Future Telecommunications Invention
(SACSA)

BAND: Primary Years

LEARNING AREA(S): Design and Technology

TOPIC/CONCEPT: Overview: Design and Construct a form of communication technology for the future. Consider who could use the communication technology. Give it a name, label the different parts and describe how it works.

STRAND(S): Critiquing, Designing, Making

TIMELINE: 1 - 2 weeks (3 lessons a week of 45 minutes each)

• Analysing communication products, processes and systems to give reasons as to why they are the way they are [T][KC1]
• Identifying the positive and negative attributes of designed products, recognising their own value judgments. [T][Id][KC1]

Designing
Students learn a range of specific design skills, thereby designing more effectively and developing their thinking and capacity to effect change. [F][T]

• Researching information and the ideas [using the Internet *** see resources], values and designs of others so as to inform their own designing [C][In][T][KC1]
• Trialing, testing and modelling design ideas to obtain opinions of other [C][T][KC6][KC2]

Students reflect on their own work and relate to others by clarifying and communicating their design ideas, thinking and planning for communication products, processes and systems using methods that are recognised in the design field. [T][C]

• Presenting to varied audiences [peers, adults], and in various ways [multimedia presentations], their arguments in critique or defence of their design or design of others [T][C][KC2]

Making
Students learn techniques and demonstrate competence in using a broad range of materials and equipment for making products, processes and systems.

• Selecting and using appropriate techniques for joining or merging materials which have different properties [joining wood to plastic, using other methods than low melt glue] [T][KC7]

Using, appropriate technique, the tool and equipment to cut, join, manipulate and shape materials needed to meet the criteria given in the design brief [T][C][KC7]

• Conducts research on materials, clarifying design possibilities and limitations

Uses a range of communication genres as a means of self-reflection and to describe their design ideas, thinking and planning [C][T][KC2]

• Critiques a product that they have designed and made [solar boat/simple machine/power supply], describing to an audience what they considered to be the strengths and drawbacks of their design, and adds this to their project folio.

Demonstrates effective use of broad range of materials and equipment and reflects on their personal interactions with the resources they use [Id][T]

• Uses equipment/tools accurately, cuts out, decorates and assembles materials for a communication product for the future and describes to their peers what the difficult parts were

Identifies the characteristics of a range of materials and equipment and explains the relationships of those characteristics to designed and made products, processes and systems [C][In]

• Explains their selection of materials to make their model. Could it work?

ESSENTIAL LEARNINGS:
Futures

• Recognising patterns and connections within systems
• Identifying, researching and analysing challenges for the future

Identity

• Understanding and engaging with diversity

Interdependence

• Acting cooperatively to achieve agreed outcomes

Thinking

• Using a wide range of thinking modes
• Drawing on thinking from a range of times and cultures
• Demonstrating enterprising attributes

Communication

• Understanding the complexity and power of language and its pivotal role in communication
• Making effective use of language, mathematical and information and communication technology tools

EQUITY/CROSS CURRIC/EVE:
Collecting, analysing and organising information (KC1)
Communicating ideas and information (KC2)
Using technology (KC7)
Aboriginal Education
Rural and Isolated Perspectives
Information and Communication Technology

WHAT DIFFERENCE COULD THIS LEARNING MAKE IN THE STUDENT’S LIFE?
Students could utilise this learning in continuing to develop technology and links with others and systems to which lives are connected, and reflecting on and taking action to shape local and global communities