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Unit description

In this unit of work students are intrepid time travellers who journey into the past to investigate the land of their local area. Returning to the present, students compare the past and present environments and dream about what they want for the future. Throughout their journey students explore the relationship of Aboriginal custodians with the land and sustainability considerations. Using animation software students design, produce and evaluate an animation to describe their journey.

Aboriginal perspectives

  • custodianship and stewardship
  • country
  • dreaming stories
  • relationship with environment
  • traditional technologies

Phases of learning: a design process

  1. Analysing problems, needs and opportunities
    Students are introduced to the design situation and analyse the design problem. They develop a design brief and identify design constraints. Students analyse the factors affecting design and use these to develop criteria for success for the design project.
  2. Researching
    Students engage in a jigsaw activity to research indigenous flora, fauna, people and practices of the local area prior to invasion. They participate in an excursion in the local area and share with the class their earlier research findings. Students collect data to determine the sustainability of the local area and collaborate on a class interactive website such as wiki. They research software for the production of an animation and develop awareness of and skills in using specific software.
  3. Environmental and sustainability considerations
    Students complete class activities to define custodianship and country, ethical, social and environmental sustainability. They compare and contrast Aboriginal use of technology with that of the European settlers and describe the impact of this technology on the environment. They evaluate the sustainability of the local community and suggest areas for improvement.
  4. Generating and evaluating creative design ideas
    Students use animation software to generate images inspired by research and develop storyboards to convey the theme. They brainstorm themes and characters appropriate to the design situation. They use the criteria for success to evaluate the most suitable solution from their animation sequences.
  5. Experimenting and testing ideas, tools and techniques
    Students develop an awareness of and skills in using an interactive website such as PBwiki. They experiment with animation software such as gif animator or pivot to develop skills and expertise for the development of their animation project.
  6. Producing, managing and evaluating the solution
    During the management of the design project students develop time and action plans which they record in their design folio. They develop the final design solution and evaluate it against the criteria for success. Students participate in peer and self evaluation of both the folio and the animation.

Quality teaching framework

All units have been mapped to QT throughout.

Click here for QT details for this unit (PDF, 27 pages, 916 KB) (refer to page 26).


Assessment activity 1

Reflect on an excursion in the local area. Complete a written evaluation of the visit, focusing on Aboriginal people and their relationship with the land. Include two images created with MS Paint software.

Assessment activity 2

Research and evaluate the environmental and sustainability concerns of the local area. Organise the information into a wiki.

Assessment activity 3

Conduct two experiments to investigate and evaluate the features of animation software such as gif animator or pivot.

Assessment activity 4

Generate three storyboards for an animation sequence. Evaluate each storyboard and select one for further development as an animation.

Assessment activity 5

Design, produce and evaluate an animation comparing the stewardship of the Aboriginal custodians and the sustainability of their practices with the present care of the local environment.

To view student work samples for each assessment activity, go to http://arc.boardofstudies.nsw.edu.au/go/7-8/tech

Cross-curriculum content

  • ICT
  • Literacy
  • Environment
  • Key Competencies
Unit of work
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