALUATING students evaluate and make judgments throughout a design process, about the quality and effectiveness of their designed solutions and others. They determine effective ways to test and judge their designed solutions and reflect on processes used and how they could transfer what they have learned to other design opportunities.Test of concepts   Practical examples of concepts   Learning from the examples   Application of concepts learned.   Implementation of applied concepts1.Learning purposes.   2. To determine the quality of learning.   3. Learn how effective learning is.   4.Correct mistakes through practical illustrations.Mathematics; Learn Geometry, Practice Geometry and Attempt to Sketch shapes using Geometry.   English; Vocabularies, Practice in sentences and Attempt to use the terms in real-life conversations or writing.   Science; Germination, practice on short-term plants, experiment or apply on large scale.   NB: The newly learned concepts should be monitored by the tutor to affirm the understanding and transfer of concepts healthily, close to every strand and sub-strand.Creativity and Innovation.   Applying concepts learned.   Relativity in transferring knowledge.  The art of learning and applying what has been learned to a broader spectrum should be throughout, regardless of the course. This is the sole purpose of studying and understanding concepts.   Application and Implementation od ideologies can be done with the institution level or at a professional mentorship program.
PLANNING & MANAGING students learn to plan and manage time, along with other resources, to effectively create designed solutions. Working individually and collaboratively, students’ progress from planning steps in a project, through to more complex project management activities that consider factors such as cost, risk and quality control.  1.Create Custom Lessons       2.Assign Group Projects with Individualized Tasks       3.Have Regular Outdoor Activities     4. Formulate research topic procedures.    1. Building Specialization   2. To enhance collaborative work ethics.   3. Explore setups beyond classrooms, mostly sports.   4.  Formulating hypothesis, literature reviews and identifying primary sources.  Extra-curriculum activities; Football, Baseball, where students occupy player positions to impact the team result.   Science Projects; Solar System, where every student illustrates traits of each planet.   For research papers, History and Science classes fit well. An example of strands is; The Events of Civil War in History, Process of germination.   Specialization should not be limited; hence the field should have a variety of strands and sub-strands to allow choice or preferences.       NB: To get the best from research topics, it is best to assign topics that require formal ways to address research.  Career choice guidance   Teamwork   Time Management.   Explore.  Custom lessons or tasks should be given after the tutor identifying specialization sections of every student at the end of the course work.     Depending on the purpose of the assignment (Individual or Group), there should a timeframe to complete the tasks.   Group work should be evaluated at both individual role and the group at large, to establish individual efforts within the group results.     Research papers should be given as part of the syllabus. Quality control should be in line with research rubrics.        

Work Cited

Victorian Curriculum and Assessment Authority, 2019. The Victorian Curriculum F–10. Retrieved from;

Ferlazzo, 2017. Response: Ways to Promote Transfer of Learning. Retrieved from;

Australian Curriculum, 2019. F-10 Curriculum; Mathematics. Retrieved from;

All Education Schools, 2019. Resources for Current & Future STEAM Educators. Retrieved from;

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