1. Successful Teaching and Learning Strategies for Technolo gy Level 1 2011 Presenter: Lesley Pearce

2. 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.

3. Prototypes From models to implementing a prototype

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

5. 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.

6. 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

7. 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

8. 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

9. Teaching and Learning Activities Know your learner What needs prior teaching? e.g. do students know What are properties of materials? Do they know what tools and equipment to use? Can they apply techniques and processes?

10. AS 1.4 Undertake development to make a prototype to address a brief Activity: 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?

11. Literacy Key wordsInstructional words Technological Words prototypes

12. 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

13. Learning intention Trialling of materials, components, tools, equipment, techniques, and processes to make a prototype

14. 1.4 Check List What questions would you use to develop a check list and/or schedule? Discuss and record.

15. 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

16. Possible Activity ProductMaterial 1Material 2Justify choice Attributes Interactive play potential Durable material Easily cleaned Colourful Pages easily turned Properties:

17. 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

18. 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

19. Activity Material Properties Selector Chart PropertiesMaterial 1Material 2 hardness strength stiffness toughness durability

20. 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

21. Trialling techniques and processes -to inform selection and application How will students evidence this? QuestionsAnswerRating 1 - 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?

22. 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 ExampleRanked 1 - 5 Machine stitching 5

23. 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

24. Example SafetyPaint was lead free CostNo more than $50 as set out in the specifications MaterialConstructed out of… ReliabilityHas 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

25. Place insitu…

26. Assessment Students 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.

27. 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.

28. 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.

29. Assessment schedule: Technology 91047

30. Alternative Schedule