indicators-of-progression-a3

TecHNOLOGicAL PRAcTice: InDICaTORS OF PROgRESSIOn LeveL ONe LeveL TWO LeveL THRee Teachers should establish if students hold any misconceptions or partial understandings that would inhibit students Teachers should establish if students have developed robust level one competencies and are ready to begin working Teachers should establish if students have developed robust level two competencies and are ready to begin working towards meeting the level one achievement objectives for the technological practice, and plan learning experiences to towards level two achievement objectives for the technological practice components, and plan learning experiences to level three achievement objectives for the technological practice components, and plan learning experiences to progress these challenge and/or progress these as guided by the level one Indicators below. progress these as guided by the level two Indicators below. as guided by the level three Indicators below Brief Development Planning for Practice Outcome Development & evaluation Brief Development Planning for Practice Outcome Development & evaluation Brief Development Planning for Practice Outcome Development & evaluation AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive Students will: Students will: Students will: Students will: Students will: Students will: Students will: Students will: Develop a plan that identifies the Investigate a context to develop potential Describe the nature of an intended Students will: Investigate a context to develop ideas for key stages and the resources outcomes. Evaluate these against identified outcome, explaining how it Undertake planning to identify potential outcomes. Trial and evaluate these Describe the outcome they Outline a general plan to support Investigate a context to communicate Explain the outcome they available. attributes; select and develop an outcome. addresses the need or opportunity. the key stages and resources against key attributes to select and develop an are developing and identify the development of an outcome, potential outcomes. Evaluate these against are developing and describe Evaluate the outcome in terms of the need/ Describe the key attributes required to develop an outcome to address the need or opportunity. the attributes it should identifying appropriate steps and attributes; select and develop an outcome the attributes it should have, opportunity. that enable development and outcome. Revisit planning to Evaluate this outcome against the key attributes have, taking account of the resources. in keeping with the identified attributes. taking account of the need or evaluation of an outcome. include reviews of progress and how it addresses the need or opportunity. need or opportunity and the opportunity and the resources and identify implications for resources available. available. subsequent decision making. TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce To support students to To support students to undertake To support students to undertake outcome To support students to To support students to undertake To support students to undertake outcome To support students to undertake To support students to To support students to undertake outcome undertake brief development planning for practice at level one development and evaluation at level one undertake brief development at planning for practice at level two development and evaluation at level two brief development at level three undertake planning for development and evaluation at level three at level one teachers could: teachers could: teachers could: level two teachers could: teachers could: teachers could: teachers could: practice at level three teachers could: teachers could: • provide the need or • ensure that there is a brief • ensure that there is a brief with attributes • provide the need or • ensure that there is a brief • ensure that there is a brief with attributes • provide the need or opportunity • ensure that there is a brief with attributes opportunity and develop against which planning to against which a developed outcome can opportunity and develop against which planning to against which a developed outcome can and develop the conceptual • ensure that there is a brief against which a developed outcome can be the conceptual statement develop an outcome can occur be evaluated the conceptual statement in develop an outcome can occur be evaluated statement in negotiation with the against which planning to evaluated in negotiation with the negotiation with the students students develop an outcome can students • provide students with a • establish an environment that encourages • provide students with an • establish an environment that encourages occur • establish an environment that encourages and detailed plan of what they and supports student innovation when • guide students to discuss overview of the stages they and supports student innovation when • guide students to describe the supports student innovation when generating • provide a range of will be doing during their generating design ideas the implications of the need will be working through during generating design ideas physical and functional nature of • provide students with an design ideas attributes for discussion technological practice. This or opportunity and the their technological practice. an outcome (eg, what it looks like overview of what they will could be presented and • provide opportunities to develop drawing conceptual statements and This could be presented and • provide opportunities to develop drawing and what it can do) taking into need to do during their • provide opportunities to develop drawing • guide students to explained as a design process and modelling skills to communicate and support them to establish explained as a design process and modelling skills to communicate and account the need or opportunity, technological practice and and modelling skills to communicate and identify the attributes the teacher has developed, explore design ideas. Emphasis should a list of attributes an the teacher has developed, explore design ideas. Emphasis should be conceptual statements and guide students to identify explore design ideas. Emphasis should be on an appropriate outcome with key stages that need be on progressing 2D and 3D drawing appropriate outcome could and it could be used to support on progressing 2D and 3D drawing skills resources available key stages and place these progressing 2D and 3D drawing skills and using should have. to happen clearly identified skills and using manipulative media such have students to identify what the and using manipulative media such as on a timeline of some sort manipulative media such as plasticine, wire, within it as plasticine, wire, card etc key stages are plasticine, wire, card etc • guide students to identify the card etc • provide students with an key attributes an appropriate • provide resources including • provide a range of appropriate • provide opportunities to develop skills overview of the resources • provide a range of appropriate • provide opportunities to develop skills outcome should have. Key a range of appropriate • provide opportunity to develop knowledge and resources for students to required to produce their outcome. available and guide them to resources and guide students required to produce their outcome attributes reflect those that materials, components, skills related to the performance properties of select those suitable for take this into account when to decide which particular are deemed essential for the software, hardware, the materials/components students could use their use. Teachers should identifying the attributes for materials components, and/ • guide students to evaluate their outcome successful function of the equipment, and/or tools ensure all resources the outcome or software will be required against the brief. outcome. for students to select from • support students to evaluate their outcome provided are appropriate for each key stage Teachers and guide students to select against the brief. for use and students should should ensure all resources those that will be suitable for only be responsible for provided are appropriate for their outcome selecting particular materials use. components, and/or software • guide students to reflect on from these resources. progress to make informed decisions regarding next steps. iNDicATORs iNDicATORs iNDicATORs iNDicATORs iNDicATORs iNDicATORs iNDicATORs iNDicATORs iNDicATORs Students can: Students can: Students can: Students can: Students can: Students can: Students can: Students can: Students can: • communicate the outcome • identify what they will do next • identify the particular materials, • describe potential outcomes, through • explain the outcome to be • identify key stages required to • describe potential outcomes, through • describe the physical and • identify key stages, and • describe design ideas (either through drawing, to be produced drawing, models and/or verbally. produced produce an outcome drawing, models and/or verbally functional nature of the outcome resources required, and models and/or verbally) for potential outcomes • identify attributes for an components and/or software they are going to produce and record when each stage they might use. • identify potential outcomes that are in • describe the attributes for an • identify the particular materials, • evaluate potential outcomes in terms of explain how the outcome will will need to be completed • evaluate design ideas in terms of key attributes outcome. keeping with the attributes, and selects outcome that take account of components and/or software identified attributes to select the outcome have the ability to address the to make sure an outcome is to develop a conceptual design for the outcome one to produce the need or opportunity being required for each key stage. to produce need or opportunity completed addressed and the resources • select materials/components, based on • produce an outcome in keeping with available. • produce an outcome in keeping with the • describe attributes for the • explain progress to date in their performance properties, for use in the identified attributes. brief outcome and identify those which terms of meeting key stages production of the outcome are key for the development and and use of resources, and • evaluate the final outcome in terms of how evaluation of an outcome. discuss implications for • produce an outcome that addresses the brief successfully it addresses the brief. what they need to do next. • evaluate the final outcome against the key attributes to determine how well it met the need or opportunity. October 2010 Version. FFoorrccoonntteexxttaannddCCuurrricicuululummSSuuppppoorrttininfoforrmmaattioionn,,sseeeewwwwww.te.tcehchnloinlokg.oy.rtgk.in.ozr/gc.unrzriculum-support Page 1 of 9

TecHNOLOGicAL PRAcTice: InDICaTORS OF PROgRESSIOn LeveL FOuR LeveL Five LeveL siX Teachers should establish if students have developed robust level three competencies and are ready to begin Teachers should establish if students have developed robust level four competencies and are ready to begin Teachers should establish if students have developed robust level five competencies and are ready to begin working towards level six working towards level four achievement objectives for the technological practice components, and plan learning working towards level five achievement objectives for the technological practice components, and plan learning achievement objectives for the technological practice components, and plan learning experiences to progress these as guided by the level experiences to progress these as guided by the level four Indicators below. experiences to these as guided by the level five Indicators below. six Indicators below. Brief Development Planning for Practice Outcome Development & Brief Development Planning for Practice Outcome Development & Brief Development Planning for Practice Outcome Development & evaluation evaluation evaluation AcHievemeNT AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive OBjecTive Students will: Students will: Students will: Students will: Students will: Students will: Students will: Students will: Students will: Undertake planning that includes Investigate a context to develop Justify the nature of an analyse their own and others’ analyse their own and others’ outcomes Justify the nature of an intended Critically analyse their own Critically analyse their own and others’ outcomes to Justify the nature of an reviewing the effectiveness of past ideas for feasible outcomes. intended outcome in relation planning practices to inform the to inform the development of ideas for outcome in relation to the and others’ past and current inform the development of ideas for feasible outcomes. intended outcome in actions and resourcing, exploring Undertake functional modelling to the need or opportunity. selection and use of planning feasible outcomes. Undertake ongoing need or opportunity and justify planning practices in order to Undertake ongoing experimentation and functional relation to the need or implications for future actions that takes account of stakeholder Describe specifications tools. Use these to support functional modelling and evaluation specifications in terms of key make informed selection and modelling, taking account of stakeholder feedback and opportunity. Describe and accessing of resources, and feedback, in order to select and that reflect key stakeholder and justify planning decisions that takes account of key stakeholder stakeholder feedback and wider effective use of planning tools. trialling in the physical and social environments. Use the the key attributes consideration of stakeholder feedback, to develop the outcome that best feedback and that will inform (including those relating to the feedback and trialling in the physical community considerations. Use these to support and justify information gained to select, justify, and develop a final identified in stakeholder enable the development of an outcome. addresses the key attributes. the development of an management of resources) that and social environments. Use the ongoing planning that will see outcome. Evaluate this outcome’s fitness for purpose feedback, which will Incorporating stakeholder outcome and its evaluation. will see the development of an information gained to select and develop the development of an outcome against the brief and justify the evaluation using feedback inform the development feedback, evaluate the outcome’s outcome through to completion. the outcome that best addresses through to completion. from stakeholders. of an outcome and its fitness for purpose in terms of the specifications. Evaluate the final evaluation. how well it addresses the need or outcome’s fitness for purpose against opportunity. the brief. TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce To support students To support students to undertake To support students to undertake To support students to To support students to To support students to undertake To support students to undertake To support students to To support students to undertake outcome development to undertake brief planning for practice at level four outcome development and undertake brief development undertake planning for practice outcome development and evaluation at brief development at level six undertake planning for practice and evaluation at level six teachers could: development at level four teachers could: evaluation at level four teachers at level five teachers could: at level five teachers could: level five teachers could: teachers could: at level six teachers could: teachers could: could: • ensure that there is a brief with clear specifications • ensure that there is a brief against • provide an appropriate • ensure that there is a brief • ensure that there is a brief with • provide an appropriate context • ensure that there is a brief against which a developed outcome can be evaluated • provide an appropriate which planning to develop an outcome • ensure that there is a brief context and issue that against which planning to clear specifications against which a and issue that allows students against which planning to context and issue can occur with attributes against which allows students to access develop an outcome can occur developed outcome can be evaluated to access resources (including develop an outcome can • establish an environment that supports student that allows students a developed outcome can be resources (including key key stakeholders) and guide occur innovation and encourages critical analysis of existing to access resources • provide resources including a range of evaluated stakeholders) • provide a range of planning • establish an environment that supports them to take into account wider outcomes (including key appropriate stakeholders, materials, tools and support students student innovation and encourages community considerations • support students to critically stakeholders) components, software, hardware, • establish an environment that • support students to identify to analyse these to inform analysis of existing outcomes analyse a range of planning • support students to develop drawing and modelling skills equipment, and/or tools for students encourages and supports student a need or opportunity and selection of the tools they will • support students to identify a tools that have been used in to communicate and explore design ideas. Emphasis • guide students to to select from and support students innovation when generating develop a conceptual use to manage and efficiently • provide opportunities to develop need or opportunity relevant to past practice should be on progressing 2D and 3D drawing skills identify a need or to select those that will be suitable for design ideas statement record their planning drawing and modelling skills to the given issue and context and increasing the range and complexity of functional opportunity and develop their outcome communicate and explore design • support students to select modelling a conceptual statement • provide opportunities to develop • support students • support students to review ideas. Emphasis should be on • support students to understand planning tools that will • provide planning tools and support drawing and modelling skills to understand the physical and evaluate progress to progressing 2D and 3D drawing the physical and functional nature provide appropriate support • support students to explore a range of materials/ • support students students to use these to record communicate and explore design and functional nature inform their ongoing planning skills and increasing the range and required of their outcome for their practice and efficient components and to develop the necessary knowledge to understand the key stages and resources needed, ideas. Emphasis should be on required of their outcome decisions complexity of functional modelling recording of why key planning and skills to evaluate and use them physical and functional including when they will need to progressing 2D and 3D drawing • support students to develop decisions were made nature required of their access stakeholder feedback, and skills and increasing the range • guide students to develop • guide students to ensure • provide a range of materials/ specifications and justify • support students to undertake prototyping to evaluate outcome, and how the to (Please note; records only need to and complexity of functional key attributes into appropriate resources are components and support students to them based on key and • support students to ensure the outcome’s fitness for purpose and identify any key attributes relate capture what students plan to do and modelling specifications. available (stakeholder/s, develop the necessary knowledge and wider community stakeholder appropriate resources are further development requirements to this what they need to do it to guide their materials, components, skills to evaluate and use them considerations. available (stakeholder/s, practice and allow them to review this • provide a range of materials/ software, equipment, tools materials, components, • support students to gain targeted stakeholder feedback. • guide students to regularly) components and support and/or hardware) suitable for • guide students to evaluate outcomes software, equipment, tools consider the key students to develop the their outcome in situ against brief specifications. and/or hardware) suitable for stakeholders and the • support students to identify regular necessary knowledge and skills their outcome environment where the review points and to review their to test and use them • support students to manage outcome will be located. progress at these points time and resources, including • support students to use • guide students to evaluate stakeholders interactions. selected tools to manage • guide students to manage time and outcomes in situ against key resources to ensure organise their selected resources attributes. completion of an outcome. .based on regular reviews of progress iNDicATORs iNDicATORs iNDicATORs iNDicATORs iNDicATORs iNDicATORs iNDicATORs iNDicATORs iNDicATORs Students can: Students can: Students can: Students can: Students can: Students can: Students can: Students can: Students can: • identify a need or • use planning tools to manage time, • describe design ideas (either • identify a need or • analyse own and others use • generate design ideas that are • identify a need or opportunity • critically analyse own and • generate design ideas that are informed by research opportunity from the identify and record key stages, through drawing, models and/or opportunity from the given of planning tools to inform informed by research and analysis of from the given context and issue others use of planning tools and the critical analysis of existing outcomes given context and issue associated resources, and actions to verbally) or potential outcomes context and issue the selection of tools best existing outcomes to inform the selection of be undertaken, with progress review suited for their use to plan and • establish a conceptual statement planning tools best suited for • undertake functional modelling to refine design ideas • establish a conceptual points clearly indicated • undertake functional modelling • establish a conceptual monitor progress and record • undertake functional modelling that justifies the nature of the their use to plan and monitor and enhance their ability to address the specifications statement that to develop design ideas into a statement that justifies key decisions to develop design ideas into a outcome and why such an progress and record reasons communicates the • review progress at set review points, conceptual design that addresses the nature of the outcome conceptual design that addresses the outcome should be developed for planning decisions • evaluate design ideas in terms of their ability to support nature of the outcome and revise time management as the key attributes and why such an outcome • use planning tools to identify specifications the development of a conceptual design for a feasible and why such an appropriate to ensure completion of an should be developed and record key stages, and • establish the specifications for • use planning tools to establish outcome outcome should be outcome. • test the key performance manage time and resources • evaluate suitability of materials/ an outcome as based on the and review key stages, developed properties of materials/ • establish the specifications (including stakeholder components, based on their nature of the outcome required to identify and manage all • evaluate the conceptual design against the components to select those for an outcome based on interactions) to ensure performance properties, to select those address the need or opportunity, resources, and to determine specifications to determine the proposed outcomes • establish the key appropriate for use in the the nature of the outcome completion of an outcome appropriate for use in the production of consideration of the environment and guide actions to ensure potential fitness for purpose attributes for an outcome production of a feasible outcome required to address the a feasible outcome in which the outcome will be completion of an outcome informed by stakeholder need or opportunity, • use planning tools to record situated and resources available • evaluate suitability of materials/components, based on considerations • produce and trial a prototype of and informed by key key planning decisions • produce and trial a prototype of the • use planning tools to record their performance properties, to select those appropriate the outcome stakeholder considerations regarding the management outcome • communicate specifications that initial plans and ongoing for use in the production of a feasible outcome • communicate key of time, resources and allow an outcome to be evaluated revisions in ways which attributes that allow an • evaluate the fitness for purpose • communicate specifications stakeholder interactions. • evaluate the fitness for purpose as fit for purpose. provide reasons for planning • produce and trial a prototype of the outcome to evaluate outcome to be evaluated of the final outcome against the that allow an outcome to be of the final outcome against the decisions made. its fitness for purpose and identify any changes that as fit for purpose. key attributes. evaluated as fit for purpose. specifications. • justify the specifications in terms would enhance the outcome of key and wider community stakeholder considerations. • use stakeholder feedback to support and justify key design decisions and evaluations of fitness for purpose. 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TecHNOLOGicAL PRAcTice: InDICaTORS OF PROgRESSIOn LeveL seveN LeveL eiGHT Teachers should establish if students have developed robust level six competencies and are ready to begin working towards level seven achievement objectives for the technological practice Teachers should establish if students have developed robust level seven competencies and are ready to begin working towards level eight achievement objectives for the technological components, and plan learning experiences to progress these as guided by the level seven Indicators of achievement below. practice components, and plan learning experiences to progress these as guided by the level eight Indicators below. Brief Development Planning for Practice Outcome Development & evaluation Brief Development Planning for Practice Outcome Development & evaluation AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive Students will: Justify the nature of an intended outcome in relation to the issue to be resolved and justify specifications Students will: Critically analyse their own Students will: Critically analyse their own and others’ outcomes and Students will: Justify the nature of an intended outcome in relation Students will: Critically analyse their own Students will: Critically analyse their own and others’ outcomes in terms of key stakeholder feedback and wider community and others’ past and current planning and evaluative practices to inform the development of ideas for feasible to the context and the issue to be resolved. Justify specifications and others’ past and current planning and and their determination of fitness for purpose in order to inform considerations. management practices in order to develop outcomes. Undertake a critical evaluation that is informed by ongoing in terms of key stakeholder feedback and wider community management practices in order to develop the development of ideas for feasible outcomes. Undertake a and employ project management practices experimentation and functional modelling, stakeholder feedback, and considerations. and employ project management practices critical evaluation that is informed by ongoing experimentation and TeAcHeR GuiDANce that will ensure the effective development of trialling in the physical and social environments. Use the information that will ensure the efficient development functional modelling, stakeholder feedback, trialling in the physical To support students to undertake brief development at level an outcome to completion. gained to select, justify, and develop an outcome. Evaluate this of an outcome to completion. and social environments, and an understanding of the issue as it seven teachers could: outcome’s fitness for purpose against the brief. Justify the evaluation relates to the wider context. Use the information gained to select, • provide a context that offers a range of issues for students to TeAcHeR GuiDANce using feedback from stakeholders and demonstrating a critical justify, and develop an outcome. Evaluate this outcome’s fitness for understanding of the issue. purpose against the brief. Justify the evaluation using feedback from explore To support students to undertake planning for stakeholders and demonstrating a critical understanding of the issue • guide students to select an authentic issue within the practice at level seven teachers could: TeAcHeR GuiDANce that takes account of all contextual dimensions. • ensure that there is a brief against which context. an authentic issue is one which is connected to the To support students to undertake outcome development and TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce context, and allows students to develop a brief for a need or planning to develop an outcome can occur evaluation at level seven teachers could: opportunity that can be managed within the boundaries of their • support students to critically analyse • ensure that there is a brief with clear specifications against which a To support students to undertake brief development at level eight To support students to undertake planning To support students to undertake outcome development and available resources. teachers could: for practice at level eight teachers could: evaluation at level eight teachers could: • support students to identify a need or opportunity relevant to a range of planning tools and project developed outcome can be evaluated • support students to identify a context that offers a range of • ensure that there is a brief against which • ensure that there is a brief with clear specifications against which a the issue management practices that have been • establish an environment that supports student innovation and • support students to understand the physical and functional nature used in past technological practice issues for them to explore. Context refers to the wider social and planning to develop an outcome can developed outcome can be evaluated required of their outcome • support students to select and use planning encourages critical analysis of existing outcomes physical environment in which technological development occurs. occur • establish an environment that supports student innovation and • support students to justify the nature of their outcome in terms tools to make effective planning decisions • support students to critically analyse evaluative practices used Contexts may include but are not limited to: storage, afterschool of the issue it is addressing and establish and manage all resources snacks, outdoor living, sustainable energy, sport, educational • support students to critically analyse a encourages critical analysis of existing outcomes and knowledge of • support students to develop specifications and provide (including time, money, stakeholder/s, within functional modelling software, streetwear, portability, furniture. range of project management practices material innovations justifications for them drawing from stakeholder feedback, materials, components, software, • support students to develop drawing and modelling skills to • support students to identify considerations that will need to be and explore how project scheduling is • support students to critically analyse the ways in which the fitness and wider community considerations such as the resources equipment, tools and/or hardware etc). taken into account when making judgments of fitness for purpose used to manage technological practice for purpose of existing outcomes have been determined, and how available to develop the outcome, ongoing maintenance of the Effective planning decisions enable the communicate and explore design ideas. Emphasis should be on in its broadest sense. Fitness for purpose in its broadest sense appropriate development practices were established outcome once implemented, sustainability of resources used outcome produced to successfully meet progressing 2D and 3D drawing skills and increasing the range refers to judgments of the fitness of the outcome itself as well • support students to establish and • support students to develop drawing and modelling skills to to develop the outcome and the outcome itself, disposal of the the brief. and complexity of functional modelling as the practices used to develop the outcome. Such judgments implement a coherent project schedule communicate and explore design ideas. Emphasis should be on developed outcome when past its use by date. • support students to select and use planning • support students to explore a range of materials/components, and may include but are not limited to considerations of the outcomes that allows for the coordination and progressing 2D and 3D drawing skills and increasing the range and tools which will allow for the efficient to develop the necessary knowledge and skills to evaluate and technical and social acceptability, sustainability of resources management of the: regular review complexity of functional modelling iNDicATORs recording of justifications for key planning make effective use of them used, ethical nature of testing practices, cultural appropriateness of goals, planning tools, all resources • support students to explore a range of materials/components and to Students can: decisions made. • support students to undertake prototyping to gain evidence that of trialling procedures, determination of life cycle, maintenance, required (time, money, stakeholder/s, develop the necessary knowledge and skills to evaluate and make • explore the context to select an issue • support students to ensure appropriate enables clear judgments regarding the outcome’s fitness for ultimate disposal, health and safety. materials, components, software, effective use of them. • identify a need or opportunity relevant to their selected issue resources are available (stakeholder/s, purpose and determine the need for any changes to enhance the • support students to select an authentic issue within their selected equipment, tools and/or hardware etc) • support students to establish which materials/components would be • establish a conceptual statement that justifies the nature of the materials, components, software, outcome context and review points optimal for use when taking into account all contextual dimensions equipment, tools and/or hardware) suitable • support students to gain targeted stakeholder feedback and • support students to identify a need or opportunity relevant to the • support students to undertake prototyping to gain evidence that outcome and why such an outcome should be developed with for their outcome. understand the implications of the physical and social environment issue and context • support students to provide evidence enables clear judgments regarding the outcome’s fitness for reference to the issue it is addressing in which the outcome is to be located. • support students to understand the physical and functional nature of effective and efficient planning purpose and determine the need for any changes to enhance the • establish the specifications for an outcome using stakeholder iNDicATORs required of their outcome decisions. Effective and efficient outcome feedback, and based on the nature of the outcome required iNDicATORs • support students to justify the nature of their outcome in terms of planning decisions ensures that the • support students to gain targeted stakeholder feedback and to address the need or opportunity, consideration of the Students can: the issue and context use of resources is optimised during understand the implications of the physical and social environment environment in which the outcome will be situated, and • critically analyse existing planning tools and Students can: • support students to develop and justify specifications that will the development and production of an in which the outcome is to be located. resources available • generate design ideas that are informed by research and critical allow the evaluation of the outcome and its development to be outcome produced to successfully meet • communicate specifications that allow an outcome to be project management practices to inform the judged as fit for purpose in the broadest sense. the brief. evaluated as fit for purpose selection of planning tools appropriate for analysis of existing outcomes • justify the specifications in terms of stakeholder feedback, the technological practice to be undertaken, • develop design ideas for outcomes that are justified as feasible iNDicATORs iNDicATORs iNDicATORs and the nature of the outcome required to address the need and for recording evidence to support any or opportunity, consideration of the environment in which the revisions to planning with evidence gained through functional modelling Students can: Students can: Students can: outcome will be situated, and resources available. • use planning tools to set achievable goals, • critically analyse evaluative practices used when functional • identify and evaluate a range of contexts to select an authentic • establish a coherent project schedule • generate design ideas that are informed by research and critical manage all resources, plan critical review points, and revise goal and resources modelling to inform own functional modelling issue suitable for the physical and social analysis of existing outcomes and knowledge of material innovations as necessary to ensure the effective • undertake functional modelling to evaluate design ideas and • explore context to identify considerations related to fitness for environment where the outcome is to be • develop design ideas for feasible outcomes that are justified with completion of an outcome developed and implemented, informed • use planning tools to provide evidence develop and test a conceptual design to provide evidence of the purpose in its broadest sense by critical analysis of existing project evidence gained through functional modelling that serves to gather for any revisions made at critical review proposed outcome’s ability to be fit for purpose • identify a need or opportunity relevant to their selected issue management evidence from multiple stakeholders and test designs ideas from a points and justifies the appropriateness of • evaluate suitability of materials/components, based on their • establish a conceptual statement that justifies the nature of the range of perspectives planning tools used. performance properties, to select those appropriate for use in the • implement project schedule, undertaking • undertake evaluation of design ideas informed by critical analysis production of a feasible outcome outcome and why such an outcome should be developed with reflection at critical review points to of evaluative practices to support the development of a conceptual • undertake prototyping to gain specific evidence of an outcomes reference to the issue being addressed and the wider context revise or confirm schedule to ensure the design for an outcome that optimises resources and takes into account fitness for purpose and use this to justify any decisions to refine, • establish the specifications for an outcome and its development effective and efficient completion of an maintenance and disposal implications modify and/or accept the outcome as final using stakeholder feedback and based on the nature of outcome • undertake functional modelling of the conceptual design to provide • use stakeholder feedback and an understanding of the physical the outcome required to address the need or opportunity, evidence that the proposed outcome has the potential to be fit for and social requirements of where the outcome will be situated to consideration of the environment in which the outcome will be • manage the project to provide evidence purpose support and justify key design decisions and evaluations of fitness situated, and resources available of the coordination of goals, planning • evaluate suitability of materials/components, based on their for purpose. • communicate specifications that allow an outcome to be tools, resources and progress review performance properties, to select those appropriate for use in the evaluated as fit for purpose in the broadest sense. points and justify planning decisions. production of a feasible outcome that optimises resources and takes • justify the specifications as based on stakeholder feedback into account maintenance and disposal implications and the nature of the outcome required to address the need • undertake prototyping to gain specific evidence of an outcomes fitness or opportunity, consideration of the environment in which the for purpose and use this to justify any decisions to refine, modify and/ or outcome will be situated, and resources available. accept the outcome as final • use stakeholder feedback and an understanding of the physical and social requirements of where the outcome will be situated to support and justify an evaluation of the outcome and development practices as fit for purpose. 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NATuRe OF TecHNOLOGY: InDICaTORS OF PROgRESSIOn LeveL ONe LeveL TWO LeveL THRee Teachers should establish if students hold any misconceptions or partial understandings that would Teachers should establish if students have developed robust level one understandings and are ready to begin working towards Teachers should establish if students have developed robust level two understandings and are ready to begin working towards level three inhibit students meeting the level one achievement objectives for the nature of technology and level two achievement objectives for the nature of technology and plan learning experiences to progress these as guided by achievement objectives for the nature of technology and plan learning experiences to progress these as guided by the level three Indicators plan learning experiences to challenge and/or progress these as guided by the level one Indicators the level two Indicators below. below. below. characteristics of Technology characteristics of Technological Outcomes characteristics of Technology characteristics of Technological Outcomes characteristics of Technology characteristics of Technological Outcomes AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive Students will: Students will: Students will: Students will: Students will: Students will: Understand that technology is Understand that technological outcomes are Understand that technology both reflects and Understand that technological outcomes are developed through Understand how society and environments impact Understand that technological outcomes are recognisable as fit for purpose by purposeful intervention through design products or systems developed by people and have changes society and the environment and technological practice and have related physical and functional on and are influenced by technology in historical the relationship between their physical and functional natures. a physical nature and a functional nature. increases people’s capability. natures. and contemporary contexts and that technological knowledge is validated by successful function. TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce To support students to develop To support students to develop understanding of To support students to develop understanding of To support students to develop understanding of characteristics of To support students to develop understanding of To support students to develop understanding of characteristics of technological understanding of characteristics of characteristics of technological outcomes at level characteristics of technology at level 2, teachers technological outcomes at level 2, teachers could: characteristics of technology at level 3, teachers outcomes at level 3, teachers could: technology at level 1, teachers could: 1, teachers could: could: could: • provide students with a range of technological outcomes and non- • provide students with a range of technological outcomes with unknown • provide opportunities for students • provide students with a range of contemporary • provide opportunities for students to discuss technological objects and guide them to identify which of these • provide students with examples of different functions to explore and guide them to make informed suggestions regarding to discuss what is meant by the and historical technological products and systems the made, natural, and social world and guide could be described as technological outcomes and explain why. technologist’s practice and guide them to identify who might use them and the possible function they could perform, as based on made, natural, and social world and and encourage them to explore these through them to explore how technology relates to each Technological outcomes are defined as fully realised products how social and environmental issues could have an exploration and analysis of their physical nature guide them to identify technological such things as: using, ‘playing’, dismantling and of these and systems, created by people for an identified purpose through influenced their decision making about; what outcomes as making up a significant rebuilding as appropriate technological practice. Once the technological outcome is placed in should be made and why, how planning should • provide students with the opportunity to explore a range of technological part of the made world • provide students with examples of different situ, no further design input is required for the outcome to function. be done and what resources should be used, how outcomes that are similar in their functional nature but have differences in their • guide students to recognise the products and technologist’s practice and guide them to Taking this definition into account, technological outcomes can be materials could be manipulated and tested, how physical natures and vice versa • provide students with examples of systems explored as technological outcomes identify any social and/or environmental issues distinguished from natural objects (such as trees and rocks etc), outcomes should be evaluated, and manufacturing technologists and guide them to developed by people to be suitable for particular that might have influenced their practice and and works of art, and other outcomes of human activity (such as considerations • support students to understand that the intended use and users, socio-cultural identify the sort of things they do as users the nature of the outcomes they produce. For language, knowledge, social structures, organisational systems etc) and physical locations all combine to determine how the physical and functional part of their technological practice. example; social attitudes to the environment • provide students with the opportunity to explore a attributes can be best matched for optimum fitness for purpose. For example; Technological practice involves the • guide students to identify technological outcomes has resulted in some technologists choosing to • provide students with a range of contemporary and historical range of technologies and guide them to determine a selection of brooms could be described as having similar functional attributes defining practices underpinning the when presented with a collection of technological only use renewable materials, cold and windy technological outcomes and encourage them to explore these why they have changed over time. Reasons for (clean an area by sweeping unwanted material to another location, able to be development of a brief, the organising and non-technological objects and systems environmental considerations requiring clothing through such things as: using, ‘playing’, dismantling and rebuilding changes include such things as changing needs, used while standing) but whether they are for a young child to sweep dust of practices underpinning planning, outcomes that have insulating and close-fitting as appropriate fashions, attitudes, ethical and environmental the kitchen floor or for an adult to sweep water off driveways will mean quite and the production and evaluation • guide students to identify the physical nature attributes stances etc., or the development of new materials, different physical attributes will be decided upon to ensure the broom is fit for practices involved in the development of technological outcomes. The physical nature • guide students to identify the technological outcomes explored skills and knowledge its purpose. alternatively, a selection of brushes could be described as having of an outcome that is fit for purpose of technological outcomes refers to its physical • provide students with examples of as products and/or systems. Identifying an outcome as a product similar physical natures (all have flexible bristles) but the way in which they are as defined by the brief attributes. For example; size, shape, colour, smell, technological outcomes and guide them to or system will influence the description of its physical nature. For • guide students to determine the impacts different used will determine their functional nature as to whether they function to clean, texture, componentsguide students to identify explore how these have changed over time example, if a technological outcome is identified as a product, technologies have had on society and/or the act as a reservoir to spread a substance, or to separate something • guide students to identify that the aim the functional nature of technological outcomes. and identify any changes that have resulted the focus for describing its physical nature will be on the physical environment over time of technology is to design and make The functional nature of technological outcomes in terms of people’s capability to do things. attributes afforded by the shaping, cutting, finishing etc of the • guide students to understand the relationship between the physical and outcomes for an identified purpose. refers to its functional attributes. That is, what Examples should allow students to recognize materials it is made from. If a technological outcome is identified as • provide students with opportunities to discuss functional nature in a technological outcome. That is, the functional nature the outcome or part of the outcome does. For that increasing capability to do things may a system, the focus for describing its physical nature will be on the technological knowledge as knowledge that requirements set boundaries around the suitability of proposed physical example; provides grip, transports mass, stores, result in both positive and negative impacts on physical attributes afforded by the components within it and how they technologists agree is important for the development nature options (for example a chair for a child will constrain the dimensions joins surfaces. the person, society and/or the environment are connected of a successful outcome and that if this knowledge of the chair) and the physical nature options will set boundaries around what is useful for a number of situations it can be functional nature is feasible for a technological outcome at any time (for • provide students with the opportunity to • guide students to identify the relationship between physical and codified for quick reference. For example; material example heavy cast iron pots will not be suitable for everyday use by the explore a range of technologies and guide functional attributes in technological outcomes. For example the flat tolerances, ratios, dosage. elderly) them to identify examples of positive and bottom of a cup (physical attribute) allows it to be stable on a flat negative impacts on people, society and/or the surface (functional attribute) • guide students to understand that the judgment of a technological outcome environment. as a ‘good’ or ‘bad’ is related to the match between its physical and functional • guide students to recognise that physical and functional attributes nature, its intended user/s and the context they would normally use it in. can give clues as to who might use the technological outcome for its intended purpose. iNDicATORs iNDicATORs iNDicATORs iNDicATORs iNDicATORs iNDicATORs Students can: Students can: Students can: Students can: Students can: Students can: • identify that technology helps to • identify technological outcomes in a group of • describe the relationship between technology • describe what technological outcomes are and explain how they are • describe how societal and/or environmental issues • describe possible users and functions of a technological outcome based on create the made world technological and non-technological objects and and the made, natural and social world different to natural objects and other things created by people can influence what people decided to make, how clues provided by its physical attributes systems they would undertake planning, the selection of • identify that technology involves • identify social and/or environmental issues that • identify a technological product and describe relationships between resources, and how they would make and test an • describe examples of technological outcomes with different physical natures people designing and making • identify who might use particular technological may have influenced particular technological the physical and functional attributes outcome that have similar functional natures technological outcomes for an outcomes practices and/or the attributes of outcomes identified purpose produced • identify a technological system and describe relationships between • explain why particular technological outcomes have • describe examples of technological outcomes with different functional natures • identify the physical attributes of technological the physical and functional attributes changed over time that have similar physical natures • identify that technological practice outcomes • describe how particular technological outcomes involves knowing what you are have changed over time and identify if this • describe the physical and/or functional attributes of a technological • describe examples of how technology has impacted • explain why a technological outcome could be called a ‘good’ or ‘bad’ design. making and why, planning what to do • identify the functional attributes of technological resulted in changing how people do things outcome that provide clues as to who might use it. on the social world over time and what resources are needed, and outcomes. making and evaluating an outcome. • describe examples to illustrate when • describe examples of how technology has impacted technology has had a positive impact on on the natural world over time society and/or the environment • identify that technological knowledge is knowledge • describe examples to illustrate when that technologists agree is useful in ensuring a technology has had a negative impact on successful outcome. society and/or the environment. 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NATuRe OF TecHNOLOGY: InDICaTORS OF PROgRESSIOn LeveL FOuR LeveL Five LeveL siX Teachers should establish if students have developed robust level three understandings and are ready to begin working Teachers should establish if students have developed robust level four understandings and are ready to begin working towards level Teachers should establish if students have developed robust level five understandings and are ready to begin towards level three achievement objectives for the nature of technology and plan learning experiences to progress these five achievement objectives for the nature of technology and plan learning experiences to progress these as guided by the level five working towards level six achievement objectives for the nature of technology and plan learning experiences to as guided by the level three Indicators below. below. progress these as guided by the level six Indicators below. characteristics of Technology characteristics of Technological Outcomes characteristics of Technology characteristics of Technological characteristics of Technology characteristics of Technological Outcomes Outcomes AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive Students will: Students will: Students will: AcHievemeNT OBjecTive Students will: AcHievemeNT OBjecTive Understand how technological development expands Understand that technological outcomes can be interpreted Understand how people’s perceptions and acceptance of technology impact Students will: Understand the interdisciplinary nature of technology human possibilities and how technology draws on in terms of how they might be used and by whom and that on technological developments and how and why technological knowledge Understand that technological outcomes are and the implications of this for maximising possibilities Students will: knowledge from a wide range of disciplines. each has a proper function as well as possible alternative becomes codified. fit for purpose in terms of time and context. through collaborative practice. Understand that some technological outcomes functions. Understand the concept of malfunction and can be perceived as both product and system. how “failure” can inform future outcomes. Understand how these outcomes impact on other outcomes and practices and on people’s views of themselves and possible futures. TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce To support students to develop understanding of To support students to develop understanding of To support students to develop understanding of characteristics of technology To support students to develop understanding To support students to develop understanding of To support students to develop understanding of characteristics of technology at level 4, teachers could: characteristics of technological outcomes at level 4, teachers at level 5, teachers could: of characteristics of technological outcomes at characteristics of technology at level 6, teachers could: characteristics of technological outcomes at level could: level 5, teachers could: 6, teachers could: • provide students with opportunities to examine a • provide students with opportunities to examine and debate examples of • support students to analyse a range of examples of range of technologies that have and/or could expand • provide students with the opportunity to explore examples innovative technological developments. Examples should draw from the past • guide students to analyse a range of technological development and explain how different • support students to discuss particular human possibilities by changing people’s sensory of technological outcomes and guide them to identify and present and allow students to explore how creative and critical thinking examples of how technological outcomes disciplines have impacted on the nature of the technological outcomes as a product and a perception and/or physical abilities. Examination of their proper function. Proper function can be determined impacts on developments and how what could happen and what should have been evaluated as fit for purpose technological practice undertaken and how this in system and support them to understand that the technologies should allow students to gain insight from an analysis of both the design intent that drove happen were considered according to its appropriateness to the time turn has influenced understandings of the contributing categorization of product or system is not an into how decisions are based on both what could and the outcome’s development as well as how it is most and context of its development. Examples disciplines. Examples should include those from inherent property of the outcome, but rather how what should happen commonly used • guide students to analyse a range of examples of technologies to examine should be drawn from within students own the students own work and others’ technological it is perceived by people in order to describe, how people’s perceptions and/or level of acceptance has influenced the and others’ technological practice and allow practice and allow students to gain insight into the and/or analyse it • guide students to understand that ‘expanding human • provide students with examples of technological outcomes practices and decisions underpinning their development and implementation. students to examine the criteria used to make interdisciplinary nature of technological practice possibilities’ can result in positive and negative where the proper function of a technological outcome Examples should be drawn from the past and present to allow students to the judgment • guide students to explore examples of socio- impacts on societies and natural environments and has changed over time because an alternative use was gain insight into the influence past experiences have on the perception and • support students to explore examples of where technological environments to explain how may be experienced differently by particular groups successful and then became socially accepted as the acceptance of existing and future technological practice and outcomes • guide students to explore a range of collaborative work between technologists and/or other technological outcomes (products and systems) of people norm examples of technological outcome failure people has led to new possibilities for technological and non-technological entities and systems • guide students to analyse a range of examples of technological practices to and support them identify those that are practice and/or outcome design. Examples should (people, natural environments, political systems • provide students with opportunities to examine • provide students with examples of technological outcomes identify codified technological knowledge that was used to inform design and examples of malfunction. Malfunction refers include those from the students own work and others’ etc.) interact together. Examples should be and debate examples of innovative technologies that have been used unsuccessfully for other purposes manufacturing decisions. Technological knowledge becomes codified when to a single event failure of a technological technological practice and allow students to gain drawn from past, present and possible future that resulted in new possibilities. Examples should and/or in different environments and support them to technological experts consider it is useful for a number of situations. Codified outcome as opposed to failure due to insight into the way idea generation and exploration socio-technological environments. Socio- draw from the past and present and allow students identify the negative impacts. Impacts may be in terms of technological knowledge refers to such things as codes of standards, ‘wear’ or reaching the end of the outcome’s can be enhanced through collaboration technological environments include such things to identify the creative and critical thinking that expected action not resulting, damage to the outcome, material tolerances, and codes of practice including codes of ethics, designed lifespan as communication networks, hospitals, transport underpinned the developments. injury to the user, the damage to the social or physical intellectual property codes, etc. Examples should be drawn from within their • support students to understand that interdisciplinary systems, waste disposal, recreational parks, environment – or any combination of these own and others’ technological practice • guide students to analyse examples of collaboration provides exciting opportunities to ‘work factories, power plant etc. • provide students opportunity to explore the technological outcome malfunction to gain at the boundaries’ of established fields and appreciate wide range of knowledge and skills from diverse • provide students with a description of an identified purpose • provide students with opportunities to discuss the role of codified knowledge insight into how such events can inform that this may lead to situations where no codified • support students to understand that interactions disciplines that support technology (eg, a stated need or opportunity) and other relevant in technology and understand why and how particular knowledge decisions about the future of the outcome. technological knowledge exists to guide practice, in socio-technological environments are complex details. These details should include such things as becomes codified. Codified knowledge provides others with access to Decisions may be made to withdraw or tensions between people may arise, and a greater and result in dynamic relationships between • provide students opportunity to explore differences intended users and the environment in which it is to be established knowledge and procedures that have been shown to support modify the technological outcome or retain number of unknown consequences may result technological outcomes, entities and systems. between technological knowledge and knowledge situated. Support students to generate potential designs successful technological developments in the past and can serve to remind the outcome with modified operational guide students to explore the influences from other disciplines for a technological outcome and describe the physical and technologists of their responsibilities. In this way codified knowledge can be parameters. Operational parameters refer to • provide students with opportunities to discuss how the and impact of these relationships on the way functional attributes it would require if it could be justified used to provide constructional, ethical and/or legal compliance constraints on the boundaries and/or conditions within which interdisciplinary nature of technology and the need technological outcomes are developed and • guide students to analyse a range of examples of as a good design leading to an outcome that was fit for contemporary technological practice the outcome has been designed to function. for collaboration can influence how technology is manufactured. technological practices and to identify the knowledge purpose. understood and accepted by different groups in both and skills that informed initial design decisions • provide students with opportunities to discuss how established codified positive and negative ways. and ongoing manufacturing decisions. Examples knowledge can be challenged and that ongoing revision is important due to should be drawn from within their own and others’ the changing made, social and natural world. For example, the development technological practice and allow students to gain of new materials, tools, and/or techniques, shifting social, political and insight into how technological knowledge and skills, environmental needs and understandings, and technological outcome and knowledge and skills from other disciplines, can malfunction, can all serve to challenge existing codified knowledge. support technology. iNDicATORs iNDicATORs iNDicATORs iNDicATORs iNDicATORs iNDicATORs Students can: Students can: Students can: Students can: Students can: Students can: • identify examples where technology has changed • explain the proper function of existing technological • discuss examples of creative and critical thinking that have supported • explain why time and context are important • explain how different disciplines have impacted on • explain why some technological outcomes can people’s sensory perception and/or physical abilities outcomes technological innovation criteria for judging the fitness for purpose of technological practice be described as both a product and a system and discuss the potential short and long term impacts technological outcomes of these • explain how technological outcomes have been • explain how people’s past experiences of technology (both in terms of the • explain why collaboration is important in technological • describe socio-technological environments and successfully used by end-users for purposes other than nature of practices undertaken and the initial development and ongoing • evaluate past technological outcomes in developments that involve interdisciplinary work the relationships of technological outcomes • identify examples of creative and critical thinking in what they were originally designed for manufacturing of outcomes) influences their perception of technology the light of experiences subsequent to involved technological practice their development and/or contemporary • explain how interdisciplinary collaboration in • explain how technological outcomes have been • explain how people’s perception of technology influences their acceptance understandings technology can enhance and/or inhibit technological • discuss the interactions between technological • identify and categorise knowledge and skills from unsuccessfully used by end-users for purposes other of technology development and implementation outcomes, people, and social and physical technology and other disciplines that have informed than what they were originally designed and discuss the • explain what is meant by the malfunction of environments within particular socio- decisions in technological development and impacts of this • explain how people’s perception of technology impacts on future technological outcomes • describe examples of interdisciplinary collaboration technological environments manufacture technological development in technology that has influenced, or could influence • explain possible physical and functional attributes for • explain the cause/s of particular technological public understanding and acceptance of technology. • explain why understanding socio-technological a technological outcome when provided with intended • explain how and why technological knowledge becomes codified outcome malfunction. environments allow technological outcomes to user/s, a purpose, and relevant social, cultural and be better understood. environmental details to work within. • explain the role codified knowledge plays in technological practice. 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NATuRe OF TecHNOLOGY: InDICaTORS OF PROgRESSIOn LeveL seveN LeveL eiGHT Teachers should establish if students have developed robust level six understandings and are ready to begin working towards level seven achievement Teachers should establish if students have developed robust level seven understandings and are ready to begin working objectives for the nature of technology and plan learning experiences to progress these as guided by the level seven Indicators below. towards level eight achievement objectives for the nature of technology and plan learning experiences to progress these as guided by the level eight Indicators below. characteristics of Technology characteristics of Technological Outcomes characteristics of Technology characteristics of Technological Outcomes AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive Students will: Students will: Students will: Students will: Understand the implications of ongoing contestation and competing priorities for Understand that technological outcomes are a resolution of Understand the implications of technology as intervention Understand how technological outcomes can be complex and innovative decision making in technological development. form and function priorities and that malfunction affects how by design and how interventions have consequences, interpreted and justified as fit for purpose in their historical, people view and accept outcomes. known and unknown, intended and unintended. cultural, social, and geographical locations. TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce To support students to develop understanding of characteristics of technology at level 7, To support students to develop understanding of To support students to develop understanding of To support students to develop understanding of teachers could: characteristics of technological outcomes at level 7, teachers characteristics of technology at level 8, teachers could: characteristics of technological outcomes at level 8, could: teachers could: • provide students with opportunities to discuss the inseparable nature of technology • support students to critically analyse examples of and society and guide them to explore examples to analyse instances of the complex • provide students with opportunities to discuss how technological developments and their consequences, • provide students with opportunity to extend their intertwining of society and technology. Contexts for exploration could be selected malfunction can impact on the design or manufacturing of known and unknown and intended and unintended, to understanding of fitness for purpose. This extended from areas such as; communication practices and communication technologies, similar and related technological outcomes gain insight into the social responsibility technologists notion is called ‘fitness for purpose in its broadest sense’ life experiences and medical technologies, sporting endeavours and equipment/ have due to the interventionist nature of technology. and refers to the ‘fitness’ of the outcome itself as well enhancement technologies • provide students with opportunities to identify that form Examples should allow students to gain insight into how as the practices used to develop the outcome (eg, such refers to the physical nature of a technological outcome technology has real and long term impacts for the made, things as the sustainability of resources used, ethical • provide students with opportunities to discuss technology as a field of on-going and function refers to the functional nature of the outcome. natural and social world. Students should be supported nature of testing practices, cultural appropriateness contestation and competing priorities that require resolution through complex decision Design elements related to an outcome’s physical nature to discuss the implications this has for technologists’ of trialing procedures, determination of lifecycle and making and guide students to recognise the role of functional and practical reasoning include such things as: colour; movement; pattern; collective responsibility ultimate disposal) in such decision making proportion; harmony; taste etc. Design elements related to an outcome’s functional nature include such things as • support students to understand that technology can • support students to explore the implications of a • guide students to critically analyse examples of technological practice to gain insight strength; durability; stability; efficiency; nutritional value challenge people’s views of what it is to be ‘human’. commitment to developing technological outcomes into how technologists identify and deal with contestable issues by understanding etc. Design elements are prioritised in different ways as Contexts for exploration could include contemporary that are fit for purpose in the broadest sense on the socio-cultural influences. Socio-cultural influences include such things as: social; determined by such things as a designer’s intent for the developments in the area of communication design, development and manufacturing of technological cultural; political; environmental; and economic influences. This can be done through outcome, understandings of materials, the socio-cultural technologies, artificial intelligence, human-robotic outcomes understanding the socio-cultural influences on fundamental aspects of technology in location the outcome is to be situated, professional and interfaces, second-life gaming, genetic engineering, a particularly defined setting. aspects of technology include such things as: problem personal beliefs etc. nanotechnology etc. • support students to critically analyse a range of identification and refinement to establish needs and opportunities; the development technological outcomes to evaluate their fitness for of designs and technological outcomes; resource selection and justification; post • support students to critically analyse the physical and • support students to explore and critique the role of purpose, in its broadest sense. The evaluation will development manufacturing; implementation and ongoing in situ evaluation; functional nature of technological outcomes to identify how technology in the creation of sustainable environments. be based on the physical and functional nature of the maintenance and disposal; and ethical, social and moral responsibilities design elements appear to have been prioritised and to This would include discussion of such things as the outcome, the historical, cultural, social, and geographical explain how such a priotisation could be justified ethics of designing for limited technological outcome location of the final outcome as well as its development, • guide students to critically analyse examples of technological practice to gain lifespan, designing to comply with minimal engineering and any information available regarding its performance insight into how technologists take competing priorities into account during decision • support students to analyse the prioritisation of design ideals, utilizing and developing sustainable materials, over time making. Competing priorities include such things as: innovation versus acceptance/ elements in particular technological outcomes with respect reducing energy consumption and waste, developing and continuation; time versus quality; majority acceptance versus acceptable to all; social to the intended purpose of the technological outcome, managing socio-technological environments, etc. • support students to explore possible benefits and versus environmental benefit; ethical versus legal compliance etc. intended users and specific context, the wider socio- disadvantages of employing the notion of fitness for technological environment it was a part of, and the era of purpose in its broadest sense in different contexts related • guide students to critically analyse examples of innovative technological its development and to make informed judgments as to the to the design and development, manufacture, evaluation developments. Examples should draw from the past and present and allow students outcome’s fitness for purpose. and analysis of technological outcomes. to gain insight into how informed creativity, critical evaluation and the pushing of boundaries can support innovative decision making and outcomes. Opportunity should also be provided to critique innovative developments in terms their impact on how technology is understood and accepted by different groups in both positive and negative ways. iNDicATORs iNDicATORs iNDicATORs iNDicATORs Students can: Students can: Students can: Students can: • discuss examples to illustrate how socio-cultural factors influence technology and in • explain how malfunction can impact on the design and/or • discuss technology as intervention by design and explain • discuss the implications of viewing fitness for purpose turn technology influences socio-cultural factors in complex and ongoing ways manufacture of similar and related technological outcomes the impacts and implications of this in its broadest sense on the design and development of technological outcomes • explain technology as a field of on-going contestation and why competing priorities • justify how the design elements appear to have been • discuss why technology can challenge people’s views of arise prioritised in technological outcomes what it is to be ‘human’ • discuss the implications of viewing fitness for purpose in its broadest sense on the manufacture of technological • explain how influences and priorities have been managed in technological decisions • justify the fitness for purpose of technological outcomes • critique the role of technology in the development of outcomes of the past in terms of their physical and functional nature and socio- sustainable environments technological environment/s they are used within. • justify the fitness for purpose, in its broadest sense, of • explain how critical evaluation, informed creativity and boundary pushing impacts on • discuss future scenarios where technology plays out technological outcomes technological development and public views of technology. different roles and justify projected impacts. • debate the value of employing the notion of ‘fitness for purpose in its broadest sense’ as related to: the design and development, manufacture, evaluation and analysis of technological outcomes. 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TecHNOLOGicAL KNOWLeDGe: InDICaTORS OF PROgRESSIOn LeveL ONe LeveL TWO LeveL THRee Teachers should establish if students hold any misconceptions or partial understandings that would inhibit them Teachers should establish if students have developed robust level one understandings and are ready to begin Teachers should establish if students have developed robust level two understandings and are ready to begin working towards level three meeting the level one achievement objectives for technological knowledge and plan learning experiences to working towards level two achievement objectives for technological knowledge and plan learning experiences achievement objectives for technological knowledge and plan learning experiences to progress these as guided by the level three Indicators challenge and/or progress these as guided by the level one Indicators below. to progress these as guided by the level two Indicators below. below. Technological modelling Technological Products Technological systems Technological modelling Technological Products Technological systems Technological modelling Technological Products Technological systems AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive Students will: Students will: Students will: Students will: Students will: Students will: Students will: Students will: Students will: Understand that functional models are Understand that technological Understand that technological Understand that functional Understand that there is a relationship Understand that there Understand that different forms of functional Understand the relationship Understand that technological systems are used to represent reality and test design products are made from materials systems have inputs, models are used to explore, test, between a material used and are relationships between modelling are used to inform decision making in between the materials used and represented by symbolic language tools and concepts and that prototypes are used to that have performance properties. controlled transformations, and and evaluate design concepts its performance properties in a the inputs, controlled the development of technological possibilities and their performance properties in understand the role played by the “black box” in test technological outcomes. outputs. for potential outcomes and that technological product. transformations, and outputs that prototypes can be used to evaluate the fitness technological products. technological systems. prototyping is used to test a occurring within simple of technological outcomes for further development. technological outcome for fitness technological systems. of purpose. TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce To support students to develop To support students to develop To support students to develop To support students to develop To support students to develop To support students to To support students to develop understanding of To support students to develop To support students to develop understanding of understanding of technological modelling understanding of technological understanding of technological understanding of technological understanding of technological develop understanding of technological modelling at level 3, teachers could: understanding of technological technological systems at level 3, teachers could: at level 1, teachers could: products at level 1, teachers systems at level 1, teachers modelling at level 2, teachers products at level 2, teachers could: technological systems at level products at level 3, teachers could: could: could: could: 2, teachers could: • provide students with the opportunity to explore • provide students with the opportunity • provide students with the opportunity • guide students to understand that different forms of functional modelling and guide • provide students with the to investigate a range of technological to discuss why technological modelling • provide students with a range • provide students with a • guide students to understand that performance properties of materials • provide students with the students to gain insight into the different types of opportunity to discuss that systems and guide them to understand that is important to the development of of technological products and range of technological design concepts refers to design refer to such things as thermal opportunity to identify information that have been gathered performance properties of technological systems do not require further technological outcomes and that it encourage them to explore systems and encourage ideas for parts of an outcome, as and electrical conductivity, water that simple technological materials can be measured human design decision making during the involves both functional modelling and these through such things as: them to explore these well as the conceptual design for resistance, texture, flexibility, colour systems are systems • provide students with the opportunity to discuss objectively and subjectively. transformation process for the inputs to be prototyping. using, ‘playing’, dismantling and through such things as: the outcome as a whole etc. that have been designed how functional modelling informs decision Subjective measurement is reliant transformed to outputs. That is, a technological rebuilding as appropriate using, ‘playing’, dismantling to change inputs to making and guide them to identify the benefits on people’s perception (tasty, system will produce particular outputs in an • guide students to identify that and rebuilding as appropriate • provide students with the • provide students with the opportunity outputs through a single and limitations of functional modelling in evokes a sense of natural beauty, automated fashion once the inputs have functional models are representations • guide students to identify the opportunity to explore a variety of to research and experiment with a transformation process examples provided warm and inviting etc) where initiated the transformation process of potential technological outcomes materials that the products • guide students to identify functional models and identify the range of materials and guide them as objective measurement is and that they exist in many forms (eg, explored are made from the components and how specific design concept/s being to describe how their performance • provide students with • provide students with the opportunity to not (conductivity, UV resistance • guide students to understand that a ‘black box’ thinking, talking, drawing, physical they are connected in the tested properties relates to how they could a range of simple understand that benefits include such things etc). The fitness for purpose of is a term used to describe a part of a system mock-ups, computer aided simulations • provide opportunity for students systems explored be useful. For example, a material technological systems as reducing the risk of wasting time, money a product relies on the material where the inputs and outputs are known but the etc) to discuss that performance • guide students to discuss the that was water and UV resistant, and encourage them to and materials and limitations arise due to the providing appropriate performance transformation process is not known properties of materials refer • guide students to identify sorts of things that could be durable, and easily cleaned could be explore these through such representational nature of modelling. That is, properties to ensure the product is • provide students with the opportunity to to such things as thermal and the inputs and outputs of explored and tested using useful for outdoor furnishings things as: using, ‘playing’, what is being tested is necessarily partial and technically feasible and acceptable • provide examples of technological systems discuss that design concepts includes electrical conductivity, water technological systems and functional modelling dismantling and rebuilding therefore prototyping is required to fully test the (safe, ethical, environmentally that contain unknown transformation processes design ideas for parts of an outcome, resistance, texture, flexibility, provide opportunity for them • provide students with the opportunity as appropriate outcome friendly, economically viable, (black boxes) and guide them to understand as well as the conceptual design for colour etc. to recognise that a controlled • provide students with a range of to research and experiment with a etc -as appropriate to particular the role these play in terms of the advantages the outcome as a whole transformation has occurred. prototyping examples and guide range of materials and guide them • guide student to understand • provide students with the opportunity to discuss products) and/or disadvantages for developers and users • provide students with the them to identify the specifications to describe how particular materials the role of each component that specifications include both acceptability and • provide students with the opportunity opportunity to explore common that were used to evaluate the can be manipulated. and to identify the changes feasibility considerations related to the outcome’s • provide students with a variety of • provide opportunity for students to discuss to interact with a variety of functional materials and guide them to prototype that are occurring in the fitness for purpose technological products to explore that the fitness for purpose of a technological models and guide them to identify that identify their performance • provide students with a variety of transformation process and guide them to identify the system relies on the selection of components, the purpose of functional modelling is properties • provide students with the technological products to explore • provide students with the opportunity to explore a performance properties of all the and how they are connected to ensure the to test design concepts to see if they opportunity to discuss how and encourage them to explore • guide students to range of examples of prototyping and guide them materials used, and to explain system is technically feasible and acceptable are suitable for use in the development • provide students with a range specifications provide a way of these through such things as: using, understand that sometimes to gain insight into how appropriate information if these could be measured (safe, ethical, environmentally friendly, of an outcome of technological products to measuring the fitness for purpose ‘playing’, dismantling and rebuilding transformation processes can be gained to evaluate a technological objectively or subjectively economically viable, etc -as appropriate to explore and guide them to of the prototype as appropriate may be difficult to determine outcome’s fitness for purpose against the particular systems) • guide students to identify that identify ways in which materials or understand and these specifications • provide students with a variety of prototypes are the first versions of fully have been manipulated to • examples should include • guide students to describe the can be represented as a technological products and guide • provide students with examples of how completed technological outcomes make the product. For example, the modelling practices of relationship between the materials ‘black box’. That is, a black • provide students with the opportunity to discuss them to explain how properties technological systems can be represented in a wooden toy the wood has technologists. selected and their performance box is described as a way the role of functional modelling and prototyping combine to make the product both and guide students to interpret the specialised • provide students with a range of been shaped, sanded and properties. For example, a school of depicting a part of a to develop an understanding of the importance of technically feasible and socially language and symbol conventions used prototyping examples and guide painted; In a sandwich, the lunch box is made of plastic because system where the inputs both in technological development. acceptable. them to identify that the purpose of bread dough has been shaped, plastic can be molded into different and outputs are known but • provide students with opportunity to use prototyping is to test the outcome. cooked and sliced; in a cushion shapes, and is hard, durable, the transformation process • examples should include the modelling practices specialised language and symbol conventions the fabric has been cut and lightweight and easily cleaned. is not known. of technologists and should provide students to represent technological systems to others. • examples should include the modelling sewn together. with the opportunity to explore both successful practices of technologists. prototypes and those that did not meet specifications. iNDicATORs iNDicATORs iNDicATORs iNDicATORs iNDicATORs iNDicATORs iNDicATORs iNDicATORs iNDicATORs Students can: Students can: Students can: Students can: Students can: Students can: Students can: Students can: Students can: • describe what a functional model is • identify the purpose of functional • identify materials that • identify the components of • describe the sorts of things that • describe the performance properties • describe the change that • discuss examples to identify the different forms • describe the properties of • describe what ‘black box’ refers to within a technological products are a technological system and functional modeling can be used of a range of materials and use has occurred to the input to of functional models that were used to gather materials used in particular technological system and the role of particular modelling made from how they are connected for in technology these to suggest things the materials produce the output in simple specific information about the suitability of design products that can be measured black boxes within technological systems • describe what a prototype is could be used for technological systems concepts objectively • identify the purpose of prototyping. • identify performance properties • identify the input/s and • identify the design concept being • identify possible advantages and of common materials output/s of particular tested in particular functional • describe feasible ways of • identify the role each • identify the benefits and limitations of functional • describe the properties of disadvantages of having black boxed technological systems models manipulating a range of materials component has in allowing modelling undertaken in particular examples materials used in particular transformations within particular technological • identify how the materials have the inputs to be transformed products that can be measured systems been manipulated to make the • Identify that a system • identify why prototyping is • suggest why the materials used in into outputs within simple • describe examples of particular prototypes that subjectively product. transforms an input to an important in technology particular technological products technological systems. did not meet specifications. • describe how the components, and how they output. were selected. • describe how the properties are connected, allow particular systems to be • identify the specifications used to • explain why functional modelling and prototyping combine to ensure the materials technical feasible and socially acceptable evaluate particular prototypes. are both needed to support decision making allow the product to be technically when developing an outcome. feasible and socially acceptable. • describe particular technological systems using specialised language and symbol conventions. October 2010 Version. FFoorrccoonntteexxttaannddCCuurrricicuululummSSuuppppoorrttininffoorrmmaattioionn,,sseeeewwwwww.te.techchnolinlokg.oy.rtgk.in.ozr/gc.unrzriculum-support Page 7 of 9

TecHNOLOGicAL KNOWLeDGe: InDICaTORS OF PROgRESSIOn LeveL FOuR LeveL Five LeveL siX Teachers should establish if students have developed robust level three understandings and are ready to begin working towards level four Teachers should establish if students have developed robust level four understandings and are ready to begin working Teachers should establish if students have developed robust level five understandings and are ready to begin working towards level achievement objectives for technological knowledge and plan learning experiences to progress these as guided by the level four Indicators below. towards level five achievement objectives for technological knowledge and plan learning experiences to progress these as six achievement objectives for technological knowledge and plan learning experiences to progress these as guided by the level six guided by the level five Indicators below. Indicators below. Technological modelling Technological Products Technological systems Technological modelling Technological Products Technological systems Technological modelling Technological Products Technological systems AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive OBjecTive Students will: Understand Students will: Students will: Understand how different forms Students will: Understand that materials can be formed, Students will: Understand how evidence, how materials are selected, Students will: Understand Students will: Understand the Students will: Understand how materials are Understand the implications of of functional modelling are used to explore manipulated, and/or transformed to enhance the fitness for Students will: Understand reasoning, and decision making in functional based on desired performance the properties of subsystems role and nature of evidence and formed, manipulated, and transformed in subsystems for the design, development, possibilities and to justify decision making and purpose of a technological product. how technological systems modelling contribute to the development of design criteria. within technological systems. reasoning when managing risk different ways, depending on their properties, and maintenance of technological how prototyping can be used to justify refinement employ control to allow for concepts and how prototyping can be used through technological modelling. and understand the role of material systems. of technological outcomes. the transformation of inputs to justify ongoing refinement of technological TeAcHeR GuiDANce TeAcHeR GuiDANce evaluation in determining suitability for use in to outputs. outcomes. To support students to develop TeAcHeR GuiDANce product development. TeAcHeR GuiDANce understanding of technological To support students to develop TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce products at level 5, teachers understanding of technological To support students to develop TeAcHeR GuiDANce To support students to develop could: systems at level 5, teachers understanding of technological understanding of technological systems at To support students to develop understanding of To support students to develop understanding of technological To support students to To support students to develop understanding of • guide students to understand could: modelling at level 6, teachers could: To support students to develop understanding of level 6, teachers could: technological modelling at level 4, teachers could: products at level 4, teachers could: develop understanding of technological modelling at level 5, teachers could: technological products at level 6, teachers could: • guide students to understand the technological systems at level • provide opportunity for students to identify practical that the composition of • guide students to • guide students to explain how practical • provide students with the opportunity to explore • provide students with the opportunity to discuss what 4, teachers could: materials determines what understand that the and functional reasoning underpin • provide students with the opportunity to role subsystems play in the design, how using different media influences the type of is meant by materials being formed, manipulated and • provide students with the and functional reasoning underpinning technological performance properties it properties of a subsystem technological modelling. Functional research and experiment with a range of development and maintenance of information that can be gathered transformed. modelling. Functional reasoning provides a basis exhibits. Composition relates relate to its transformation reasoning provides a basis for materials to develop understandings of how complex technological systems. Complex Forming refers to bringing two or more materials together opportunity to investigate for exploring the technical feasibility of the design to such things as the type and performance and its level exploring the technical feasibility of the composition and structure of materials technological systems are those • provide students with the opportunity to discuss to formulate a new material resulting in a different overall a range of technological concept and the realised outcome. That is, ‘how to arrangement of particles that of connective compatibility the design concept and the realised impacts on how they can be manipulated and/ designed to change inputs to outputs how different possibilities can be explored through composition and structure to that of the original materials. systems and guide them to make it happen’ in the functional modelling phase, make up the material. and that additional interface outcome – that is, ‘how to make it or transformed, or combined to formulate a through more than one transformation functional modelling of design concepts and This results in different performance properties. For example: identify how transformation and the reasoning behind ‘how it is happening’ in • support students to analyse components may be required happen’ in the functional modelling new material. process. prototyping in order to make socially acceptable as mixing flour, water and salt to make dough; mixing wood processes are controlled prototyping. Practical reasoning provides a basis examples of how materials to ensure a subsystem can phase, and the reasoning behind • support students to indentify why well technically feasible decisions fibres, resin and wax to make MDF; glass fibre and a polymer • support students to for exploring acceptability (including socio-cultural have been selected to gain be effectively integrated into ‘how it is happening’ in prototyping. • guide students to understand that material subsystems may be ‘black boxed’ for resin combined to form fiberglass or fibre reinforced polymer understand that control and environmental dimensions) surrounding the insight into how this selection a system Practical reasoning provides a basis evaluation enables decisions to be made development and/or maintenance purposes • guide students to examine examples of functional (FRP). Manipulating materials refers to ‘working’ existing mechanisms can function design concept and realised outcome. That is, the relies on understanding the for exploring acceptability (including about how a material would support, or and guide them to understand how this modelling practices to identify how these were materials in ways that do not change their properties as their to enhance the fitness for reasoning around decisions as to ‘should it happen?’ composition of the materials • provide students with the socio-cultural and environmental not, the fitness for purpose of particular can result in both advantages (reduced used to explore possibilities and gather different composition and structure is not altered. For example: cutting; purpose of technological in functional modelling and ‘should it be happening?’ available and using this opportunity to analyse dimensions) surrounding the design technological products, and decrease the need to understand all aspects of the types of information to justify design decisions molding; bending; jointing; gluing; painting. Transforming systems by maximising in prototyping. knowledge to help decide a range of examples of concept and realised outcome – that probability of a product malfunction. system, ability to replace faulty subsystem refers to changing the structure of an existing material to the desired outputs and • provide opportunity for students to explore how which materials in combination complex technological is, the reasoning around decisions without disrupting the entire system) and • guide students to examine examples of prototyping change some of its properties, but in terms of its composition, minimising the undesirable informed and justifiable design decision making would provide the best ‘fit’ with systems that contain at least as to ‘should it happen?’ in functional • support students to analyse examples of disadvantages (trouble shooting can be and identify how information from these were used it remains the same material. For example: felting; beating an outputs relies on both functional and practical reasoning and the product specifications one subsystem. Complex modelling and ‘should it be happening?’ how materials have been evaluated to difficult). to justify the fitness for purpose of technological egg white; steaming timber to soften its fibres and allow it to • provide students with draws from evidence provided from modelling • examples should include the technological systems are in prototyping. determine their suitability for use in particular • guide students to understand how control outcomes or to identify the need for further be manipulated (bent) a scenario outlining • guide students to analyse examples of functional material selection practices of those designed to change technological products and feedback at a system level allow development technical and acceptability modelling practices to explain how these were used technologists. inputs to outputs through • guide students to understand the ‘back up’ or ‘shutdown’ subsystems to be • guide students to understand that for materials to be selected for specifications for a system to gain evidence to justify design decisions with more than one transformation concept of risk as it relates to • examples should include the material employed to reduce malfunction and/or • examples should include the modelling practices of use in a technological product, their performance properties must and support them to explore regards to both technical feasibility and acceptability. iNDicATORs process reducing instances of malfunctioning evaluation practices of technologists. component damage technologists and should include instances where align with the desired specifications of the product. and research components Such justifications will rely on the synthesis of Students can: of technological outcomes, and/ • support students to analyse examples of refinements to the prototype were required to meet and connectivity factors evidence gained from modelling that sought • discuss examples to illustrate • guide students to identify or increasing levels of outcome how subsystems have been selected and specifications. • guide students to recognise that during development of a to determine what feedback from different stakeholders. subsystems within robustness. used in particular complex technological product, specifications are established that will require the components would be • guide students to analyse examples of prototyping to how the composition of technological systems and systems. manipulation, and in some cases, transformation and formation, suitable and how they explain how results were to used justify an outcome materials determines explain them in terms of their • guide students to understand how • support students to use examples to gain of materials. could be connected to meet as fit for purpose or requiring refinement. performance properties properties technological modelling is used insight into how the use of subsystems system specifications • provide opportunity for students to understand • explain the link between to manage risk through exploring can impact on system design, • provide students with a variety of technological products to • support students to that maintenance requirements can be identified specifications of a product • support students to use and identifying possible risk factors development and maintenance explore and guide students to identify examples of when communicate system through prototyping and guide them to identify that and the selection of suitable examples to gain insight associated with the development of a • examples should include system design, materials needed to be manipulated, transformed and/or related details effectively. maintaining an outcome can involve controlling materials for its construction into how the selection and technological outcome development and maintenance practices formed to enable material linked specifications of the product System related environmental influences and/or undertaking • discuss examples to illustrate interfacing of subsystems of technologists. to be met and contribute to the product’s fitness for purpose. details include such things ongoing refinements of the technological outcome how decisions about material relies on understanding the • support students to analyse as what components • support students to gain insight from prototyping selection take into account the transformation and connective examples of technological modelling iNDicATORs • provide students with a scenario outlining technical and would be feasible, layout examples into how testing procedures can provide composition of the material properties of subsystems to to understand how risk is explored acceptability specifications for a product and support them to requirements, and how information regarding maintenance requirements of and the specifications of the ensure the best ‘fit’ with the and identified within particular Students can: explore and research materials to determine what material they would need to be a technological outcome product. required system specifications technological developments. • explain the variety of roles played by would be suitable and how they could be manipulated and/or connected. Effective • examples should include the modelling practices of transformed to meet product specifications communication uses technologists and should include instances where • examples should include • examples should include the subsystems in complex technological specialised language and refinements to the prototype were required to meet the subsystem selection modelling practices of technologists systems • support students to communicate material related symbols. specifications. and interfacing practices of and should include instances where • explain the implications of using details effectively. Material related details include such things technologists. modelling was undertaken to explore subsystems during the design, as what materials would be feasible and how they would and identify risk. development and maintenance of need to be formulated, manipulated and/or transformed. iNDicATORs complex technological systems Effective communication uses specialised language and • describe examples to explain how control symbols. Students can: and feedback requirements impact on subsystem use. iNDicATORs iNDicATORs iNDicATORs iNDicATORs • identify subsystems within iNDicATORs iNDicATORs • discuss examples to illustrate the technological systems and advantages and disadvantages of Students can: Students can: Students can: Students can: explain their transformation Students can: Students can: subsystems employed in particular • explain how functional modelling and prototyping • explain how transformation and connective properties technological systems. • describe examples to illustrate how the manipulation of • identify examples of functional and practical • describe practical and functional • explain how the composition and structure allows for consideration of both what ‘can’ be done materials contributed to a product’s fitness for purpose processes within a system reasoning within design decision making • discuss how transformation reasoning and discuss how they work of different materials enables them to be and what ‘should’ be done when making decisions are controlled and connection properties together to enhance decision making manipulated in specific ways • discuss examples to illustrate how particular • describe examples to illustrate how the transformation of • describe examples to • explain how evidence gained from functional of subsystems impact on during technological modelling functional models were used to gather specific materials contributed to a product’s fitness for purpose illustrate how the fitness for modelling was used to justify design decisions system layout and component • explain how the composition and structure of information about the suitability of design concepts purpose of technological selection • explain the role of technological materials determines the ways they can be • identify information that has been gathered from • describe examples to illustrate how the formulation of new systems can be enhanced • identify examples of functional and practical modelling in the exploration and transformed functional models about the suitability of design materials contributed to a product’s fitness for purpose by the use of control reasoning underpinning prototype evaluations and • discuss examples to illustrate identification of possible risk/s concepts and describe how this information was mechanisms the establishment of maintenance requirements how interfaces take into • explain how the composition and structure used • communicate, using specialised language and drawings, • communicate, using account the connective • discuss examples to illustrate how of materials impacts on how they can be • describe examples to illustrate how prototypes were material related details that would allow others to create specialised language • explain how evidence gained from prototyping was compatibility between evidence and reasoning is used combined to formulate a new material tested to evaluate a technological outcome’s fitness a product that meets both technical and acceptability and drawings, system used to justify outcome evaluation as fit for purpose subsystems and other system during functional modelling to for purpose specifications. related details that would or in need of further development. components. identify risk and make informed and • describe the role of material evaluation in • identify information that has been gathered from allow others to create a justifiable design decisions determining material suitability for use in a prototyping and describe how this information system that meets both technological product was used. technical and acceptability • discuss examples to illustrate how specifications. prototyping provides information to • discuss examples to illustrate how material determine maintenance requirements evaluation informed the selection of materials in to ensure minimal risk and optimal particular product development. performance over time. October 2010 Version. FFoorrccoonntetexxttaannddCCuurrricicuululummSSuuppppoorrttininfoforrmmaatitoionn,,sseeeewwwwww.te.techcnholinlokg.oy.rtgk.in.ozr/gc.unrzriculum-support Page 8 of 9

TecHNOLOGicAL KNOWLeDGe: InDICaTORS OF PROgRESSIOn LeveL seveN LeveL eiGHT Teachers should establish if students have developed robust level six understandings and are ready to begin working towards level seven achievement objectives for technological Teachers should establish if students have developed robust level seven understandings and are ready to begin working towards level eight achievement objectives for technological knowledge and plan learning experiences to progress these as guided by the level seven Indicators below. knowledge and plan learning experiences to progress these as guided by the level eight Indicators below. Technological modelling Technological Products Technological systems Technological modelling Technological Products Technological systems AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive AcHievemeNT OBjecTive Students will: Students will: Students will: Students will: Understand the role of technological Students will: Understand the concepts and processes Students will: Understand operational parameters and modelling as a key part of technological employed in materials development and evaluation and the their role in the design, development, and maintenance of Understand how the “should” and “could” decisions in technological Understand the concepts and processes employed in Understand the concepts of redundancy development, justifying its importance on moral, implications of these for design, development, maintenance, technological systems. modelling rely on an understanding of how evidence can change in value materials evaluation and the implications of these for and reliability and their implications for the ethical, sustainable, cultural, political, economic, and disposal of technological products. across contexts and how different tools are used to ascertain and mitigate design, development, maintenance, and disposal of design, development, and maintenance of and historical grounds. risk. technological products. technological systems. TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce TeAcHeR GuiDANce To support students to develop understanding of technological modelling at To support students to develop understanding of To support students to develop To support students to develop understanding of To support students to develop understanding of technological To support students to develop understanding of level 7, teachers could: technological products at level 7, teachers could: understanding of technological systems at technological modelling at level 8, teachers could: products at level 8, teachers could: technological systems at level 8, teachers could: level 7, teachers could: • support students to understand that material evaluation • support students to understand what operational • support students to explore how context impacts on the perception of the • support students to understand that material • support students to develop a critical and validity of evidence presented. Therefore, shifting from one context to evaluation enables decisions to be made about what • support students to understand the informed understanding of why technological enables decisions to be made about what material would be parameters are and the role they play in the design, another can change the status of the evidence provided by technological material would be optimal to ensure the fitness for concepts of redundancy and reliability modelling is an important aspect for ensuring optimal to ensure the fitness for purpose when taking into development and maintenance of technological systems. modelling. purpose of particular technological products in relation to technological systems. responsible and defensible decisions are account both the technical feasibility and social acceptability Operational parameters refer to the boundaries and/or Redundancy relates to the inclusion made during the design, development and any of the product conditions within which the system has been designed • support students to explore how and why different people and communities • support students to explore a range of subjective and of more time, information and/or subsequent manufacturing of technological • support students to critically analyse a range of subjective to function and are influenced by a number of factors accept different types of evidence as valid. That is, the status given to evidence objective evaluative procedures used to identify the resources than would strictly be needed outcomes. and objective evaluative procedures used to justify material associated with the technical feasibility and social is dependent on a range of factors including ethical views and the perceived suitability of materials for different uses for the successful functioning of the suitability and to explain the underpinning concepts and acceptability of the system authority of people involved in the presentation of the evidence technological system. Reliability relates • support students to critically analyse examples processes involved in these procedures • support students to identify and differentiate highly • support students to describe the underpinning to the probability that a system will of technological modelling practices that were • support students to understand why the selection of complex systems. Highly complex systems include • support students to understand how decisions underpinning technological concepts and processes related to subjective and perform a required function under stated undertaken to address a range of competing and appropriate material evaluation procedures relies on self-regulatory and intelligent systems. Self regulatory modelling based on what should and could happen, rely on an objective evaluative procedures conditions for a stated period of time contestable factors to gain insight into how these understanding the composition and structure of materials, systems are those that have been designed to adjust understanding of how evidence gained may differ in value across contexts factors can be handled. These factors arise from how their properties can be enhanced through manipulation the functioning of transformation processes in response and/or communities • support students to understand the selection of • support students to identify and analyse such things as differing moral, ethical, cultural, or transformation, the performance criteria required by to feedback from any part of the system to produce appropriate material evaluation procedures relies a range of examples of technological and/or political views and the way in which technological products and an understanding of the physical desirable and known outputs. Intelligent systems have • support students to understand how technological modelling is used to on understanding the composition and structure of systems to gain insight into how people adhere to and understand issues such as and social context within which the technological product will been designed to adapt to environmental inputs in ways ascertain and mitigate risk. ascertaining risk involves establishing the materials, how their properties can be enhanced redundancy and reliability factors have sustainability, globalisation, democracy, global be situated that change the nature of the system components and/or probability of identified risks. Mitigation involves taking steps to reduce the through manipulation or transformation, the impacted on system design, development warming etc. • support students to understand that the development of new transformation processes in known and unknown ways to probability of the risk being realised and/or severity of the risk should it be performance criteria required by technological and maintenance decisions materials relies on understanding: existing materials including produce desirable but unspecified outputs realised products and an understanding of the physical and • examples should include the modelling practices their advantages and limitations; new material composition • support students to identify and analyse a range of social context within which the technological product • examples should include system design, of technologists and should include instances and structure possibilities; formulation procedures; future technological systems including simple, complex and • support students to analyse examples of technological modelling to will be situated development and maintenance practices where modelling was undertaken to deal with requirements, needs and desires; and an awareness that new highly complex technological systems understand how risk is ascertained and mitigated within particular of technologists. competing and contestable factors. evaluative procedures may need to be developed to determine • support students to use examples to gain insight into technological developments • support students to identify and analyse examples of the suitability of new materials underpinning operational parameters and how these how materials have been evaluated to allow material • support students to identify and analyse examples where have impacted on and been influenced by system design, • examples should include the modelling practices of technologists and selection decisions that maximize the potential new materials have been developed, including past and development and maintenance decisions should include instances where modelling was undertaken to mitigate risk. fitness for purpose of particular technological contemporary examples, to gain insight into how material • examples should include system design, development and products and to gain insight into how material formulation and subsequent evaluation procedures are used to maintenance practices of technologists. evaluation procedures can be used to identify product address performance, maintenance and disposal implications maintenance and disposal implications and therefore and inform design and development decisions inform design, development and post production care • examples should include material development (including decisions formulation procedures) and evaluation practices of technologists. • examples should include the material evaluation practices of technologists. iNDicATORs iNDicATORs iNDicATORs iNDicATORs iNDicATORs iNDicATORs Students can: Students can: Students can: Students can: Students can: Students can: • explain the role of technological modelling in • discuss examples of the formulation of new materials and • explain what operational parameters are in relation to • discuss examples to illustrate why the status of evidence gained from • discuss a range of subjective and objective • explain the concept of redundancy in technological modelling might change across contexts evaluative procedures used to determine the relation to technological systems making informed, responsive and defensible explain the underpinning concepts and processes involved in technological systems suitability of materials and describe the underpinning design and development decisions their development • explain the operational parameters established for • explain why different people accept different types of evidence as valid concepts and processes involved in particular • discuss examples of particular technological • explain the role of technological modelling in • discuss examples of evaluation procedures undertaken to and how this impacts on technological modelling procedures systems to illustrate how factors related making informed, responsive and defensible determine the suitability of new materials and explain the particular technological systems and explain the factors to redundancy impacted on system manufacturing decisions underpinning concepts and processes involved in particular that influenced these • explain the role of technological modelling in ascertaining and mitigating • discuss examples of material evaluation procedures design, development, and/or maintenance • discuss examples to illustrate a range of evaluations • discuss examples of technological systems to illustrate risk undertaken to support material selection decisions decisions. technological modelling practices that have been • discuss examples of past material developments and explain how operational parameters impacted on system design, and justify the appropriateness of these procedures undertaken in situations with competing and how these impacted on product design, development, development and maintenance • describe examples to illustrate the strengths and weaknesses of • explain the concept of reliability in relation contestable factors manufacturing, maintenance and disposal • discuss examples of simple, complex and highly complex technological modelling for risk mitigation. • discuss examples to explain how material evaluation to technological systems • critique examples of technological modelling • discuss examples of contemporary material developments technological systems to illustrate the demands that impacted on design and development decisions practices in terms of how well they address and suggest probable implications for future technological increasing complexity in system design requires in terms • discuss examples of particular underpinning factors. product design, development, manufacturing, maintenance of establishing operational parameters. • discuss examples to explain how material evaluation technological systems to illustrate how and disposal. impacted on maintenance and disposal decisions. factors related to reliability impacted on system design, development, and/or maintenance decisions. October 2010 Version. FFoorrccoonntetexxttaannddCCuurrricicuululummSSuuppppoorrttininfoforrmmaattioionn,,sseeeewwwwww.te.techchnloinlokg.oy.rtgk.in.ozr/gc.unrzriculum-support Page 9 of 9