Supporting Learning Environment Level 2

To support students to undertake outcome development and evaluation at level two teachers could:

• ensure that there is a brief with attributes against which a developed outcome can be evaluated
• establish an environment that encourages and supports student innovation when generating design ideas
• provide opportunities to develop drawing and modelling skills to communicate and explore design ideas. Emphasis should be on progressing 2D and 3D drawing skills and using manipulative media such as plasticine, wire, card etc
• provide opportunities to develop skills required to produce their outcome
• guide students to evaluate their outcome against the brief.

Describe potential outcomes, through drawing, models and/or verbally

Describe conceptual ideas graphically using 2D and 3D drawings, verbally, through modelling media e.g. plasticine, clay, paper, coroflute, kitchen boxes/tubes or other modelling materials

Provide isometric paper to assist students to draw in 3D

Encourage students to use a range of media/modes to model/describe potential outcomes.

Evaluate potential outcomes in terms of identified attributes to select the outcome to produce

Evaluate a range of potential outcomes against a brief

Use a template with four columns – Column One place a picture of the potential outcome; Column Two labeled attributes; Column Three labeled met/not met; Column Four why it meets/does not meet the attributes

Evaluate a range of given potential outcomes (someone else’s) against given attributes to identify which ones provide the greatest opportunity to be developed into an outcome that is fit for purpose.

Use several outcomes designed for a given brief and slightly change the brief. Ask students which of the outcomes best meets the new brief and why.
For example: Students make fizzy drink. At end of the lesson, discuss with them how the scones attributes may need to change if the person eating these where:

• diabetic
• obese
• their grandparents

Develop a rubric to evaluate models or conceptual ideas for potential outcomes against attributes.

Chose a context that is well known to students and have them describe attributes of an outcome that would work within the context

Chose a context such as: carrying school equipment to school, portable seat. Ask students to describe a potential outcome that would meet their determined attributes

Compare a range different outcomes to determine which best offers the potential to be fit for purpose

Use a PMI chart to record evaluations and assist in identifying which offers the best potential to be developed into an outcome that is fit for purpose

Produce an outcome in keeping with the brief

Use the BP Technology Challenges to develop understandings about required attributes.

Use the BP Technology Challenges as the context for producing a quick outcome that needs to meet a desired set of attributes. Reinforce however to students that these are isolated activities and are not technology in its entirety and do not necessarily following a good technological practice model. (Note: this activity can also provide a link with aspects associated with technological modelling – particularly the construction skills aligned to developing physical models and mockups for testing design ideas and conceptual designs).

Evaluate the final outcome in terms of how successfully it addresses the brief.

Dragons Den type round robin discussion. Use a class brief and ask students to talk about how their outcome meets the attributes defined in the brief

Students present their final outcome and describe how it addresses the brief. The rest of the class (or a selected group of evaluators from the class) provide feedback as to whether they feel the presented outcome meets the attributes identified as necessary in a final outcome.

Evaluate a range of final outcomes (students or someone else’s) against known attributes to identify those outcomes that are fit for purpose.

Use several outcomes designed for a given brief. Use a PMI chart to record evaluations and determine those that are fit for purpose.

Describing the attributes of a potential final outcome that addresses a known need

Chose a context that is well known to students and have them describe attributes for an outcome that addresses a known need e.g. carrying school equipment to school, portable seat for watching sports.