Links to Curriculum:
Design and Technologies Year 3 & 4
Content Descriptors:
Knowledge and Understanding
AC9TDE4K04
Describe the ways food can be selected and prepared for healthy eating. (Activity 1 & 2 and overall unit).
AC9TDE4P05
Sequence steps to individually and collaboratively make designed solutions. (Activity 2 & 3 and overall unit).
Use given or co-developed design criteria including sustainability to evaluate design ideas and solutions. (Activity 2 & 3)
Select and use materials, components, tools, equipment and techniques to safely make designed solutions (Activity 1, 2 & 3)
Generate and communicate design ideas and decisions using appropriate attributions, technical terms and graphical representation techniques, including using digital tools. (Activity 1, 2, & 3).
Bloom's Taxonomy - involves the cognitive processes of remembering, understanding, applying, analysing, evaluating, and creating are intentionally embedded across all three activities and the overall project to support student learning and growth (Armstrong, 2010). The rubric explicitly incorporates key action verbs aligned with Bloom's Taxonomy, such as identify, design, display, create, plan, reflect, analyse, and organise, to effectively guide and assess student progress (Utica University, 2020).
ZPD Constructivism: Vygotsky's theory highlights the significant difference within the zone of proximal development between what a learner can achieve independently and what they can accomplish with assistance from a skilled individual (McLeod, 2024). This concept is particularly relevant to this unit and its activities, which require students to independently research, create, and design tasks focused on healthy eating. Vygotsky explains this as "the distance between the actual developmental level as determined by independent problem-solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers" (McLeod, 2024). The principles of Vygotsky's constructivist theory are clearly demonstrated in activities 1, 2, and 3.
Website Reference List:
ACARA. (2024). V9 Australian Curriculum. Australian Curriculum; ACARA. https://v9.australiancurriculum.edu.au/
Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/#:~:text=Familiarly%20known%20as%20Bloom
Australian Government Department of Health and Ageing. (2022). Use small amounts. https://www.eatforhealth.gov.au/sites/default/files/2022-10/n55_agthe_large.pdf
Learn Bright . (2023). Food Groups for Kids | Learn about the five food groups and their benefits. Www.youtube.com. https://www.youtube.com/watch?v=pmgkj01uUTw
McLeod, S. (2024, August 9). The zone of proximal development and scaffolding. Simply Psychology. https://www.simplypsychology.org/Zone-of-Proximal-Development.html
Smile and Learn - English. (2021, February 24). Healthy Eating for Kids - Learn About Carbohydrates, Fats, Proteins, Vitamins and Mineral Salts. Www.youtube.com. https://www.youtube.com/watch?v=a-084pqI05U
Utica University. (2020). Bloom’s Taxonomy of Measurable Verbs. https://www.utica.edu/academic/Assessment/new/Blooms%20Taxonomy%20-%20Best.pdf
Design and Technologies Year 3 & 4
Content Descriptors:
Knowledge and Understanding
AC9TDE4K04
Describe the ways food can be selected and prepared for healthy eating. (Activity 1 & 2 and overall unit).
- recognising the benefits food technologies provide for health and food safety and to ensure that a wide variety of food is available and can be prepared for healthy eating, for example pasteurisation of milk for food safety and freezing of vegetables to retain nutrients and reduce food waste
- considering creative ways foods can be prepared for maximum taste and appeal, for example locating and discussing images online that show colourful or fun ways to present food that might encourage healthy eating
- describing foods using the senses, for example describing the colour, aroma, sound, texture, and taste of the ingredient in a salad or stir-fry and how our senses influence what we select to eat
AC9TDE4P05
Sequence steps to individually and collaboratively make designed solutions. (Activity 2 & 3 and overall unit).
- determining planning process as a class, for example recording when parts of a project need to be completed on a timeline, in a spreadsheet, calendar or list
- discussing the importance of managing time and resource allocation throughout production, for example discussing the roles different people might take in a team and identifying the tasks they will complete and the resources they will each need
Use given or co-developed design criteria including sustainability to evaluate design ideas and solutions. (Activity 2 & 3)
- developing design criteria with others including considering universal design principles to address social sustainability, for example a criterion that specifies flexible or intuitive use or low physical effort
- using design criteria to evaluate, revise and select design ideas, for example when designing an e-textile toy for a young child to ensure it will be safe
- reflecting on how well their designed solution meets design criteria, such as ensuring safety and wellbeing of users and meeting the needs of communities or different cultures, for example reviewing and discussing the choice of fabrics used to make reusable bags and how they could be made more appealing to all cultural groups by considering modifications to style
Select and use materials, components, tools, equipment and techniques to safely make designed solutions (Activity 1, 2 & 3)
- exploring ways of joining, connecting and assembling components that ensure success including the impact digital tools have on these processes, for example using virtual reality or simulations to experience assembling materials or using tools
- explaining the importance of safe, responsible, inclusive, cooperative work practices when designing and making, for example when handling sharp equipment such as knives or scissors
- selecting and using materials, components, tools, equipment and processes with consideration of the environmental impact at each stage of the production process, for example considering how packaging and offcuts could be recycled or used for other purposes before choosing materials for a project
Generate and communicate design ideas and decisions using appropriate attributions, technical terms and graphical representation techniques, including using digital tools. (Activity 1, 2, & 3).
- planning, sharing and documenting creative designs, ideas and processes using digital tools and appropriate terms and privacy considerations, for example a class blog or collaborative document that has been selectively shared with peers
- communicating design ideas using annotated diagrams, for example labelling a diagram for a pushcart with technical terms and explanations about components such as the chassis, axle, wheels and steering
Bloom's Taxonomy - involves the cognitive processes of remembering, understanding, applying, analysing, evaluating, and creating are intentionally embedded across all three activities and the overall project to support student learning and growth (Armstrong, 2010). The rubric explicitly incorporates key action verbs aligned with Bloom's Taxonomy, such as identify, design, display, create, plan, reflect, analyse, and organise, to effectively guide and assess student progress (Utica University, 2020).
ZPD Constructivism: Vygotsky's theory highlights the significant difference within the zone of proximal development between what a learner can achieve independently and what they can accomplish with assistance from a skilled individual (McLeod, 2024). This concept is particularly relevant to this unit and its activities, which require students to independently research, create, and design tasks focused on healthy eating. Vygotsky explains this as "the distance between the actual developmental level as determined by independent problem-solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers" (McLeod, 2024). The principles of Vygotsky's constructivist theory are clearly demonstrated in activities 1, 2, and 3.
Website Reference List:
ACARA. (2024). V9 Australian Curriculum. Australian Curriculum; ACARA. https://v9.australiancurriculum.edu.au/
Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/#:~:text=Familiarly%20known%20as%20Bloom
Australian Government Department of Health and Ageing. (2022). Use small amounts. https://www.eatforhealth.gov.au/sites/default/files/2022-10/n55_agthe_large.pdf
Learn Bright . (2023). Food Groups for Kids | Learn about the five food groups and their benefits. Www.youtube.com. https://www.youtube.com/watch?v=pmgkj01uUTw
McLeod, S. (2024, August 9). The zone of proximal development and scaffolding. Simply Psychology. https://www.simplypsychology.org/Zone-of-Proximal-Development.html
Smile and Learn - English. (2021, February 24). Healthy Eating for Kids - Learn About Carbohydrates, Fats, Proteins, Vitamins and Mineral Salts. Www.youtube.com. https://www.youtube.com/watch?v=a-084pqI05U
Utica University. (2020). Bloom’s Taxonomy of Measurable Verbs. https://www.utica.edu/academic/Assessment/new/Blooms%20Taxonomy%20-%20Best.pdf
