Foundation Year - Design & Technology (Fridge Magnets) - July 2014
Artifacts (five artifacts to illustrate practice)
(Content Descriptions (The Australian Curriculum V6.0):
Design and Technologies knowledge and understanding
This foundation class is set in a rural/remote community and consists of 20 students of which (Focus Areas: 1.1, 2.5, 4.1):
Students learning was scaffolded with a planning template to allow students to experience success in Design and Technology (1.2, 2.1). The task was to plan and then create a fridge magnet that allowed students to understand how push pull forces can be used to produce a product (2.1). The lesson structure was informal and allowed students to experiment and make mistakes or to change their minds (3.3, 4.1). It allowed creativity within the Design and Technology learning area. The first lesson sequence was the planning stage and the second lesson sequence was the construction phase. Students were required to label their plan to support literacy and numeracy strategies and support their understanding of non-fiction texts (2.5). When the fridge magnet was complete students use a digital camera to take a photograph of their work and this was later printed and placed onto their posters to create a comparison between planned and complete fridge magnet (2.6, 3.4).
All students found this learning activity highly engaging and all students in the class eventually produced a fridge magnet according to their plan (5.1). Most students required scaffolding of their texts and the teacher need to write out the texts for students to copy. All students plans, magnets and reports were placed on display in the classroom.
In the future, key texts would need to be discussed prior to this activity and a word wall created for the students so that one-one support was not required to allow students to experience success in labelling. As the activity was highly engaging, all students wanted to create a fridge magnet but this presented issues when many students are transient and/or poor attenders (which meant the activity spanned over 4 weeks for all students to complete the task). In the future, greater organisation (creation of a classroom kit) may make such a process more efficient for transient and low attending students (4.1, 5.4)
The Australian Professional Standards for Teacher (Proficient) are referenced throughout this annotation
1.1 Physical, social and intellectual development and characteristics of
students - Use teaching strategies based on knowledge of students’ physical, social and
intellectual development and characteristics to improve
1.2 Understand how students learn - Structure teaching programs using research and collegial
advice about how students learn.
2.1 Content and teaching strategies of the teaching area - Apply knowledge of the content and teaching strategies of
the teaching area to develop engaging teaching activities.
2.5 Literacy and numeracy strategies - Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.
2.6 Information and Communication Technology (ICT) - Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and
3.1 Establish challenging learning goals - Set explicit, challenging and achievable learning goals for all students.
3.3 Use teaching strategies - Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
3.4 Select and use resources - Select and/or create and use a range of resources, including ICT, to engage students in their learning.
4.1 Support student participation - Establish and implement inclusive and positive interactions to engage and support all students in classroom activities.
5.1 Assess student learning - Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning.
5.4 Interpret student data - Use student assessment data to analyse and evaluate student understanding of subject/content, identifying interventions and modifying teaching practice.