TECHNOLOGYTechnology PracticeNote that this str<strong>and</strong> should be addressed simultaneously with all Technology content str<strong>and</strong>s.ConceptIn Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:Investigatesrelevant issues, values,technologicaldevelopments <strong>and</strong>applications oftechnology, includingimplications <strong>for</strong>communities, societies<strong>and</strong> environments.• Investigates byobservations <strong>and</strong>conversations theconnection betweeneveryday products <strong>and</strong>their uses in terms ofmaterials <strong>and</strong> in<strong>for</strong>mation(e.g. having gatheredin<strong>for</strong>mation about partyhats makes simplestatements about themsuch as “the party hats areall made of cardboard <strong>and</strong>they can st<strong>and</strong> up <strong>and</strong> notgo floppy”).• Investigates existingsolutions <strong>and</strong> talks to asingle client, using asimple interview scheduleprovided by the teacher toget in<strong>for</strong>mation aboutdesign <strong>and</strong> materials thatwill help them to design agood product (e.g. says “Italked to my brother aboutthe sort of insect trap hewanted <strong>and</strong> he said it hadto be made of wood”).• Investigates <strong>and</strong> gathersin<strong>for</strong>mation from familiarsources using simplesurveys <strong>and</strong> questionnairesprovided <strong>for</strong> them togather in<strong>for</strong>mation thatwill help design a goodproduct (e.g. asks peoplewhat they like to eat,whether they like to sit orst<strong>and</strong>, <strong>and</strong> collects picturesabout table layout to helpthem design a morningtea).• Identifies designconstraints likely toinfluence their design,including materialsavailable <strong>and</strong> time <strong>for</strong>production, <strong>and</strong> examineshow others have solvedsimilar problems (e.g.when designing a desktoporganiser they look atcommercial solutions <strong>and</strong>researches who theproduct is <strong>for</strong> <strong>and</strong> when itneeds to be ready).• Investigates ideas <strong>and</strong>possibilities from a rangeof sources, includingthrough experimenting<strong>and</strong> testing materials todirectly in<strong>for</strong>m theirdesign <strong>and</strong> constructionprocess (e.g. collects <strong>and</strong>critiques variouspromotional <strong>and</strong>in<strong>for</strong>mation packs fromthe tourist office <strong>and</strong> thelibrary when gatheringideas <strong>for</strong> their ownbrochure, experimentingwith layouts to see howmuch text will fit).• Investigates potentialusers through developingtheir own surveys,questionnaires <strong>and</strong>interviews, <strong>and</strong> recordingdata from clients in theirschool in a systematic way(acknowledging sources)identifying key designconsiderations by drawingconclusions about anytrends in the data <strong>and</strong>implications <strong>for</strong> theirdesign (e.g. surveysstudents at the school tofind out what they want tosee in a solar car designwebsite <strong>and</strong> attends totheir suggestions in thecreation process). N• Investigates theappropriateness oftechnologies <strong>for</strong>communities <strong>and</strong>environments (e.g.researches a range ofbattery-driven toys toevaluate design features<strong>and</strong> to determine how wellthe toys will meet theneeds of the intended agegroup, or investigates past<strong>and</strong> present playgroundequipment to identify thefeatures which areattractive to consumers<strong>and</strong> which meet thedevelopmental needs of allusers, including those withspecific disabilities).• Knows that marketresearch can be used toinvestigate aspects of aproduct <strong>and</strong> investigateshow data collectedinfluences product designoptions (e.g. investigateshow hydroponicsbusinesses influencedtheir decision about whichto choose throughadvertising, promotions<strong>and</strong> feedback).• Investigates, choosing <strong>and</strong>using appropriate methodsof inquiry that they havedeveloped <strong>and</strong> explainshow a design <strong>and</strong> itsproduction is affected bythe needs of communities<strong>and</strong> environments (e.g.investigates food-relatedbehaviours includingproduction, distribution,packaging, preparation,consumption practices thatminimise environmentalimpacts; undertakesmarket research todetermine client needs interms of food products;develops detailed designspecifications <strong>for</strong> asupermarket productbased on their findings).Generates <strong>and</strong>records designideasin response toconstraints identified .• Generates <strong>and</strong> recordstheir design ideas throughplay <strong>and</strong> pictures (e.g.draws party hat designs <strong>for</strong>a class celebration,crossing drawings out <strong>and</strong>starting again a number oftimes to improve theirdesign).• Generates <strong>and</strong> recordsideas using drawings <strong>and</strong>simple writtenexplanations (e.g. writeson their drawing of theinsect trap “spring trapdoor to catch insects ” ).• Generates <strong>and</strong> recordstheir design ideas usingannotated drawings thatidentify basic designfeatures (e.g. draws a‘birds eye view’ of thelayout of tables <strong>and</strong> wherethe food should be placed<strong>for</strong> the communitymorning tea, includingleaving room neardoorways <strong>for</strong> serving). N• Generates <strong>and</strong> recordstheir design ideas usingsimple plans <strong>and</strong> labelsthat describe how aspectsof the finished productwill function (e.g. creates2D plan of ‘deskorganiser’ to fit into adrawer, which includeslabels explaining the keypurposes of the storagesections).• Generate a range ofcreative design ideas <strong>and</strong>records these usingpresentations, models <strong>and</strong>plans, taking into accountthe product’s purpose <strong>and</strong>audience (e.g. generates arange of brochure layoutideas noting that they needto use large print <strong>for</strong> theirelderly audience <strong>and</strong> sowill need more pages).• Creates proposalscollaboratively to improve<strong>and</strong> extend their pool ofideas that include optionsto be evaluated whenchoosing which designthey will use (e.g. says“we listened to otherpeople’s comments aboutour ideas be<strong>for</strong>e wedecided on our finaldesign”).• Generates <strong>and</strong> recordstheir design ideas in adetailed design proposal(e.g. puts together adesign proposal <strong>for</strong> thehealthy lifestyles websitethat includes a timeline<strong>and</strong> work-plan, expectedcosts, final plan <strong>and</strong>expectations).• Generates <strong>and</strong> recordstheir design ideas <strong>for</strong>several options <strong>for</strong> onedesign solution usingscale drawings <strong>and</strong>working drawingsincluding the justification<strong>for</strong> their final selection byconsidering functional,aesthetic, social <strong>and</strong>environmental issues (e.g.says “we recorded severalideas <strong>for</strong> portablehydroponics systems <strong>and</strong>chose the one that waseasiest to fold <strong>and</strong> post”).• Generates <strong>and</strong> recordstheir design ideas using arange of presentations <strong>for</strong>improving their ownproducts based on analysisof existing products usingcriteria of functionality,aesthetics, socialimplications <strong>and</strong>environmental friendliness(e.g. presents a designfolio including detailedsketches <strong>and</strong> scaledrawings <strong>for</strong> a range ofnew <strong>and</strong> improved foodproducts <strong>for</strong> distribution ina supermarket to promotethe ‘eating green’concept).Producesa product byconsideringconstraints.• Produces simple models<strong>and</strong> products that relate todesign challenges (e.g.uses glues <strong>and</strong> sticky tapeto create a party hat <strong>for</strong>themselves using theirselected materials) <strong>and</strong>describes the steps inmaking the product.• Produces a productfollowing a set ofproduction proceduresprovided by the teacher(e.g. constructs an insecttrap using the teacher’sinstructions <strong>and</strong>considering the needs ofinsects <strong>and</strong> what has beenlearnt throughinvestigation).• Produces productsindependently <strong>and</strong> in smallgroups on design projects,using a simple sequence<strong>and</strong> sharing tasks (e.g.works in small teams <strong>and</strong>allots prescribed tasks inthe order they need tooccur, N collectingingredients needed, <strong>and</strong>creating a healthy foodsnack <strong>for</strong> their morningtea).• Produces products bycooperatively developingproduction procedures <strong>and</strong>a simple flow chart, <strong>and</strong>allotting tasks to meet agiven timeframe <strong>and</strong>required levels ofprecision (e.g.collaboratively makes adesk organiser, collectingmaterials, measuring,cutting, testing <strong>and</strong> gluingas planned in sequence).• Produces products bycooperatively developingproduction procedures <strong>and</strong>a simple flow chart, <strong>and</strong>allotting tasks to meet agiven timeframe <strong>and</strong> meetrequired levels ofprecision consideringaccuracy <strong>and</strong> safety (e.g.draws a flowchart <strong>and</strong>work-plan to make abrochure, making sure themargins are inside thepage <strong>and</strong> taking care –such as wearing protectiveclothing - when usingink).• Produces their own <strong>and</strong>external specifications <strong>for</strong>a product that reflect theneeds of specific users(e.g. designs a solar car tomeet therules/specifications of thelocal competition), using ateam chosen <strong>for</strong> mixedexpertise.• Produces products usingthe skills <strong>and</strong> practicalknowledge of others toassist them to createquality products <strong>for</strong> aspecific user (e.g. asks theICT teacher to help createthe front page of theirhealthy lifestyles website)• Plans ahead to minimisewaste <strong>and</strong> reduce the finalcleaning up process whenmaking something (e.g.deletes files that are nolonger needed). ICT• Produces products to setspecifications, recognisingsafety risks/hazards <strong>and</strong>adopting safe workpractices (e.g. uses ajigsaw to cut holes in theframe <strong>for</strong> the hydroponicssystem <strong>and</strong> is careful towear protective clothing<strong>and</strong> ensure the electriccord is not in the way ofpeople walking through,<strong>and</strong> re-checks theirmeasurements be<strong>for</strong>ecutting).• Produces products thatmeet detailedspecifications that aredescribed using technicallanguage <strong>and</strong> conventions(e.g. uses specialised foodpreparation techniqueswhen producing a range o<strong>for</strong>iginal (or improved)food products <strong>for</strong> aparticular target marketthat promote the conceptof ‘eating green’ <strong>and</strong> canbe distributed through asupermarket).Evaluatestheir intentions, plans<strong>and</strong> actions <strong>and</strong>considers refinements<strong>and</strong> modifications <strong>for</strong>improvement.• Talks about how well theirproduct ‘works’ bydescribing their feelingsabout it (e.g. says “I likethe party hat I madebecause it fits well <strong>and</strong>doesn’t fall off”).• Evaluates their products<strong>and</strong> the products of othersby discussing what theymost like about theirdesigns (e.g. says “I reallylike John’s insect trapbecause it contains a light<strong>for</strong> attracting <strong>and</strong> trapping• Evaluates by discussinghow their productcompares with theiroriginal ideas <strong>and</strong> givesreasons <strong>for</strong> similarities <strong>and</strong>differences (e.g. says “itwas a great morning tea,but we could have left• Evaluates by describinghow well the steps in theprocess worked <strong>and</strong> givesreasons <strong>for</strong> changes madeduring the productionprocess (e.g. says ‘I had tomodify the size of myoriginal design <strong>for</strong> the• Evaluates each step of thedesign process as ithappens <strong>and</strong> makesrecommendations <strong>for</strong>changes to the overallproduct <strong>and</strong> plan (e.g. says“they should have takentheir photos first to make• Evaluates at the designstage by gatheringfeedback from potentialusers on the usefulness<strong>and</strong> appropriateness of theproduct <strong>and</strong> suggestsfurther changes that couldbe made (e.g. says “we• Evaluates by testing at theinvestigation stage <strong>and</strong>seeking feedback frompotential users <strong>and</strong>/orexperts on the usefulness<strong>and</strong> appropriateness of theproduct, suggestingchanges that could be• Evaluates by developingcriteria <strong>for</strong> the process <strong>and</strong>product, gatheringfeedback from potentialusers, <strong>and</strong> uses thisin<strong>for</strong>mation to refine theirprocesses <strong>and</strong> product(e.g. says “we changed the• Evaluates their productagainst predeterminedcriteria, including ethicalcriteria (e.g. evaluates the‘eating green product’against pre-determinedcriteria that includeenvironmental<strong>Bound</strong> <strong>for</strong> <strong>Success</strong> <strong>Scope</strong> <strong>and</strong> <strong>Sequence</strong> <strong>Statements</strong> V2 Page 81 Working Document Semester One 2007
TECHNOLOGYTechnology PracticeNote that this str<strong>and</strong> should be addressed simultaneously with all Technology content str<strong>and</strong>s.ConceptIn Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:insects at night”).more room around thetables so people could getto the food easier”).desk organiser because Ididn’t make the sectionlong enough to hold thepens; I should havemeasured them first’).sure they fitted the layoutof the brochure”).asked the grade fours <strong>and</strong>fives to tell us what partsof our design they liked<strong>and</strong> which we shouldmodify further”).made (e.g. tests each ofthe cars using the samesize solar cell, drawing upa table to record results <strong>for</strong>comparison; interviews anexpert to get feedback ontheir design).dimensions of thehydroponics systembecause people said theywanted to use less water ifpossible” <strong>and</strong> “we roadtestedthe survey <strong>for</strong>mbe<strong>for</strong>e using it”).appropriateness) <strong>and</strong>suggests recommendations<strong>for</strong> modifications <strong>and</strong>improvements.<strong>Bound</strong> <strong>for</strong> <strong>Success</strong> <strong>Scope</strong> <strong>and</strong> <strong>Sequence</strong> <strong>Statements</strong> V2 Page 82 Working Document Semester One 2007
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