Techlink :: Classroom Practice

The following Technology Unit Plan was developed by Rebecca Daly while on sole charge as a student teacher. Rebecca is a graduate student at the Wellington College of Education and it was her final assignment for the Technology Education Course. The unit was planned but at this stage has not been delivered as part of a technology curriculum.

The theme for the 4 weeks of my sole charge was determined as Rugby World Cup. My associate was set on a Social Studies unit that was based around fact-finding. I wanted to apply the Technology curriculum and take this theme to a different level, making the Rugby World Cup more relevant to the students in my class. My associate had not done any Technology with this class during the year.

I have developed this unit plan after reading through examples on www.techlink.co.nz and in the Delta series. It's focus is on using the Rugby World Cup as a example of technological practice, exploring all the considerations in organising such an event and determining the benefits and opportunities to different groups/people of this type of event.

The class will consider the opportunity that they have at their school to create their own event and look to experts and examples to help them arrange this. They will learn to develop their own conceptual statement and technological brief to aid them in this process.

The expert is a personal friend and prior to working for the Cancer Society was a secondary school teacher.

This unit uses strengths the children already have (e.g., working in groups), develops specific technological skills (e.g., video editing, ICT) and crosses over to other curriculum areas to provide some rich learning in context (e.g., reading other peoples conceptual statements and briefs during reading time).

I am confident that this unit would extend the children and their thinking and give them a thirst to explore more technological practice.

Note: I have listed the learning experiences and numbered them. I expect that each learning experience would take one section of the day (e.g., from end of lunch to final bell, or from interval to lunch), however the focus on this event would also be able to cross into reading – cases studies of technological practice, and writing – journal writing. As the unit progresses the students will run their own investigations – there are clear expectations around achievement for each group (reporting, diaries). I have four weeks with the class and would expect that the unit would take about three and a half weeks to complete, with the event following one of the last days in the fourth week. I have also planned a visual arts unit which can begin as the students' group work finishes to try to eliminate the problem of some groups being finished earlier than others.

8. Capital E – visit – OnTV – www.capitale.co.nz
Visit the OnTV studio and participate in a workshop session where a short piece of film is created by the students. This directly relates to the video group, and provides all children with some skill learning in the area of video productions. (needs to be booked in advance)

Predetermined Learning Outcomes
Create a short video presentation to demonstrate the skills of using a video camera (Skill Outcome)

AO's
1

Assessment Criteria
Use a video camera effectively to produce a short video presentation as per guidelines discussed (at Capital E)

Assessment Strategies
See www.capitale.co.nz – they organise everything, teacher free to observe, learn and help students. Assessment through observation

9. Write group briefs – individually
Meet with group and rank brief ideas to produce a group brief with attributes identified
These will be modified as the group works through their technological practice.

Predetermined Learning Outcomes
Develop a brief for their part of the technological process (Knowledge outcome)

AO's
5

Assessment Criteria
Identify a need or opportunity appropriate to the established context or issue and develop a conceptual statement to communicate what they are developing and why.
Develop a brief for their group which reflects this conceptual statement and attributes identified.
Undertake if necessary a refinement or modification of their brief as their knowledge develops (including understandings of the context/issue and feedback from direct stakeholders).
Reference:
Compton & Harwood, Making progress on progression in technology: 'Components of Practice' as key features for the development of a progression matrix in New Zealand, www.techlink.org.nz

Assessment Strategies
Collect the individual briefs and check – this will give a good indication of those who understand and those who don't understand the requirements of a brief. There may need to be some re-teaching during the unit to ensure all students have this skill (refer to techlink case studies for further examples of brief development).
Check, through reporting sessions and individual journals, that the brief is being modified as necessary – specific journal session can be used to focus entries for assessment purposes.

Key Skill/Knowledge/Component of Practice Underpinning Unit (To be developed into learning outcomes) Knowledge: Safety considerations in events planning and management Component of Practice: Brief Development Technological Principle: Practicality	Technological Areas: Food, Information & Communication Contexts: School, Recreational, Community
	Community Links: www.techlink.org.nz Journals/Connected series Experts – Caterers, Saatchi's, as determined by students www.nzrugby.co.nz Delta Examples www.capitale.co.nz www.cancersoc.org.nz
Brief Class description/ Students Past Experiences (Note any info regarding student prior skill/knowledge/practice that may be relevant to this unit; and individuals and/or groups of students who are/have had different experiences and therefore may have different skill/knowledge/practices than the rest of the class will be very useful in supporting the identification of opportunities for negotiated LOs.) Healthy Food Unit Completed (4 wks) term Three (Whole Class, Working in Groups to complete "Smart Activities" Co-operative grouping used extensively by my Associate throughout the year. Students are encouraged to use roles within their groups (scribe, leader, timekeeper etc) No technology unit has been completed this year.	Cross-Curricula Links: Health Physical Education English – Written, Visual, Oral
	Safety Issues: (Refer: MOE Revised Health & Safety Guidelines) Children using computer room – set up procedure to ensure I know where they are at all times. Children phoning experts – talk about suitable phone manners. Actual event – events group to identify possible hazards and manage.
	Resources – Human and Physical: As determined by children – experts, visitors, materials. Nic Kavanagh from the Cancer Society. Computer access (one in classroom, room available most afternoons). Pamphlets, news clippings etc about the RWC Video clips of RWC media (news interviews, ads etc). Group resources/folders – containing ideas/starting points for each group. Sewing machine/Video cameras.

Learning Experiences	Predetermined Learning Outcomes	AO's
Video	Demonstrate effective use of a video camera while filming the event	1 4
Uniforms	Demonstrate the skill of using a sewing machine through production of bibs for the event	1
Advertising	Apply conventions of layout and design to make advertisements	4,1
Communications	Demonstrate effective use of a word processing programme to provide quality communications regarding the event	4,1
Event	Present a graphic presentation explaining the structure of the event	1,4

Learning Experiences	Predetermined Learning Outcomes	AO's
Games	Present a graphic presentation to explain the games chosen to participants	1,4
Catering	Use safe procedures to produce chosen food for the event	6c
Ongoing Requirements Individual Diaries Can use writing time for these – based on reflection, questions and ideas to take to the group – will be read and directed when necessary by teacher for assessment purposes Reporting Session and Timeline Wrap up at the end of each session from each group reporting what they have achieved today and what they are planning to do in the next session, and timeline chart kept up to date Brief Evaluation/Change – as necessary Management Strategies: One-to-one conferencing with groups Questioning – Extending – Supporting Extra Considerations Possible budget required – however practicality is a key principle to be taken into account by the students Possible further expert visits and group visits to experts required – management of this will need to involve my Associate Teacher and possibly out of class time (eg lunchtimes) Evaluation How can we tell we have been successful? Was it practical? How well did you contribute to group success? What learning can you apply to the next technological process that you complete? Video Skills Brief Development and Use Individual Group Skill		6d 6c