BOSTES | Board of Studies Teaching & Educational Standards NSW

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• Technology (Mandatory)
• Work Samples
• Activities
  • Generating design ideas
  • Enviro-traveller – Research
  • Enviro-traveller – Development of Storyboard
  • Carried Away
  • Enviro-traveller – Development of Animation
  • Investigating and researching materials
  • Action and component plan
    • Additional Information
  • Designers and their work
  • Enviro-traveller – Class Wiki
  • Enviro-traveller – Evaluation of animation software
• Areas for Assessment

Home
1. Years 7-8
2. Technology (Mandatory)
3. Activities
4. Action and component plan
5. Additional Information

Additional Information

Guidelines for marking

The following guidelines for marking show one approach to assigning a value to a student’s work. Other approaches may be used that better suit the reporting process of the school. Categories, marks, grades, visual representations or individual comments / notations may all be useful.

Range	A student in this range:
High (8–10)	identifies the appropriate control components for the assembly of a robot generates a comprehensive action and component plan which is accurate and detailed effectively communicates a plan which is clear and logical in its presentation and appropriate to the audience.
Satisfactory (4–7)	identifies some appropriate control components for the assembly of a robot generates a sound action and component plan displaying some accuracy and detail communicates a plan which is clear in its presentation and appropriate to the audience.
Progressing (1–3)	identifies a limited number of control components for the assembly of a robot generates a basic action and component plan which displays limited accuracy and detail communicates a simple plan which is presented in an elementary way.

Feedback

The teacher will provide written feedback to students. Comments will inform students about such things as:

• recognising the correct components of control technology suitable for a robot
• sequencing an action plan suitable for the assembly of a robot
• developing a component plan
• communicating a plan for a specified audience such as peers.

Future directions

Through this Activity students have identified the control component required to assemble a robot, and developed an action and component plan that can be followed by themselves and their peers. Evidence collected through this Activity would inform the teacher whether particular students need further learning experiences to consolidate their knowledge, understanding and skills. The learning from this Activity can be applied in further unit activities when developing a plan to produce the video clip.