Lesson 1

Wk 1

Impossible
challenge (See
appendix 2)

Reflect: What are

products? (Kinds,
Needs/wants,
Everyday,
Production)

Overview
Lesson 2

Lesson 3

Lesson 4

Lesson

Analyse
information
report and
research types
of materials.

Model structure
and language of
information report
focusing on
introduction and
1st paragraph
(materials)

Researching and
Brainstorm small/
mass scale
productions and
systems
Jointly construct
paragraph on
production

Experimentat
of materials (
3D shapes)

Wk 2

Explore products in
the classroom and
analyse functions

Experimentation
of materials
(connecting and
manipulating
material for
functionality)

In small groups
share research
and jointly
construct
paragraph on
functions

Model conclusion
In pairs jointly
construct
conclusion

In pairs creat
scaffold for
information re
Pick a produc
fill out scaffol
together

Wk 3

Experimentation of
materials
(aesthetics
decorating, colour
wheel)

Choose a
product (no 2
Ss the same)
and
independently
fill in report
scaffold
Analyse and
model
procedure

Draft information
report on
selected product

Publish and
display information
report in class
book

Brainstorm
inventions an
analyse how
meet needs/w

Jointly construct
procedure (How
to make a
sandwich)

Investigate and
research various
materials to use
for creation of
product

Group of 4, e
pair write
procedure, sw
and follow/ac
out

Continue
experimentation
with materials
focusing on
functionality

Draft procedure
for designing
product

Sketch and label

diagram of
planned product

Finalise plans
write justifica
and goals an
develop peer
evaluation sh

(See appendix

Wk 4

Create design brief

for chosen
invention

Wk 5

Plan steps for

designing product

Wk 6

Construct product

Publish procedure in slide presentation

Display and p
review produ

Wk 7

Self evaluate
product
construction

Model analysis
of
advertisements
in media
Use peer and self evaluation to
remake or improve product
Re-evaluate against new goals

Joint construction
of advertisement

Draft
advertisement of
product

Publish and
evaluate
advertisemen

Analyse and plan

commercial
(purpose and
audience)

Film/create
commercial

Finish creatin
and edit
commercial

Wk 9

Groups of 4, watch
and evaluate peers
commercials

Analyse and
model an
exposition

Analyse and
demonstrate
speech etiquette
and practice in
pairs

Recap research of
production and
plan production of
own product

Draft speech
pitch the sale
product to
company

Wk
10

Finalise speech

Practise speech
and organise
visual setup for
pitch

Present pitch and

Ss give feedback

Present pitch and

Ss give feedback

Vote for best

(T only revea
winner)
Analyse its
effectiveness

(See appendix

Wk 8

Each lesson represents approximately 1 hour

For each task being formally assessed teacher and student collaboratively
construct a rubric

2 Week Lesson Sequence

Week 6 1 full day
No
.

Lesson
Title

Indicators of Learning

Constructio
n

ST2-16P Examine the

process used to
produce an existing
product and by
creating a flowchart
from design to
producing the finished
product.
EN2-12E Jointly
develop and use
criteria for assessing
their own and others
presentation.

EN2-10C Use visual

representations,
including those
digitally produced, to
represent ideas,
experience and
information for
different purposes and
audiences.

ST2-4WS
Working
collaboratively and
individually, to
suggest ways to plan

2
hrs

2
2
hrs

1
hr

Publishing
Procedure

Gallery
Walk

Page 3 of 6

Teaching and Learning Experiences

Ss will follow their draft procedure and use their materials

to begin building their product
Ss will take images of their construction at each step
Ss will work independently but may collaborate with peers
at their own discretion
T will provide assistance and feedback when requested by
students, otherwise will supervise and roam
Should Ss encounter any issues or problems during the
course of construction amendments will be made to their
procedure
Amendments will be written on a separate page in their
journal explaining problems encountered and their
solutions to their problem

Ss will complete their construction and develop a final

written draft procedure in their journals
On iPads Ss publish their procedure in a slide presentation
using their written draft and images, Ss will be left with
total creative control over the format of the presentation
When complete, Ss will begin to set up a display to show
their product to their peers, at their display will be: a
backing board with any information they wish (sketches,
justification, inspiration images, heading), their product,
enough feedback forms for the class as well as an
envelope to store them in and their iPad with their
presentation available for peer viewing
Ss will be given the beginning of the lesson to complete
their display and put finishing touches on any aspect of
their project they feel necessary, Ss may also use this time
to assist their peers
Ss will make their way around the room to each of their

Assessment
Strategies

Differentiation

Observation:
Following
procedure: have Ss
followed the steps
outlined in their
procedure, or made
amendments where
necessary?
Using materials:
Have Ss used
appropriate
materials in a range
of ways?
Creativity: Have Ss
used a range of
materials to
construct a unique
product?
Mark against
product rubric
Observation:
using time
effectively
Mark against
procedure rubric

ADD/Anxiety/ESL
: Present S with
one written and/or
visual procedural
step at a time
Extend: Ss can
make a product to
scale, stating the
scale used
Simplify: work in
pairs
Teachers aide:
work with
students with
additional learning
needs

Observation:
Constructive,
positive feedback
Participation

Resources/
Organisatio
n
Ss
independentl
y preorganise:

Materials
Draft
procedure

Journals
iPads
Teachers
aide

ADD/Anxiety/ESL
: focus on one
step at a time, use
a simple layout
Extend: more
complex
vocabulary, more
detail, justify
choices
Simplify: T focus
group

iPads
Cardboard

Scissors
Glue

ADD/Anxiety/ESL
: Yes/no questions
and rating scale
included on form
Parent helper:

Peer
evaluation
forms
iPads
Parent

and conduct
investigations to find
answers to questions.
Following the planned
method, adjusting
procedures as
necessary, including.
VAS2.3 Recognises
that people have
different views about
artworks and their
meanings that are
informed by their
understanding of such
things as the
circumstances of the
work, the artists
intentions and skill,
and what the work is
about.

assist additional
needs (ESL)

peers product
At each station Ss will complete a peer evaluation form
and place it folded in an envelope, when giving feedback
Ss will consider aesthetics and function, there will be a
strong emphasis on constructive criticism
When feedback is completed Ss will return to their journal
and write a reflection on their day including at least one
thing that went to plan, one problem they encountered as
well as its solution and one thing they did well
independently

Helper

Week 7 1 hour lessons across 5 days

No
.

Lesson
Title

Evaluation

1
hr

Page 4 of 6

Indicators of Learning

ST2-4WS Working
collaboratively and
individually, to suggest
ways to plan and
conduct investigations
to find answers to
questions.
EN2-12E Jointly
develop and use
criteria for assessing
their own and others
presentation.

Teaching and Learning Experiences

Ss will read through their peer evaluation forms and, on a

new form, collate and summarise the feedback under each
question focusing on the most common or helpful points
Ss will return to their previously created goals and analyse
each goal according to the criteria: did I achieve this goal,
how or why not? What can I do next time to ensure I meet
this goal or how can I meet this goal more efficiently or
effectively
Ss will use their peers feedback as well as their goal
evaluation to amend their goals or write new goals for their
product, including any changes they may make or any
changes they will make to their construction process, if
they wish Ss may return to their plans including their
sketches or justifications

Assessment
Strategies

Differentiation

Observe and
review journals:
Reflection
Critical analysis of
goals

ADD/Anxiety/ESL
/
Simplify: provide
a list of reflection
questions
Extend: more
detail and more
critical reflection

Resources/
Organisatio
n

Journals

1
hr

Exploring
Advertising

EN2-8B Understand
that effective
orgainsation of ideas
in imaginative,
informative and
persuasive texts
enhances meaning.

1
hr

1
hr

Experimenti
ng with
Advertising

Draft
Advertiseme
nt

Page 5 of 6

VAS2.1 Talks about

and thinks about their
intentions for
artmaking and
recognises how these
affect their selection of
ideas, materials, tools
and techniques and
methods of working.
EN2-10C Use visual
representations,
including those
digitally produced, to
represent ideas,
experience and
information for
different purposes and
audiences.
EN2-10C Use visual
representations,
including those
digitally produced, to
represent ideas,
experience and
information for
different purposes and
audiences.

T will use print examples of advertisements from popular

media and analyse these with the class, T will focus on the
language and images used in the text as well as how and
why the author has used these to persuade the audience
to buy the product being advertised
Ss will be given different resources (magazines,
newspapers, web screenshots) which they will read
through and identify the different advertisements
Ss will take clippings of the advertisements and paste
them into their journals and analyse them through
annotations, annotations will include: what is being
advertised? What persuasive language has been used?
Who is the target audience?
Ss and T come together as a class reflect on the
observations they made focus on: persuasive words used,
images and other features such as colours and layout
T will select a product in the classroom e.g. glue stick, as a
class Ss will develop a rough outline of a flyer they could
make for the product with specific emphasis on the
persuasive words and images used, also drawing attention
towards the layout and colours used
Ss will work in pairs to create their own (very) rough
example of an advertisement for the product chosen by the
class, Ss will experiment with materials and methods
(online or in print)
Each pair will find another pair to reflect with, Ss will
explain their advertisement and justify their decisions, they
will then give each other feedback including changes they
could make with reasons

Observation and
journal review:
Analysis of text
features
Participation in
discussion

ADD/Anxiety/ESL
/
Simplify: provide
a list of analysis
questions, few
previously
reviewed
resources
ESL: resources
with little text
Extend: detailed
annotations

Observation:
Participation in
class/group
discussion
Use of textual
features in
advertisement
Journal review:
Justification of
advertisement

ADD/Anxiety/ESL
/
Simplify: provide
plan and word
tower
Extend: choose
more complex
advertisement
(online)
Parent Helper:
work with
students with
additional learning
needs

Journals
iPads
Parent
helper

In journals Ss will write a brief plan (written, sketched or

modelled) of their advertisement (must be print but can be
any form e.g. flyer, brochure, poster, catalogue, in text
print, website header, sidebar)
Ss will develop their draft advertisement
When Ss have almost completed their draft they will be
asked to pair with another S of their choice, the pair will
then view one anothers draft and provide at least two

Observation:
Collaboration with
peer

ADD/Anxiety/ESL
/
Simplify: provide
a scaffold and
word tower
Teachers aide:
work with
students with
additional learning

Journals
iPads
Teachers
aide

Journal review:
Quality of draft
Editing

Magazines
Newspape
rs
Website
screensho
ts
Journals

5
1
hr

Final
Advertiseme
nt

EN2-10C Use visual

representations,
including those
digitally produced, to
represent ideas,
experience and
information for
different purposes and
audiences.

things they have done well and two things they think they
could change or improve upon
Ss will make any changes to their draft
Ss will publish the final copy of their advertisement
In their journals Ss will provide a description of their
advertisement (where it may appear and target audience)
as well as justifications for each aspect of the
advertisement (language, images, colour, layout, mode of
delivery, kind of advertisement)

needs
Mark against
advertisement
rubric

Expectations of
end result based
on ongoing
assessment

Questions for Reflection:

Have students constructed a working model of a product? Was the use of materials appropriate and accessible?
How well did the three KLAs integrate?
How effective was the integration of ICT? What resources were most/least effective? Why?
Were students motivated and engaged throughout the unit of work? Which lessons were the most effective? Why?
Were all the students needs/outcomes met e.g. ESL, Anxiety, ADD and G&T? Are there more effective ways to differentiate in the future?

Page 6 of 6

Journals
iPads