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Assignment Two: Design Curriculum


Natalie Derrick and Mitch James

Deakin University: Primary Technology: Design and Creativity

Baird. S (2002) once stated Teachers have a responsibility to educate students in technological
literacy in order to ensure they grow up with informed decision making skills on these topics. (Baird.
S, p. 25, 2002). Therefore this lesson sequence aims to educate students in production and cause and
effect of systems.
This sequence of lessons is a 5-lesson unit designed for AusVELS Level 6 students and is dedicated
to the design and construction of Water propelled rockets. This sequence of lessons fits in with the
current inquiry unit of technology, while also use the skills such as researching, sketching,
constructing and problem solving.
Before this unit of lessons commences, students have already touched on some of the aspects and
skills required to engage in this topic such as: Basic design skills, sketching and idea generation have
been done in previous units.
Water Rockets are a fantastic way of introducing physics and Forces to this year level. The process of
researching, designing and building the water rockets is financially viable, as many of the materials
are recycled and or easy to come by and a very cheap price.


In the DCT there are three main focuses that can be broken into: information, systems and materials.
Through out the course of the 5 lessons the main focus of all lessons will be on teaching students
about the systems aspect of DCT. Through using water rockets as an experiment and design project
students begin to understand basic elements of how things work. As defined in systems can be
expressed through gaining knowledge and understand towards A combination of elements that work
together so that a specific outcome is achieved. (AusVELS, 2013) Therefore demonstrating through
the use of designing, building and creating a useable water rocket helps students to develop their
knowledge towards systems and a basic understanding of how elements work together to achieve a
desired outcome.

Deakin University: Primary Technology: Design and Creativity



Each lesson is designed and implemented with reason and purpose towards achieving the end goal
which is to educate and increase student knowledge on the design technology process, skills and
knowledge in science as well as touching on areas of maths, literacy and creative thinking process.

The introductory lesson otherwise known as the knowledge lesson has purpose towards tuning
students into the idea of rockets as a whole. This lesson is to get students involved in thinking about
the process of a rocket; how it works, what makes it work and the simple science behind the basics of
rockets as a whole. The idea is to then get students to apply this knowledge towards the production of
building and designing a water rocket. Without a knowledge session students may not be able to
follow on with the process in a coherent manner and it also may cause students to not quite grasp the
overall concept of what their design is aiming to do.
Investigating and designing
The second lesson is dedicated to investigating and designing their very own water rocket. The lesson
begins with instructions from the teacher on how to label and sketch relevant to what they wish to
design. This is because without clear instruction and demonstration made by the teacher, students may
not understand how to draw basic sketches and according to Denton, HG & Williams (1996) This
may lead students to misunderstand and to produce carefully worked and coloured drawings when
what is required is rapid sketches. (Denton, HG & Williams, p. 20, 1996) Therefore ensuring
students understand that their drawings are rough sketches and not pieces of artwork, and will not be
assessed on heir presentation of drawings.
The third lesson is dedicated to the creation and production of their water rocket. The importance of
ensuring the teacher demonstrates appropriate safety features prior to students commencing
production is to ensure they are all aware of how to go about safely designing their water rocket to
minimise anyone getting injured through lack of knowledge towards safety skills. The purpose of
encouraging students to assess their design even during the production phase is to allow them to learn

Deakin University: Primary Technology: Design and Creativity

how to constantly be using critical thinking processes all throughout the process. It ensures students
are using problem-solving skills if materials are perhaps not working or the water rocket is
unbalanced. The idea is that students need to learn that their design may not always work when
entering the production phase and therefore they need to cater to changes during this phase through
critical and creative thinking and using their ability to problem-solve.
Analysing and evaluating

The final lesson is all about reflecting and putting together all data collection and presenting in a
clearly laid out graph. The purpose of a final reflection piece is to encourage students to work towards
analysing and evaluating their own work. As stated by Campbell, C. & Jane, B. (2012) Children do
not need to have fun as long as they gain some sense of achievement and fulfillment from what they
are doing. (pg. 9, 2012) Therefore when students are able to engage and take responsibility in their
own work and creation they are much more likely to be engaged in the learning taking place.
Therefore having a reflection at the end by written by students allows for them to look back and
reflect on the work that they have participated in and gain a complete understanding in their work. It
allows students to identify what worked in their project, what could be improved upon next time and
how well they went designing the project as a whole. It also acts as an aid for the teacher to see which
areas students were struggling in and therefore improve upon the approach to the topic for next time.


Mathematics will be shown through the collection of data, measuring distances and graphing
information. The AusVELS standard can relate to Compare observed frequencies across experiments
with expected frequencies (ACMSP146)
Using maths across curriculum demonstrates to students how mathematics can be used in other areas
of study; thus demonstrating to students the importance of mathematical knowledge. Using data
collection also gives students a sense of purpose to their work as well as a clear understanding of how
effective their design was, as well as an insight to what made the best, most effective water rocket.
The graphing process allows for data to be presented in a visual and understandable manner.
Digital Learning and Teaching Victoria (2015) expresses on their website that Flow chart [was]
easy to follow and made it simpler to identify approaches (Digital Learning and Teaching Victoria,

Deakin University: Primary Technology: Design and Creativity

2015) Even though it is a graph being used and not a flow chart it is still the same idea that using
mathematical imagery to depict findings makes it easier to comprehend and therefore understand.

Science will be demonstrated throughout the topic through the form of basic physics. Students will
learn about the general physics of rockets as a whole and then more specifically water rockets.
Throughout the course of the 5 lessons students will learn the AusVELS standard The way energy
from a variety of sources can be used (ACSSU219) In particular looking at air and water pressure as
an energy. Further to this science has been expressed by Norton, S. Ritchie, S. & Ginns, I. (2007) who
expresses that Science and technology are two domains in the curriculum that can complement each
other and therefore be integrated together. (Norton, S. Ritchie, S. & Ginns, I. p. 205, 2007)

Throughout the course of the 5 lessons students should be applying their literacy skills such as oral
language, writing skills including correct spelling grammar and punctuation. The major aspect that
will reflect upon a students literacy skill will be that of the reflection. The AusVELS standard states
that students will need to Participate in and contribute to discussions, clarifying and interrogating
ideas, developing and supporting arguments, sharing and evaluating information, experiences and
opinions (ACELY1709)

Thinking Processes

Students will need to apply creative thinking and problem-solving skills to work towards developing
an appropriate design. Students will need to adapt to challenges they may face and work towards
fixing any problems that occur and use creative and critical thinking to reach their desired outcome.
The AusVELS standard describes that student will be required to Increasingly focus on tasks that
require flexible thinking for decision making, synthesis and creativity.

Deakin University: Primary Technology: Design and Creativity


The creation of a water rocket does not in fact require many safety features. The only tools that
students will be required to use are scissors. Therefore at the beginning of the production lesson the
teacher will be encouraged to give a safety chat with students about general safety within the
classroom i.e. no running around, mindful of other people and there working space. The only
demonstration that may be required is to show students how to correctly cut plastic, cardboard and
paper as well as the correct way to handle scissors.


Teacher Name: M JAMES, N DERRICK

Student Name: ________________________________________

Research and
development is in
depth and provides a
clear direction for

Research and
development is clear
and provides
appropriate direction
for design


Knowledge gathered
and applied throughout
the research and
development stage of

Knowledge gathered
and applied to the
research and
development stage of
the design

Construction Care Taken

All safety aspects

adhered to and all
safety procedures
followed during
Materials provided are
used efficiently and
minimal waste
produced during
Water Rocket
exceptionally well,
modifications needed
to be made to find
Data and observations
recorded carefully and
diligently after each
Data and observations
collected are presented
in a clear and precise

Most safety aspects

adhered to all most
safety procedures
followed during
Materials provided are
used efficiently and
some waste is produced
during construction

Construction Materials


Data Collection


Research and
development is
present and
influences the
direction of the
Knowledge gathered
and applied loosely to
the research and
development stage of

The Water Rocket

performed really well.
minimal modifications
needed to be made to
find improvements.

Some safety aspects

adhered to and some
safety procedures
followed during
Materials provided
are used in a
satisfactory way and
waste is produced
during construction
The water Rocket
performed well.
Some modifications
needed to be made to
improve performance

Data and reflections

recorded properly after
each launch

Data and
observations taken
after each launch

Data and observations

collected are presented

DAta and
collected are
presented nicely

Deakin University: Primary Technology: Design and Creativity

Research and
development is
present but does not
provide a clear
direction for the
Knowledge gathered
and applied
minimally to the
research and
development stage of
the design
minimal safety
aspects adhered to
and safety procedures
not followed during
Materials provided
are poorly used and
excessive waste is
produced during
The Water Rocket
did not perform as
expected even after

Data and
observations not
recorded to the
required standard
Data and
observations are
presented poorly


1st appendix:
AusVELS Standards Key
Solve problems involving the
comparison of lengths and areas using
appropriate units

Construct simple prisms and pyramids

Select, navigate and read texts for a
range of purposes, applying appropriate
text processing strategies and
interpreting structural features, for
example table of contents, glossary,
chapters, headings and subheadings
Plan, draft and publish imaginative,
informative and persuasive texts,
choosing and experimenting with text
structures, language features, images
and digital resources appropriate to
purpose and audience
Use a range of software, including word
processing programs, learning new
functions as required to create texts
Participate in and contribute to
discussions, clarifying and interrogating
ideas, developing and supporting
arguments, sharing and evaluating
information, experiences and opinions


apply known ICT tools for visualising

thinking in new ways to make links
between existing and new knowledge.
use tools, such as database software
and graphic organisers, to organise and
analyse data and information.


students develop their own questions

for investigation, collect relevant
information from a range of sources and
make judgments about its worth.
They use the information they collect to
develop concepts, solve problems or
inform decision making.

Deakin University: Primary Technology: Design and Creativity

(ACMMG137) 1.1

(ACMMG140) 1.2
(ACELY1712) 2.1

(ACELY1714) 2.2



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students use creative thinking

strategies to generate imaginative
solutions when solving problems.


students use a broad range of thinking

processes and tools, and reflect on and
evaluate their effectiveness.
use their production plan and select
and work safely with a variety of
materials/ingredients and systems
components to produce functional
products and/or systems.
reflect on their designs as they develop
them and use evaluation criteria,
identified from design briefs, to justify
their design choices.
They modify their
designs/products/systems after
considered evaluation of feedback


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With guidance, plan appropriate

investigation methods to answer
questions or solve problems


Decide which variable should be

changed and measured in fair tests and
accurately observe, measure and record
data, using digital technologies as


Compare data with predictions and use

as evidence in developing explanations


Suggest improvements to the methods

used to investigate a question or solve a


Deakin University: Primary Technology: Design and Creativity

2nd appendix:

Year: 6

At the end of the term the school fate is on, and one of the attractions for this year will be
the water rocket exhibition. The school wants to showcase your skills that you have learned
through the year so far in designing, contsructing and presenting data. In Pairs you will
research, design, construct and record data relevant to your rocket. You will then create a
poster presenting your data, observations and rocket to go with the exhibition at the school
fair. Rockets will be fired on the Day, but there will be a class competition to see whos
Rocket travels the furthest.

Some of the challenges you will face during the design process, construction and launch of the
During the design process challenges wil include
o Researching an efficient design
o Designing something viable with the materials specified
During the Constructiong process challenges will include
o Attaching certain parts to the main body of the rocket, they must be able to hold
on during quick acceleration
o Ensuring the construction matches the design
o Balancing the build, so the rocket isnt uneven
During the launch of the rockets some of the problems encountered will be
o Possible repairs to the rocket
o Modifications to improve results
o Possible failures of components
Below is a list of the specifications that will be needed in order to create a water rocket:
1.25 Litre bottle
80 psi air pressure
between 150ml and 250ml water
Card paper
Timeline of build from start to finish is 5 lessons

Deakin University: Primary Technology: Design and Creativity