Teachers should establish if students have developed robust level three competencies and are ready to begin working towards level four achievement objectives for the Technological Practice components, and plan learning experiences to progress these as guided by the level four Indicators of Progression below.

Brief Development

Planning for Practice

Outcome Development and Evaluation

Achievement Objective

Students will:

• Justify the nature of an intended outcome in relation to the need or opportunity. Describe the key attributes identified in stakeholder feedback, which will inform the development of an outcome and its evaluation.

Achievement Objective

Students will:

• Undertake planning that includes reviewing the effectiveness of past actions and resourcing, exploring implications for future actions and accessing of resources, and consideration of stakeholder feedback, to enable the development of an outcome.

Achievement Objective

Students will:

• Investigate a context to develop ideas for feasible outcomes. Undertake functional modelling that takes account of stakeholder feedback, in order to select and develop the outcome that best addresses the key attributes. Incorporating stakeholder feedback, evaluate the outcome's fitness for purpose in terms of how well it addresses the need or opportunity.

Teacher Guidance

To support students to undertake brief development at level four teachers could:

• provide an appropriate context and issue that allows students to access resources (including key stakeholders)
• guide students to identify a need or opportunity and develop a conceptual statement
• support students to understand the physical and functional nature required of their outcome, and how the key attributes relate to this
• guide students to consider the key stakeholders and the environment where the outcome will be located.

Teacher Guidance

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

• ensure that there is a brief against which planning to develop an outcome can occur
• provide resources including a range of appropriate stakeholders,  materials, components, software, hardware, equipment, and/or tools for students to select from and support students to select those that will be suitable for their outcome
• provide planning tools and support students to use these to record key stages and resources needed, including when they will need to access stakeholder feedback, and to  (Please note; records only need to capture what students plan to do and what they need to do it to guide their practice and allow them to review this regularly)
• support students to identify regular review points and to review their progress at these points
• guide students to manage time and organise their selected resources .based on regular reviews of progress

Teacher Guidance

To support students to undertake outcome development and evaluation at level four 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 support students to develop the necessary knowledge and skills to test and use them;
• guide students to evaluate outcomes in situ against key attributes.

Indicators

Students can:

• identify a need or opportunity from the given context and issue
• establish a conceptual statement that communicates the nature of the outcome and why such an outcome should be developed
• establish the key attributes for an outcome informed by stakeholder considerations
• communicate key attributes that allow an outcome to be evaluated as fit for purpose.

Indicators

Students can:

• use planning tools to manage time, identify and record key stages, associated resources, and actions to be undertaken, with progress review points clearly indicated
• review progress at set review points, and revise time management as appropriate to ensure completion of an outcome.

Indicators

Students can:

• describe design ideas (either through drawing, models and/or verbally) or potential outcomes;
• undertake functional modelling to develop design ideas into a conceptual design that addresses the key attributes;
• test the key performance properties of materials/components to select those appropriate for use in the production of a feasible outcome;
• produce and trial a prototype of the outcome;
• evaluate the fitness for purpose of the final outcome against the key attributes.