Supporting Learning Environment Level 1

To support students to undertake planning for practice at level one teachers could:

• ensure that there is a brief against which planning to develop an outcome can occur
• provide students with a detailed plan of what they will be doing during their technological practice. This could be presented and explained as a design process the teacher has developed, with key stages that need to happen clearly identified within it
• provide a range of appropriate resources for students to select from.

Describe what they have done already.

Brainstorming an intended process (practice) in relation to a process they have previously been through.

Taking photos of key stages of a familiar process and getting students to organise them so that they illustrate process.

Have students order the photos so that the key stages are in the sequence in which they were undertaken (either for their own process and/or an observed practice of someone else).

Photos or images of the resources students have used to undertake a process/practice.

Have students order the photos so that the resources are in the sequence in which the process/practice took place.

Structured reflection across all aspects of the practice students undertook to develop a technological outcome.

Have students describe or draw pictures to explain the practice they undertook and the resources they used in this practice.

Identify what they will do next

Flow chart template with broad categories of the steps to go through to produce an outcome.

Students to complete the template describing and drawing each step of the practice they intend to undertake, and identifying the key resources they could use.

Extension - have some steps missing in the practice and ask students to identify what the step is that is missing and what needs to occur here within the practice.

Deconstruct activity of a process that students are familiar with e.g. putting shoes on, making toast.

Using a flow chart template get students to draw and explain the steps required to complete the process.

Think, Pair, Share activity to describe the parts of the process they might go through to develop a technological outcome.

Think individually about the steps in the process – moving around class/group have each student give an idea and receive one back from someone else in the class/group.

Give One, Get One activity to describe the ‘next’ key stage in the process they need to go through to develop an outcome.

Students take turns in providing the ‘next’ key stage in the process they need to go through to develop an outcome

Identify the resources they might use.

Photos of the resources and/or samples of the resources students could possibly use to develop an outcome.

Students to:

• select the resources in the order they would use them to develop their outcome
• explain why they have selected them for use in this order.

Brainstorm the likely technological practice required to develop an outcome to an identified issue. Teacher to record what students already know and where necessary fill in the gaps.

Identify the resources which are the Odd One Out for developing a technological outcome.

Provide students with a technological outcome and a range of resources. Get them to describe which resources are the odd ones out (ie those not appropriate/needed to develop the technological outcome.

Resource Grouping

Using pictures of resources, students group them according to the key stages they would follow to undertake their practice to develop an outcome.