Teachers should establish if students have developed robust level four competencies and are ready to begin working towards level five achievement objectives for the technological practice components, and plan learning experiences to these as guided by the level five Indicators 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 specifications that reflect key stakeholder feedback and that will inform the development of an outcome and its evaluation.

Achievement Objective

Students will:

• Analyse their own and others' planning practices to inform the selection and use of planning tools. Use these to support and justify planning decisions (including those relating to the management of resources) that will see the development of an outcome through to completion.

Achievement Objective

Students will:

• Analyse their own and others' outcomes to inform the development of ideas for feasible outcomes. Undertake ongoing functional modelling and evaluation that takes account of key stakeholder feedback and trialling in the physical and social environments. Use the information gained to select and develop the outcome that best addresses the specifications. Evaluate the final outcome's fitness for purpose against the brief.

Teacher Guidance

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

• provide an appropriate context and issue that allows students to access resources (including key stakeholders)
• support students to identify a need or opportunity and develop a conceptual statement
• support students understand the physical and functional nature required of their outcome
• guide students to develop key attributes into specifications.

Teacher Guidance

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

• ensure that there is a brief against which planning to develop an outcome can occur
• provide a range of planning tools and support students to analyse these to inform selection of the tools they will use to manage and efficiently record their planning
• support students to review and evaluate progress to inform their ongoing planning decisions
• guide students to ensure appropriate resources are available (stakeholder/s, materials, components, software, equipment, tools and/or hardware) suitable for their outcome
• support students to manage time and resources, including stakeholders interactions.

Teacher Guidance

To support students to undertake outcome development and evaluation at level five teachers could:

• ensure that there is a brief with attributes against which the outcome communicated by the conceptual design can be evaluated, and that there is a more developed 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 support students to develop the necessary knowledge and skills to evaluate and use them;
• guide students to evaluate outcomes in situ against brief specifications.

Indicators

Students can:

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

Indicators

Students can:

• analyse own and others use of planning tools to inform the selection of tools best suited for their use to plan and monitor progress and record key decisions
• use planning tools to identify and record key stages, and manage time and resources (including stakeholder interactions) to ensure completion of an outcome
• use planning tools to record key planning decisions regarding the management  of time,  resources and stakeholder interactions.

Indicators

Students can:

• generate design ideas that are informed by research and analysis of existing outcomes;
• undertake functional modelling to develop design ideas into a conceptual design that addresses the specifications;
• evaluate suitability of materials/components, based on their performance properties, 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 specifications.