Bound for Success Scope and Sequence Statements

TECHNOLOGYMaterialsMany forms of media are designed by people for particular social and commercial purposes. Each is designed using the same technology processes that are used to create all products of technology.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:MaterialsUnderstands that theproperties of materialsneed to be considereddepending on thepurpose of theproduct.(note the links to theScience KLA ‘naturaland processes materials’)• Names and identifiesdifferent materials used ineveryday products andmakes simple statementsabout why particularmaterials are suitable forthe product (e.g. says“party hats are made frompaper because it is lightand easy to shape ”). Sc• Tries simple methods forjoining materials whencreating products (e.g.tries gluing and stapling tocreate a party hat andcompares results).• Matches the characteristicsof materials to designrequirements. Sc• Considers products, andmaterials used to makethem, and proposes logicalreasons for designer’schoices (e.g. says “insectscan’t chew through theplastic and it lets inlight”). Sc• Uses a range ofconstruction materials todesign products whichrelate to the stories andactivities they areundertaking in theclassroom.• Explains how the materialsthey have selected matchthe design needs of theproduct they are creating(e.g. says “we selectedcarrots because they arehealthy and last a longtime but not celerybecause it goes limp”) andchooses to cover theirmorning tea with plasticwrap so to protect it frominsects and to prevent itfrom drying out.• Examines the materialsused by others in theirproducts and discussesprobable reasons for theirchoices (e.g. says “theyprobably used clearplastic so that they can seewhat is inside thecontainer”). Sc• Selects materials from arange of similar materialsfor a purpose, explainingtheir choice (e.g. selectsfrom a range of pliablematerials where flexibilityis required, and explainswhy they suit the product).Sc• Compares variousmaterials by consideringenvironmentalappropriateness and theintended use of theproduct (e.g. says “Iselected plastic materialto print my brochure onbecause it will be hung ontrees in the rainforest andif it’s plastic it will lastlonger than if it ispaper”). Sc• Compares and contrastsmaterials consideringcombination of factorsincluding functionality,appearance, andenvironmental impact(e.g. says “we created ourpackaging from recycledcardboard for strengthand to minimise the longtermimpact on theenvironment”). Sc• Compares and contrasts arange of modern materialswith those used in thepast, relating properties totheir performance andsuitability.• Compares and contrastsmaterials of similarproperties to identify amore specific materialappropriate to the designbrief.• Creates ‘eating green’products as part of a rangeof products to bedistributed through asupermarket, whereaccuracy, specialisttechniques and equipmentare required to make itemsto detailed specifications,and justifies their choiceof materials. Justifieschoice of specificmaterials in terms ofperformance required,market research,environmental impactsand aesthetic qualities.Understands that thechoice and use ofequipment andtechniques will varydepending onavailability, physicalconstraints, safetyrequirements,presentation andprecision required.• Uses simple equipment,with care, to change theshape or appearance oftheir product (e.g. usesscissors carefully to cut apiece from their party hatso that it will lookdifferent).• Selects and usesequipment and techniquesfor manipulating materialsincluding cutting, shaping,joining (e.g. choosesheavy duty scissors to cutcardboard and kitchenscissors to cut the plasticnetting, and uses thisequipment with care).• Selects and usesappropriate equipment forprocessing materialsincluding baking,moulding, melting,pulping) with safety andhygienic control (e.g.chooses and carefully usesa heavy duty saucepan tomelt wax when making acandle and washes itbefore the residue sets).• Creates products usingsimple hand tools tocombine materials withawareness of safetyrequirements. (e.g.combines parts A and B ofa glue using a palate knifeand is careful to clean itafter use).• Creates products usingsimple hand and electrictools to process materialsin order to meet designrequirements (e.g. choosesan electric beater to beatthe eggs for a pavlovaknowing that a whiskwon’t make the eggmixture stiff enough).• Knows that lack ofappropriate care withequipment can shorten itslife or cause it not to workwell (e.g. knows that paintbrushes lose theirflexibility if they aren’twashed and storedproperly, and that caketins will rust if not driedout after use).• Recognises the need foraccuracy when designingand creating products (e.g.says ”we had to cut a holein the centre of the roofreally carefully to fit oursolar cell so that it didn’tmove around” and “wehad to make sure we speltthe words right when icingthe cake”).• Compares and contrastsmaterials that are viableoptions in terms of designrequirements as well asimpacts and consequencesfor one or more definedaspects of appropriatenessincluding aesthetics,environment, culture andeconomics (e.g. creates aproduct for a gift andexemplifies a commitmentto recycling by processingand manipulatingdiscarded materials,making writing paperfrom recycled paper andtoys from discardedtextiles).• Without prompting,maintains equipment afterits use (e.g. having painteda wall ensures that brushesare cleaned and storedproperly).• Operates equipment andapplies specialisedtechniques to safelymanipulate and/or processmaterials to meetpredetermined standards.• Selects techniques andequipment to effectivelyand efficiently work thematerials, henceenhancing the qualitiesthat make them suitablefor a product (e.g. uses afine grade of sandpaper tosand a new table, bringingout the colour and textureof the timber andsmoothing flaws createdin the making processes,and glazes a pastry withegg to improve itsappearance and make itmore appetising).Bound for Success Scope and Sequence Statements V2 Page 85 Working Document Semester One 2007