Students will spend the next two weeks developing their plans and ideas during class time.

What types of timbers will be most comfortable to sit on, so relaxed that you could stay there all day?

Will the design be purely timber-based or a combination of timber and metal?

What style of seat is relaxing yet functional?

Can I enjoy a family picnic or lunch with friends while feeling calm and carefree?

What about durability?

Which materials will last the best in our tropical climate?

How cold will the material feel in Winter when compared to the heat of Summer?

In Design and Technologies, students acquire proficiency in utilising specific digital tools to actualise their design concepts. This proficiency is evident during various stages of the design process, such as needs assessment, opportunity exploration, research, data analysis, idea generation, and communication. Students leverage digital tools to manifest their creative visions, from basic drawing and modelling programs to advanced computer-aided design and manufacturing, rapid prototyping, and simulation creation (ACARA), through applying digital technologies in developing plans, schedules, and processes and collaborating online to prepare innovative and industrial design solutions. By integrating digital technologies into the curriculum for Industrial Technology and Design, students can develop an inclusive skill set incorporating traditional design principles and modern digital tools and techniques, allowing them to tackle intricate design challenges in the digital age.

Creating meaningful connections with Industry and with Networking to discover expertise that exists.

Support differentiated teaching and learning in the classroom to enhance student engagement.

Design and build benches or picnic tables for local parks.

Street Furniture: Create and install bike racks or public seating areas to improve urban infrastructure.

Community Garden Structures: Construct raised garden beds or compost bins for community gardens or urban farming initiatives.

Educational Furniture: Develop reading nooks for local schools, libraries, or community centres.

Playground Equipment: Design and build playground structures, such as swings or climbing frames, to enhance recreational opportunities for children in the community.

Homeless Shelter Furniture: Produce sturdy, weather-resistant furniture like beds or storage units for homeless shelters.

Pet Shelter Furniture: Design and build kennels or feeding stations for animal shelters.

Public Art Installations: Construct artistic benches, sculptures, or murals that beautify public spaces and foster community pride and identity.

Recycled Material Projects: Utilize reclaimed materials to craft eco-friendly furniture pieces, such as pallet benches, or plastic bottle planters, promoting sustainability and waste reduction.

Safety and Accessibility Enhancements: Build handrails or ramps for public spaces to ensure inclusivity for people with disabilities.

Emergency Response Equipment: Create storage cabinets, and equipment racks (Emergency services)

Why is this important?

Students can showcase their skills and creativity and make meaningful contributions to their community by addressing various needs and improving local spaces.

Guide and tips to using the Table Saw

(Students are required to work together in a group - Students access personal laptops and write answers individually before collaborating as a group).

Complete questions 1-6

Group members:

1.

2.

3.

4.

1. Read https://www.linkedin.com/pulse/vital-importance-supporting-your-local-community-matt-east Article on the importance of supporting your local community. Briefly describe your belief in the importance of supporting our community.

2. Research ideal projects that support the local community:

3. Acknowledging our neighbouring Retirement Village, you are tasked to co-construct an outdoor timber bench. Provide ideas (pictures) of ideal outdoor bench designs that support elderly citizens.

*check out this video for some inspiration: https://padlet.com/hannahbauer11/industrial-tech-digital-pedagogies-55e5b2ykf813dhy1/wish/2990709458

4. What timber will you use? What other materials will you use?

5. Provide feature ideas for the bench that will create a personalised look. Ie. Wood lathed legs.

   
   

6. As a group, discuss your ideas and note the elements of your project everyone agrees on.

Break into groups, refer to notes from previous class, review ideas and share any changes.

Using Krita, draw the design of your outdoor timber bench. Discuss the elements and sizes of your project with your peers.

Using the Solid Edge CAD program, within your group, discuss parts of the Bench each member can build.

Once each central part is digitally built, upload it to the Year 12 Google Drive (find your group's named folder) and download all the parts.

Assemble your parts and discuss necessary changes with your group.

Focus area: Pages 2 and 3

Watch the videos attached:

Mitre Saw Tutorial

https://youtu.be/7fjHvYy5lkg

Mitre Saw Hacks

https://www.youtube.com/watch?v=slihLQgldEs

Table Saw

https://youtu.be/66bdGr01NCE?si=xLUQRkbRbWJ9lfUg

Rebate Joint

https://www.youtube.com/watch?v=Pi04Oa117f8

Transfer the finalised ISO Metric Parts into working drawings and save them in your Google Doc.

*Print working drawings

Commence building process

Mitre Saw tutorial video:

Mitre Saw tips and tricks video:

Students will embark on a real-world project over five lessons, designing an outdoor timber bench (before constructing) for the neighbouring retirement village. In the first lesson, students will access their project tasks via Google Docs, where they will find an article regarding community support, an outline of questions to guide their progress, and an upload of their findings. Students will use devices and online resources to enhance their learning process. Once students have completed the first task, they will utilise Krita to draw and co-construct their group's ideal outdoor bench design, adhering to the task requirements from lesson one. During lesson three, students will transfer their data onto Solid Edge. They will save their ISO Parts onto the shared drive and check that the components fit as intended by assembling their project and making adjustments as necessary. Over lesson four, students will continue working through the next stage of their task sheet, uploading their parts as a Working Drawing. They will also access YouTube videos for tutorials on new machinery they will utilise when machining their project, a refresher on previous machinery, and the intended Rebate Joint outlined in their task sheet. The students will develop a risk assessment for one hazardous process to assess their knowledge and understanding. Once completed, students will complete the construction sequence during lesson five and identify how they intend to build their project. They will check their measurements and where they have incorporated their Rebate joint before printing their working drawings on A3 and beginning their construction process. The lesson sequence effectively integrates digital tools and resources to create engaging and practical learning experiences for students while demonstrating engagement in ongoing professional learning and collaboration within the teaching community.