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Know the content

and how to teach it

102087 Secondary Curriculum 1A - Assessment 2

In Secondary Curriculum 1A (102087) unit, I developed 3 consecutive lesson plans by using the Stage 4 and 5 Design and Technology Syllabus(2019). The unit of work was designed to cover 6 weeks of lessons in a standard classroom, based on the design of the Stage 4 syllabus, I selected Logo design as the unit topic. thus students will have the opportunity to practice their critical and creative thinking skills, as well as the various drawing techniques.

 

This unit encourages students to design a series of promotional campaigns for upcoming NSW special events. As they are an authentic exhibition, students are given opportunities to connect their learning to the real-world design process and practice their collaborative learning skills. Critical and creative thinking is highly required during the design process. Students will explore and evaluate the influential factors of the design and learn to use various graphic skills and software to present their ideas. Students will also learn to adopt collaborative learning strategies and team management skills during the project. The student-centred learning strategies will be embedded in the unit to build a self-leading environment and foster team cohesion as well as their sense of responsibility.

Standards

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  • Standard 2.1 - Content and teaching strategies of the teaching area

  • Standard 2.2 - Content selection and organisation

  • Standard 2.6 - Information and Communication Technology (ICT)

102088 Secondary Curriculum 1B - Assessment 2

Standards

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  • Standard 2.3 - Curriculum, assessment and reporting

  • Standard 2.5 - Literacy and numeracy strategies

  • Standard 2.6 - Information and Communication Technology (ICT)

Australia has witnessed a rapid growth in motion picture and video game industries in recent decades, with a market size of over 3 billion AUD by the end of 2019 (IBISWorld AU, 2020). Meanwhile, the industry's demand for talent is also increasing. Taking video games as an example, from the financial year 2017 to 2019, the need for the full-time employee has increased by 37% (approx. 1/5 of them were graphics artists). Additionally, 62% of the employers in these companies said they would add more than 50% of employees in the next few years to promote the development of the industry.

 

Character design is critical for the film and video game industries: it not only presents the background, ability and personality of the characters but also attracts audiences. Since the rise of these industries in recent decades, it is helpful to set up this course for students who wish to develop the relevant skills and engage in a related career in the future. Students will learn relevant design theories, methods and drawing skills (including computer and iPad drawing) in class (Standard 2.6). At the end of the course, students will present an original character design as the summative assessment.

 

The purpose of this unit is to establish a precise understanding and foundation for students willing to devote themselves to these rapidly developing industries. The unit will cover the sharing of fundamental theoretical knowledge and drawing skills, case study of cutting-edge design in the industry to connect to real life, an entirely personal design project to demonstrate understanding, and the final portfolio and visual diary to complete the review and reflect of the unit. The healthy teacher-student relationship is the foundation to build a positive learning environment in the classroom: students show their true potential only when they feel safe and be valued (Bakadorova & Raufelder, 2018). Student-centred learning will also be featured in this unit to encourage the practice of creative thinking, while teachers will take more responsibility for students supporting and differentiation. Similar to other TAS units, students' engagement and motivation play a predominant role in their design projects. Thus, teachers should focus on adjusting the teaching content and individual support promptly to enhance students' active learning experience (Standard 2.3). Moreover, Goal Theory, which helps students to set up short-term and long-term goals, is another powerful psychoeducational method to heighten the learning achievement (De Nobile, 2017). By letting students know what benefits learning can bring to them, students' autonomy will be significantly improved, and more efforts will be made for their future goals.

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