Set Design Unit Plan: School and Student Context

Set Design Unit Plan
School and Student context

School Students Classroom and Devices and Resources
timetable
Western Sydney 15 Year 11 students studying D&T Classes are held in the Students will need access to
High School 10 students completed D7T in computer labs. This computer to complete course
stage 5 way students have work.
6 students receive EAL/D support access to a computer Smart boards and projectors are
and 5 students speak additional to complete their available in the computer labs
languages work during classes. Student will need access to google
1 student in new to the school Lessons have a classroom and other software
duration of 1 hour packages free to use on the
internet.
Unit outline
Subject Course Unit Title Duration
Design and 6 Week, 3 lessons
Technology
Stage 6, Preliminary Set Design per week
Key concepts / big idea The importance of this learning
In this unit students will be exploring set During this unit students will demonstrate and understand the
design in relation to music performances. importance of the design process, through the implementation of
Students will recognize the use of lighting, the overriding theme of set design. Student will learn how to
special effects, technologies and visual communicate ideas with team members, assessors and interested
effects in set design. Students will also use parties through different mediums, such as written, graphical and
emerging technologies to present their presentations. Student will develop skill surrounding CAD, VR and AR
designs in VR and AR formats. technologies.
Unit context Targeted syllabus outcomes

This unit is an introductory unit for the stage P1.1 examines design theory and practice and considers the factors
6 Design and Technology unit. The aim of this affecting designing and producing in design projects
unit is to introduce the design process to P3.1 investigates and experiments with techniques in creative and
students as well as develop had and soft collaborative approaches in designing and producing
skills. The hard skills are skills in CAD and P4.2 uses resources effectively and safely in the development and
other graphical presentation methods such production of design solutions
as VR and AR. Soft skills include P4.3 evaluates the processes and outcomes of designing and
communication, verb recognition and producing
understanding, team work and presentation P5.2 communicates ideas and solutions using a range of techniques
skills. P6.2 evaluates and uses computer-based technologies in designing
and producing.
Literacy Numeracy ICT Assessment
At the beginning of Students will use Students will be Summative Assessment
each lesson there numeracy to required to directly Will take the form of a portfolio that students
will be a literacy task, determine areas, use computers, will work on during the unit and submit at
where students will lengths, scales and Drawing programs, the end of the unit.
break down what other mathematical VR and AR during Also a presentation and demonstration of
one of the NESA problems that will be this unit. As well as their stage design will also be assessed.
verbs I and how to faced during the submitting work
respond to it. unit. through google Formative Assessment
classroom Throughout the unit there will be tasks that
will be uploaded to google classroom that
will be used by the teacher to assess
students’ progress and to provide feedback
on individual students abilities.
Weekly overview
Focus Week Lesson overview Outcome
Introduction Lesson 1 Introduction to teacher and students, Introduction to Design and
Technology, where a Design career can take you.
Week 1
Lesson 2 Workshop safety, Computer lab usage, course expectations and
structure
Lesson 3 Group assembly and group contracts. Assessment breakdown
student band selection.
Knowledge Lesson 1 Set Design,
Week 6 Week 5 Week 4 Week 3 Week 2
Lesson 2 Set lighting, Sound setup and mathematics used,

Lesson 3 Special effects, Technology in set design
Lesson 1 Introduction to Design, Band logo – Mini design project
Technical Lesson 2 Introduction to On Shape
Skills Lesson 3 Logo design in On Shape
Lesson 1 Bring 3D modelling into the world - VR and AR
Prototype Lesson 2 Stage Design – Project constraints Research
Lesson 3 Stage Design – Concept sketches
Lesson 1 Stage Design – Final Design, lighting, sound, special effects
Lesson 2 Stage Design – Developing 3D model
Lesson 3 Stage Design – Developing 3D model, VR and AR integration
Test Lesson 1 Stage Design – Evaluation of design
Lesson 2 Stage Design – Final development of design and portfolio
Share Lesson 3 Present and demonstrate Stage Design
Week / Syllabus Content / Teaching and learning Strategies Adjustments Resources
Lesson Learning intentions &
Key Success criteria
Concepts
Week 1 Outcome Introduction Task
P1.1 examines design The teacher will go first in
Lesson 1 theory and practice and introducing themselves to the class.
Student are then to take turns
considers the factors
Introduction introducing themselves to the class
to teacher & affecting designing and and teacher, answering the
students producing in design following:
projects  Name
Introduction Students Learn about:  Why they chose D&T
to D&T  design theory and  Two favourite music genres
practice Note: teacher is to take notes on
Where a which music genres student like.
- range of design
Design
career can professions
- nature and variety of What is D&T Smart board
take you Video: Design and Technologies: Butchers
work of a range of
what are they for? paper
design professions Class is to determine what they think Markers
Students learn to: D&T is. Design and
 identify a range of 1. Students are to work in groups of Technologies:
career opportunities two or three. what are
in design and 2. Students are to have a discussion, they for?
in their groups, on what D&T
production
means to them. Write down
points on butchers’ paper.
Learning Intention 3. As a class. Create a mind map
Determining bring key point from each group.
students On the smartboard.
understanding of 4. Print the mind map and post it in
D&T the room.
5. Students are encouraged to add to
What a design the mind map throughout the
career involves. course as new understanding
Success Criteria develops.
Participate in
creating D&T mind Design Careers Support – Give key Websites
map. Students will research possible words to for Seek or
design and technology careers. students to use in Careerone
Produce a table of 1. Students will search either Seek or their search. Laptops/
design jobs and Careerone web sites to research Support – Give Ipads
outline common possible design careers. students a table Scaffolded
skills and 2. Using table provide (softcopy or with an example Career table
qualifications. printed copy) Students are to find and open space for with one
five different jobs in the design or them to conduct example
technology industry, and answer further research.
the following. (Softcopy or
3. Experience required, job level, hardcopy)
skills required, qualifications.
4. Students are to indicate the most
common skills and qualifications.
Concepts
Week 1 Outcome Introduction
P4.2 uses resources The teacher will describe the
Lesson 2 effectively and safely in structure of the course and the basic
structure of the lessons.
the development and
Course Lesson structure:
expectations production of design
 NESA Verb activity. Students will
& structure solutions given a NESA Verb as soon as
Students Learn about: they enter the room. They will
Workshop  safety write down what they think the
safety - safety in the use of verb means. Then they will find
materials, tools and NESA meaning and description.
Computer This is to be written in the back of
techniques
lab usage their books forming a glossary.
- legislative
These verbs will be linked to the
requirements
Alarm Scaffold.
including work health  Lesson instructions. Students will
and safety be given the instruction for the
Students learn to: lesson and the learning linked to
 identify a range of the project and previous learning.
career opportunities  Activity. Students will undertake
in design and an activity designed to develop
and/or demonstrate their
production
knowledge of the topis/idea.
 Lesson review. Students will
Learning Intention participate in a review and
Understanding of a reflection of the lesson.
safe working
environment Workshop safety Computers
The teacher will conduct the
Course Structure following activities with the students:
Success Criteria  Tour of the wood and metalwork
Complete Ongarde rooms. Pointing out machines,
quizzes safety issues, signage etc.
 Teacher is to explain some
Create account in workshop safety issues and
required programs resolutions to students.
 Getting students signed up to
Complete Quiz Ongarde tutorials.
 Students will be given time to
start required tutorials when
needed throughout the year.
Computer lab usage.
 Teacher is to explain the school
rules and personal expectations
sounding computer usage.
 Teacher is to get students to
create an account in
o On shape
o Co-space
o Google classroom
 Students are to make a record of
logon credential (in their books,
phones etc.)
Lesson Review Projector

 Teacher is to review the lesson. computers
 Teacher is to quiz students on Kahoot quiz
workshop and computer rooms Random
safety and usage, using one of name wheel
the following tools. & quiz
o Kahoot questions
o Random name wheel &
prepared questions
 Teacher will introduce what will
happen next lesson.
Concepts
Week 1 Outcome NESA Verbs Activity: HSC Verbs
P3.1 investigates and  Word: Analyse. Computers
Lesson experiments with  Identify components and the
3 techniques in creative relationship among them; draw
out and relate implications
and collaborative
Assessment  Determine position on ALARM
approaches in designing Scaffold
breakdown
and producing
Group Students Learn about: Assessment and task breakdown. Teacher will go Projector
assembly  collaborative  Teacher will present the Design through the design Design
approaches brief to students. scaffold explaining Scaffold
Group - design teams: roles  Teacher will describe and break each section.
contracts. and tasks of members down the first assessment task for
- communication the students.
Student  Hand out notifications
between and within
band  Direct students to design scaffold
design teams
selection uploaded to google classroom.
- team responsibilities
Assessment Students learn to: Group selection and Group contract Teacher will go Projector
 collaborate and  Teacher will divide students up through the design Group
participate in design into their groups (3 students each scaffold explaining contract
teams group). The selection is based off each section. scaffold
 work cooperatively the introduction task in week 1
lesson 1 and the two favourite
music genres students
Outcome
mentioned.
P4.1 uses design  Students are to in their group
processes in the develop a group contract using
development and the scaffold uploaded to google
production of design classroom. Students are to:
solutions to meet o Fill out and agree to the
identified needs and group contract,
o Share the contract with each
opportunities
member of the group and
Students Learn about:
teacher.
 project analysis o Setup and share design
- design briefs scaffold so all members have
Students learn to: access to the same
 formulate and document.
analyse design briefs o Select a genre of music
o Band they will create a stage
set for.
Learning Intention
Group Lesson Review
Communication  Teacher is to review the lesson.
 Students are to upload their
Understanding group contract to google
design briefs classroom
Success Criteria  Students should have:
Complete team o Completed group contract.
contract o Shared group contract, and
Design scaffold.
Selected genre and o Selected a music genre and
band band.
happen next lesson.
Concepts
Week 2 P1.1 examines design NESA Verbs Activity: HSC Verbs
theory and practice,  Word: Compare. Computers
Lesson and considers the  Show how things are similar or
1 factors affecting different
 Determine position on ALARM
designing and
Set Design Scaffold
producing in design
projects Introduction Meet a set
Students Learn about:  Videos: Meet a set designer designer
 factors affecting Behind the scenes of Wicked –
designing and Set Design Behind the
producing including:  Teacher will take student through scenes of
- appropriateness of the typical features on a stage Wicked –
and theatre or performance Set Design
the design solution
centre, including:
- needs
o Stage wings,
- function
o Curtains and setup
- aesthetics
o Backstage
- work health and
o Rafters
safety
o Trapdoors
- quality
o Etc.
Students learn to:
 identify factors Good and Bad Stage design
affecting design  Teacher is to compare different
- analyse design stage designs with the students.
products  Students and teacher are to pick
- compare and contrast out good and bad aspects of the
the factors to be stage designs
considered in the  Create a table of positive and
design and negative aspects of stage design
production of design Set design comparison Support – Students
projects  Individually students will be given will be given a
two different stage designs and scaffold to assist
asked to compare them. with creating a
Learning Intention comparison.
 Comparisons will be uploaded to
Features of good and google classroom for feedback.
bad Stage design
Lesson Review
Writing a  Teacher is to review the lesson.
Comparison  Students are to upload their
Success Criteria comparison to google classroom
Table of good and for feed back
bad aspects of stage  Students should have:
design o Table of good and bad
aspects of stage design
Comparison of stage o Comparison of stage designs
designs  Teacher will introduce what will
happen next lesson.
Concepts
P1.1 examines design  Word: Identify. Computers
Lesson theory and practice,  Recognise and name
2 and considers the  Determine position on ALARM
Scaffold
factors affecting
Set Lighting designing and Introduction
producing in design Teacher is to introduce the concepts
Sound
setup projects of stage lightning, and sound set up to
Students Learn about: students.
Maths used  factors affecting Teacher is to explain how these can
in set designing and effect design
design producing including:
Lighting Teacher is to give
- appropriateness of
 teacher is to talk about: some worked
the design solution o Luminosity and brightness, examples, and to
- needs show how excel
o Area a single light can cover
- function can be used to help
and its relation to distance.
- short-term and long- calculate values.
Using Pythagoras theorem
term environmental o The trade-off between
consequences increases light coverage and
- obsolescence brightness,
- life cycle analysis L
B=
Students learn to: 4 πD
 identify factors L = luminosity
affecting design D = distance from the source
- analyse design B = Brightness
products o Teacher is to use a torch on
- compare and contrast the White board to show the
real world application.,
the factors to be
considered in the
Sound Sound –
design and  teacher is to talk about: Decibel
production of design o The effect the environment information
projects has on sound waves and the
interference that occurs.
Learning Intention o What a decibel is, and give
examples.
Stage lights and
o Explain how amplitude
Stage sound
decreases with distance.
Success Criteria Activity Support - Teacher
Light distance  Students will create a excel is to give some
calculator excel spread sheet that calculates the worked examples,
spread sheet. lit up area from a light. and to show how
 This can be referenced to when excel can be used
Understanding of the designing their set design. to help calculate
use of light and  Students will upload their sheet values.
sound into google classroom.
Extension –
students can add in
light brightness at
the same distance
Further extension
– Students can do
the same for
sound.
Lesson Review
 Teacher is to review the lesson.
calculation sheets to google
classroom.
 Students should have:
o Light distance calculator
excel spread sheet.
happen next lesson.
Concepts
P1.1 examines design  Word: Discuss. Computers
Lesson theory and practice,  Identify issues and provide points
3 and considers the for and/or against
factors affecting
Special Scaffold
designing and
effects
producing in design Initial activity
Technology projects  Students are to research what
used in set Students Learn about: special effects are currently used
design  factors affecting in set design and stage shows.
designing and  Students will create a mind map
displaying their research
producing including:
 This will be uploaded to google
- appropriateness of
classroom.
the design solution
- needs
Display of some special effects Support – Students
- function
 Teacher will display some special will be given a
- aesthetics
effects the students may want to scaffold to assist
- short-term and long-
adapt into their designs. with identifying
term environmental o Holograms and discussing the
consequences o Lasers special effects
Students learn to: o Projectors
 identify factors o Moving stages
affecting design o Etc.
- analyse design  Individually, students will then
products Identify and Discuss the different
- compare and contrast special effects (either presented
the factors to be or self-identified).
 This will be uploaded to google
considered in the
classroom for feedback
design and Lesson Review
production of design  Teacher is to review the lesson.
projects  Students are to upload their
discussion to google classroom
Learning Intention for feedback.
What special effects
o Mind map of technologies
and technology is
and special effects
used in stage design
o A discussion of different
How to write a special effects.
discussion  Teacher will introduce what will
happen next lesson.
Success Criteria
Create a mind map
of technologies and
special effects
A discussion of
different special
effects
Concepts
P1.1 examines design  Word: Describe. Computers
Lesson 1 theory and practice,  Provide characteristics and
and considers the features
Introduction  Determine position on ALARM
to Design factors affecting
Scaffold
designing and
Band Logo – producing in design Introduction to design. Give student a Computers
Mini Design projects  Teacher will introduce the 6 step design scaffold that Design
Project Students Learn about: design process to students and they can use to process
 design processes describe each section. work through the 6 scaffold
- design processes  Individually students will then step design Pencils and
used in domestic, work on a mini design task – process paper
Band Logo Design
community, industrial
o Problem: Students band is
and commercial about to embark on a new
settings from initial tour and need to create a
contact with clients new logo.
to final presentation o Students will work on steps
Students learn to: 2, 3 and 4 of the 6 step
 describe and analyse design process individually.
the processes
Presentation
undertaken when
 Students will present their idea to
designing their group.
 apply a design  The group is to provide feedback
process when to each member of their group
developing design using the “Like, I Wonder”
projects format.
Outcome
Improve Design
P5.2 communicates
 Students are to improve their
ideas and solutions
design based on the feedback
using a range of given by other members of their
techniques group.
Students Learn about: Lesson Review
 communication  Teacher is to review the lesson.
- forms of  Students should have:
communication o Worked through the 6 step
including verbal, design process.
o Created a logo design for
written, graphical,
their band.
visual, audio
Students learn to: happen next lesson.
 use appropriate
design and
technology
terminology
Learning Intention
Introduction to the
design process
Creation of a band
logo.
Success Criteria
Worked through the
6 step design
process.
Created a logo
design for their
band.
Concepts
P4.2 uses resources  Word: Explain. Computers
Lesson 2 effectively and safely in  Relate cause and effect; make the
the development and relationships between things
Introduction evident; provide why and/or how
to On Shape production of design
solutions Scaffold
 the realisation of Introduction to On Shape Computer
ideas through the  Teacher is to conduct a tutorial Projector
manipulation of into On Shape, showing: Students On
materials, tools and o Navigation, Shape
o Sketching, accounts
techniques and other
o Part studio,
resources
o Assemblies,
Students learn to: o Drawings.
 develop and
demonstrate Student activity Computer
proficiency in using  Students are to work through the learn
an appropriate range tutorial on; onshape
of materials, tools, o Navigation,
o Sketching,
o Part design using part studio,
resources
o Multi-Part Part Studio
o Assemblies,
o Drawings
Learning Intention  Students finish and submit a 3D
Introduction to On model and drawing for marking.
Shape
Lesson Review
Developing skills in  Teacher is to review the lesson.
On Shape  Students should have:
Success Criteria o Worked through the different
Completed tutorials tutorial.
o Submitted 3D model and
Completed 3D drawing
model.  Teacher will introduce what will
happen next lesson.
Concepts
P4.2 uses resources  Word: Critically Computers
Lesson effectively and safely in (analyse/evaluate)
3 the development and  Add a degree or level of accuracy
depth, knowledge and
production of design
Logo Design understanding, logic, questioning,
solutions reflection and quality to
in On Shape
Students Learn about: (analysis/evaluation)
 the realisation of  Determine position on ALARM
ideas through the Scaffold
manipulation of
materials, tools and Introduction Computer
 Teacher is to conduct a short Projector
demonstration on how to:
resources o Colour parts in On Shape
Students learn to: o make variable and
 develop and dependent dimensions and
demonstrate constraints in On Shape
proficiency in using
an appropriate range Logo Design Support: students Computers
 Using their logo design, students needing additional Student
of materials, tools,
are to create their logo in On tutoring in On logos
techniques and other Shape can use this designs
Shape.
resources  Students will need to: time. On Shape
o colour their logo Enrich: students
Learning Intention o make their logo scalable can also make their
Developing skills in  Students are to up load a screen model move using
On Shape shot of their completed logo to constraints.
their design portfolio.
Creating Band Logo Lesson Review
in On Shape  Teacher is to review the lesson.
Success Criteria  Students are to upload their logo
model to google classroom for
Make an adjustable
feedback.
3D model of their
logo.
o Created a 3D model of their
logo.
happen next lesson.
Concepts
P5.2 communicates  Word: Justify. Computers
Lesson ideas and solutions  Support an argument or
1 using a range of conclusion.
techniques
Brining 3D Scaffold
modelling
 communication Introduction PP Slides on
into the
- communicating  Introduction to VR and AR VR and AR
real world –
VR and AR. information through  Introduction to Co-spaces Projector
a variety of media  Teacher is to demonstrate how to Computer
- visualising solutions import files to view them in VR VR head set
- presentation and AR using Co-spaces. AR capable
techniques suited to devices.
the needs of design
clients and design
projects VR & AR Activity.
Students learn to:  Students will continue working
 experiment with a on their logo design and place it
range of techniques in the VR and AR environments.
and forms to visualise  Students will need to secure their
logo to a fixed point.
and communicate
 Student will take a screen shot of
ideas and solutions their logo in the environments
 communicate design and upload it into their Design
ideas and solutions portfolio.
effectively using
a range of Lesson Review
technologies  Teacher is to review the lesson.
 use appropriate  Students are to upload their an
standards image of their logo in VR or AR to
google classroom.
and conventions to
visualise and
o Loaded and displayed their
communicate ideas logo in VR and AR.
and solutions  Teacher will introduce what will
happen next lesson.
Learning Intention
Introduction to VR
and AR
Introduction to Co-
spaces
Success Criteria
Loaded and
displayed their logo
in VR and AR
Concepts
P3.1 investigates and  Word: Define. Computers
Lesson experiments with  State meaning and identify
2 techniques in creative essential qualities
and collaborative
Stage Scaffold
approaches in designing
Design –
and producing Introduction – Project restraints and Teacher will
Project Students Learn about: criteria provide examples
restraints &  creative approaches  Teacher is to introduce the of constraints/
research including: concept of project restraints. criterion that can
- cognitive organisers  Where will the concert take be used by
- strategies for place? In a hall, outside, other. students who are
problem solving and  Students are to define the struggling to create
constraints and factors affecting their own.
solution creating
design of the set design project,
- ideas generation
including:
Students learn to: o Size of stage,
 apply problem o Equipment needed (e.g.
solving techniques to instruments)
identified problems o Obstacles,
 identify the factors o Etc.
that contribute to  Students are also to develop a
successful work and criterion for their design. This is
collaboration what their design needs to
accomplish
Outcome
P4.1 uses design Research & Story boards
processes in the  Teacher is to introduce the
development and concept of a story board and
production of design show examples.
solutions to meet  Students are to conduct research
identified needs and into their bands set design.
 Students are to create a story
opportunities
board showing ideas for their set
Students Learn about: design. This can include;
 project analysis o Previous set designs from
- appropriateness of band,
design solutions o Other bands set design,
- criteria for evaluation o Other stage show set design
and factors to o Etc.
consider
Students learn to: Lesson Review
 identify the  Teacher is to review the lesson.
parameters of design
constraints, factors affecting
 identify criteria for
design and criteria for their
success of design design to their portfolio.
projects  Students should have:
 produce functionally o Identified project constraints
and aesthetically and criteria
appropriate design o Created a story board.
projects  Teacher will introduce what will
happen next lesson.
Learning Intention
Developing
constraints and
factors affecting
design.
Criteria for their

design
Research & Story

boards
Success Criteria
Identified project
constraints and
criteria
Created a story
board
Concepts
P4.2 uses resources  Word: Contrast. Computers
Lesson effectively and safely in  Show how things are different or
3 the development opposite
and production
Stage Scaffold
of design solutions
Design –
Students Learn about: Introduction Support: Review Projector
Concept - using materials, tools,  Students are introduced to a what a scale is and computer
Sketches techniques and other concept/layout sketch and how how to calculate Scale
resources to make one. one. Student can converter
Set layout - functions and uses  Teacher is to give a short tutorial use a scale
- experimentation on how to make a concept/layout converter web
Students learn to: sketch. page. Scale
 Teacher is to explain how a scale converter
 select appropriate
will be used in a concept/layout
materials, tools, sketch.
resources Concept Sketch Paper
 justify and explain  In their groups students are to Pencils
the selection and use create their concept sketches. Pervious
of resources in design  Students are to use resources work
projects already attained;
o Story board
Outcome
o Project restraints
P5.2 communicates
o Band logo
ideas and solutions
using a range of
3D Layout (alternate activity) Support: Review Paper Boxes
techniques  Teacher show student how to what a scale is and Paper
Students Learn about: quickly make a 3D layout model how to calculate Scissors
 communication using a cardboard box and one. Student can glue
- the purpose of drawing or cut-outs. use a scale
prototypes and/or  Teacher is to explain how a scale converter web
models will be used in a concept/layout page. Scale
sketch. converter
Students learn to:
 Students are to use resources
 use appropriate
already attained;
standards o Story board
and conventions to o Project restraints
visualise and o Band logo
communicate ideas
and solutions Lesson Review
Learning Intention
o Created a concept sketch, or
Developing Set o Created a 3D layout model.
design through
concept sketches or
happen next lesson.
3d Layout model
Success Criteria
Created a concept
sketch, or a 3D
layout model
Concepts
P4.2 uses resources  Word: Assess. Computers
Lesson effectively and safely in  Make a judgment of value,
1 the development quality, outcomes, results or size.
and production
Stage Scaffold
of design solutions
Design –
Students Learn about: Lesson activity
Final - using materials, tools,  Students are to refine their
Design, techniques and other concept sketches or 3D layout
resources model, by including:
Lighting, - functions and uses o Lighting
- experimentation o Sound, speaker placement
Sound, Students learn to: o Special effects
 select appropriate o Etc.
Special
materials, tools,
Effects Lesson Review
techniques and other  Teacher is to review the lesson.
resources  Students should have:
 justify and explain o Created a final concept
the selection and use sketch, or
of resources in design o Created a final 3D layout
projects model.
Outcome  Teacher will introduce what will
P5.2 communicates happen next lesson.
ideas and solutions
using a range of
techniques
 communication
- the purpose of
prototypes and/or
models
Students learn to:
 use appropriate
standards
and conventions to
visualise and
communicate ideas
and solutions
Learning Intention
Refining Set Design
Success Criteria
Have a completely
worked out set
design.
Concepts
P6.2 evaluates and uses  Word: Distinguish. Computers
Lesson computer-based  Recognise or note/indicate as
2 technologies in being distinct or different from; to
note differences between
designing and
Stage  Determine position on ALARM
producing. Scaffold
Design –
Developing  computer-based Introduction
3D Models technologies and Now that students have created a
their application concept sketch or 3D layout model
including: they will start to develop a 3D model
- modelling of the stage using On Shape
- research
- simulation and Developing 3D Model On Shape
 Students are to start developing library
graphics
aspects of their stage design.
- communication
 Each student must create at least
presentation 3 models to go into the set
Students learn to: design. Images of these will be
 discriminate in the included in the groups design
choice and use of scaffold.
computer-based  Students will be given a library of
technologies to regularly used models, such as:
o Lights
develop,
o Speakers
communicate and
o Instruments
present design ideas o Supports
and processes. o Stage floor
o Etc.
Learning Intention Lesson Review

Develop their 3D
modelling skills and  Students should have:
produce parts for o Created parts of their set
their set design design
Success Criteria
happen next lesson.
Created parts of
their set design
Concepts
P6.2 evaluates and uses  Word: Demonstrate. Computers
Lesson computer-based  Show by example
3 technologies in  Determine position on ALARM
Scaffold
designing and
Stage producing.
Design – Developing 3D Model – Continued
Students Learn about:  Students are to continue
Developing  computer-based developing aspects of their stage
3D Models technologies and design.
their application
VR & AR including: VR and AR Integration
Integration - modelling  Students are to start inserting
- research parts of their set design into a VR
- simulation and and AR Format, using Co-spaces.
graphics
Lesson Review
- communication
presentation
Students learn to: o Finished most parts of their
 discriminate in the set design
choice and use of o Started to insert their models
computer-based into Co-spaces.
technologies to  Teacher will introduce what will
develop, happen next lesson.
communicate and
present design ideas
and processes.
Learning Intention
Develop their 3D
modelling skills and
produce parts for
their set design
Success Criteria
Finished most parts
of their set design
Started to insert
their models into Co-
spaces.
Concepts
P4.3 evaluates the  Word: Evaluate. Computers
Lesson processes and  Make a judgement based on
1 outcomes of designing criteria; determine the value of
and producing
Stage Scaffold
Design –
 evaluation Introduction
- developing and  Teacher is to explain how to
Evaluation
of Design refining ideas conduct an evaluation of a
- criteria for evaluation design.
- methods of  Teacher will walk students
evaluation through a scaffold to evaluating
Students learn to: their design.
 establish the
Evaluation of Design Support – Students
parameters for design
 Students are to start conducting will be given a
and identify criteria an evaluation of their set design: scaffold to assist
for the evaluation of 1. Each group is to first find writing an
design projects advantages and evaluation
 examine processes disadvantages in their design
undertaken in design and record them in their
projects design portfolio.
 conduct continual 2. Students are then to present
evaluation their set design to another
group.
throughout design
3. The audience is to conduct
and production an evaluation of another
 assess the impact of group’s stage design using
designing and design the “Like, I Wonder” format.
projects on society Focusing on:
and the environment o Set design
 test and evaluate the o Presentation format
appropriateness of 4. Using the criterion created
previously, students are to
design solutions
make a judgement on their
design for each point against
Learning Intention their criterion.
How to evaluate a
design Redesign
 Students are to use the
Success Criteria information gathered from the
Evaluate their design evaluation to start redesigning
and produce a their set design.
redesign where  Each point that the students
needed. made a judgement on will need
to be addressed.
Lesson Review
o Design evaluation with
justifications
o Started their redesign
happen next lesson.
Concepts
P1.1 examines design  Word: Outline. Computers
Lesson 2 theory and practice,  Sketch in general terms; indicate
and considers the the main features of
Stage Design  Determine position on ALARM
– factors affecting
Scaffold
designing and
Final producing in design Redesign
development projects  Students are to continue with
of design Students Learn about: their set redesign using the
and portfolio information gathered from the
 design processes
- design processes evaluation to start redesigning
used in domestic, their set design.
 Each point that the students
community,
made a judgement on will need
industrial and to be addressed.
commercial settings
from initial contact Set Design Portfolio
with clients to final  Students are also to work on
presentation finishing their portfolio and
Students learn to: gather and present evidence of
their work from the unit.
 describe and analyse
the processes Lesson Review
undertaken when  Teacher is to review what the
designing student will need to have ready
 apply a design for the next lesson
process when  Teacher will also give a
developing design description of what needs to be
projects in the portfolio.
Learning Intention
Communication
techniques.
Success Criteria
Present their design
Concepts
Week 6 Outcome Presentation preparation
P5.2 communicates  Students are to prepare for their
Lesson 3 ideas and solutions presentation by:
using a range of  Having their VR simulation ready
Present and for viewing
demonstrate techniques
 Any presentation slides uploaded
Stage Design Students Learn about: to google class room ready for
 communication use during the presentation.
- forms of
communication Presentation of design
including verbal,  Student will present their design
written, graphical, to the class and other
visual, audio teacher/executive staff/industry
- elements of the professionals.
 Students will be given feedback
communication
from the teacher/executive
process which staff/industry professionals.
include sender,
receiver, medium, Lesson Review
message  Teacher and students are to
- criteria for evaluating reflect on the presentations and
communication feedback given
including clarity of  Teacher will also remind students
to hand in their design portfolios
message,
into google classroom by the end
appropriateness of for the day.
method chosen, ease
of interpretation
- communicating
information through
a variety of media
- visualising solutions
- the purpose of
prototypes and/or
models
- presentation
techniques suited to
the needs of design
clients and design
projects
Students learn to:

 use appropriate
design and
technology
terminology
 experiment with a
range of techniques
and forms to visualise
and communicate
ideas and solutions
 communicate design
ideas and solutions
effectively using
a range of
technologies
 use appropriate
standards
and conventions to
visualise and
communicate ideas
and solutions
 justify the selection
and use
of communication
techniques
Learning Intention
Developing
communication and
presentation skill
Success Criteria
Presenting and
demonstrating work
Identifying and Discussing Scaffold
Identify: Recognise and name Name at least 2-3 of the special

effect used in set design that
.
were discussed in class or list
 some of your own.


Discuss: Identify issues and provide points for and/or against

Special Effect:
Issue identification:
What is the issue that is being

addressed? This could be
.
providing entertainment,
creating a distraction, or why it
is needed in the set.
Points for Points against

And / or
 
List reasons that this
List reasons that
special effect supports this
issue.
*Repeat for each special effect identified.* this special effect
. Does Not supports
this issue.
.
Special Effect:

And / or
 
Special Effect:

And / or
 
Design Career Table and key words.
Suggested search words

 Designer  Fashion designer  Web designer
 Technology  Web  Graphic
Other key words
This is a brief This is a more detailed

description of the job How much the job
description of the job
pays per year.
Job title
Job description
Salary
Job level Experience required Skill required qualification
Is this describes the Is this list the required This lists different skill This describes the
level of experience an experience needed. It needed. These could qualifications needed. For
applicant needs will have specific points include communication example a bachelors degree
skills, or CAD in …….
Job title
Job description
Job title
Job description
Job title
Job description
Job title
Job description
Job title
Job description

Group Contract
Group Name:
Group members and contact details

Name Contact details, email or Best contact method Best contact time
phone number
Group regular meeting time

Time Place Frequency
Knows, and need to knows

Known Need to know
Team member strengths and weaknesses

Team member Strength (self-identified) Weakness(self-identified)
Division task
Task Team member
Record keeper
Document Editor
Conflict resolution
Level 1 – Individual resolution method
Level 2 – Group resolution method
Level 3 – Teacher supported resolution method

Music genre:
Band/artist Name:
Song (optional):
Task Log (to be updated throughout the project)

Task Completed by Date
We agree to the terms outlined in this group contract.
Student Signatures
Student name Signature
Justification
Pedagogical choices and teaching strategies
Engagement forms part of the Quality Teaching Frame (QTF) work and is a measure of how on task students are
throughout a lesson. This aspect of the QTF is important as to signals a serious investment from that student has
been made and quality learning can be achieved (New South Wales Department of Education and Training, 2003).
The Set Design unit plan aims to keep student engaged by first giving students an investment in the project by
introducing their favourite music genres and bands. Secondly, Project Based Learning (PBL) forms an integral part of
the unit plan. This teaching pedagogy allows student to learn through conducting a task which produced meaningful
learning (Gary, 2015).
The unit plan also uses a lot of group work to develop student’s communication skills and ability to work as part of a
team. Studies have shown that cooperative learning has a strong effect on students overall learning and is shown to
be beneficial to all students (Department of Education and Training, 2017). Additionally, group work can support
students with EALD considerations or low ability students as they can be given support and additionally guidance
from higher achieving students. Additionally higher achieving student also benefit as it allows them to consolidate
their knowledge on a topic.
The unit plan also relies on differentiation for lower and higher ability students. The unit plan differentiates to lower
ability student by providing scaffolds for different pieces of work as well as a scaffold for the major portfolio. This
scaffolding supports lower ability students as well as students with EAL/D considerations and is viewed as an
essential tool to support students with learning disabilities and EAL/D considerations (Gibbons, 2002). Gifted
Students are also catered for with extension work, this allowing them to better develop skills and understanding.
Assessment
This unit utilises both formative and summative assessment to produce effective assessment for stage 6. The unit
plan focuses on assessment for, as and of learning to enable teacher to gather evidence on students abilities and to
make judgements on the structure of work (NESA, 2019). The unit has a major summative assessment that is
produced throughout the unit in a scaffolded manner and is assessed in two ways first is the product that is
presented and the written portfolio and presentation at the end of the unit.
There is also formative assessment scattered throughout the unit plan. These are designed to do three things, first
provide the teacher with a snapshot of the student’s abilities and progress throughout the unit. Secondly, to indicate
to the teacher if the work is aimed at the correct level or to indicate where any gaps in knowledge might be. Finally,
since the assessments are uploaded to google classroom the teacher can give students feedback on their progress
throughout the unit and where they can improve. Research has shown that providing feedback in very beneficial to
students as it can motivate students to achieve better results and can redirect student back to their learning goals
(Department of Education and Training, 2017).
The outcomes were selected from the Design and Technology, Stage 6 Syllabus, and were chosen to best
align with the task. The outcomes P1.1, P3.1, P4.2, P4.3, P5.2 and P6.2 (Board of Studies NSW, 2013)
were chosen because they best reflect the learning and skills developed throughout the unit.
Catering for ICT, numeracy, literacy, diverse linguistic and cultural identity
ICT – ICT is used in almost every lesson and is one of the essential components to the unit. During this unit students
build their ICT skills by using different platforms for varying applications. Students use google classroom and google
docs for their portfolios and submitting work, they also use the 3D modelling software On Shape and VR and AR
software Co-spaces to develop their vertical presentation skills.
Literacy tasks – at the beginning each lesson in the unit plan, there is a literacy exercise for students to complete. This
exercise is based off NESA glossary of key verbs used in the HSC (NESA, 2019). The exercise consists of student being
give a verb and first they need to write down what they think it means. Second, they must look up the definition and
correct their original meaning. Finally they then need to determine where on the ALARM Scaffold that the word sits.
This exercise is very beneficial to all students and in particular to student with EALD considerations. This is because it
allows student to improve their metalanguage (New South Wales Department of Education and Training, 2003) and
also give students a familiarisation with the verbs that will be used during the HSC. Additionally when the verbs are
first introduced and students are asked to address a question using one a scaffold has been prepared that guides
student through answering the question (Gibbons, 2002).
Resources
Verb scaffold – this resource was developed to support Students with learning difficulties and EAL/D considerations.
To provides student with a road map on how to analysis a question by helping them understand the verbs used. The
scaffold breaks down what a student’s needs to do into small sections to prevent the student from being
overwhelmed by the complexity of some verbs. This scaffold is used anytime there is a new verb or when students
are asked to answer a question. The scaffold is also further explained giving student explicate instructions for each
section.
Group contract – the group contract is designed to get students to start working together and to remove any
uncertainty between group members. In this contract students are to write down what the expectations of each
group member are and what each student is responsible for. Additionally, students agree to how conflicts should be
resolved, what tasks should be completed and other important information. The contract is an evolving document
that can be updated throughout the project, for example there is a task log that students fill out to indicate what
tasks have been completed by whom and when.
References
Board of Studies NSW. (2013). Design and Technology Stage 6 Syllabus. Retrieved from
https://www.educationstandards.nsw.edu.au/wps/wcm/connect/6b211cf9-a68b-4808-a82a-
06695e1348f3/design-technology-st6-syl+Design+and+Technology.pdf?MOD=AJPERES&CVID=
Department of Education and Training. (2017). High impact teaching strategies: Excellence in teaching and learning.
Gary, K. (2015). Project-Based Learning. Computer, 48(9), 98–100. https://doi.org/10.1109/MC.2015.268
Gibbons, P. (2002). Scaffolding Language Scaffolding Learning: Teaching Second Language Learners in the
Mainstream Classroom. Portsmouth, New Hampshire: Heinemann.
NESA. (2019). Approaches | NSW Education Standards. Retrieved August 21, 2019, from
https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-
curriculum/assessment/principles-of-assessment/approaches
NESA. (2019). Glossary of Key Words. Retrieved August 21, 2019, from
https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/hsc-student-guide/glossary-keywords
New South Wales Department of Education and Training. (2003). Quality teaching in NSW public schools: Discussion
paper. Sydney, N.S.W.: Dept. of Education and Training, Professional Support and Curriculum Directorate.
Hyperlinks
Design and Technologies: what are they for? - https://www.youtube.com/watch?v=6zgdVc6U_2I
Seek - https://www.seek.com.au/
Careerone - https://www.careerone.com.au/
HSC Verbs - http://home.kooee.com.au/mulhearn/HSC%20VERBS.pdf
Meet a set designer - https://www.youtube.com/watch?v=zbDXQKKMEWo
Behind the scenes of Wicked – Set Design - https://www.youtube.com/watch?v=3DHcON8JKhY
Sound – Decibel information - https://www.ck12.org/physics/intensity-and-loudness-of-sound/lesson/Intensity-and-

Loudness-of-Sound-MS-PS/
6 step design process - https://www.discoverdesign.org/sites/default/files/inline-images/CAC-Design-Process-

Chart_900x867px-01.jpg
learn onshape - https://learn.onshape.com/catalog?labels=%5B%22Training%20Offerings%22%5D&values =%5B

%22Self-Paced%20Courses%22%5D
Scale converter - https://www.ginifab.com/feeds/cm_to_inch/scale_converter.html

Set Design Unit Plan: School and Student Context

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Set Design Unit Plan: School and Student Context

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Set Design Unit Plan

School and Student context

Unit context Targeted syllabus outcomes

Lesson 2 Set lighting, Sound setup and mathematics used,

Lesson Review Projector

Criteria for their

Research & Story

Learning Intention Lesson Review

Students learn to:

Identify: Recognise and name Name at least 2-3 of the special

Discuss: Identify issues and provide points for and/or against

What is the issue that is being

Points for Points against

Points for Points against

Points for Points against

Suggested search words

Other key words

This is a brief This is a more detailed

Job level Experience required Skill required qualification

Job level Experience required Skill required qualification

Job level Experience required Skill required qualification

Job level Experience required Skill required qualification

Job level Experience required Skill required qualification

Job level Experience required Skill required qualification

Group members and contact details

Group regular meeting time

Knows, and need to knows

Team member strengths and weaknesses

Level 2 – Group resolution method

Level 3 – Teacher supported resolution method

Task Log (to be updated throughout the project)

We agree to the terms outlined in this group contract.

Pedagogical choices and teaching strategies

Gary, K. (2015). Project-Based Learning. Computer, 48(9), 98–100. https://doi.org/10.1109/MC.2015.268

Mainstream Classroom. Portsmouth, New Hampshire: Heinemann.

HSC Verbs - http://home.kooee.com.au/mulhearn/HSC%20VERBS.pdf

Meet a set designer - https://www.youtube.com/watch?v=zbDXQKKMEWo

Behind the scenes of Wicked – Set Design - https://www.youtube.com/watch?v=3DHcON8JKhY

Sound – Decibel information - https://www.ck12.org/physics/intensity-and-loudness-of-sound/lesson/Intensity-and-

6 step design process - https://www.discoverdesign.org/sites/default/files/inline-images/CAC-Design-Process-

learn onshape - https://learn.onshape.com/catalog?labels=%5B%22Training%20Offerings%22%5D&values =%5B

Scale converter - https://www.ginifab.com/feeds/cm_to_inch/scale_converter.html

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