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Assignment 2
By: Ali Hasna, 17730554
1
Contents
Part 1 ....................................................................................................................................................... 3
Scope and Sequence............................................................................................................................... 3
Concept Map .......................................................................................................................................... 4
Assessment schedule ............................................................................................................................. 5
Assessment task ..................................................................................................................................... 6
Unit outline ........................................................................................................................................... 10
Relational tables ................................................................................................................................... 22
Part 2 ..................................................................................................................................................... 24
Online comparative study .................................................................................................................... 24
Pre lesson.............................................................................................................................................. 24
Post Lesson 1 ........................................................................................................................................ 39
Post Lesson 2 ........................................................................................................................................ 51
Justification........................................................................................................................................... 65
References ............................................................................................................................................ 67
2
Part 1
Outcomes:
H1.2, H2.1, H3.1, H3.2, H3.3, H4.1, H4.2,
H4.3, H5.1, H5.2, H6.1, H6.2, H7.2
3
Concept Map
4
Assessment schedule
(Practical &
Portfolio)
SYLLABUS COMPONENTS
15
TOTAL 100 15 60 10
5
Assessment task
Syllabus Outcomes
H1.1 investigates industry through the study of businesses in one focus area
H1.2 identifies appropriate equipment, production and manufacturing techniques and describes the
impact of new and developing technologies in industry
H1.3 identifies important historical developments in the focus area industry
H3.2 selects and applies appropriate research and problem-solving skills
H5.1 selects and uses communication and information processing skills
H7.1 explains the impact of the focus area industry on the social and physical environment
H7.2 analyses the impact of existing, new and emerging technologies of the focus industry on society
and the environment
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Cut Here _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
TEACHER SIGNITURE
6
Assessment Description
Students are to select a mechanical/automotive service centre of their choice, to conduct a detailed
industry study. This will provide real-life insight into the automotive sector. Students are to produce
an E-Portfolio (using Google Slides as per the headings below) and then present their findings to the
class in an in-class three minute presentation.
E-Portfolio
a) Describe the waste management and minimisation process used by the chosen business.
b) Evaluate if this waste management and minimisation process on has any impacts BOTH
society and the environment.
c) Explain the shift from traditional power to alternate power sources used by the automotive
businesses.
d) Describe TWO government legislative requirements relevant to the automotive sector.
e) Justify why these TWO legislative requirements have impacted BOTH the development and
sustainability of the automotive industry.
a) Describe TWO possible personnel issues that may arise within the chosen business.
b) Describe TWO government legislations and/or policies relevant to employees in the
automotive sector (not relevant to their safety though).
Section 5: WHS
a) Evaluate whether the historical developments have EITHER positively and negatively
impacted on the automotive sector (note: be sure to mention manufacturing processes,
materials and work practices.
Section 7: References
7
Section 8: Presentation, In-class three minute Google Slide presentation (post due date)
MARKING CRITERIA
Given
Marking Guideline/s Score Range Grade
9
Unit outline
UNIT OUTLINE
Subject: Industrial Technology, Automotive Course: HSC Number of Weeks: 8
Unit title: INDUSTRY STUDY
Structural considerations Students are to select a mechanical/automotive service centre of their choice, to conduct a
Technical considerations detailed industry study. This will provide real-life insight into the automotive sector. Students are
Environmental and Sociological considerations to produce a presentation using Google Slides. An online comparative study is embedded into this
Personnel issues unit that houses individual lesson activities based on two cases studies.
WHS
Historical developments
ALL OF THE AUTOMOTIVE SECTOR
TASK 1 H1.1 investigates industry through the study of businesses in one focus area
H1.2 identifies appropriate equipment, production and manufacturing techniques and describes
the impact of new and developing technologies in industry
H1.3 identifies important historical developments in the focus area industry
H3.2 selects and applies appropriate research and problem-solving skills
H5.1 selects and uses communication and information processing skills
H7.1 explains the impact of the focus area industry on the social and physical environment
H7.2 analyses the impact of existing, new and emerging technologies of the focus industry on
society and the environment
10
Literacy Focus Numeracy Focus ICT Focus Differentiation
-Use of an online EAL/D STUDENTS:
-Answering of extended -Analysis of numerical data comparative study website -Use of visual supports (concept maps) to dissect new
responses questions found in relevant to the costing and throughout the unit which information as opposed to language
the lesson activities on the production rates of the case acts as a digital tool for -Detailed assessment task outline organised in a
online comparative study, as study companies. research and information progressive/visual flow manner which can used as a checklist
well as in the assessment Additionally student must presentation.
task which apply the NESA create a line graph to portray LOW SES STUDENTS:
key terms their results -Students are to create blog -Detailed assessment task outline with clear instruction as to
post recording their what is expected of students (scaffolding)
responses to the online -Encouragement by the teacher for students to ask
comparative study. questions and contribute to class discussions, there can be
no right or wrong answers
-Student are to produce an -Peer based activities, encouraging greater communal
e-portfolio presentation of involvement
their completed assignment.
11
marketing and advertising organisation structures, levels of management concept map
production and efficiency including workshop foreman, service manager and
restructuring owner operator. Marketing through social media, print
quality control media, TV and warranties. Levels in production
including service ranging from minor to major
Students Learn To: overhauls. Restructuring based on the life cycle of a
business (establishment, growth, maturity, post
identify the organisation and structure of businesses maturity). Quality testing and control through
related to the specific industry repetitive testing and prototyping.
identify structural factors/considerations that affect Students are then, for the remainder of the lesson, to
production, efficiency and refer back to the online comparative study (lesson 1,
lesson 2, lesson 3, lesson 4) where there are a range of
student centred/directed lesson activities to be
answered suing the given two case studies.
12
new and emerging technologies considerations include alternate power sources in
both cars and factories, e.g. E85, LPG, diesel, hydro,
Environmental and sociological considerations electric, solar. Alternate material, fibre glass, carbon
alternative resources: fibre, plastic, aluminium and Kevlar. Recycling and
power reuse through reconditioning of parts, use of second
material hand parts as well as universal part designs. Waste
processes management in regards to bio hazard materials such
limitations oils, fuels, thinners and degreasers. Pollution from
recycling and reusing carbon monoxide, chemicals and other fumes.
waste management and minimisation
pollution Students are then, for the remainder of the lesson, to
refer back to the online comparative study (lesson 5,
Students Learn To: lesson 6, lesson 7, lesson 8) where there are a range of
student centered/directed lesson activities to be
describe and evaluate the significance various answered suing the given two case studies.
technical factors/considerations have in the efficiency
and viability of the business studied
WEEK 3 H1.2 identifies appropriate equipment, production and ONLINE COMPARITIVE STUDY TO BE UTILIZED -computer
manufacturing techniques and describes the impact of -internet
new and developing technologies in industry Lessons begin by the teacher presenting content. -school server
H7.1 explains the impact of the focus area industry on Information to be covered this week includes -online comparison study
the social and physical environment sustainable development through the use of recycled -projector
H7.2 analyses the impact of existing, new and emerging and composite materials. The rehabilitation of -whiteboard + markers
13
technologies of the focus industry on society and the commercial sites is achieved through either the
environment development or repurposing. Legislative requirements
relevant to the various levels including licensing,
Students Learn About: regulations, policies, laws and the EPA. Various factors
associated with the location such as costing, sizing,
Environmental and sociological considerations public transport, unemployment, socio economic
sustainable development status, noise restrictions, trading hours as well as
rehabilitation of commercial sites fumes/pollution. Personnel issues and EEO
legislative requirements: opportunities, unions (MTAA), team technicians,
local contractors and full time workers. Training
state opportunities such as TAFE and school. Specialisations
federal seen through multi skilling engine, electrical,
environmental studies transmission and fault technicians. Roles of personnel
location: such as those of the apprentice, foreman, boss and
land costs and availability technicians. Workshop rules and goals from their
transportation facilities practices.
workforce
impact on surrounding population Students are then, for the remainder of the lesson, to
resource availability refer back to the online comparative study (lesson 9,
geographical factors lesson 10, lesson 11, lesson 12) where there are a
waste management range of student centered/directed lesson activities to
be answered suing the given two case studies.
Personnel issues
industrial relations:
equity/EEO
unions
group negotiated contracts
individual contracts
career and training opportunities
specialisation and multi-skilling
roles of industry personnel
work practices
14
Students Learn To:
WEEK 4 H1.1 investigates industry through the study of ONLINE COMPARITIVE STUDY TO BE UTILIZED -computer
businesses in one focus area -internet
H1.3 identifies important historical developments in Lessons begin by the teacher presenting content. -school server
the focus area industry Information to be covered this week includes noting of -online comparison study
relevant government legislation relevant to the -projector
Students Learn About: automotive sector. Industry requirements, policing, -whiteboard + markers
representatives, inspectors and prosecution in the
Work health and safety form of fines, warning and court hearings.
government legislation Identification of the risk assessment process.
industry requirements: Undertaken components in relevant safety training.
standards The varying workplace culture between the different
policing organisation structures. WHS communication by
prosecution signage, mangers and union officials. Historical
risk assessment development in the car manufacturing process are
safety training and human factors also to be examined.
workplace culture
WHS communication Students are then, for the remainder of the lesson, to
refer back to the online comparative study (lesson 13,
15
Historical developments lesson 14, lesson 15, lesson 16) where there are a
the significant developments that have occurred in range of student centered/directed lesson activities to
the focus area industry and how they have impacted on be answered suing the given two case studies.
the industry as a whole, including:
manufacturing processes
WEEK 5 H1.1 investigates industry through the study of ASSESSMENT TASK COMPLETION -computer
businesses in one focus area -internet
H1.2 identifies appropriate equipment, production and Lessons begin by the teacher presenting content. -school server
manufacturing techniques and describes the impact of Information to be covered this week includes -online comparison study
new and developing technologies in industry examining the historical developments in both -projector
H1.3 identifies important historical developments in materials and work place practices relevant to the -whiteboard + markers
the focus area industry automotive sector. -assessment task
-Google Slides
Students Learn About: Students are then, for the remainder of the lesson, to
refer back to the online comparative study (lesson 17,
Historical developments lesson 18) where there are a range of student
the significant developments that have occurred in centered/directed lesson activities relevant to covered
the focus area industry and how they have impacted on content.
the industry as a whole, including:
materials For the remainder of lessons, teachers are to begin by
16
work practices explain the NESA key terms Describe, Evaluate,
Identify, Analyse.
Structural considerations
organisation Students are to complete Sections 1 & 2 of the
production and efficiency assessment task for the remainder of the lesson. It is
quality control the role of the teacher to ensure students are
answering questions correctly (As per the NESA key
Technical considerations terms) as well as inclusion of information from their
automation chosen business.
Students Learn To: Students can relate to the online comparative study at
any time to revisit covered content used to inform
recognise how historical developments and practices their assessment.
have moulded the industry both positively and
negatively
WEEK 6 H1.2 identifies appropriate equipment, production and ASSESSMENT TASK COMPLETION -computer
manufacturing techniques and describes the impact of -internet
new and developing technologies in industry -school server
H7.1 explains the impact of the focus area industry on Teachers are to begin lessons by explain the NESA key -online comparison study
the social and physical environment terms Justify. -projector
H7.2 analyses the impact of existing, new and emerging -whiteboard + markers
17
technologies of the focus industry on society and the Students are to complete Sections 2 & 3 of the -assessment task
environment assessment task for the remainder of lessons. It is the -Google Slides
role of the teacher to ensure students are answering
Students Learn About: questions correctly (As per the NESA key terms) as
well as inclusion of information from their chosen
Technical considerations business.
new and emerging technologies
Students can relate to the online comparative study at
Environmental and sociological considerations any time to revisit covered content used to inform
alternative resources: their assessment.
power
recycling and reusing
waste management and minimisation
legislative requirements:
local
state
federal
environmental studies
18
WEEK 7 H1.1 investigates industry through the study of ASSESSMENT TASK COMPLETION -computer
businesses in one focus area -internet
H1.2 identifies appropriate equipment, production and Students are to complete Sections 4, 5 & 6 of the -school server
manufacturing techniques and describes the impact of assessment task for the remainder of lessons. It is the -online comparison study
new and developing technologies in industry role of the teacher to ensure students are answering -projector
H1.3 identifies important historical developments in questions correctly (As per the NESA key terms) as -whiteboard + markers
the focus area industry well as inclusion of information from their chosen -assessment task
business. -Google Slides
Students Learn About:
Students can relate to the online comparative study at
Personnel issues any time to revisit covered content used to inform
industrial relations: their assessment.
equity/EEO
unions ASSESSMENT PRESENTATIONS LESSON 1
group negotiated contracts
individual contracts The first lot of three minute student presentations
work practices begin this week.
Historical developments
the significant developments that have occurred in
the focus area industry and how they have impacted on
the industry as a whole, including:
manufacturing processes
materials
19
work practices
WEEK 8 H1.2 identifies appropriate equipment, production and ASSESSMENT PRESENTATIONS LESSON 2 - HSC language glossary
manufacturing techniques and describes the impact of -HSC question themes
new and developing technologies in industry The second lot of three minute student presentations worksheet
continue this week. -HSC knowledge recall
H7.2 analyses the impact of existing, new and emerging worksheet
technologies of the focus industry on society POST LESSON 1 - ALARM framework
and the environment -HSC Revision worksheet
- ALARM Steps
Students Learn About: POST LESSON 2 screenshot
-HSC Revision - PEEL scaffold worksheet
Technical considerations - Peer marking worksheet
mechanisation -computer
specialisation/generalisation -internet
mass production -school server
automation -online comparison study
new and emerging technologies -projector
20
-whiteboard + markers
Students Learn To: -assessment task
-Google Slides
describe and evaluate the significance various
technical factors/considerations have in the efficiency
and viability of the business studied
Students are to select a mechanical/automotive service centre of H1.1 investigates industry through the study of businesses in one focus area
their choice, to conduct a detailed industry study. This will provide H1.2 identifies appropriate equipment, production and manufacturing techniques
real-life insight into the automotive sector. Students are to produce and describes the impact of new and developing technologies in industry
a presentation using Google Slides. H1.3 identifies important historical developments in the focus area industry
H3.2 selects and applies appropriate research and problem-solving skills
H5.1 selects and uses communication and information processing skills
H7.1 explains the impact of the focus area industry on the social and physical
environment
H7.2 analyses the impact of existing, new and emerging technologies of the focus
industry on society and the environment
21
Relational tables
2014
2015
22
2016
23
Part 2
http://tas2bonlinecomparativestudy.weebly.com/
Compare the annual profit margins of both companies in the given case studies, as well as their
annual production number. Create a single line graph to portray both results using
http://www.rapidtables.com/tools/line-graph.htm
Contrast the use of alternative resources between the given case studies.
Using http://mindmapfree.com/ , students are to develop a brainstorm which identifies the various
career opportunities in the Automotive industry one could follow post school/study
a) Compare both the organization structure, and management approach of the given case
studies. Present your response in a mind map using http://mindmapfree.com/
NOTE use http://shutterb.org/ to process the answers below and upload to the blog as PDF.
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a) Using the given case studies judge who has a more effective marketing advertising
approach and examine how this influences the companys success. NOTE apply the PEEL
scaffold to your response.
b) Hypothesis as to which of the production techniques, between the given case studies, is
more flexible and would best respond to sudden change. NOTE apply the PEEL scaffold to
your response.
a) Using the given case studies hypothesis as to what is the current phase (business lifecycle)
of each firm.
b) Analyse the quality control procedures of both given case studies and determine which one
is more effective. NOTE apply the ALARM scaffold to your response.
Week 2
a) Examine the level of mechanization used in the given case studies and discuss how this can
influence the companys success.
b) Compare the specialization/generalization of both the given studies and discuss how this
can influence the quality of the produced product/service.
c) Discuss as to which of the given case studys mass production technique is most efficient.
NOTE apply the ALARM scaffold to your response.
a) Investigate the impacts automation has had on the given case studies. NOTE apply the
ALARM scaffold to your response.
b) Analyse the influences new and emerging technologies have had on the given case studies.
NOTE apply the ALARM scaffold to your response.
Lesson 7, Environment and sociological considerations, alternative resources, recycling and reuse
(H7.1, H7.2)
NOTE use Google Slides to present the answers below and link it to your blog.
a) Analyse how the applied recycling/reuse processes, used by the case studies, affect the
environment.
a) Judge which of the given case studies best manages/minimizes their waste. NOTE apply the
PEEL scaffold to your response.
b) Hypothesis as to what may occur if either case study did not effectively manage pollution.
NOTE apply the PEEL scaffold to your response.
Week 3
25
a) Discuss the sustainable development occurring within the given case studies. NOTE apply
the ALARM scaffold to your response.
b) Propose an alternative method of rehabilitating commercial sites. NOTE apply the ALARM
scaffold to your response.
NOTE use http://www.thinkfree.com/desktop to process the answers below and upload to the blog
as PDF.
a) Deduce the impacts legislation has had on the given case studies. NOTE apply the ALARM
scaffold to your response.
b) Examine how location has influenced the businesses in the given case studies and its
stakeholders.
Lesson 11, Personnel issues, industry relations, career and training opportunities (H1.2)
a) Discuss how successful industry relations have been maintained by the given case studies.
NOTE apply the ALARM scaffold to your response. NOTE apply the ALARM scaffold to your
response.
b) Compare possible career opportunities between both case studies. Create a flow chart
using https://www.gliffy.com/ to present your answer.
a) Compare the specialization/multi-skilling of the given case studies. NOTE apply the ALARM
scaffold to your response.
b) Examine the roles of personnel within the case studies. NOTE apply the ALARM scaffold to
your response.
c) Discuss how work practices can influence the companys success with reference to the case
studies. NOTE apply the ALARM scaffold to your response.
Week 4
a) Discuss the influence of government legislations within the case studies. NOTE apply the
ALARM scaffold to your response.
b) Examine the industry requirements of the businesses in the given case studies. NOTE apply
the ALARM scaffold to your response.
NOTE use http://shutterb.org/ to process the answers below and upload to the blog as PDF.
a) With reference to the case studies, create a risk assessment of a possible issue/hazard,
which may arise, in the automotive sector.
b) Using the case studies discuss the safety training requirements of employees in the
automotive sector and how such influences their conduct in the workplace. NOTE apply the
ALARM scaffold to your response.
26
a) Contrast the workplace cultures of the two case studies, and discuss how such can
influence the success of the business. NOTE apply the ALARM scaffold to your response.
b) Hypotheses a possible scenario that may arise within the workplace as a consequence of
poor WHS communication.
a) Investigate how manufacturing processes have evolved from historical contexts within both
case studies; be sure to examine the impacts of technology in your response. NOTE apply
the ALARM scaffold.
Week 5
a) Investigate how materials have evolved from historical contexts within both case studies;
be sure to examine the impacts of technology in your response. NOTE apply the ALARM
scaffold.
a) Evaluate how work practices have evolved from historical contexts with both case studies
and deduce how such has influenced the overall efficiency and success of the businesses.
27
Pre lesson
Date: 9th September 2017 Location Booked: Computer Lab Lesson Number: 1 / 32
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
-Numeracy, students creating a line graph mapping -Organisation structures of businesses within the
the sales and production volumes of both case study Automotive sector
businesses
28
1.1 Deep knowledge 1.4 Higher-order thinking
Intellectual Quality
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something
1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order
knowledge communication
thinking and to communicate substantively about what they are learning.
How the quality teaching elements you have identified are achieved within the lesson.
2.2 Engagement Oral explanations (subject introduction), the use of visuals (brainstorms/concept maps) as
well as the completion of online activities (from the online comparative study) are all
various teaching mediums incorporated into this lesson aimed at increasing student
engagement.
3.3 Knowledge Aspects covered in this lesson integrate and extend on knowledge relevant to the
integration Automotive sector (existing from the Yr11 subject).
29
Time Teaching and learning actions Organisation Centred
T/S
0 Pre-students entering classroom Teacher: T
-Class inspection
NOTE Turn on/load all computers ready for students to log -Prepare IT Automotive concept map
on (reduces time wastage in the lesson for computers to
load) -Remind students upon classroom
entrance
-projector
-whiteboard + markers
-Teacher is then to immediately mark the roll and perform a -Make aware of new content
head count
-Teacher introduction
-Subject introduction
NOTE, teacher is to verbally make student aware that they
are about to learn new content -Ask for questions
-Time check
-Brief verbal teacher introduction including name, staff room -Ask questions
location, email address and own experiences relevant to IT
Automotive
Resources:
-computer/s
-Teacher is to remind students that this is Year 12 (HSC), the
pinnacle of school study, and that they need to take the -internet access
following year very seriously
-projector
30
-online comparison study
-Ask questions
-Teacher is to map student responses on the white board
using markers branching from the centre -Contribute to IT Automotive concept
map
-Ask questions
-Possible student responses include:
-cars
Resources:
-mechanic
-IT Automotive concept map
-tools
-computer/s
-engines
-internet access
-petrol
-projector
-electric etc.
-online comparison study
-whiteboard + markers
NOTE Teacher is to photograph the brainstorm (for next
lesson & in case of students that were absent)
31
TIME CHECK, Should be into 10 minutes of the lesson
-This concept map has been created by the teacher and gives
students a general scope of what theyre expected to learn in
the year ahead
32
& -Ask for questions
-Present task 2
-(Resource) teacher is to display the online comparative
study on board/projector & give a live demonstration -Ask for questions
-Time check
Student:
-Teacher explains that this website contains lesson activities
necessary for the unit & can be used to inform their -View online comparative study
ASSESSMENT TASK which will be presented to them next
30 -Ask questions
lesson (2/32)
-Complete task 1
-Ask questions
-The website contains 2 industry studies on 2 companies,
found under the case study 1 & case study 2 links. -Complete task 2
Students are to use these case studies, Koenigsegg and
General Motors (GM), to answer questions found in the -Ask questions
individual lessons (under each week)
35 -Complete activity brainstorm
-Ask questions
-Each lesson will consist of the teacher presenting new
-Upload to blog
content, then students (independently) referring back to the
online comparative study & answering relevant questions
with reference to the case studies
Resources:
-projector
-Students are reminded that they must create a blog where
-whiteboard + markers
they will upload their responses to each lesson (see the home
page link for more information). The use of a blog reflects a
45
DIGITAL TOOL FOR ONLINE COLLABORATION &
INFORMATION PRESENTATION
33
-10 minute activity, Online Comparison Study Task 1,
-Hence students must refer back to the case study 1 & case
study 2 website links to gather information through viewing
categorised links to external websites necessary to inform
their numeracy analysis
-Teacher is to roam the class & ensure students are on task &
are completing the activity as intended
34
Scaffold ready for distribution
-Teacher is to roam the class & ensure students are on task &
completing the activity as intended
35
-Teacher is to advice students to Google jobs in the
Automotive industry to help assist their answer
-mechanic (apprentice)
-mechanic (tradesman)
-workshop foreman
-diagnostic technician
-mechanical engineer
- Students are prompted to RECALL new information theyve -Prompt lesson recall
learn this lesson (organisation of Automotive businesses +
introduction to online comparative study) -Overview of next lesson
-Reminder of questions
-N/A
36
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
The need for introductory lessons (such as this one), to integrate and revise past student knowledge
as well as give scope as to what students are expected to learn and how this relates to their
assessment, thus making relevance of learning.
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson?
Using your syllabus and support documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?
-General hazards in classroom (untidy work areas, electrical cords, students rocking on
chairs, outdated safety equipment etc.)
-Use of Computers for extensive period of time may result in eye strain, therefore various
tasks have been slotted between ICT based activities
-Consult with schools internet policy to ensure internet-based resources are accessible (not
blocked)
37
References (In APA)
You must list all references that you have used for the content and resources of this lesson in this
space.
https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/industrial-technology-st6-syl.pdf
Resources Attached:
You must list all the resources that you have created or found in this space.
38
Post Lesson 1
Topic area: Industrial Stage of Learner: HSC Syllabus Pages: 18-21
Technology, Automotive
Date: 17th October 2017 Location Booked: Computer Lab Lesson Number: 31 / 32
Lesson assessment
Syllabus outcomes
describe and evaluate
H1.2 identifies appropriate -(Summative) Technical the significance various
equipment, production and considerations technical
manufacturing techniques and The degree to
mechanisation factors/considerations
describes the impact of new which students can specialisation/generali have in the efficiency and
and developing technologies in recall prior sation viability of the business
industry knowledge mass production studied
automation
H7.2 analyses the impact of new and emerging
existing, new and technologies
emerging technologies
of the focus industry on
society and the
environment
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Literacy, deep analysis of the NESA Key terms Understanding the organisation of HSC Past Papers
(Exam Revision)
39
1.1 Deep knowledge 1.4 Higher-order thinking
Intellectual Quality
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something
1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order
knowledge communication
thinking and to communicate substantively about what they are learning.
How the quality teaching elements you have identified are achieved within the lesson.
2.6 Student Students have been given initial direction by the teacher, and then continued the lesson
direction conducting their own research in order to establish their individual interpretations of NESA
key terms and HSC past paper questions.
3.5 Connectedness has been achieved this lesson through activities being progressive and
Connectedness requiring students to utilise existing knowledge gained from the completion of the
assessment task as well as the online comparative study.
40
Time Teaching and learning actions Organisation Centred
T/S
0 Pre-students entering classroom Teacher: T
-Class inspection
NOTE Turn on/load all computers ready for students to log -Prepare HSC question themes
on (reduces time wastage in the lesson for computers to
load) -Prepare HSC knowledge recall
Student:
-(Resource) HSC question themes worksheet
-Proceed into classroom
-computer/s
-Teacher reminds students to quietly and calmly enter the
classroom -internet access
-school server
-projector
-whiteboard + markers
-allocate groups
NOTE students are to be made verbally aware that they are -distribute worksheets
about to learn new content -conduct forum like discussion
10
Student:
-20 minute activity, HSC Language glossary -complete HSC language glossary
activity
15
41
- NOTE By this stage students would be aware and have -compare definitions
applied the NESA key terms (making connections to what
they already know), but this activity intends to really further -present definitions
explore these verbs -note definitions using worksheet
-ask questions
-Students are to be made aware by the teacher (verbally),
that in order to attain high bands in the HSC and successfully
respond to what the question is actually asking, a deep Resources:
UNDERSTANDING of the NESA key terms is CRITCAL, thus
rationale to the following activity - HSC language glossary worksheet
-computer/s
-In pairs (10 lots of 2), student are to log onto -internet access
-school server
http://www.boardofstudies.nsw.edu.au -projector
http://www.humanities.manchester.ac.uk
/studyskills/assessment_evaluation/assessment
/glossary.html
42
-Listening students must note the definition of the key term
being discussed using the HSC language glossary worksheet
-allocate groups
-20 minute activity, HSC question themes
-distribute relational table worksheet
25 -ask for questions
-Teacher is to give context to HSC questions in that they
originate from a set syllabus, and therefore can be organized -time check
under particular headings (of the syllabus), thus rationale to
the following activity
Student:
-Teacher is to write the following categories (from the -complete grouping of HSC question
syllabus) on the whiteboard: themes activity
30
-form groups
35 -personnel
Resources:
-Work Health & Safety (WHS)
- HSC question themes worksheet
-historical developments
- HSC question revision table
worksheet
-projector
-(Student lesson participation) In groups of 3 (6 lots of 3, 1 -whiteboard + markers
lot of 2), student are to log onto
45
http://educationstandards.nsw.edu.au/wps/portal/nesa/11-
43
12/Understanding-the-curriculum/resources/hsc-exam-
papers
-select automotive
50
-teacher is to allocate each student group a particular year of
HSC past papers from 2009, 2011, 2012, 2013, 2014, 2015,
2016
44
column 1. Then in column 2, pupils are to remember (recall,
hence the name of the worksheet) as much information as
they can about that particular syllabus category (point form
is ok). It is here students apply their understanding in new
contexts
- Students are prompted to RECALL new information theyve -Prompt lesson recall
learn this lesson (NESA key terms + repeated themes in HSC
questions) -Overview of next lesson
-Additionally students are informed that next lesson they will -Reminder of questions
be allocated past HSC questions in which they must respond
to using ALARM + PEEL scaffolds, as well as view HSC marking
notes + sample answers Student:
-N/A
45
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson?
Using your syllabus and support documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?
-General hazards in classroom (untidy work areas, electrical cords, students rocking on
chairs, outdated safety equipment etc.)
-Use of Computers for extensive period of time may result in eye strain, therefore various
tasks have been slotted between ICT based activities
46
-Consult with schools internet policy to ensure internet-based resources are accessible (not
blocked)
You must list all references that you have used for the content and resources of this lesson in this
space.
http://www.humanities.manchester.ac.uk/studyskills/assessment_evaluation/assessment/glossary.
html
Resources Attached:
You must list all the resources that you have created or found in this space.
47
HSC LANGUAGE GLOSSARY WORKSHEET
Term Definition
Analyse,
Contrast,
Critically
(analyse/evaluate),
Discuss,
Evaluate,
Explain,
Justify,
Outline,
Propose,
Summaries,
48
HSC QUESTION THEMES WORKSHEET
49
HSC KNOWLEDGE RECALL WORKSHEET
50
Post Lesson 2
Date: 18th September 2017 Location Booked: Computer Lab Lesson Number: 27 / 27
Lesson assessment
Syllabus outcomes
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Literacy, applying the ALARM & PEEL scaffolds HSC Exam revision via the completion of HSC past
paper questions
51
1.1 Deep knowledge 1.4 Higher-order thinking
Intellectual Quality
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something
1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order
knowledge communication
thinking and to communicate substantively about what they are learning.
How the quality teaching elements you have identified are achieved within the lesson.
2.3 High The need to demonstrate to students the expected level of detail in answering extended
Expectations response questions.
3.1 Background The definition of the NESA Key Terms from last lesson (post lesson 1, 26/27) form
knowledge background knowledge necessary to complete activities this lesson.
52
Time Teaching and learning actions Organisation Centred
T/S
0 Pre-students entering classroom Teacher: T
-Class inspection
Student:
-computer/s
-Teacher reminds students to quietly and calmly enter the -internet access
classroom
-school server
-projector
-whiteboard + markers
NOTE, students are to be made verbally aware that they are -explain ALARM
about to learn new content -distribute ALARM framework
10
worksheet
-Last lesson (post lesson 1 26/27) students explored the -present ALARM steps screen shot
NESA key terms in detail. The understanding of such is -distribute PEEL scaffold worksheet
necessary to begin correctly responding to HSC questions.
-explain PEEL activity
53
ELEMENTS must be included in the response itself, and thus -time check
can be achieved through the use of an ALARM (A Learning
And Responding Matrix) scaffold
Student:
NOTE The RELEVANCE OF THE ACTIVITY BELOW is high as it -understand the ALARM + PEEL
can be used to attain HIGHER BANDS in the HSC scaffolds (necessary for next activity)
-ask questions
-15 minute activity, ALARM + PEEL Scaffold Introduction - ALARM framework worksheet
-internet access
-(Resource) teacher is to display the ALARM Steps -school server
screenshot onto the white board using the projector
-projector
-whiteboard + markers
NOTE These above resources will be used in the next activity,
so student must pay attention on how to use them
54
-Teacher is to explain the layout of PEEL and how it
CORRESPONDS to ALARM, whereby:
-Link = extent of impacts and how this aligns with the main
component
NOTE It is here the lesson connects to the identified syllabus -time check
outcomes whereby students will be identifying questions
20 -conduct the HSC peer marking activity
relevant to the technical considerations of a business in the
Automotive industry -distribute Peer marking worksheet
Student:
-Select automotive, then mechanical technology -complete the HSC past paper
questions activity + ALARM & PEEL
scaffolds in answers
-Teacher is to allocate each student 1 extended response
question from the following options (20 questions total): -ask questions
30
55
-complete the peer marking
worksheet
2014, Q16, Q17, Q18, Q19, Q20, Q21, Q22, Q23ab, Q23c
-swap back with peer and give verbal
2016, Q16, Q17, Q18, Q19, Q20, Q21a, Q21b, Q22a, Q22b, feedback
Q22c, Q23
35 Resources:
NOTE Teacher is to record the question number allocated to
students (on paper, in teacher diary) - Peer marking criteria worksheet
-Students are to apply both the ALARM framework & PEEL - ALARM steps screen shot
scaffold worksheets to the answer of their allocated HSC
past paper question. E.g., Students are to match the given - PEEL scaffold worksheet
40 NESA key term (from the question) to the ALARM -computer/s
framework worksheet, which prompts students on
ELEMENTS to include in their answers. The PEEL scaffold -internet access
worksheet is also to be used in student-responses, as it
organises the STRUCTURE of their articulation. -school server
-projector
-Students are to type their response using Microsoft Word -whiteboard + markers
45 OR can hand write it on blank paper provided by the teacher
56
-Students are then to log back onto
http://educationstandards.nsw.edu.au/wps/portal/nesa/11-
12/Understanding-the-curriculum/resources/hsc-exam-
papers
-select automotive
-students must (as per the worksheet) record the year and
question number of the HSC past paper. Pupils are to then
give general comments on the response itself (I.e. identify
any spelling errors, grammatical errors, determine whether
both ALARM and PEEL have been utilised to a satisfactory
level etc.). Students must then use the graded sample
answers to score their peers and determine how their
response is similar/different to these exemplars
- Students are prompted to RECALL new information theyve -Prompt lesson recall
learn this lesson (ALARM + PEEL + HSC questions + marking)
-Overview of next lesson
-Reminder of questions
57
-Additionally students are informed that next lesson they will
begin a new unit focusing on their MAJOR PROJECT
Student:
-Students can ask any QUESTIONS
-Pack up & exit
-Students are to pack up and leave ONLY upon the end of
period signalling. Resources:
-N/A
58
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
Students need to be thoroughly aware of the language utilised in HSC questions, as well as how such
effects elements included in their responses, thus justifying the ALARM & PEEL scaffolds.
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson?
Using your syllabus and support documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?
-General hazards in classroom (untidy work areas, electrical cords, students rocking on
chairs, outdated safety equipment etc.)
-Use of Computers for extensive period of time may result in eye strain, therefore various
tasks have been slotted between ICT based activities
59
-Consult with schools internet policy to ensure internet-based resources are accessible (not
blocked)
You must list all references that you have used for the content and resources of this lesson in this
space.
Virtual Library. (2017). ALARM-A learning and responding matrix. Retrieved from
http://www.virtuallibrary.info/alarm.html
Resources Attached:
You must list all the resources that you have created or found in this space.
HSC Key
Words ALARM Framework
Topic Concept:
Essential idea of topic or summation
Judgment on the development process and/or its change of
procedures in the process over time
How are the various features/impacts/effects interrelated?
Describe Describe:
Demonstrate What?
Distinguish What are the features/characteristics/properties?
Extract
Use examples
Outline
Classify
Apply
Explain Explain the Significance:
Account
What is the ... purpose/function? Cause and effect?
60
What/Why Use examples
How? Why?
Analyse
Examine Analyse:
Interpret
Synthesise Explain how and/or why the intentions are carried out, impact
Predict How did it achieve its purpose or intent and / or impact/effect?
How/Why What is the relationship between the various components?
Critically
Analyse Critically Analyse:
Compare
Contrast Explains the how and the why of the positives/advantages and
Discuss negatives/disadvantages of this effect
Recommend How and why is it beneficial and /or harmful?
Construct
Deduce Evaluate:
Evaluate
To what extent is each component part successful, useful, and
Extrapolate
Investigate
achieve its purpose?
Propose To what extent is the impact/effect effective or valuable?
To what extent has it carried out its function or purpose?
Is it successful, in relation to set criteria?
How useful?
Appreciate:
Appreciate Why is this understanding of the topic important for life?
61
ALARM Steps screen shot
62
PEEL scaffold worksheet
POINT
Make your main point
here. This is the point
you will argue.
EVIDENCE
Provide some evidence
that supports your main
point. Use an example.
EXPLAIN
Argue the reasons why
that piece of evidence
makes your point
correct also, how it
relates to your point.
LINK
End your argument by
summing it up in a
sentence.
63
Peer marking worksheet
Your comments
on the response it
self
(I.e. spelling
errors,
grammatical
errors, degree
ALARM has been
incorporated,
degree PEEL has
been
incorporated etc.
Your comments
on how your
peers answer
compares to that
of the given
sample answers
64
Justification
This justification intends to link recent-research to decisions made during the design of all the
attached teacher-documentation. The use of Lesson Sequencing (Understanding By Design (UBD)),
Blooms taxonomy, HSC language, student directed-learning as well as the incorporation of
Information and Computing Technology (ICT) have all been referenced, whilst analysing the
usefulness of such choices.
Being the HSC course, it was critical to ensure that the produced unit-outline, online comparative-
study, assessment-task and lesson-activities, all enabled deepened understanding of course-content
amongst students, as per syllabus-outcomes. According to the NSW Department of Education
(2017), such-can be successfully achieved through the sequencing of lessons via applying the
curriculum-planning framework of backwards-design, also known as UBD. Furthermore as it is year-
twelve, the pinnacle of school-study, the intention prior to the start of the entire assessment, was to
ensure student learning-experiences throughout the year were directed towards equipping pupils
with the skills and knowledge necessary to achieve success in the HSC. Thus, further guidance was
necessary in determining how to teach as opposed to what to teach. Such is rationale as to why
implementing UBD was in-fact the correct decision as supported by the research of Vanderbilt
University (2017) who explains how UBD provides teachers purposeful planning towards a desired
end-result.
Establishing learning goals is the initial-phase of the UBD approach. Here the teacher must prioritise
and focus on a particular topic-areas over others (Vanderbilt University, 2017). An example of such,
which links this research to the developed teacher documentation, can be noted whereby the
creation of the relational-tables identified how specific parts of the syllabus were reoccurring in
HSC past-paper questions, and thus determined what syllabus outcomes were to be specifically
focused-on over the scope of the unit (impacts on society and the environment). This meant that the
online-comparative study and student assignment-task, both had to contain the largest number of
questions based on the impacts on society and the environment topic-area, thus highlighting
teacher prioritisation in the pre-planning phase.
The second-phase of UBD consists of the teacher determining if students are in-fact mastering
acquired knowledge. Here the teacher must collect evidence of students making progress towards
achieving their learning-goals (Vanderbilt University, 2017). Once again, this research directly
influenced the development of the online-comparative study and student assignment-task.
Measures where needed by the teacher to ensure that upon completion evidence could be attained
necessary for teacher professional-development. Such justifies why students are to develop daily
blog-posts, containing their answers to questions found on the online-competitive study, as well as
present an e-portfolio upon the completion of their assignment-task. Furthermore, the
implementation of UBD was again the correct decision, as it easily allows teachers to measure
progression via initially placing student-learning goals at the core of all activities, thus keeping
learning goals relevant, realistic and transparent.
65
In-order to ensure the created teacher documentation effectively improved learning, Blooms
taxonomy, a framework which organises the cognitive-process of how students interact with
knowledge, had to be applied at the higher-levels of Analyse and Evaluate (Hall, 2015). Such
influenced the design-process of the questions found in both the online comparative-study and
student assignment-task. Thus, these questions had to apply key-terms such as discuss, examine,
justify, compare as well investigate (amongst many others), successfully enabling students to
achieve higher-order thinking. It must emphasised such was the correct decision, as these same
words and cognition process, are also tailored into the design of HSC questions. Furthermore, such is
evidence as to how developed teacher documentation, intends to adequately prepare students for
the HSC.
A students ability to answer extended-response questions is the most critical skill a teacher must
develop in-order for success in the HSC. Students must be able to write powerful, structured
arguments, which clearly align to the requirements of the question (MATRIX Education, 2012). This
research directly influenced the design-of, and is rationale to, activities housed-in the post-lessons,
which focus on HSC revision. The definition of NESA key-terms, aimed at familiarising students with
the vocabulary used in the HSC, the use of ALARM to determine elements necessary in student-
answers, as well as PEEL to organise the actual structure of responses, all intend to extend the
writing aptitudes of students, and thus align with the findings of MATRIX Education (2012).
NSW Educational Standards Authority (2017) report as to how modern-society is heavily technology-
orientated, and therefore the use of ICT must be present in lesson-activities in-order to develop
competent and ethical ICT users (students). ICT can positively affect the learning-experiences of
students via providing them with a variety of real-life stimulus, thus increasing student-engagement.
This is why the online comparative-study contains case-studies based on GM and Koenigsegg, both
industry-based companies which students can directly relate-to. Furthermore, this research justifies
the use of digital-tools for information-presentation embedded into the online comparative-study,
which requires students to utilise web-based applications to generate graphs and mind-maps. Such
activities prove effective as they enhance the ICT competencies of students (as per research), as well
as empower pupil learning through the creation of highly detailed and industry-like content.
The decision to operate the online comparative-study so that it employed student-directed learning
was supported by the research of (BSSC, 2015). BSSC (2015) articulates how the provision of
frameworks that provide guidance for students to control their own learning via online curriculum-
material, enables learners to take responsibility of their own-education. The implications of such was
used to design the overall-layout of the online comparative-study, whereby content was organised
lesson-by-lesson, week-by-week. Furthermore, the case-studies were segmented based on individual
lesson genres. This user-centred interface design ensured students could easily navigate through
information with minimal intervention by the teacher, thus figurative of students directing their own
learning and showing the maturity of a HSC student.
From the above it can be concluded that choices made during the development of teacher
documentation have been successfully based upon research relevant to Lesson Sequencing (UBD),
Blooms taxonomy, HSC vocabulary, Student-directed learning and use of ICT.
66
References
MATRIX Education. (2012 July 4). How to write a band 6 essay. Retrieved from
https://www.matrix.edu.au/how-to-write-a-band-6-essay/
NSW Educational Standards Authority. (2017). Integrating ICT Capability. Retrieved form
http://syllabus.nesa.nsw.edu.au/support-materials/integrating-ict/
Vanderbilt University. (2017). Understanding by design. Centre for teaching. Retrieved from
https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/
Virtual Library. (2017). ALARM-A learning and responding matrix. Retrieved from
http://www.virtuallibrary.info/alarm.html
67