Description
Nature of the assessment task
Students analyse a design brief to identify the key aspects of the brief. They explain what investigation they have carried out to research aspect/s of the brief and identify what they have learnt from this that will help them with their designs. They generate a series of design ideas and consider which design or aspects of designs best address the brief.
Optional: They develop a production/management plan for making their final idea.
The success criteria for the completed assessment task are:
- an ability to identify the key aspects of a design brief and develop appropriate criteria for evaluating design ideas
- an ability to describe the findings of an investigation and explain how it will help to inform design ideas
- an ability to generate ideas to address the design brief
- an ability to assess the suitability of the design ideas by applying the appropriate design criteria previously developed
- an ability to select or develop a final design idea and justify selection
- an ability to clearly and effectively communicate design ideas using relevant communication techniques
- an ability to develop a clear, comprehensive and logically sequenced production/management plan (optional aspect of the task).
State and Territory Curriculum Connections
Australian Capital Territory
Activities leading up to the assessment task involve students in aspects of Essential Learning Achievement 25.
The actual assessment task focuses on the Early adolescence band ELA25 (Technology): 25.EA.1, 25.EA.4, 25.EA.6, 25.EA.
In addition the task may involve aspects of ELA3 (Interdisciplinary)
New South Wales
Activities leading up to and the assessment task could be used in design projects in any of the areas of study of the Technology (Mandatory) years 7 and 8 course.
The task itself focuses on Stage 4 Technology (Mandatory): Outcomes 4.1, 4.2.1 and 4.6.1.
Northern Territory
The activities leading up to and the assessment task involve students in Designing and Critiquing.
The actual task focuses on Band 4: Technology and Design: Critiquing Cr4.1 (Evaluate); and Cr4.2 (Impact).
In addition, the task and activities reflect aspects of EsseNTial Learning Outcome Constructive Learner 2, cross–curricular Perspectives of Literacy, Numeracy, Learning Technology and the Environment, and cross–curricular links with Learning Technology and Science – Working Scientifically.
Queensland
Activities leading up to the assessment task involve students in aspects of Ways of working; Knowledge and understanding (Technology as a human endeavour; Information, materials and systems).
The actual task focuses on Technology Essential Learnings by the end of year 7: Ways of working; Knowledge and understanding (Technology as a human endeavour; Information, materials and systems).
South Australia
Activities leading up to and the assessment task involve students in the Designing; Critiquing; and Making.
The actual task focuses on Standard 4 Design and Technology: Critiquing 4.1; and Making 4.5.
In addition, the task and activities reflect the following Essential Learnings: Futures; Interdependence; Thinking; and Communication.
Tasmania
Activities leading up to the assessment task involve students in aspects of Vocational and Applied Learning.
The actual assessment task focuses on Standards 4 and 5: Innovation and design (Respond to design challenges, Understand and apply design principles, Evaluate and reflect upon own work); Systems and processes (Explore systems, materials and technologies, Work safely); Applications and solutions (Identify and propose solutions, Plan a project outline, present and describe project outcomes).
Victoria
Activities leading up to the assessment task involve students in aspects of Design, Creativity and Technology.
The actual assessment task focuses on the standards for Level 5 Design Creativity and Technology: Investigating and designing; Communication: presenting.
Use of the student rubric provides students with an opportunity to manage their own learning. (Personal Learning: Managing personal learning.)
Western Australia
Activities leading up to and the assessment task involve students in aspects of Technology process. Depending on the focus of the design brief they are also likely to address at least one of the Materials; Systems; or Information strands.
The actual task focuses on Level 4 Technology and Enterprise: Technology process TP4.4.
In addition, the task and activities reflect aspects of the Overarching statements: 3, 7, 8, and 12.
