Teacher Resources - Syllabus Outcomes

Science &Technology (NSW)

Foundation Statement Stage 3
Students independently plan, implement and manage the design process and evaluate the results using design criteria. They consider the implications of design and production in relation to environmental, aesthetic, cultural, ethical, safety and functional factors. Students select, safely use and evaluate equipment, computer-based technology and other resources to meet the requirements and constraints of design tasks.

Strands

IC S3.2
Creates and evaluates information products and processes, demonstrating consideration of the type of media, form, audience and ethical issues.

PS S3.5
Creates and evaluates products and services, demonstrating consideration of sustainability, aesthetic, cultural, safety and functional issues.

INV S3.7
Conducts their own investigations and makes judgements based on the results of observing, questioning, planning, predicting, testing, collecting, recording and analysing data, and drawing conclusions.

English (NSW)

TS3.2
Interacts productively and with autonomy in pairs and groups of various sizes and composition, uses effective oral presentation skills and strategies and listens attentively.

Values

EXCELLENCE Striving for the highest personal achievement in all aspects of schooling and individual and community action, work and life-long learning.

COOPERATION Working together to achieve common goals, providing support to others and engaging in peaceful resolution of conflict.

Design & Technology 7 – 10 (NSW) – Stage 4/ 5

5.4.1 develops and evaluates innovative, enterprising and creative design ideas and solutions
5.5.1 uses appropriate techniques when communicating design ideas and solutions to a range of audiences
5.6.3 selects and uses a range of technologies competently in the development and management of quality design solutions

Journals – what the students said:



Organisation

  • Computer access is crucial for most of the program.
  • Kits – can be purchased commercially or from www.edex.com.au Their website also has ideas and support.
  • Batteries – we chose re-chargeable although the initial cost is high.
  • Re-chargers – minimum of 1 per class.
  • Software – Robolab. PC & Mac versions. Site Licence costs around $400.
  • Macquarie ICT – www.aces.mq.edu.au/icti_home.asp book early as it is very popular. Free. Whole day, hands on.

Groups

  • Cross-gender groups worked well.
  • Check for personality clashes
  • Size –suggest 3 to allow each member more hands on.
  • May be good to allocate roles (eg. programmer, builder, promoter) and change each session.

Timetabling

  • Once a week in the early planning sessions.
  • Two sessions per week (or more) as they start to program. Many found time frame frustrating – “the bell rang!”
  • Groups can work without supervision so could be programmed into ‘gaps’.

Links

ROBOTS – great interactive site for children.

What is a robot? – information plus a quiz

Edex – equipment plus lesson idea, projects, Robocup.

KidsOLR (online resources) – huge number of interactive sites.

To view pictures of our robots CLICK HERE!

Sustainability

The aim is to embed the project into the Stage 3 scope and sequence and to encourage current year 5 students to mentor next year’s cohort. Feedback from both children and teachers indicates that this will be achieved. Plans are also in place to extend the project to other Stages.