Supporting Learning Environment Level 3

To support students to undertake outcome development and evaluation at level three 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 opportunity to develop knowledge and skills related to the performance properties of the materials/components students could use
• support students to evaluate their outcome against the brief

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

Use the Student Showcase or Case Studies on the Techlink website to illustrate different ways in which other students have described design ideas.

Undertake a comparative analysis to identify any differences and determine the ways that effectively communicate and that are not so effective in communicating design ideas.

Model design ideas using sketches, mockups/models.

Focus placed on developing student understandings and skills in using different communication techniques to describe a design idea.

Evaluate design ideas in terms of key attributes to develop a conceptual design for the outcome

Use photographs and/or mock-ups of a range of design ideas.

Students analyse these against a set of given key attributes to determine if the design ideas have the potential to address the need/opportunity.
If changes are necessary student suggest what these might be.

Provide students with opportunities to sketch and mockup design ideas – evaluate these against known key attributes to determine if the ideas have the potential to be developed into a conceptual design that addresses a brief.

Focus learning not just on developing student sketching and mockup skills and techniques but also on enhancing the quality of the tests they carry out to determine the potential of the design idea.

Provide a selection of technological models/mockups of varies design ideas for a technological outcome – have students test these against known key attributes to determine if the ideas have the potential to be developed into a conceptual design that addresses a brief.

Provide students with a variety of 2D and 3D mockups, graphical representations of design ideas with descriptions, virtual models, and descriptions only of design ideas.

Select materials/components, based on their performance properties, for use in the production of the outcome

Students test materials to determine their suitability for use in a specific context.

Provide a picture of an outcome (product) and a description of its required performance and aesthetic requirements. Give students a range of materials that could be used for a specific part(s) of the outcome and have them determine and justify their suitability for use based on the materials performance and aesthetic qualities.
Use the same outcomes but change the environment in which it is now to be used (e.g. now used in and around sea water) – have students determine and justify what the performance and aesthetic qualities of the material(s) required to make the outcome fit for purpose in the new environment. Identify what materials would provide these qualities.

Produce an outcome that addresses the brief

Analyse the technological practice undertaken by others when developing an 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. Focus student attention on how the technologist determined that their outcome addressed the brief.

Evaluate the final outcome against the key attributes to determine how well it met the need or opportunity

Student group evaluation of existing outcome(s) against the key attributes they were developed to meet.

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

Student peer evaluation of their developed outcome(s) against the key attributes they were developed to meet.

Students evaluate each other’s developed outcomes against the brief that they were developed to address.