PLANNING DOCUMENT

SCHOOL: ____________________
YEAR: 8
Week Learning Area
Teaching & Learning
Strand and Sub Objectives- Links to e.g. :

Strand Focus
Determined
outcomes

1 L1

Subject:
Design and
Technologies
Strand:

Processes and
production skills.

Sub Strand:
-

Investigating
Collaborating
and Managing

Assessment

What students are doing?

What they will use?

Due date.
Weighting
How achievement will be
judged?

Introduction:

Classroom Management/Introduction to 3D Printing

Teachers behavioural expectations, values, schools discipline policy and
its application within the ICT classroom are outlined by the teacher.
Students and teacher to establish classroom rules and objectives.
Teacher to outline purpose of lesson, introduce 3D printing and the project
students will be required to complete.

Independently develop criteria for

success to assess design ideas,
processes and solutions and their
sustainability (ACTDEP038)

Body:

General Capabilities:
Information and Communication
Technology (ICT) capability
Literacy
Personal and Social Capability
Critical and creative thinking

Cross Curriculum Priorities:

Values
Respect and concern for others

and their rights

Pursuit of knowledge and
commitment to achievement of
potential
Social and civic responsibility
Environmental Responsibility
Self-acceptance and respect of

With a partner students read a chapter of 3D printing from the book - A

revolution in the making (Rundle, 2014) and discuss interesting findings.
Using MS PowerPoint, teacher outlines a range of 3D printing terms and
asks student groups to find definitions for three of them. (I.e. 3D printing
software, 3D printer, Three Dimensional etc.)
Each group presents their findings to the class for discussion.

Conclusion:

Sustainability

Other Learning Areas:

English
Science

Week 1 to week 3

Resources

Use project management processes

when working individually and
collaboratively to coordinate
production of designed solutions
(ACTDEP039)

1 L2

TOPIC: 3D Printing

Learning Experiences

Australian Curriculum:
(Scope and Sequence)
General Capabilities
Cross Curriculum Priorities
Other Learning Areas
Values

What students are learning?

Learning Objectives:

Learning Area: TECHNOLOGIES

Teacher to summarise list of terms and make them available to students

via MS OneNote and class Dropbox.
Teacher to advise students that all lesson materials, worksheets,
assignments, group allocations and additional material will be available via
class Dropbox. (Teacher to demonstrate account setup.)

Homework:

Students to research three examples of where 3D printing has

been used to benefit a person, society or company and place in class Dropbox.
Introduction: Positives and Negatives of 3D Printing

Teacher to outline purpose of lesson; to define all terms covered in

previous lesson with additional terms included.

Speak about the ABC article involving the construction of a 3D printed gun

Body:

Students form groups of four and using1 any technologies available within
the classroom complete the PNI worksheet on 3D printing.
Each group presents their findings to the class for discussion to assess
ideas, processes, solutions and sustainability.

Conclusion:

Summarise the material covered and develop criteria moving forward

Homework: Students to research three examples of what materials are used in
todays commercials 3D printing industry. And also have excursion forms

Computers/Lap
tops
iPads
Tablets
Interactive
Whiteboard
Projector
E-Beam Pen
Microsoft (MS)
OneNote
Pens
Notepads or
Exercise Books
www.dropbox.c
om
Rundle, G.
(2014). A
revolution in
the making.
Melbourne,
Australia: Affirm
Press.

Formative:
Group
participation.
(Peer evaluation.)
(Weighting: 0.5%)
Classroom
participation.
(Teacher
evaluation.)
(Weighting: 0.5%)
Terminology
Worksheet to
complete about
3D printing terms
(Weighting: 1%)

Formative:
Classroom
participation.
(Teacher
evaluation.)
(Weighting: 1%)
PNI Worksheet.
(Weighting: 0.5%)
Homework
Completion.
(Weighting: 0.5%)

self

SCHOOL: ____________________
Week

Learning Area
Strand and Sub
Strand Focus
Determined
outcomes

1 L3

Subject:
Design and
Technologies
Strand:

Processes and
production skills.

Sub Strand:
-

Investigating
Collaborating
and Managing

signed by parents for tech park visit next week.

YEAR: 8

Teaching & Learning

Objectives- Links to e.g. :

Critique needs or opportunities for

designing and investigate, analyse
and select from a range of materials,
components, tools, equipment and
processes to develop design ideas
(ACTDEP035)
Effectively and safely use a broad
range of materials, components, tools,
equipment and techniques to make
designed solutions (ACTDEP037)

General Capabilities:

Critical and creative thinking

Information and Communication
Technology (ICT) capability
Literacy

Cross Curriculum Priorities:

1 L4

Sustainability

Other Learning Areas:

Learning Experiences

Resources

Assessment

What students are doing?

What they will use?

Due date.
Weighting
How achievement will be
judged?

Introduction: Design Principles of 3D Printing

Australian Curriculum: (Scope

and Sequence)
General Capabilities
Cross Curriculum Priorities
Other Learning Areas
Values

What students are learning?

Learning Objectives:

TOPIC: 3D Printing

English
Science

Values
Social and civic responsibility
Pursuit of knowledge and
commitment to achievement of
potential

Teacher to outline purpose of lesson by writing on the whiteboard.

Provide students with a lesson to understand the design of 3D printing
projects are they functional, do they provide a need, are they
sustainable and legal?

Body:

Students individually using laptops to investigate different materials,

tools and equipment used in modern 3D printing projects
Students to complete worksheets based on research with a partner
Using ABC articles discuss the functionality of 3D printed projects
Teacher to answer questions arising from exercise or online

Revise the design principles of 3D printing and relate to the project

that students will be required to develop.
Teacher to remind students that next lesson will be an excursion to
Tech Park.

Homework:

Introduction:

Excursion to Tech park to see 3D printing

Teacher ensures all excursion approval forms have been received by

students parents.
Mark attendance on the bus to Tech Park, Bentley.

Body:

Meet with the 3D printing scientist at Tech Park who will present to the
students and outline the safety and sustainability of the materials and
machines used.
Students to complete excursion worksheet that will outline the
purpose of the visit and give students direction to take notes.

Conclusion:

Students to Research Technology Park in Bentley, WA,

and list 3 key achievements of the 3D printing team at Tech Park.

Conclusion:

Teacher to summarise 3D printing and its growing popularity in the

future. .
Teacher to advise students of purpose of the visit to Tech Park and

Pens
Formative:
Classroom
Pencils
participation.
Computers/Lapto
(Teacher
ps
evaluation.)
3D printing
(Weighting: 1%)
materials wood,

Materials
metal, plastic
Worksheet.
examples.
(Weighting:0.5%)
ABC 3D printing

Homework
articles
Completion.
Interactive
(Weighting:0.5%)
Whiteboard
Projector
E-Beam Pen
Notepads and
Exercise Books
Bus
Worksheets
Formative:
www.dropbox.co Excursion
m
participation.
(Teacher
evaluation.)
(Weighting: 1%)
Excursion
Worksheet
(Weighting: 1%)

the way that students can incorporate knowledge into their project.
Homework: N/A

SCHOOL: ____________________
Week

Learning Area
Strand and Sub
Strand Focus
Determined
outcomes

2 L5

Subject:
Design and
Technologies
Strand:

Processes and
production skills.

Sub Strand:
-

Investigating
Collaborating
and Managing

YEAR: 8

Teaching & Learning

Objectives- Links to e.g. :

Learning Experiences

Resources

Assessment

What students are doing?

What they will use?

Due date.
Weighting
How achievement will be
judged?

Introduction:

Australian Curriculum: (Scope

and Sequence)
General Capabilities
Cross Curriculum Priorities
Other Learning Areas
Values

What students are learning?

Learning Objectives:
Generate, develop, test and
communicate design ideas, plans and
processes for various audiences using
appropriate technical terms and
technologies including graphical
representation techniques
(ACTDEP036)

Use project management processes

when working individually and
collaboratively to coordinate
production of designed solutions
(ACTDEP039)

General Capabilities:

2 L6

TOPIC: 3D Printing

Information and Communication

Technology (ICT) capability
Literacy
Personal and Social Capability
Critical and creative thinking
Ethical Understanding

Developing skills in 3D Printing software

Teacher identifies the software that will be used to complete the 3D
printing project- Google Sketch-up.

Body:

Teacher to demonstrate the use of 3D printing software using the

google Sketch-up YouTube video
Students work in groups brainstorming aspects of 3D software that
would enable them to complete their project.
Teacher walks around room assisting students on the software.
Students to start sketching and brainstorming ideas for next lesson.

Conclusion:

Teacher revises the use of the 3D printing software and the purpose
for the assessment.

Introduce the assessment piece and answer any questions that

students may have.
Homework: Students to research successful 3D printing projects in
preparation for next lesson
Introduction: Planning out a 3D Printing Project

Teacher highlights options of 3D printing project ideas to be the focus

of the lesson and assessment, communicate ideas that students
might already have about the project they hope to develop.

Body:

Cross Curriculum Priorities:

Sustainability

Other Learning Areas:

English
Science

Values
Pursuit of knowledge and

Conclusion:

commitment to achievement of
potential
Self-acceptance and respect of
self

Teacher writes question on board, What can be created using a 3D

printer?
In groups, students produce a response to the question using
WordCloud to discuss answers.
Each group to present their answers to the class via Interactive
Whiteboard.
Class debates and discussion on the creation of 3D printed objects.
Students work in pairs sketching and modelling ideas for a project.
Students to plan a project of their own using google Sketch-up.

Teacher summarises the use of 3D printing in modern society and

shows brief video of school created 3D printed objects.
Teacher to remind students that the project will make up 60% of the
grade for this class.
Homework: Students to decide on a 3D project of their own to be
approved by the teacher.

Computers/Lapto
ps
Interactive
Whiteboard
Projector
Brainstorming
Work paper
Pens/paper
Google extension
- word cloud
3D printing
software Sketch-up
YouTube 3D
software https://www.youtu
be.com/watch?
v=S-Zqdfif64A
Video for 3D
project https://www.youtu
be.com/watch?
v=wPKUnb8VWq
M

Formative:
Group
participation.
(Weighting:
0.5%)
Classroom
participation.
(Teacher
evaluation.)
(Weighting: 0.5%)
Homework
Completion.
(Weighting: 1%)
Formative:
Group
participation.
(Teacher
evaluation.)
(Weighting: 0.5%)
Classroom
participation.
(Teacher
evaluation.)
(Weighting: 0.5%)
Homework
Completion.
(Weighting: 1%)

SCHOOL: ____________________
Week

Learning Area
Strand and Sub
Strand Focus
Determined
outcomes

2 L7

Subject:
Design and
Technologies
Strand:

Processes and
production skills.

Sub Strand:
-

2 L8

Investigating
Collaborating
and Managing

YEAR: 8

Teaching & Learning

Objectives- Links to e.g. :

Generate, develop, test and

communicate design ideas, plans and
processes for various audiences using
appropriate technical terms and
technologies including graphical
representation techniques
(ACTDEP036)
Effectively and safely use a broad
range of materials, components, tools,
equipment and techniques to make
designed solutions (ACTDEP037)
Use project management processes
when working individually and
collaboratively to coordinate
production of designed solutions
(ACTDEP039)

General Capabilities:

Information and Communication

Technology (ICT) capability
Literacy
Personal and Social Capability
Critical and creative thinking

Cross Curriculum Priorities:

Sustainability

Other Learning Areas:

English
Science
Values
Respect and concern for others

Learning Experiences

Resources

Assessment

What students are doing?

What they will use?

Due date.
Weighting
How achievement will be
judged?

Introduction:

Formative:
Group
participation.
(Weighting:
0.5%)
Classroom
participation.
(Teacher
evaluation.)
(Weighting: 0.5%)
Homework
Completion.
(Weighting: 1%)
Teacher
feedback.
(Weighting: 2%)

Australian Curriculum: (Scope

and Sequence)
General Capabilities
Cross Curriculum Priorities
Other Learning Areas
Values

What students are learning?

Learning Objectives:

TOPIC: 3D Printing

and their rights

Social and civic responsibility

Level Design/In class work

Teacher to introduce focus for next two lessons to be:
o
To understand the way the 3D Sketch-up software works.
o
To develop a 3D project of the students choice using the 3D
printer and Sketch-up software.
Discuss the homework activity as a class (is the project achievable?)

Body:

Teacher poses question: Where and how are 3D printers used in

society? discuss as a class and communicate ideas
Each student to have access to a computer to work on their project
using google Sketch-up 3D modelling to implement design ideas.
Small groups to take it in terns to upload their planned project onto
the 3D printer when ready, encourage peer reflections on ideas.
Teacher to provide feedback on student prototype ideas

Conclusion:

Teacher to discuss the safety of 3D printing and ensure students all

have the opportunity to print their project on the 3D printer over the
next few days.

Homework:

Students to commence 3D printing report assignment.

Introduction:

Level Design/In class work

Teacher outlines purpose of lesson to be to work on completing your
3D project and for students to continue on with their presentation and
report side of their assignments.
Answer any questions that may arise.

Body:

Students work in pairs on the 3D printer ensuring that each is other is

safely using the machinery and incorporating different materials.
Teacher to encourage students to experiment with innovative ideas
using various brainstorming and 3D modelling techniques.
Teacher/students work together on individual projects, test ideas.
Students required to complete self-assessment form of 3D project,
investigate benefits and weaknesses of prototype.

Conclusion:

Teacher to summarise content covered during the development of the

class and identify any students that are falling behind on the project.
Teacher to remind students of due date for the 3D project
assignment.

MS Access
Interactive
Whiteboard
Projector
E-Beam Pen
Computers/Lapto
ps
Google Sketchup
3D printer.
Self-assessment
survey
Teacher feedback
forms
www.dropbox.co
m

Formative:
Group
participation.
(Teacher
evaluation.)
(Weighting: 0.5%)
Classroom
participation.
(Teacher
evaluation.)
(Weighting: 0.5%)
Homework
Completion.
(Weighting: 1%)
Student SelfAssessment.

Homework:

Students to continue with 3D report assignment.

(Weighting: 2%)

SCHOOL: ____________________
Week

Learning Area
Strand and Sub
Strand Focus
Determined outcomes

3 L9

Subject:
Design and
Technologies
Strand:

Processes and
production skills.

Sub Strand:
-

Investigating
Collaborating and
Managing

YEAR: 8

Teaching & Learning

Objectives- Links to e.g. :

Learning Experiences

Resources

Assessment

What students are doing?

What they will use?

Due date.
Weighting
How achievement will be
judged?

Introduction:

Australian Curriculum: (Scope

and Sequence)
General Capabilities
Cross Curriculum Priorities
Other Learning Areas
Values

What students are learning?

Learning Objectives:

Sustainability of 3D printing/In class work

Teacher to outline purpose of lesson; to provide students with a lesson
to understand sustainability and how it can be assisted by 3D printing
followed by continuing with 3D printing project.
Stimulate learning with a video showing the sustainable use of 3D
printers

Effectively and safely use a broad

range of materials, components, tools,
equipment and techniques to make
designed solutions (ACTDEP037)

Independently develop criteria for

success to assess design ideas,
processes and solutions and their
sustainability (ACTDEP038)

Body:

General Capabilities:

Personal and Social Capability

Critical and creative thinking

Cross Curriculum Priorities:

3 L10

TOPIC: 3D Printing

Sustainability

Other Learning Areas:

English
Science
Values
Social and civic responsibility
Environmental Responsibility

Students to complete worksheet with a partner on sustainability using

the resource web link.
Discuss the sustainability benefits that 3D printers provide.
Students to continue/complete working on their 3D printing Project
using 3D printers available and a range of different materials.
Teacher to move around classroom and provide guidance as needed.

Conclusion:
Teacher to briefly summarise concepts relating to Sustainability in
relation to 3D printing
Homework: Following on from sustainability students are required to
research the ethical issues of 3D printing.
Introduction: Ethical issues in 3D Printing/In class work

Teacher to discuss the ethical issues of 3D printers

Teacher to quiz students on ways that they think 3D printers might have
a negative effect on society.

Show a video of the ethical issues of 3D printing.

Body:

In large groups of 5-6 brainstorm some ideas that 3D printers could be

used to have a negative effect on society.
Discuss the issues that 3D printers may face in the future.
Students to continue/complete working on their 3D printing Project
using 3D printers available.
Teacher to move around classroom and provide guidance as needed.

Conclusion:
Teacher to briefly summarise concepts relating to ethics.
Remind students that next lesson projects and reports are due along
with the start of the oral presentations.

If students require more time on the 3D printers organise this with the
students as required.
Homework: Students to ensure project, report and presentation are ready
for next lesson

SCHOOL: ____________________

YEAR: 8

TOPIC: 3D Printing

Computers/Lapto
Formative:
Group
ps
3D Printer
participation.
(Weighting: 0.5%)
Projector
Website resource Classroom
participation.
http://goo.gl/ZB76
(Teacher
xm
evaluation.)
www.dropbox.com
(Weighting: 0.5%)
Computers/Lapto
Homework
ps
Completion.
MS Access
(Weighting: 1%)
Interactive
Whiteboard
Projector
www.dropbox.com
Formative:
Group
participation.
(Teacher
evaluation.)
(Weighting: 0.5%)
Classroom
participation.
(Teacher
evaluation.)
(Weighting: 0.5%)
Homework
Completion.
(Weighting: 1%)

Week

Learning Area
Strand and Sub
Strand Focus
Determined
outcomes

3 L11

Subject:
Design and
Technologies
Strand:

Processes and
production skills.

Sub Strand:
-

3
L12

Investigating
Collaborating
and Managing

Teaching & Learning

Objectives- Links to e.g. :

Critique needs or opportunities for

designing and investigate, analyse and
select from a range of materials,
components, tools, equipment and
processes to develop design ideas
(ACTDEP035)
Generate, develop, test and
communicate design ideas, plans and
processes for various audiences using
appropriate technical terms and
technologies including graphical
representation techniques
(ACTDEP036)
Use project management processes
when working individually and
collaboratively to coordinate
production of designed solutions
(ACTDEP039)

General Capabilities:

Resources

Assessment

What students are doing?

What they will use?

Due date.
Weighting
How achievement will be
judged?

Introduction:

Australian Curriculum: (Scope

and Sequence)
General Capabilities
Cross Curriculum Priorities
Other Learning Areas
Values

What students are learning?

Learning Objectives:

Learning Experiences

Information and Communication

Technology (ICT) capability
Literacy
Personal and Social Capability
Critical and creative thinking

Other Learning Areas:

English
Multimedia use
Values
Self-acceptance and respect of
self

Saving and Publishing work/Presentations

Students to hand in project and report via class Dropbox or as a
hardcopy.
Teacher to outline focus of lesson; to hear from half of the students
and their presentation while other student complete Survey monkey
peer survey.

Body:

Students to take it in turns presenting their project with 3-5 minutes

(test and communicate design ideas).
Students to give peer evaluations on the oral presentation of each
student.
Teacher to grade presentations and note feedback for each student.

Conclusion:
Teacher to ensure that all projects/reports have been submitted using
class checklist

Remind students of the oral presentation to complete next lesson.

Homework: Students to continue preparing for their oral presentation.
Introduction: Oral Presentations peer reflections

Teacher to outline purpose of lesson to provide students with an

opportunity to present their project to the class.

Ensure that all students are completing their peer evaluations and
paying attention to their fellow peers.

Body:

Students to take it in turns presenting their project with 3-5 minutes

Students to give peer evaluations on the oral presentation of each
student.
Students required to complete self-assessment survey.
Teacher to grade the presentations of each student.
Teacher also responsible to provide feedback to each student briefly
following the presentation and then in grading reports.

Conclusion:

Teacher to thank students for their work over last three weeks and
wish them well for the rest of the year.

Teacher to provide results of the presentation, project and report in

approximately 2 weeks time
Homework: NIL

Computers/Lapto
ps
Interactive
Whiteboard
Projector
MS Access
www.dropbox.co
m
MS OneNote
Google
extensions
google shortener,
padlet,
blendspace
PowerPoint
presentation
software
Prezi software
Self-assessment
survey
Peer evaluation
survey https://www.surve
ymonkey.com/s/6
KCYLP8

Summative:
Submit 3D
Printing Project
(Due: End of
Lesson 11)
(Weighting: 25%)
Submit 3D
Printing Report
(Due: End of
Lesson 11)
(Weighting: 20%)
Summative:
3D Printing Oral
Presentation.
(Due: End of
Lesson 12)
(Weighting: 15%)
Formative:
Peer Evaluation.
(Weighting: 10%)
Student SelfAssessment.
(Weighting: 2%)
Teacher
feedback.
(Weighting: 2%)
Classroom
participation.
(Weighting: 2%)