Teachers should establish if students hold any misconceptions or partial understandings that would inhibit students meeting the level one achievement objectives for the technological practice, and plan learning experiences to challenge and/or progress these as guided by the level one Indicators below.

Brief Development

Planning for Practice

Outcome Development and Evaluation

Achievement Objective

Students will:

• Describe the outcome they are developing and identify the attributes it should have, taking account of the need or opportunity and the resources available.

Achievement Objective

Students will:

• Outline a general plan to support the development of an outcome, identifying appropriate steps and resources.

Achievement Objective

Students will:

• Investigate a context to communicate potential outcomes. Evaluate these against attributes; select and develop an outcome in keeping with the identified attributes.

Teacher Guidance

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

• provide the need or opportunity and develop the conceptual statement in negotiation with the students
• provide a range of attributes for discussion
• guide students to identify the attributes an appropriate outcome should have.

Teacher Guidance

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 those suitable for their use. Teachers should ensure all resources provided are appropriate for use and students should only be responsible for selecting particular materials components, and/or software from these resources.

Teacher Guidance

To support students to undertake outcome development and evaluation at level one 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.

Indicators

Students can:

• communicate the outcome to be produced
• identify attributes for an outcome.

Indicators

Students can:

• identify what they will do next
• identify the particular materials, components and/or software they might use.

Indicators

Students can:

• describe potential outcomes, through drawing, models and/or verbally.
• identify potential outcomes that are in keeping with the attributes, and selects one to produce
• produce an outcome in keeping with identified attributes.