Can we include several pedagogical approaches under each Production and Process Skills using dot points or are we only allowed to include one approach for each of the Production and Process Skills?

While working on the assignment, I have noticed that almost every idea that comes to my mind already seems to be available online or has been done previously. Because of this, I am feeling a bit confused about the originality. Could you pleas eclarify whether the ideas need to be completely unqieu or is it acceptable to build on exisitng ideas as long as we adapt them in our own way? THank you :)

I am confused about the innovative product in part one. Are we designing a task to create something novel, with a general instruction as we used with the water transporters? Or are we creating an innovative product, and then instructing students on how to create something highly similar? I hope that makes sense :)

in the assignment template it asks

Have you used AI to complete your assignment?

Which application(s) did you use?

How was the application used? (dot points)

I'm wondering if it is then permissible to use Copilot to brainstorm ideas for the project and it's connection to the curriculum? So long as we are documenting and HOW we used it?

If so, I’ve noticed that in the ACARA, there appears to be only one Knowledge and Understanding descriptor (“Technologies and Society”) and one Processes and Production Skills descriptor (“Designing and Making”) for this level.

I know that there has been a strong emphasis on investigating and defining, generating and designing, producing and implementing, evaluating, and collaborating and managing.  Given this, I’m wondering whether, if focusing on the Foundation year, we are expected to concentrate on the single Processes and Production Skill descriptor and adjust the assessment template accordingly, or if there is another approach we should be taking?

Thanks!

Regarding the word count, in the assessment video you indicate that the "processes and production skills" section should be 400 words (not currently indicated in the template). With the other indicated sections, this sums up to the assignment-wide 1000 word limit. However, the "product and design creation" section also doesn't have a specified word limit. Are the explanations here not included in the word limit, or should the "processes and production skills" section actually be less than 400 words?

Thank you!

What is the word count for this part of the assessment in Part A please?

For Part A, I’m planning to design a simple product for Year 2 students using recycled materials, with a focus on sustainability and meeting a practical everyday need (reduce consumer wastage)

I just wanted to check if a small-scale, functional classroom product would be suitable for this task, and whether the focus on reuse and reducing waste would be sufficient to address the sustainability requirement. Or does it need to be something bigger like the water transporter/yacht?

I note in the assignment video you mention the template will be updated with the word count. Has this been uploaded anywhere? I'm not fully clear on what makes up the ~ 1000 words (aware that reference list isn't included in word count).

Thanks so much

Although steps a-d of the classroom context implementation system are logically sequenced, I am wondering if chronologically step E might be able to happen after step B, as my task is being made to be done as pairs and I want to talk about this criteria there? Does it matter if the steps are out of order?

Thanks :)

When we are asked to discuss how the activity ‘supports the aims and rationale’ of the design and technologies subject, is there any public description of the aims and rationale we should have access to? Or is it just referring to the goals of the subject as implied by the curriulum?

Thanks :)

For the context and the design challenge portion of the assessment, does the recommended word count include listing materials available or is it just the explanation of the task for the students? Thanks

When I read through the rubric, I noticed it mentioned "very clear evidence of innovation," and I am a bit unsure about how this applies to my task. Does this mean my sample product needs to be highly innovative or very different from typical examples?

If I am designing a simple floating experimentation, would this still meet the criteria for innovation? I am wondering what standard or definition of "innovation" is expected in this assessment.

Thank you.

In a Year 3 constructivist approach, do I briefly demonstrate how the wick system works as scaffolding, then have students design and test their own irrigation system, or should they figure it out entirely from the materials provided?

Core tension:
How much modelling is appropriate without turning it into a “copy the teacher” task?

Is there a PDF/ Word version of the assessment rubric available? I am having difficulty printing the online version from the assignment tab on canva. Usually, I like to have it easily accessible as I work on the assessment.

Explain how this activity can be implemented in a classroom context. Identify the pedagogical approaches used to support a key step within stages a–e, ensuring these align with the identified “Processes and Production Skills” descriptors, and justify why this step is critical to the learning process

I have a question regarding the six critical steps.

As I'm planning to design an activity for early-level students, I decide to have them choose and focus on only one material during their prototyping process. However, I am concerned that this may be too simple to fully address all six product creation process. Would you recommend adjusting the activity to better align with the framework?

Additionally, should I create a finished product for each material (e.g., four different materials resulting in four outcomes), or is it acceptable to focus on just one?

Thank you.

Many Thanks James

Can/should we link our lesson plan to the Sustainable Development Goals?

Thank you

Many thanks

In the “Student Leaning and Activity Implementation” part of the assessment, are we required to use academic literature to support our ideas (eg. pedagogical approaches etc)? Thanks.

Is it appropriate to source seminal, foundational theory work for our 'literature' references even if they are older?

Since the task sheet did not specify, I would like to confirm if those who study early childhood are required to target foundation years for this part and part b, or if it is alright to focus on any years? Thank you!

1. Technologies (https://www.australiancurriculum.edu.au/curriculum-information/understand-this-learning-area/technologies#technologies)

2. Design and technologies (https://www.australiancurriculum.edu.au/curriculum-information/understand-this-learning-area/technologies#design-and-technologies)

3. Year level specific

Thanks!

I just wanted to clarify the referencing requirements. I remember that you mentioned we should use readings from QUT. However, I have used sources from external databases such as Google Scholar. Would this be acceptable, or is it essential to primarily use QUT readings?

Thank you!

Or is the 400 words only for the "Describe what students will learn..." section?

I just wanted to clarify the purpose of the context section in Part A. I know the challenge portion is about the task we are asking the students to complete, but is the context section about the context the task exists within for the students, or is it to explain the context of the activity in terms of links to the curriculum?

Thank you.

Do we need to provide a brief description of each of the process and production skills descriptors or can we jump straight into the pedagogical approach?

Thank you

Thanks

Do we have the 48 hour extension for this assessment?

Thank you

I recorded my presentation for Part 2 on Zoom and saved it to my computer as a media player file. I have uploaded the file to the submission page so its easy to click on it when marking. Is this okay?