Outcome Development and Evaluation Indicators of Progression

Describe potential outcomes, through drawing, models, and/or verbally.

Directed conversations about possible design ideas.

Teacher provides questions for students to guide discussions when developing a potential outcome(s). For example:

• What sort of materials do you think you could use to make a ... ?
• How do you think you’d join the different bits of your ... together?

Drawing objects to show design features.

Students draw everyday objects without worrying too much about their artistic value. Shift their focus to depicting design features, such as labelling parts and indicating materials and possibly some overall measurement of these objects.

Encourage use of no erasers in the first instance – if students want to change something they have drawn, ask them to use another colour.

Introduce the language of outcomes (mock up, model, prototype).

Common terminology – graphic and written description. Use strategies, such as:

• PSSD (Purposeful silent sustained drawing/design) and labelling
• Progressive Dictionary (as a class tool)

Identify potential outcomes that are in keeping with the attributes and select one to produce.

Give students a brief and a selection of possible products that may or may not meet the brief.

Explore the products to determine if they meet the brief. Describe what needs to be changed to allow the product to meet the brief.

We (the students in this class) need something to put felts and pencils in at school. It needs to be ... (attributes relevant to students).

Discuss what would make the product suitable for holding the felts and pencils. Provide students with examples of possible products that would resolve the need and explore if they would be suitable for putting felts and pencils into at school, such as:

• an overnight bag
• a plastic bag
• a sunglasses case
• a pencil case – metal and fabric
• a drinking glass.

Describing existing products.

Give students a range of existing products and ask them to describe what they do (their proper function).

Produce an outcome in keeping with identified attributes.

Record in a template the process students go through to develop their outcome.

Encourage students to describe each stage of the process and discuss whether it allowed the outcome to meet the identified attributes.

Describe potential outcomes, through drawing, models, and/or verbally.

Describe conceptual ideas graphically using 2D and 3D drawings and verbally through modelling media, such as plasticine, clay, paper, corflute, kitchen boxes, tubes, or other modelling materials.

Provide isometric paper to assist students to draw in 3D. Encourage students to use a range of media/modes to model/describe potential outcomes.

Evaluate potential outcomes in terms of identified attributes to select the outcome to produce.

Evaluate a range of potential outcomes against a brief.

Use a template with four columns for:

• a picture of the potential outcome
• labelled attributes
• labelled met / not met
• why it meets / does not meet the attributes.

Evaluate a range of given potential outcomes (someone else’s) against given attributes to identify which ones provide the greatest opportunity to be developed into an outcome that is fit for purpose.

Use several outcomes designed for a given brief and slightly change the brief. Ask students which of the outcomes best meets the new brief and why.

For example, students make scones. At end of the lesson, discuss with them how the scones attributes may need to change if the person eating these were: diabetic, obese, their grandparents.

Develop a rubric to evaluate models or conceptual ideas for potential outcomes against attributes.

Choose a context that is well known to students and have them describe attributes of an outcome that would work within the context.

Choose a context, such as carrying school equipment to school or a portable seat. Ask students to describe a potential outcome that would meet their determined attributes

Compare a range of different outcomes to determine which best offers the potential to be fit for purpose.

Use a PMI (Plus, Minus, Interesting) chart to record evaluations and assist in identifying which offers the best potential to be developed into an outcome that is fit for purpose.

Produce an outcome in keeping with the brief.

Use local and authentic Technological Challenges to develop understandings about required attributes.

Use these Technology Challenges as the context for producing a quick outcome that needs to meet a desired set of attributes. Reinforce, however, to students that these are isolated activities, are not technology in its entirety, and do not necessarily follow a good technological practice model.

Note: This activity can also provide a link with aspects associated with technological modelling, particularly the construction skills aligned to developing physical models and mockups for testing design ideas and conceptual designs.

Evaluate the final outcome in terms of how successfully it addresses the brief.

Dragon's-Den-type round robin discussion. Use a class brief and ask students to talk about how their outcome meets the attributes defined in the brief.

Students present their final outcome and describe how it addresses the brief. The rest of the class (or a selected group of evaluators from the class) provide feedback as to whether they feel the presented outcome meets the attributes identified as necessary in a final outcome.

Evaluate a range of final outcomes (students or someone else’s) against known attributes to identify those outcomes that are fit for purpose.

Use several outcomes designed for a given brief. Use a PMI (Plus, Minus, Interesting) chart to record evaluations and determine those that are fit for purpose.

Describing the attributes of a potential final outcome that addresses a known need.

Choose a context that is well known to students and have them describe attributes for an outcome that addresses a known need, such as, carrying school equipment to school, a portable seat for watching sports, etc.

Describe design ideas (either through drawing, models, and/or verbally) for potential outcomes.

Use the case studies on Tāhūrangi to illustrate different ways in which other students have described design ideas.

Undertake a comparative analysis to identify any differences and determine the ways that effectively communicate and that are not so effective in communicating design ideas.

Model design ideas using sketches, mockups, models.

Focus placed on developing student understandings and skills in using different communication techniques to describe a design idea.

Evaluate design ideas in terms of key attributes to develop a conceptual design for the outcome.

Use photographs and/or mock-ups of a range of design ideas.

Students analyse these against a set of given key attributes to determine if the design ideas have the potential to address the need/opportunity.

If changes are necessary, students suggest what these might be.

Provide students with opportunities to sketch and mockup design ideas. Evaluate these against known key attributes to determine if the ideas have the potential to be developed into a conceptual design that addresses a brief.

Focus learning not just on developing student sketching and mockup skills and techniques, but also on enhancing the quality of the tests they carry out to determine the potential of the design idea.

Provide a selection of technological models, mockups of various design ideas for a technological outcome. Have students test these against known key attributes to determine if the ideas have the potential to be developed into a conceptual design that addresses a brief.

Provide students with a variety of 2D and 3D mockups, graphical representations of design ideas with descriptions, virtual models, and descriptions only of design ideas.

Select materials/components, based on their performance properties, for use in the production of the outcome.

Students test materials to determine their suitability for use in a specific context.

Provide a picture of a technological outcome and a description of the performance and aesthetic requirements of the outcome when used in its intended environment. Give students a range of materials that could be used for a specific part(s) of the outcome and have them determine their suitability for use based on their performance and aesthetic qualities.

Use the same technological outcome but change the environment in which it is now to be used, for example, now used in and around sea water. Have students determine the performance and aesthetic qualities of the materials used to make the outcome due to this change in environment. Identify what materials would meet these needs.

Provide a picture of an outcome (product) and a description of its required performance and aesthetic requirements. Give students a range of materials that could be used for a specific part(s) of the outcome and have them determine and justify their suitability for use based on the material’s performance and aesthetic qualities.

Use the same outcomes but change the environment in which it is now to be used, for example, now used in and around sea water. Have students determine and justify what the performance and aesthetic qualities of the materials required to make the outcome fit for purpose in the new environment. Identify what materials would provide these qualities.

Produce an outcome that addresses the brief.

Analyse the technological practice undertaken by others when developing an outcome to identify if the outcome effectively addresses the need or opportunity.

Use case studies or portfolios of other students’ work – preferably from older students. Focus student attention on how the technologist determined that their outcome addressed the brief.

Evaluate the final outcome against the key attributes to determine how well it met the need or opportunity.

Student group evaluation of existing outcomes against the key attributes they were developed to meet.

Provide students with a range of existing outcomes and the briefs that they were developed to address. Have students evaluate them to determine if they address the intended need or opportunity.

Student peer evaluation of their developed outcomes against the key attributes they were developed to meet.

Students evaluate each other’s developed outcomes against the brief that they were developed to address.

Describe design ideas (either through drawing, models, and/or verbally) or potential outcomes.

Teach a range of techniques related to communicating design ideas, such as drawing, context specific vocabulary, modelling skills, and so on.

Focus on techniques, such as:

• Rapid Viz, creating 2D/3D
• Necker Cubes – an illusion in which a two-dimensional drawing of cubes appears to, at the same time, protrude from and intrude into the page.
• the use of annotations to explain drawings
• graphics techniques

Techniques broken down into those used for:

• design idea generation (research tools, concept screening tools)
• testing design ideas to determine their potential to be fit for purpose
• mockup and modelling techniques.

Undertake functional modelling to develop design ideas into a conceptual design that addresses the key attributes.

Analyse past students’ best practice and or teacher resources of best practice in developing design ideas into a conceptual design including:

• the functional modelling undertaken to test the potential fitness for purpose of design ideas
• identifying how selected materials were determined as suitable
• how materials were sourced.

Use portfolios of previous students’ practice, student mentoring, and/or case studies on Tāhūrangi.

Provide a range of existing design ideas and developed conceptual designs for students to analyse, for example, videos that show modelling in practice.

Test the key performance properties of materials/components to select those appropriate for use in the production of a feasible outcome.

Develop students’ domain specific skills in testing materials.

Conduct a series of skill related activities that focus on enhancing student knowledge of how materials can be worked and tested to determine their performance properties and therefore their suitability for inclusion in an outcome.

Explore limitations of the performance properties of material/components.

Conduct controlled tests of materials/components against criteria to find their physical limits, that is, point of failure / what situations they are suited for and those that they are not.

Use worksheets with focused questions.

View videos that demonstrate the applications of materials, such as:

• Beijing Water cube Megastructure.

Analyse past students' practice to identify how they ensured that their outcome would meet the key attributes identified as important to address the need or opportunity.

Use portfolios of previous students' practice and/or case studies on Tāhūrangi.

Produce and trial a prototype of the outcome.

Analyse past students' practice in using prototypes to test, evaluate, and determine an outcome’s fitness for purpose.

Use portfolios of previous students' practice and/or case studies on Tāhūrangi.

Develop a set of questions that focus on determining a prototype's fitness for purpose in addressing the brief. Use these to determine if a prototype is fit for purpose.

Develop skill, knowledge, and thinking during the manufacturing of prototypes.

Rapid prototyping – see YouTube clip on disruptive thinking and Rapid Prototyping.

Use a series of photographs that demonstrate the production stages that were undertaken that led to a prototype.

Analyse photographs to determine the techniques used to produce the prototype and the trialling processes that may have taken place to determine its fitness for purpose.

Evaluate the fitness for purpose of the final outcome against the key attributes.

Enhance student strategies for seeking and analysing stakeholder feedback.

Identify advantages and limitations of different strategies for gaining stakeholder feedback, including when best to use them.

Strategies could include such things as:

• open-question surveys, closed-question surveys – email, phone or hard copy
• face-to-face structured, semi-structured, or unstructured interviews
• sensory testing techniques, such as hedonic scale – see Food Processing Center: Sensory Lab.

Students evaluate the class’ developed outcomes against the attributes they were developed to meet.

Have students evaluate each other’s outcomes to determine if they address the intended need or opportunity. Each student has three post-it notes that they can make one comment on and attach it to the student's work.

Students evaluate an outcome (developed by others) against the attributes it was developed to meet.

Provide students with a range of existing outcomes and the briefs that they were developed to address.

Dragon’s Den type round robin discussion – see Classroom Dragon's Den.

Use a group brief and ask students to talk about how an outcome met the attributes described in the brief.

Explore the advantages and limitations of different analysis/data collating tools, such as:

• spreadsheets
• graphs (pie charts, bar charts, frequency, mean).

Have students interpret data that is presented using different data-collating tools.

Students share their interpretations to identify those tools that provide similar information and those which are different. Discuss why any such differences occurred.

Generate design ideas that are informed by research and analysis of existing outcomes.

Analyse past students' practice used in developing design ideas including their use of functional modelling.

Use portfolios of previous students' practice or case studies on Tāhūrangi.

Focus analysis on how technological modelling was used to test the potential feasibility (fitness for purpose) of design ideas.

Suggest additional design features and the attributes to extend existing outcomes.

Insist that the additional design features and their attributes need to be informed by and enhance already existing attributes that the outcome possesses.

Enhance student’s visual communication techniques.

Teach students skills and techniques in visually communicating their design ideas using such things as:

• Rapid Viz techniques
• Photoshop
• Google sketchup

Undertake functional modelling to develop design ideas into a conceptual design that addresses the specifications.

Analyse past students' practice used in developing technological outcomes.

Use portfolios of previous students' practice and/or case studies on Tāhūrangi.

Focus analysis on the functional modelling that took place to test the potential fitness for purpose of design ideas.

Develop students’ functional modelling techniques to:

• test design ideas
• communicate conceptual designs.

Have them identify the advantages and limitations of each technique.

Look at models, mockups, testing, and trailing techniques that allow the communication and testing of design ideas and conceptual designs:

• physical models (construction and testing techniques)
• virtual models (use of 3D modelling programmes).

Enhance student skills in communicating design ideas and conceptual designs.

Focus on introducing to students new skills and/or modes for communicating design ideas and conceptual designs including the use of:

• CAD programs like Autodesk
• freehand and instrumental drawing 3D and 2D models Isometric Drawing
• verbal explanations
• video

Evaluate suitability of materials/components, based on their performance properties, to select those appropriate for use in the production of a feasible outcome.

Analyse case studies of others’ practise on Tāhūrangi to identify how they have justified materials/components as being suitable for use in their technological outcome(s).

Focus analysis on the research and testing that was undertaken to determine material/component suitability.

Develop an attribute profile for the materials used in an existing product that is familiar to students, such as chairs around the school.

Match material specifications to the specifications needed for the product to be fit for purpose.

See:

• Design Museum
• Smithsonian Institution
• Design Council

Have a practising technologist explain how they determine the suitability of a material(s) for a specific function within a technological outcome.

• Powerhouse museum

Produce and trial a prototype of the outcome.

Explore a variety of tools that can support the development and trialling of a prototype.

Explore tools such as:

• 3D modelling programs – Autodesk, Sketchup
• 2D, 3D – hard materials, cardboard
• video – capturing trial results/outcome
• Photoshop, InDesign and/or Illustrator – these programs can enable the prototype to be shown virtually in its intended social and physical environment.

Students analyse and compare existing products related to their concept design.

Analyse others' practice to determine the nature of the overall practice they applied, and the technological modelling tools and techniques they used to test their prototype.

Use exemplars of previous students' work and/or case studies on Tāhūrangi.

Trialling a prototype to demonstrate its potential to address the brief.

Test the performance of the prototype in situ against the brief specifications to determine its fitness for purpose.

Evaluate the fitness for purpose of the final outcome against the specifications.

Analyse case studies of others’ practise to identify the tools and strategies they used to justify their outcomes as fit for purpose.

Use exemplars of previous students' work and/or case studies on Tāhūrangi and/or the work of a practising technologist.

Dragon's Den presentation.

Students present their prototype and justifications as to why it is fit for purpose. Others evaluate if the justifications provided are convincing or not.

Students present their prototypes and findings from trialling using written evaluations, powerpoint, and/or a video presentation.

Presentation of prototype to an audience for evaluative feedback.

Generate design ideas that are informed by research and the critical analysis of existing outcomes.

Have students critically analyse a case study or an existing technological outcome from others’ prior practice to identify those features which completely address the specifications it was designed to perform/meet and those that were only partly addressed.

Identify the types of knowledge and understandings required by the technologist (person who made the outcome) in order to produce their outcome(s).

Have students focus on:

• the materials that were used
• the tests undertaken to justify the outcomes addressing of the need or opportunity
• component parts included in the outcome – what part do they play in the overall function/aesthetic qualities of the outcome?
• the knowledge from other domains that the technologist drew on to develop their outcome
• identifying the opportunities that exist to improve the outcome.

Analyse existing products that have similar functional properties to those required in the outcome students are developing.

Use a PMI (Plus, Minus, Interesting) chart to identify those functional properties that may be useful to consider when the students develop their own outcome. Identify design ideas for how these could be included into their outcome.

Encourage students to access stakeholder feedback and consider this when generating their design ideas.

Students need to identify their key stakeholders and determine the tools they will use to obtain this feedback.

Undertake functional modelling to refine design ideas and enhance their ability to address the specifications.

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Develop students’ functional modelling techniques to:

• test design ideas
• communicate conceptual designs.

Look at models, mockups, testing, and trialling software that enables the communication and testing of design ideas and conceptual designs, such as:

• Autodesk Student Education (free 3D modelling software and tutorials)
• Blender (shareware).

Explore ways/techniques to test design ideas and conceptual designs including:

• CAD programs
• physical drawing
• 3D and 2D physical models
• verbal (Audacity)
• video.

Analyse advantages and disadvantages of each testing and communicative technique.

Explore techniques for gaining wider community feedback.

Explore techniques for effectively communicating design ideas to the wider community, including email, Skype, phone, fax, solid modelling.

Analyse advantages and disadvantages of each communicative technique.

Evaluate design ideas in terms of their ability to support the development of a conceptual design for a feasible outcome.

Use photographs or mock-ups of existing design ideas.

Students analyse against a set of given specifications to determine if the design ideas have the potential to address the need/opportunity.

If changes are necessary, suggest what these might be.

Provide students with opportunities to sketch and mockup design ideas. Evaluate these against known key specifications to determine if the ideas have the potential to be developed into a conceptual design that addresses a brief.

Focus learning not just on developing student sketching and mockup techniques but also on enhancing the quality of the tests they carry out to determine the potential of the design idea.

Provide a selection of technological models/mockups of various design ideas for an outcome. Have students test these against known key specifications to determine if the ideas have the potential to be developed into a conceptual design that addresses a brief.

Provide students with a variety of 2D and 3D mockups, graphical representations of design ideas with descriptions, virtual models, and descriptions only of design ideas.

Evaluate the conceptual design against the specifications to determine the proposed outcome’s potential fitness for purpose.

Students analyse a variety of tools that support functional modelling.

Explore, analyse, and develop skills in using functional modelling tools, such as:

• 3D modelling programs – Autodesk, Sketchup, Blender
• 2D, 3D – hard materials, cardboard
• video – capturing in terms of virtual representation
• Photoshop, InDesign, and/or Illustrator – these programs can enable the prototype to be shown virtually in its intended social and physical environment.

Analyse others' practice to determine the nature of the overall practice they applied to determine the fitness for purpose of conceptual designs and the functional modelling they used to do this.

Use exemplars of previous students' work - see case studies on Tāhūrangi.

Evaluate suitability of materials/components, based on their performance properties, to select those appropriate for use in the production of a feasible outcome.

Analyse their own and others’ technological practice to identify how they have justified their selection of materials/components.

Have students present and justify their findings.

Analyse case studies of others’ practise to identify how they have justified material suitability for their technological outcome(s).

Use existing outcomes to assist students to identify the materials/components used and explore their attributes/reasons why they may have been selected for the inclusion in the outcome.

Develop an attribute profile of the materials/components used in an existing product which is familiar to students. Repeat activity with products which students are initially not familiar with.

Do exercises, such as SCUMPS (Size, Colour, Uses, Materials, Parts, Shape). Relate these prompts to "what if"questions. For example:

• What if you change the colour of the outcome/materials?
• What if you change the use of the outcome?
• What if you change the materials used in the outcome?
• What if you change a part of the component?
• What if you change the shape of the outcome?

Produce and trial a prototype of the outcome to evaluate its fitness for purpose and identify any changes that would enhance the outcome.

Explore a variety of tools and techniques that can support the production of a prototype and determine their advantages and limitations.

Prototyping tools and techniques explored could include:

• CAD programs – Autodesk, Sketchup, ProDesktop/ProEngineer
• 2D, 3D – hard materials, cardboard
• video – capturing in terms of virtual representation
• Photoshop, InDesign, and/or Illustrator – these programs can enable the prototype to be shown virtually in its intended social and physical environment.

Trial a prototype performance and evaluate its fitness for purpose.

Use either an existing prototype with a known set of specifications that it was required to meet or students' own developed prototype.

Focus on enhancing students' trialling and evaluation techniques.

Students suggest changes that would enable the outcome to be fit for purpose.

Analyse others' practice to determine the nature of the overall practice they applied and the trialling techniques they used to test their prototype's fitness for purpose.

Use exemplars of previous students' work and/or case studies on Tāhūrangi.

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

Analyse case studies of others’ practise to identify the tools and strategies they used to seek stakeholder feedback and key design decisions and evaluations of fitness for purpose.

Peer Evaluation – presentation of findings to the class for evaluative feedback.

Written personal evaluation.

Video presentation.

Generate design ideas that are informed by research and critical analysis of existing outcomes.

Analyse a case study or outcomes from a student’s prior practice and/or a practising technologist to determine how it was justified as being fit for purpose.

Identify the knowledge and understandings that the student or technologist needed to know in order to produce the outcomes.

Questions that could be used to support this analysis may include these:

• What materials were used in the outcome?
• How were these determined to be fit or purpose?
• What prior knowledge was required to develop the outcome?
• How did this inform the development of the outcome?
• How did the student/technologist test their outcome to ensure its fitness for purpose?
• What types of components were included in the outcome and what part do they play in ensuring the overall fitness or purpose of the outcome?

Analyse Frank Geary – sketch modelling (modelling before sketching).

Develop design ideas for outcomes that are justified as feasible with evidence gained through functional modelling.

Trial ways of functional modelling to test and communicate design ideas. Identify advantages and disadvantages of each model and determine situations when each is best to use.

Explore modelling, mockups, testing, trialling software that enables functional modelling to be undertaken. Examples of such software include:

• Autodesk
• Blender (both free software for schools and students).

Explore strategies to gain wider community feedback.

Explore means of capturing evidence of testing and communicating design ideas using:

• CAD programs
• physical drawing
• 3D and 2D physical models and mockups
• verbal (Audacity)
• video.

Using communication tools to communicate conceptual ideas to key and wider community stakeholders, such as:

• email
• Skype
• phone
• solid modelling.

Critically analyse evaluative practices used when functional modelling to inform own functional modelling.

Analyse case studies of others’ practise to identify the evaluative practices they used when functional modelling.

Determine how a technologist justified the design idea/conceptual designs potential to be fit for purpose.

Critically analyse tools that support evaluative practices when functional modelling.

Examples of evaluative tools that support functional modelling include:

• CAD programs – Autodesk, Sketchup
• 2D, 3D – hard materials, cardboard
• video – capturing in terms of virtual
• Photoshop, InDesign, and/or Illustrator – these programs can enable the prototype to be shown virtually in its intended social and physical environment.

Undertake functional modelling to evaluate design ideas and develop and test a conceptual design to provide evidence of the proposed outcome’s ability to be fit for purpose.

Analyse others' practice to determine the nature of the overall practice they applied and the functional modelling they used to test and develop their design ideas into a conceptual design.

Use exemplars of previous students' work, case studies on Tāhūrangi, or a visit to a practising technologist to observe and discuss their practice when developing design ideas into a conceptual design. Focus on the functional modelling techniques that were used to test and inform the development of conceptual designs.

Using functional modelling to test design ideas and gain stakeholder feedback.

Use PMI (Plus, Minus, Interesting) charts to order and sort results from testing and stakeholder feedback. Evaluate to determine design ideas potential as a conceptual design.

Evaluate suitability of materials/components, based on their performance properties, to select those appropriate for use in the production of a feasible outcome.

Analyse case studies of others’ practise to identify how they determined the suitability of materials/components based on their performance properties.

Have students present and justify their findings to the class.

Explore material/component testing techniques to test their potential fitness for purpose for inclusion in an outcome.

Trial a range of different materials/components and testing techniques that focus on determining performance properties.

Explore how the testing techniques may need to change depending on the environment in which the material/component is being tested and/or the performance properties being tested.

Undertake prototyping to gain specific evidence of an outcome’s fitness for purpose and use this to justify any decisions to refine, modify, and/or accept the outcome as final.

Expose students to a range of prototyping techniques (internet, YouTube).

Students produce a prototype(s) that can be tested in situ and evaluated against the brief specifications.

Identify the key element(s) to be tested in a prototype and how the test could be conducted.

Explore how others conduct tests to determine the fitness for purpose of their prototype(s). Analyse findings to determine tests which may be suitable to conduct for their own developed prototype.

Construct a prototype and test it to determine its fitness for purpose.

Use stakeholder feedback during testing as well as the results of the tests themselves to determine whether to refine, modify, or accept the outcome.

Use stakeholder feedback and an understanding of the physical and social requirements of where the outcome will be situated to support and justify key design decisions and evaluations of fitness for purpose.

Develop evaluation criteria to determine the key design decisions which need to be made and to justify an outcome as fit for purpose.

The criteria developed should allow informed experts / focus groups to judge the success or otherwise of the outcome. Students will need to access the environment/location where the outcome is to be placed in order to evaluate all the environmental factors both known and unknown (physical and social) that can impact on the outcome.

Develop understandings of the techniques used to gain key and wider community stakeholder feedback, such as:

• using random selected, representative sampling, or control group testing panels
• monadic testing
• paired-comparison testing.

Trial different techniques with key and wider community stakeholders using an existing product and known specifications to determine when best to use these techniques and the validity and reliability of the feedback received.

Generate design ideas that are informed by research and critical analysis of existing outcomes and knowledge of material innovations.

Compare and contrast the knowledge used by practising technologists - use live presentations by technologists and case studies or videos of technologists practice.

What knowledge did the technologists need to know in order to generate design ideas that offered a contribution to allowing an outcome to be fit for purpose? How did this knowledge differ between the technologists?

Use a graphic organiser to compare and contrast the knowledge they used.

Compare and contrast the research techniques used by practising technologists - use live presentations by technologists and/or case studies / videos of technologists’ practice.

Use a graphic organiser to compare and contrast the research techniques they used. Determine situations where one technique may be more suitable than another.

Determining the difference between analysis and critical analysis

Use case studies on Tāhūrangi and/or videos of technologists’ practice and/or students’ past technological practice to identify features of "critical analysis" as opposed to an "analysis". Use a graphic organiser to compare and contrast these differences.

Develop design ideas for feasible outcomes that are justified with evidence gained through functional modelling that serves to gather evidence from multiple stakeholders and test designs ideas from a range of perspectives.

Trial ways of modelling to test and communicate feasible outcomes. Identify advantages and disadvantages of each model and determine situations when each would be best to use.

Explore modelling, mockups, testing, trialling software that enables you to model Autodesk, Sketchup and Blender (free).

Identify the advantages and limitations of this software.

Capture evidence for testing design ideas with multiple stakeholders and communicating design ideas using:

• CAD programs
• physical drawings
• 3D and 2D physical models and mockups
• verbal - Audacity – voice thread
• video.

Students explore strategies to gain key and wider community feedback.

Identify advantages and disadvantages of using tools to communicate conceptual ideas to key and wider community stakeholders, such as email, Skype, Google Hangout, Zoom, phone, solid modelling.

Developing student skills in using tools to support functional modelling.

Functional modelling tools could include:

• CAD programs – Autodesk, Sketchup, etc.
• 2D, 3D – hard materials, cardboard
• video – capturing in terms of virtual
• Photoshop, InDesign, and/or Illustrator
  • These programs can enable the prototype to be shown virtually in its intended social and physical environment.

Use of thinking tools to support justification of the potential fitness purpose of design ideas.

Explore thinking tools, such as:

• CAMPER (Consequence, Actions, Minify/Modify/Magnify, Put to another use, Eliminate, Reverse)
• SWOT (Strengths, Weakness, Opportunities, Threats)
• SWOB (Strengths, Weakness, Opportunities, Barriers)
• Waterfall questions (focuses on developing projects through sequential tasks)
• "What if" questions.

Undertake evaluation of design ideas informed by critical analysis of evaluative practices to support the development of a conceptual design for an outcome that optimises resources and takes into account maintenance and disposal implications.

Break down complex ideas into smaller, more understandable parts.

An example see: Kiran Sethi: Kids, take charge | TED Talk

Analyse the relationship between the materials and their use within a technological outcome.

• Topic – material (for example, the use of silver within an item of jewellery) and topics for discussion are:
  • A= physical properties of material
  • B= environmental consideration for its inclusion in the outcome (both during development of the outcome and in use within its intended environment)
  • C= fitness for purpose of materials within overall outcome.

Ask students to discuss the material in relation to topics ABC. Note: More topics can be added to increase the complexity of this activity.

Use techniques, such as CAMPER and SCAMPER (Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, Reverse).

Undertake functional modelling of the conceptual design to provide evidence that the proposed outcome has the potential to be fit for purpose.

Analyse others' practice to determine the nature of the overall practice they applied and the functional modelling they used to test their developing outcome.

Use exemplars of previous students' work, case studies on Tāhūrangi, or a visit to a practising technologist for students to observe and discuss their practice.

Focus analysis on functional modelling techniques that were used to test and inform the development of the outcome(s) and ensure its overall fitness for purpose.

Evaluate suitability of materials/components, based on their performance properties, to select those appropriate for use in the production of a feasible outcome that optimises resources and takes into account maintenance and disposal implication.

Analyse case studies of others' practice to identify how they have justified the suitability of materials/components they have included – and, if possible, excluded – for use in an outcome.

Students present and justify their outcomes as being fit for purpose to an expert technologist (Dragon’s Den format) and receive their feedback.

Focus student justifications on how they:

• determined the suitability of materials/components for the intended outcome
• considered how to optimises the resources used to develop an outcome
• considered the maintenance and disposal requirements of the outcome post its implementation.

Identifying advantages and disadvantages of materials/components testing techniques to test the fitness for purpose for inclusion in an outcome.

Techniques explored could include those, such as:

• using randomly selected, representative sampling, or control group testing panels
• monadic testing
• paired-comparison testing.

Undertake prototyping to gain specific evidence of an outcome’s fitness for purpose and use this to justify any decisions to refine, modify, and/or accept the outcome as final.

Expose students to a range of prototyping techniques (use the internet, YouTube).

Students’ produced prototypes need to be placed in situ and evaluated against the specifications.

Suggestions for refinements or improvements to the prototype justified against test findings.

Use of evaluative experts or focus groups.

Use of an informed experts / focus group to evaluate the fitness for purpose of the prototype.

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.

Develop evaluation criteria to determine the key design decisions that need to be made and justify the outcomes as fit for purpose.

The criteria developed will need to allow an informed expert or focus group to judge the success or otherwise of the outcome.

Students will need to access the environment/location where the outcome is to be located in order to evaluate all of the environmental factors both known and unknown (physical and social) that may impact on the outcome.

Presentation to an expert and/or stakeholder (key and wider community) forum.

Demonstrate that the evaluation undertaken to determine the fitness for purpose of an outcome was robust and considered all of the functional and physical properties. Focus on enhancing students' ability to critically analyse properties required in the outcome.