Successful  Teaching and Learning Strategies  for 

Technology  Level  1 

2011

Presenter: Lesley Pearce

Outcome development and evaluation• The development of a Technological Outcome

(product or system) involves the creative generation of design ideas leading to the testing and refinement of these into a conceptual design for a potential outcome, and the production and evaluation of an outcome prior to it's acceptance for use in-situ. This is achieved through such things as research, experimentation, functional modelling, and prototyping.

Prototypes From models to implementing a prototype

Curriculum First

• Curriculum Support Document page 27 Explanatory paper: Outcome development and Evaluation• Indicators of Progression level 6 page 75

Prototyping – big ideas

• To provide evidence of the outcome’s fitness for purpose or need to further development

• Exploration of the performance properties and/or aesthetic impact of possible materials, alongside their current and future accessibility, availability and disposability, allows for informed material selection to support the resultant outcome as fit for purpose in the traditional sense as well as in its broadest sense.

Prototyping – the big ideas

• The establishment of context specific skills and equipment usage is essential for outcomes to be developed that are of a high quality

• Trialling a prototype provides data for evaluating a technological outcome’s fitness for purpose. Accessing feedback from from stakeholders is essential to all evaluations

Outcome development -prototype

Learning intention: Develop a broad perspective of prototyping in outcome development

Activity

Read the explanatory paper and the level 6 indicators of progression

In groups discuss and record what the key points are

Indicators of Progression level 6

• 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 to evaluate its fitness for purpose and identify any changes that would enhance the outcome

• Use stakeholder feedback to support and justify key design decisions and evaluations of fitness for purpose

Teaching and Learning Activities

Know your learnerWhat needs prior teaching?

e.g. do students knowWhat are properties of materials?

Do they know what tools and equipment to use?Can they apply techniques and processes?

AS 1.4 Undertake development to make a prototype to address a briefActivity:• Read the standard, discuss in groups• Fill in the given chart• What are the key words?• What are the instructional words?• What are the technological words?

Literacy

Key words Instructional words

Technological Words

prototypes

AS91047 (1.4) What evidence does it require?• Must be developed in technological practice• Selecting, using, informing and gaining evidence for

selecting of materials and/or components• Selecting, trialling, using, tools and equipment• Applying, trialling, selecting accepted practical

techniques, tolerances, processes• Safety and legal responsibilities• Using stakeholder feedback• Prototype trialled in situ• Evaluate prototype

Learning intention

• Trialling of materials, components, tools, equipment, techniques, and processes to make a prototype

1.4 Check List

• What questions would you use to develop a check list and/or schedule?

• Discuss and record.

Activity

• Select an outcome from selected cards• Suggest possible specifications• Suggest possible materials/ingredients,

components• What are the properties of the materials chosen• Do they match the specifications-evaluate

performance properties against the specifications• Justify choice

Possible Activity Product Material 1 Material 2 Justify choice

Attributes

•Interactive play potential•Durable material•Easily cleaned•Colourful•Pages easily turned

Properties: Properties:

Your ideas

• Discuss, come up with a strategy to teach or an evidence sheet for students to;

• Select materials• Select tools/equipment• Practical techniques/processes• Evaluate the prototype

• Share your ideas

Activity

• Material Properties Selector Chart• Learning intention: demonstrate

understanding of a wide range of materials, components, tools, equipment, techniques, and processes to make a prototype

Activity

• Material Properties Selector Chart 

Properties Material 1 Material 2

hardness

strength

stiffness

toughness

durability

Selecting accepted techniques depends on:

• Level of students experience• The availability of expert advice• Time available for production• Available equipment• How materials react during processing

Trialling techniques and processes

-to inform selection and applicationHow will students evidence this?

Questions Answer Rating1 - 5

Did the process/technique create excessive waste and scrap materials?

Did the process/technique cause you to remake parts because of mistakes

Did the process/technique cause reworking of completed tasks?

Did the process/technique cause you frustration?

Did the process/technique waste time?

Did the process/technique allow for…?What safety precautions did you take?

Textiles choosing practical processes• Textile materials can be joined by stitching,

fusing or heat-sealing. • “… to meet the specifications I have trialled all

3 and discovered…….”

Joining process

Example Ranked1 - 5

Machine stitching

5

Evaluating the Prototype

Fitness for purpose:• Specifications – prototypes performance

against the specifications • Intended environment• Social environment – who will interact with the

final outcome – their views ( through interviews, questionnaires, surveys, user trails) – an objective evaluation helps students to decide how and if it can be improved

Example

Safety Paint was lead free

Cost No more than $50 as set out in the specifications

Material Constructed out of…

Reliability Has a tough lacquered finish, so is easy to clean, and looks good for a long time

Finish

Function

Possible improvements

I could have…used a spray gun and compressor to get a better finish

Place insitu…

AssessmentStudents will be assessed on their: • selection and use of resources (i.e. materials and/or

components; tools and equipment) to develop a prototype• Use of the materials, components, tools and equipment

already selected to make your prototype to address your brief.

• Use of tools and equipment following accepted safe practices• Consultation with their stakeholders to gain opinion on the

developing prototype• application of practical techniques and processes to make

the prototype• evaluation of the prototype’s fitness for purpose.

Moderation

Teacher justification of grade awarded…• The nylon waterproof fabric and seam construction method

used for John’s backpack kept his spare clothes dry when it rained on the bushwalk.

• The pocket that held the water bottle was too far around the back of the pack to allow the bottle to be easily got at when the pack was on his back.

• Feedback from other stakeholders said that the backpack contoured well into his back and didn’t make him look like a ‘turtle’ (an appendage protruding off his back), the colours did not blend into the bush environment thereby making him highly visible.

Advice to students…

Evidence may include but is not limited to:• your completed “personal storage solution” (prototype) • all of your evidence of trialling materials and/or

components, tools and equipment, the practical techniques and processes and the consequent decisions made about their use

• your evaluation of how the prototype, addresses the brief and is fit for purpose in the intended social and physical environment.

Assessment schedule: Technology 91047

Alternative Schedule