TASK RESOURCES
- Design brief and developing criteria worksheet (doc, 48kb)
- Gathering and analysing information worksheet (doc, 34kb)
- Developing a production/management plan (doc, 42kb)
- Student rubric for idea generation assessment task (doc, 53kb)
- Websites for graphic organisers (doc, 33kb)
- Teacher rubric for idea generation assessment task (doc, 45kb)
Preparation
Prior teaching and learning
For this task, students need to have an understanding of:
- what a design brief is and ways in which they can be addressed
- some methods for communicating design ideas
- the purpose of production/management plans
- how to analyse and interpret data.
In addition, students should be able to:
- analyse and respond to design briefs
- work through design/technology processes to address different challenges
- develop and communicate design ideas
- develop simple production/management plans (optional).
Teacher preparation
Download the relevant materials and information for the chosen assessment task:
Student resources
- Design brief and developing criteria worksheet (doc,19kb)
- Gathering and analysing information worksheet (doc,15kb)
- Developing a production/management plan (doc,16kb)
- Student rubric for idea generation assessment task (doc,55 KB)
The student rubric can be used:
(a) to make certain that students are aware of the success criteria against which they will be assessed by the teacher. Teachers should make certain that students fully understand all terminology.
(b) to assist students in the process of self-assessment.
Teacher resources
- Websites for graphic organisers (doc,15kb)
- Teacher rubric for idea generation assessment task (doc,47kb) The teacher rubric will be used to provide feedback to students on completion of the task.
- Catering for students with special needs (pdf, 133kb)
- Annotated worksample
Teachers might find it helpful to examine an annotated worksample for the task. They could also share this with students as a model or examplar to help them better understand the success criteria. Further information about worksamples and how to use them can be found at this link.
Preparing students for the task
Activity One: Identifying the key aspects of a design brief
For this task students will already have been presented with, or developed, a design brief that clearly outlines a context, challenge and specifications for the task. Refer them to the Design brief (doc,19kb). Display the brief using an overhead projector.
Ask students to identify the main things to be considered and note these on the overhead transparency in different colours.
Ask them to provide examples of how these key aspects could be developed into criteria or questions that can be used to assess the appropriateness of design ideas.
Write several of these on the board or overhead transparency. For example:
| There must be at least two moving parts. |
| Does the design have two moving parts? |
| At least three materials, including one recycled material must be used. |
| Are there at least three materials? Is at least one of these a recycled material? |
Activity Two: Considering social, ethical and environmental issues
As part of this stage of the process, students should also consider the social, ethical and environmental issues that can affect design.
Discuss what is meant by the social, ethical and environmental issues that can affect the development of design ideas, providing relevant examples. Have students contribute to this as much as possible.
Ask students to form small groups to explore one of these further. Ensure that at least one group is addressing each area. Provide them with a large sheet of paper and markers (or similar) to write with, and ask them to list issues relating to their area that they feel might impact on design. Note that students are likely to find the environmental issues easier to identify than the other areas.
They could pose these as questions. For instance:
| Social | Could the design/design solution help someone? Will it make life easier for someone? Could the design or design solution help people to work together? Will it create any difficulties for any particular group of people? |
| Ethical | Is it a real need, or is it a 'want'? Does the design solution make judgements about a particular group of people? Does the design solution make assumptions about particular aspects of people's lives? Could the design solution offend any particular group of people? |
| Environmental | Does the design/design solution use non-renewable materials or energy source? Could the design/design solution cause pollution of any sort? What is the intended life of the design solution? What will happen to it when people have finished with it? Who will benefit from the design solution? Who will be disadvantaged? |
Ask each group to provide some feedback on these issues. Compile a list of issues/ideas/questions for each area. This could be done on an overhead transparency, flip chart or on a board. Discuss any issues that arise from this.
Activity Three: Generating prior knowledge about the topic or area of the design brief
Have students brainstorm what they know about the topic or area on which the Design brief (doc,19kb) focuses. They could be asked to develop a concept map, spider map or similar graphic to illustrate what they already know. See the resource Websites for graphic organisers (doc,15kb) for assistance with this, if necessary.
Students share these ideas with the class and they are listed on the board.
Activity Four: Investigation
Students carry out an investigation in relation to the design brief.
This investigation could include, for instance:
- developing a survey to find out what a particular group of people think of a product
- searching the Internet to find information related to the context of the brief
- analysing actual products that have some link to the brief
- undertaking materials tests to find out more about the characteristics and uses of specific materials.
Students note what they have learnt from this investigation that will impact on their design ideas. The pro forma Gathering and analysing information worksheet (doc,15kb) can be used by teachers if appropriate.
Activity Five: Communicating design ideas
Revise and teach, where necessary, ways of communicating design ideas. These could include for instance, developing:
- thumb nail sketches
- three-dimensional drawing (pictorial and/or perspective)
- two-dimensional drawing (orthogonal)
- storyboards
- models
- lists
- systems diagrams
- concept maps
- rendering
- CAD or other drawing software
- annotations.
Select the most appropriate techniques for the design brief that have been posed. Explain each technique, providing examples. Where possible display examples in the classroom. Have students undertake a quick exercise using each technique. Ensure that the exercise is relevant for the focus of the design brief. The level of teaching required will be determined by students' prior experience in communicating ideas.
Activity Six: Identifying the main elements in a production plan
Organise the class into small groups to discuss the main elements needed in a management/production plan, eg:
- the actual activities or steps that will be undertaken
- the materials and components that will be used
- the tools, equipment, software etc that will be used
- the time that will be required
- the budget
- safety issues.
Have small groups list these and then report back to the whole class. Develop a list on the board.
NB: Students could be encouraged to keep a journal in which they document the production processes. This will assist them to accurately evaluate and reflect on the processes on completion of the product.
