Teacher Guidance Level 1

To support students to develop understanding of Outcome Development and Evaluation at Level 1, 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.
• 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.

Indicators of Progression

Teaching Strategy

Explanation

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

Directed conversations about possible design ideas.

Teacher provides guided discussion questions for students to follow in relation to developing a possible outcome. For example:

• What sort of materials do you think you could use to make a … ?
• How do you think you'd join the different bits of your … together?

Draw everyday objects without worrying too much about the artistic value.
Concentrate students on identifying design features, eg, labeling parts and indicating materials and possibly some overall measurement of these objects.
o erasers to be used in the first instance – if students want to change something they have drawn then encourage them to use another colour.

Introduce the language of outcomes (eg, mock-up, model, prototype).
Introduce the concepts of:

• PSSD (purposeful silent sustained drawing/design).
• Progressive Dictionary (as a class tool)
• 'I have/Who has' card game

Common terminology – graphic and written description.
See a description at: homepage.mac.com/drtlo/mywork/tlo/
Reno2006/doc/resources/I_Have_Who_Has_Activity.html

Identify potential outcomes that are in keeping with the attributes and selects one to produce

Give students a brief and a selection of possible products that may or may not meet the brief. For example:
We (the students in this class) need something to put our felts and pencils in at school. It needs to be … (attributes relevant to kids).
Provide students with examples of possible products that would resolve the need, for example:

• overnight bag
• plastic bag
• sunglasses case
• pencil case – metal and fabric
• drinking glass.

Explore the products to determine if they meet the brief. Describe what needs to be changed to allow the product to meet the brief.
Discuss why the products would or would not be suitable for holding the felts and pencils.

Give students a range of existing products and ask them to describe what they do (their proper function).

Produce an outcome in keeping with identified attributes.

Record in a template the process students have been through to develop their outcome.

Encourage students to evaluate each stage of the process as to whether it allowed the outcome to meet the identified attributes.

Teacher Guidance Level 2

To support students to develop understanding of Outcome Development and Evaluation at Level 2, 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.

Indicators of Progression

Teaching Strategy

Explanation

Describe potential outcomes through drawing, models and or verbally

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

Encourage students to use a range of media/modes to describe their ideas.
Provide isometric paper to assist students when drawing in 3D.

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

Evaluate a range of given concept ideas (someone else's) against given attributes to identify which ones provides 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 scones. At end of the lesson, discuss with them how the scones attributes would need to change if the person eating these were:

• diabetic
• obese
• gluten-intolerant (celiac).

Use a PMI chart to evaluate models of potential outcomes.
Develop a rubric to evaluate models or conceptual ideas 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, eg, carrying school equipment to school, portable seat. Ask students to describe a conceptual design that would meet their determined attributes.

Trialling of materials is always context dependent – examples of tests that students can be taught include: strength testing, waterproofing, taste testing, preserving, conservation of heat/energy etc.

Provide opportunities for trialling of materials prior to application in development of outcome.
(Do not just trial and then say: ”You have to use this … ”.)

Produce an outcome in keeping with the brief

Use the BP Technology Challenges to develop understandings about required attributes. This could be done on a regular monthly/weekly basis.

Use the BP Technology Challenges as the context for producing a quick outcome that needs to meet a desired set of attributes. Reinforce to students that these are isolated activities and are not technology in its entirety and not necessarily following a good technological practice model.
(This activity also provides a link with aspects associated with technological modelling – particularly the construction skills and also the testing of a conceptual design.)

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 particular attributes of the brief.

Students present their final outcome and describe how it addresses the need or opportunity. The rest of the class (or a selected group of evaluators from the class) provide feedback as to whether the presented outcome meets the attributes identified as necessary for a technological outcome to be fit for purpose in resolving the need/opportunity.

Teacher Guidance Level 3

To support students to develop understanding of Outcome Development and Evaluation at Level 3, teachers could:

• establishes an environment that encourages and supports student innovation.
• establishes the need or opportunity and defines the conceptual statement through negotiation with the students.
• guides students to identify attributes for an appropriate outcome.
• structures students' Technological Practice through a series of linked learning experiences (both pre-planned and responsive) to provide opportunity for knowledge and skill development, and encourage student trialling and refinement of skills and understandings.
• provides a selection of resources, to support students to develop their outcome.
• provides students with an overview of the key stages they will undertake during their Technological Practice.

Indicators of Progression

Teaching Strategy

Explanation

Develop (through research and functional modelling) conceptual ideas that communicate possible outcomes that incorporate identified key attributes and address the need or opportunity.

Use the Student Showcase or Case Studies on the Techlink website to illustrate different ways in which other students have communicated possible outcomes – undertake a comparative analysis to identify any differences and determine the ways that effectively communicate and that are not so effective in terms of communication.

Use photographs and or mock-ups/models of technological outcomes - analyse these against the key attributes that allowed the outcome to address the need/opportunity.

Deconstruction - explore existing technological outcomes to identify key attributes, construction techniques, aesthetics etc.

Model aspects of a technological outcome using sketches, mockups/models to develop student understandings of different communication techniques.

Trial materials for the development of an outcome.

Test materials to determine their suitability for use in a specific context – have students provide justifications as to whether the materials are suitable or not.

Provide a picture of a technological outcome and a description of the performance and aesthetic requirements of the outcome when used in its intended environment. Give students a range of materials that could be used for a specific part(s) of the outcome and have them determine their suitability for use based on their performance and aesthetic qualities.

Use the same technological outcome but change the environment in which it is now to be used (e.g. now used in and around sea water) – have students determine what the performance and aesthetic qualities of the material(s) used to make up the outcome now need to be due to this change in environment. Identify what materials would meet these needs.

Carry out technological modelling to evaluate the outcomes ability to address the need or opportunity.

Provide students with opportunities to make mockup of aspects of, or models of the entire technological outcome – evaluate these against the attributes determined as essential for the outcome to address the need/opportunity.

Focus not just on the selection of a model that enables the potential of the concept to be tested but also on the modelling techniques used to create it so that the tests carried will allow the potential of the concept to be effectively determined.

Provide a selection of technological models/mockups of varies design ideas for a technological outcome – have students test these against desired attributes to determine the potential of the idea to address aspects of the need/opportunity.

Provide students with a variety of technological models/mockups – 2D, 3D physical models, graphical representations with descriptions, virtual models, descriptions only of the outcome.

Develop an outcome that addresses the need or opportunity.

Analyse the technological practice undertaken by others when developing a technological outcome to identify if the outcome effectively addresses the need or opportunity.

Use case studies or portfolios of other students work – preferably from older students.

Evaluate their final outcome against the key attributes in terms of it addressing the need or opportunity.

Peers evaluate a technological outcome against the attributes it was developed to meet.

Provide students with a range of technological outcomes and the briefs that they were developed to address – have students evaluate them to determine if they address the intended need or opportunity.

Teacher Guidance Level 4

To support students to develop understanding of Outcome Development and Evaluation at Level 4, 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 increasing the range and complexity of functional modelling.
• provide a range of materials/components and the opportunity to develop the necessary knowledge and skills to test and use them guide students to evaluate outcomes in situ against key attributes.

Indicators of Progression

Teaching Strategy

Explanation

Describe design ideas (either through drawing, models and/or verbally) or potential outcomes.

This is an opportunity to teach a range of skills related to communicate ideas such as drawing, context-specific vocabulary and construction skills. For example:

• Rapid Viz, crating, 2D/3D
• Necker cubes – see mathworld.wolfram.com/NeckerCube.htm
• use of annotations to explain drawings
• graphics techniques (Technology student website – graphics).

Resources can be broken down into those used for:

• Concept design generation (eg, research tools, concept screening tools
• Testing concept ideas to determine their potential to be fit for purpose
• Manufacturing/realising the technological outcome.

See: www.betterbydesign.org.nz

Undertake functional modelling to develop design ideas that address the key attributes.

Analyse past students' best practice and or teacher resources of best practice in developing technological outcomes, including:

• the functional modelling they undertook to test the potential fitness for purpose of conceptual ideas
• identifying how they selected suitable materials,
• their means of sourcing materials.

Use portfolios of previous students practice, student mentoring and/or case studies on the Techlink website.
Provide a range of existing solutions for students to analyse.
Videos or DVDs that show modelling in practice, for example:

• www.betterbydesign.org.nz
• Google search: product design modelling videos
• Technology student website – modelling

Evaluate suitability of materials/components, based on their performance properties, to select those appropriate for use in the production of a feasible outcome.

Develop students' domain-specific skills in working materials to realise a technological outcome. Focus on skills used to manipulate (cut, shape, join) and finish materials.

Conduct a series of skill related activities focused on enhancing student knowledge of and abilities to work with materials.

Explore the limitations of the performance properties of material/components.

Conduct controlled testing of materials/components against criteria to find their physical limits (to the point of failure).
Use worksheets with focused questions. Show videos that demonstrate applications of materials such as:

Megastructures website

Water cube website

Analyse past student practice to identify how they ensured that their outcome was meeting the key attributes identified as important to address the need or opportunity.

Use portfolios of previous student practice and/or case studies on the Techlink website.

Produce and trial a prototype of the technological outcome.

Develop a generic set of criteria, (supplemented by students' own criteria), that come from the final brief and specifications. These can be used to determine a functional models suitability to test the potential fitness for purpose of a technological outcome and/or its component part(s).

Use portfolios of previous student practice and/or case studies on the Techlink website.

Analyse past student practice in using functional models to test, evaluate and refine potential outcomes.

Use existing student solutions link this to other examples of how to rapid prototype – see

www.YouTube.com/
watch?v=PDLOmoQj4H0

Series of photographs demonstrating modelling and production stages that were undertaken which lead to a developed prototype.

See: www.Techlink.org.nz/Case-studies/Classroom-practice/Materials/CP819-Focus-on-Modelling/index.htm

Evaluate the fitness for purpose of the final outcome (prototype) against the key attributes.

Enhance student strategies for seeking and analysing stakeholder feedback.

Identify advantages and limitations of different strategies for gaining stakeholder feedback including when best to use them. Strategies could include such things as:

• open question surveys, closed question surveys – email, phone or hard copy
• face-to-face structured, semi structured or unstructured interviews
• sensory testing techniques – hedonic scale.
  www.frogdesign.com/process/
  frogInsights.html

Peers evaluate their or other developed outcomes against the attributes they were developed to meet.

Provide students with a range of technological outcomes and the briefs used in their development. Have students evaluate them to determine if they address the intended need or opportunity. Each student has the post-it notes that they can make one comment on for each and attach it to the student's work.

Dragons Den type round robin discussion.

Use a group brief and ask students to talk about how their outcome meets particular attributes of the brief.

Explore the advantages and limitations of different analysis/data collating tools such as:

• spread sheets
• graphs – pie charts, bar charts, frequency, mean.

Have students interpret data that is presented using different data-collating tools and share their interpretations to identify those that are similar and those which are different. Discuss why any such differences occurred.

Teacher Guidance Level 5

To support students to develop understanding of Outcome Development and Evaluation at Level 5, teachers could:

• ensure that there is a brief with clear specifications against which a developed outcome can be evaluated.
• establish an environment that supports student innovation and encourages analysis of existing outcomes.
• 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 increasing the range and complexity of functional modelling.
• provide a range of materials/components and the opportunity to develop the necessary knowledge and skills to test and use them
• guide students to evaluate outcomes in situ against brief specifications.

Indicators of Progression

Teaching Strategy

Explanation

Generate design ideas that are informed by research and analysis of existing outcomes.

Analyse past students practice used in developing technological outcomes including the functional modelling they undertook to test the potential feasibility (fitness for purpose) of their conceptual ideas.

Use portfolios of previous students practice and/or case studies off the Techlink website.

Students analysis and compare existing products related to their design ideas.

Technology student website – product comparisons

Determining that attributes that influenced the design of existing technological outcomes.

Using a range of related technological outcomes (eg, sound making devices, potato peelers, cellphones), have students individually write what they perceive the attributes are for one of them. Students test their attributes at stations where other students can comment/add to the attributes they identified. Treat as a 'bus stop' activity.

Suggest additional design features and the attributes for these that the existing technological outcomes could have if their existing attributes were to be extended.

Insist that the additional attributes need to be informed by and enhance already existing attributes that the outcomes possesses.

Teach visual communication techniques.

Enhance student abilities to visually communicate their ideas using such resources as:

• Rapid Viz techniques
• Photoshop
• Google SketchUp
• Crocodile Clips
• Inspiration

Undertake functional modelling to develop design ideas that address the specifications.

Analyse past students practice used in developing technological outcomes, including the functional modelling they undertook to test the potential fitness for purpose of conceptual ideas and how they determined material suitability.

Use portfolios of student practice and/or case studies from the Techlink website.

Develop students modelling techniques to:

• test conceptual ideas
• communicate conceptual ideas.

Have students identify the advantages and limitation of each technique.

Students investigate models, mockups, testing and trialling techniques that enable communication and testing of conceptual ideas:

• physical models – construction and testing techniques
• virtual models (use of 3D modelling programmes).

Enhance student skills in /means of communicating conceptual ideas include:

• CAD programmes
• free-hand and instrumental drawing of 3D and 2D models
• verbal explanations
• video.

Focus on introducing to students new skills and/or modes for communicating design ideas.

Evaluate suitability of materials/components, based on their performance properties, to select those appropriate for use in the production of a feasible outcome.

Analyse case studies of other practice to identify how materials have been justified as being suitable for use in the technological outcomes.

Develop an attribute profile for the materials used in an existing product that is familiar to students, eg, chairs around the school.

Match material specifications to the specifications needed for the product to be fit for purpose, in terms of, for example, rgonomics, material selection, aesthetics.
See:

• www.designmuseum.org
• www.si.edu/
• www.designcouncil.org.uk/

Have a practicing technologist explain how they determine the suitability of a material(s) for a specific function within a technological outcome.

www.powerhousemuseum.com/
designersatwork/

Produce and trial a prototype of the outcome.

Explore a variety of tools that can support functional modelling to determine their advantages and limitations.

Functional modelling tools explored could include:

• CAD programs – Autodesk, Pro/DESTOP, Pro/ENGINEER, SketchUp
• 2D, 3D modelling in hard and soft materials
• video
• Photoshop, InDesign, Illustrator – this could support showing the conceptual design virtually in its intended social and physical environment.

Analyse other practice to determine the nature of the overall practice they applied, and the functional modelling tools and techniques used to test the developing technological outcome.

Use exemplars of student work and/or case studies off the Techlink website.

Supporting students with specialist knowledge and experience in construction/manufacturing processes.

Trialling and demonstrating prototype performance using criteria with which to gather data to evaluate the technological outcomes fitness for purpose.

Evaluate the fitness for purpose of the final outcome against the specifications.

Analyse case studies of other practice to identify the tools and strategies they used to justify their technological outcome as being fit for purpose.

Peer Evaluation: students present a prototype to an audience for evaluative feedback, using written evaluations, PowerPoint and/or a video presentation.

Teacher Guidance Level 6

To support students to develop understanding of Outcome Development and Evaluation at Level 6, teachers could:

• ensure that there is a brief with clear specifications against which a developed outcome can be evaluated.
• 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 increasing the range and complexity of functional modelling.
• provide a range of materials/components and the opportunity to develop the necessary knowledge and skills to test and use them.
• support students to undertake prototyping to evaluate the outcome's fitness for purpose and identify any further development requirements.
• ensure students gain targeted stakeholder feedback.

Indicators of Progression

Teaching Strategy

Explanation

Generate design ideas that are informed by research and the critical analysis of existing outcomes.

Have students critically analyse a case study or an existing technological outcome from another's practice to identify features that completely address the attributes (specifications it was designed to perform/meet) and those that only partly address them.

Suggest refinements where necessary to enable the outcome to completely address all of its intended attributes.

Students identify the types of knowledge and understandings required by the technologist (person who made the outcome) in order to produce their technological outcome. Have students focus on:

• materials that were used
• the tests undertaken to justify the outcomes addressing of the need or opportunity
• component parts included in the outcome, and the role that they played in the overall function/aesthetic qualities of the outcome
• the knowledge from other domains that the technologist drew on to develop their outcome.

Analyse existing products that have similar functional properties to those required in the outcome students are developing.

Use a PMI chart to identify the functional properties that may be useful to consider when students are developing their own outcome. Identify ideas for how these could be included into their outcome.

Encourage students to access stakeholder feedback and considered this when generating their design ideas.

Students need to have identified their key stakeholder/s.

Undertake functional modelling to refine design ideas and enhance their ability to address the specifications.

Develop students modelling techniques to:

• test conceptual ideas
• communicate conceptual ideas.

Look at models, mockups, testing and trialling software that enables the communication and testing of conceptual ideas:

• Pro/ENGINEER (3D modelling software)
• Blender (shareware).

Explore ways/techniques to test conceptual ideas including:

• CAD software
• physical drawing
• 3D and 2D models
• verbal – Audacity (audio editing software), VoiceThread (group sharing editing software)
• video.

Analyse the advantages and disadvantages of each communication technique.

Explore techniques for gaining wider community feedback.

Explore techniques for effectively communicate ideas to obtain feedback from key and wider community stakeholders, including:

• Email
• Skype
• phone
• fax
• solid modelling

Analyse the advantages and disadvantages of each communicative technique.

Evaluate design ideas in terms of their ability to support the development of a conceptual design for a feasible outcome.

Analyse case studies of other practice to identify how they have justified material suitability for their technological outcome(s).

Use resources to assist students to identify materials, such as:

• Nuffield books
• STAR profiling
• Inspiration software
• SKRBL software

Students to explore their attributes/reasons why they may have been selected for the inclusion in the outcome.

Develop an attribute profile for the materials used in an existing product that is familiar to students. Repeat activity with products with which students are initially not familiar.

Do exercises such as SCUMPS – Size, Colour, Uses, Materials, Parts, Shape.
Relate these prompts to 'What if… ?' questions.For example:

• What if you change the colour of the outcome/materials?
• What if you change the use of the outcome?
• What if you change the materials used in the outcome?
• What if you change a part of the component?
• What if you change the shape of the outcome?

Evaluate the conceptual design against the specifications to determine the proposed outcomes potential fitness for purpose.

Demonstrate and have students explore a variety of tools that can support functional modelling.

Students investigate how to undertake functional modelling using tools such as:

• CAD software– Autodesk, Pro/DESKTOP, Pro/ENGINEER, Google SketchUp
• 2D, 3D modelling using hard and soft materials
• video
• Photoshop, In-Design Illustrator – this could support creating a virtual conceptual design in its intended social and physical environment.

Analyse the practice of others to determine the nature of the overall practice they applied and the functional modelling they used to test their developing technological outcome.

Use exemplars of student work or case studies from the Techlink website.

Evaluate suitability of materials/components, based on their performance properties, to select those appropriate for use in the production of a feasible outcome.

Analyse case studies of technological practice to identify how the technological outcome has been justified as being fit for purpose.

Have students present and justify their outcomes as being fit for purpose to an expert technologist and receive their feedback.

Students observe their own work through a fresh pair of eyes. This new perspective from an un-biased source can then inform their own practice.

Produce and trial a prototype of the outcome to evaluate its fitness for purpose and identify any changes that would enhance the outcome.

Explore a variety of tools that can support functional modelling to determine their advantages and limitations.

Functional modelling tools explored could include:

• CAD software– Autodesk, Pro/DESKTOP, Pro/ENGINEER, Google SketchUp
• 2D, 3D modelling using hard and soft materials
• video
• Photoshop, In-Design Illustrator – this could support creating a virtual conceptual design in its intended social and physical environment.

Supporting students with specialist knowledge and experience in construction/manufacturing processes.

Trialling and demonstrating prototype performance using criteria with which to gather data in order to evaluate the technological outcomes fitness for purpose.

Analyse the practice of others to determine the nature of the overall practice applied, and the functional modelling tools and techniques used to test the developing technological outcome.

Use exemplars of student work and/or case studies from the Techlink website.

Use stakeholder feedback to support and justify key design decisions and evaluations of fitness for purpose.

Analyse case studies of technological practice to identify the tools and strategies used to justify the technological outcome as being fit for purpose.

Peer Evaluation: Students present a prototype to an audience for evaluative feedback, including written personal evaluation and/or ideo presentation.

Teacher Guidance Level 7

To support students to develop understanding of Outcome Development and Evaluation at Level 7, teachers could:

• ensure that there is a brief with clear specifications against which a developed outcome can be evaluated.
• 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 increasing the range and complexity of functional modelling.
• provide a range of materials/components and the opportunity to develop the necessary knowledge and skills to test and use them.
• support students to undertake prototyping to evaluate the outcome's fitness for purpose and identify any further development requirements.
• ensure students gain targeted stakeholder feedback.

Indicators of Progression

Teaching Strategy

Explanation

Generate design ideas that are informed by research and critical analysis of existing outcomes.

Analyse a case study or technological outcome from a student's prior practice and/or a practicing technologist to determine how it was justified as being fit for purpose.

Identify the knowledge and understandings that the student or technologist needed to know in order to produce the outcome.
Questions that could be used to support this identification may include:

• What materials were used in the outcome – how were these determined to be fit or purpose?
• What prior knowledge was required to develop the outcome, and how did this inform the development of the outcome?
• How did the student/technologist test their outcome to ensure its fitness for purpose?
• What types of components were included in the outcome, and what part do they play in ensuring the overall fitness or purpose of the outcome?

Analyse Frank Geary – sketch modelling (modelling before sketching)

For support material google – Frank Geary – sketch modelling

Develop design ideas for outcomes that are justified as feasible with evidence gained through functional modelling.

Trial ways of modelling to test and communicate conceptual ideas. Identify advantages and disadvantages of each model and determine situations when each would be best to use.

Explore modelling, mockups, testing and trialling software that enables functional modelling to be undertaken. Examples of software include:

• Autodesk (good software)
• Blender (free software)

Explore strategies to gain wider community feedback.

Explore means of capturing evidence of testing and communicating conceptual ideas using:

• CAD software
• physical drawing
• 3D and2D physical models and mockups
• verbal – Audacity, VoiceThread
• Video

Using communication tools to communicate conceptual ideas to key and wider community stakeholders such as:

• Email
• Skype
• phone
• fax
• solid modelling.

Critically analyse evaluative practices used when functional modelling to inform own functional modelling.

Analyse case studies of technological practice to identify how the materials used in the technological outcome have been justified as being fit for its intended purpose.

Examples of tools to support functional modelling of component parts of a conceptual idea or the overall concept itself to test fitness for purpose include:

• CAD software– Autodesk, Pro/DESKTOP, Pro/ENGINEER, Google SketchUp
• 2D, 3D modelling using hard and soft materials
• video
• Photoshop, In-Design Illustrator – this could support creating a virtual conceptual design in its intended social and physical environment.

Undertake functional modelling to evaluate design ideas and develop and test a conceptual design to provide evidence of the proposed outcome's ability to be fit for purpose.

Analyse others' practice to determine the nature of the overall practice applied and the functional modelling used to test the developing technological outcome.

Use exemplars of student work, case studies from the Techlink website or a visit to a practicing technologist to observe and discuss their practice when developing a technological outcome. Focus on functional modelling techniques that are used to test and form the development of the outcome and ensure its overall fitness for purpose.

Using functional model to test design ideas and gain feedback which can be evaluated.

Use PMI charts to order and sort results from testing and feedback. Evaluate to determine a design idea's potential as a conceptual design that could be used to develop a technological outcome

Evaluate suitability of materials/components, based on their performance properties, to select those appropriate for use in the production of a feasible outcome.

Analyse case studies of technological practice to identify how the technological outcome has been justified as being fit for purpose.

Have students present their findings to justify the outcome as being fit for purpose.

Have students present their technological outcome as being fit for purpose.

Students present to peers and/or a practicing technologist.

Explore product testing techniques to test the fitness for purpose of a developed product with wider community stakeholders such as:

• using randomly selected, representative sampling or control group testing panels
• monadic testing
• paired-comparison testing.

Trial different strategies with wider community stakeholders using an existing product to determine when best to use these strategies and the validity and reliability of the feedback received.

Undertake prototyping to gain specific evidence of an outcomes fitness for purpose and use this to justify any decisions to refine, modify or accept the outcome as final.

Expose students to a range of prototyping techniques (use the internet, eg, YouTube).

Students must produce a prototype that can be evaluated against the specifications.

Identify the key element/s to be tested in a prototype and how the test is to be conducted.

Students explore how others conduct tests to determine the fitness for purpose of their prototypes. Students analyse these to determine tests that may be suitable to conduct for their own developed prototype.

Construct a prototype and test it to determine its fitness for purpose.

Use stakeholder feedback during testing as well as the results of the tests themselves to determine whether to refine, modify or accept the outcome.

Use stakeholder feedback and an understanding of the physical and social requirements of where the outcome will be situated to support and justify key design decisions and evaluations of fitness for purpose.

Develop evaluation criteria to determine the key design decisions which need to be made and to justify the outcomes as fit for purpose.

The criteria developed will need to allow informed experts/focus group to judge the success or otherwise of the outcome.
Students will need to access the environment/location where the outcome is to be placed in order to evaluate all the environmental factors both known and unknown (physical and social).

Teacher Guidance Level 8

To support students to develop understanding of Outcome Development and Evaluation at Level 8, teachers could:

• ensure that there is a brief with clear specifications against which a developed outcome can be evaluated.
• an environment that supports student innovation and encourages critical analysis of existing outcomes and knowledge of material innovations.
• support students to critically analyse the ways in which the fitness for purpose of existing outcomes have been determined, and how appropriate development practices were established.
• 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 increasing the range and complexity of functional modelling.
• provide a range of materials/components and the opportunity to develop the necessary knowledge and skills to test and use them, and support students to establish which would be optimal for use when taking into account all contextual dimensions.
• support students to undertake prototyping to gain evidence that enables clear judgments regarding the outcome's fitness for purpose and determine the need for any changes to enhance the outcome.
• ensure students gain targeted stakeholder feedback and understand the implications of the physical and social environment in which the outcome is to be located.

Indicators of Progression

Teaching Strategy

Explanation

Generate design ideas that are informed by research and critical analysis of existing outcomes and knowledge of material innovations.

Compare and contrast the knowledge used by practicing technologists – use live presentations by technologists and/or case studies /DVDs of technologists practice.

What were the types of knowledge the technologists needed to know in order to ensure the outcome was fit for purpose? How did this knowledge differ between the technologists? Use a graphic organiser such as Inspiration software to compare and contrast the knowledge they used.

Develop design ideas for feasible outcomes that are justified with evidence gained through functional modelling that serves to gather evidence from multiple stakeholders and test designs ideas from a range of perspectives.

Trial ways of modelling to test and communicate conceptual ideas. Identify advantages and disadvantages of each model and determine situations when each would be best to use.

Students explore modelling, mockups, testing, trialling software that enables them to model:

• Autodesk (good software)
• Blender (free software)

Identify the advantages and limitations of this software.

Capturing evidence for testing and communicating conceptual ideas using:

• CAD software
• physical drawing
• 3D and2D physical models and mockups
• verbal – Audacity, VoiceThread
• video.

Students explore strategies to gain wider community feedback

Identify advantages and disadvantages of using tool to communicate conceptual ideas to key and wider community stakeholders such as:

• Email
• Skype
• phone
• fax
• solid modelling.

Use of thinking tools to support justification of fitness purpose

Explore thinking tools such as:

• CAMPER (consequences, actions, minimisations… )
• SWOT/SWOB analysis
• Waterfall questions
• 'What if… ?' questions.

An evaluation of design ideas is informed by critical analysis of others' evaluative practices.
Undertake the development of a conceptual design for an outcome that optimises resources. Take into account maintenance and disposal implications.

Break down complex ideas into smaller, more understandable parts.

Example could be
Inspiration software. See:

• www.inspiration.com/Inspiration
• www.ted.com/talks/
  pattie_maes_demos_the_sixth_sense.html

Analyse the relationship between the materials and the use within a technological outcome.

A possible topic is material (eg, use of silver within an item of jewellery). Topics for discussion are:
A= physical properties of material
B= environmental consideration for its inclusion in the outcome (both during development of the outcome and in use within its intended environment
C= fitness for purpose of material within overall outcome

The student is asked to discuss the material in relation to topics ABC. More topics can be added to increase the complexity of this activity. Use techniques such as CAMPER (consequence, … ) and
SCAMPER (substitute, consequences, actions, minify/modify/ magnify, put into another use, eliminate, reverse) to focus on enhancing students ability to critically analyse.

Using tools to support functional modelling

Functional modelling tools could include:

• CAD software– Autodesk, Pro/DESKTOP, Pro/ENGINEER, Google SketchUp, Vectorworks
• 2D, 3D modelling in soft and hard materials
• video
• Photoshop
• In Design
• Illustrator – this could support showing an outcome in its intended social and physical environment.

Undertake functional modelling of the conceptual design to provide evidence that the proposed outcome has the potential to be fit for purpose

Analyse others' practice to determine the nature of the overall practice they applied and the functional modelling they used to test their developing technological outcome.

Use exemplars of previous students work, case studies from the Techlink website or a visit to a practicing technologist to observe and discuss their practice when developing a technological outcome. Focus on functional modelling techniques that are used to test and inform the development of the outcome(s) and ensure its overall fitness for purpose.

Evaluate suitability of materials/components, based on their performance properties, to select those appropriate for use in the production of a feasible outcome that optimises resources and takes into account maintenance and disposal implications.

Analyse case studies of others' practice to identify how they have justified their technological outcome as being fit for purpose.

Have students present and justify their outcomes as being fit for purpose to an expert technologist (Dragons Den format) and receive their feedback.

Identifying advantages and disadvantages of product testing techniques to test the fitness for purpose of the developed product with wider community stakeholders

Techniques explored could include those such as;

• using randomly selected, representative sampling or control group testing panels
• monadic testing
• paired-comparison testing.

Undertake prototyping to gain specific evidence of an outcomes fitness for purpose and use this to justify any decisions to refine, modify and/ or accept the outcome as final.

Expose students to a range of prototyping techniques (use the internet, eg, YouTube).

Students must produce a prototype that can be evaluated against the specifications.

Identify key element/s to be tested
Construct a prototype that is able to be justified as fit for purpose

Evaluation strategies:
Criteria to evaluate against
Informed experts/focus group

Stakeholder feedback considered when deciding to refine, modify or accept the outcome.

Use stakeholder feedback and an understanding of the physical and social requirements of where the outcome will be situated to support and justify an evaluation of the outcome and development practices as fit for purpose.

Develop evaluation criteria to determine the key design decisions that need to be made and to justify the outcomes as fit for purpose.

The criteria developed will need to allow informed experts/focus group to judge the success or otherwise of the outcome.
Students must have access to the environment/location where the outcome is to be placed in order to evaluate all the environmental factors both known and unknown (physical and social).

Students to demonstrate that the evaluation was robust enough to determine that all functional properties in the product were covered (triangulation).