What are the goals for this module?
There are 6 parts:
This unit is called Learning Through Play. Learning Through Play (PDF 3MB)
To successfully complete this unit, students need to:
Reading and writing different text types (for example, explanations, instructions, arguments, narratives) is important for learning in technology.
In this unit, students are asked to read:
They are also asked to write an evaluation as an outcome for the unit.
Introduce the Learning Through Play Student Instructions Learning Through Play - Student Instructions (PDF 335KB) by pointing out the different text types students will encounter and what this means when they are reading them. For example, explain to students:
Ask questions that will help students identify and respond to different text types. For example:
Adapt these questions for texts that contain multiple text types, for example, texts that contain an explanation and instructions/procedure.
Look for students who are able to articulate their understanding of text types, features, and purposes. Notice when they read particular text types for a specific task. You will want to see your students increasingly:
Continue to introduce and discuss a range of new text types, for example, news articles, essays, timelines.
Why would you choose to focus on learning to preview?
Using text features (for example, headings, illustrations) to provide information about the content will help students to:
Model how to preview information from text features. Use these questions and answers to guide your teaching:
Q: If you read all the information in the text features, what do you know about the topic already?
A: It will tell me what I need to do for this unit of work in technology. It is about making educational toys and tells me the many steps I need to take – from deciding on the person and the toy they need through to research, planning, and making the toy. Then I need to evaluate the process.
Q: Why has the author used these text features?
A: The numbers and letters show me the steps. The bolds show me headings and the important language I will need to understand and use.
Q: How could you use text features to make sure you have understood the instructions?
A: I can use the headings, numbers and letters to make sure that what I have read and understood makes sense and I am following the instructions in the right order. I can see the bolded words are important words to learn and use, so I have to make sure I understand their meanings.
Look for previews that include all the important information from the text features. Students should begin by writing these so you can see they are making sense of the information by combining and linking ideas. When they have more experience, students will begin to preview in their head as preparation for reading new texts.
Use previews to analyse text features in a range of technology texts.
There are specific words and languages that students use in technology. Students may:
It is often possible for students to work out the meanings using vocabulary problem solving clues.
Introduce important technology vocabulary and language, and provide opportunities for students to use it in their reading and writing.
Effective Literacy Strategies in Years 9 to 13 pages 44-45 (PDF 130KB) describes strategies that can help students recall and use new vocabulary.
Teach the clues for problem solving and provide opportunities for practice. Provide instructions (verbal and written) that contain different types of clues. For example, clues from the Learning Through Play Student Instructions Learning Through Play - Student Instructions (PDF 335KB)
“Write a brief to communicate what you are developing and why.”
“Draw and annotate your sketches of possible solutions presented in 2D and 3D drawings, including colour / materials / texture and detail, as you would expect to see the product finished.
Using context clues in technology. “Identifying a need: Write a conceptual statement”.
Using morphemic clues. “Produce a sequential diagram.”
Look for fewer requests from students to explain word meanings as students become more familiar with the vocabulary used in technology. Notice an increased use of these words in quickwrites and other writing tasks.
Continue to ask students “How did you work that out?”.
Quickwriting is a form of note making that helps students to remember what they know and understand.
Quickwrites support students to:
Quickwrites can also provide ongoing information about the students’ developing understanding of technology concepts and use of technology specific vocabulary.
Give students a short amount of time to write their reactions, feelings, and ideas in response to prompts. These can be specific or generic, for example:
Continue to use quickwrites. Ask students to design the prompts and highlight the technology vocabulary they have used.
This is the major written outcome for the unit. See the Learning Through Play Student Instructions. Learning Through Play - Student Instructions (PDF 335KB)
Evaluation of a product is an important step in technology. Its purpose is to establish the fitness for purpose of the product, which links back to the initial brief and research.
There are notes for teaching students to write evaluations included in the Learning Through Play. Learning Through Play - Student Instructions (PDF 335KB)
Look at the structure of the evaluation:
Build on this formal writing instruction in other technology units. Ask students to revisit any feedback when they are setting their writing goals in technology.
Published on: 09 May 2016
