Years 5 to 8 – Building breadth and depth
In Years 5 to 8 students are able to think conceptually and analytically. They become more complex thinkers who work with increasing independence when designing, planning and making products. They become aware of the impact of design and manufacturing on the wider society and the environment. They recognise that many issues can have an impact on the design of products and systems.
Design briefs become more complex and the contexts for these broaden as students develop the capacity to analyse and conceptualise ideas. While some design briefs will focus on areas that are of personal interest to students, the contexts for others might be beyond students’ immediate environment, including other communities and environments and possibly world contexts.
Students expand their vocabulary in the domain and develop a greater awareness of themselves in a technological world. They show increasing competence in applying the skills they have learnt in previous years in all dimensions of the domain.
In this stage, students develop greater spatial awareness and can represent ideas in two and three dimensions. They apply a range of design elements and principles to enhance their design ideas, and communicate design ideas in a wider variety of ways, including using more advanced drawing techniques, making models, writing lists and menus, creating concept maps and block diagrams, and using computer software. Plans for production become more detailed, with students’ increasing ability to manage time and resources.
By the end of this stage, students are proficient in the use of a range of materials, tools and equipment, have further developed fine motor skills, and have greater physical strength. This allows them to use more complex tools and equipment, including hand and power tools, and to carry out a broader range of production processes.
Students can perform simple risk assessments and make some choices about the appropriateness of tools and equipment for particular purposes. They further develop their understanding of safety issues when working with tools and equipment. Students understand what systems are and can describe in simple terms how some systems work. They begin to develop an understanding of the relationship between energy and systems.
Students further develop skills in testing and reflecting on the function and performance of their products and the processes planned and followed for production. They reflect on their thinking while working through these processes and are able to describe and justify changes made to plans and products. As they develop their ability to recognise and describe strengths and weaknesses, students become more able in suggesting appropriate modifications to improve products and processes.
In Years 5 to 8 students are able to think conceptually and analytically. They become more complex thinkers who work with increasing independence when designing, planning and making products. They become aware of the impact of design and manufacturing on the wider society and the environment. They recognise that many issues can have an impact on the design of products and systems.
Design briefs become more complex and the contexts for these broaden as students develop the capacity to analyse and conceptualise ideas. While some design briefs will focus on areas that are of personal interest to students, the contexts for others might be beyond students’ immediate environment, including other communities and environments and possibly world contexts.
Students expand their vocabulary in the domain and develop a greater awareness of themselves in a technological world. They show increasing competence in applying the skills they have learnt in previous years in all dimensions of the domain.
In this stage, students develop greater spatial awareness and can represent ideas in two and three dimensions. They apply a range of design elements and principles to enhance their design ideas, and communicate design ideas in a wider variety of ways, including using more advanced drawing techniques, making models, writing lists and menus, creating concept maps and block diagrams, and using computer software. Plans for production become more detailed, with students’ increasing ability to manage time and resources.
By the end of this stage, students are proficient in the use of a range of materials, tools and equipment, have further developed fine motor skills, and have greater physical strength. This allows them to use more complex tools and equipment, including hand and power tools, and to carry out a broader range of production processes.
Students can perform simple risk assessments and make some choices about the appropriateness of tools and equipment for particular purposes. They further develop their understanding of safety issues when working with tools and equipment. Students understand what systems are and can describe in simple terms how some systems work. They begin to develop an understanding of the relationship between energy and systems.
Students further develop skills in testing and reflecting on the function and performance of their products and the processes planned and followed for production. They reflect on their thinking while working through these processes and are able to describe and justify changes made to plans and products. As they develop their ability to recognise and describe strengths and weaknesses, students become more able in suggesting appropriate modifications to improve products and processes.
Years 9 to 10 – Developing pathways
Students become discerning, discriminating and independent thinkers at this stage of their learning. As a result, they can discuss the place of design and technology in society as well as describe some of the economic and environmental benefits and implications of product and system design. They further develop critical awareness of design and technology from the perspectives of both consumer and designer.
Design briefs become more complex and challenging, and, as students seek to apply their learning beyond school, they become aware of client- and user-focused design. Students gain confidence and display autonomy and initiative in constructing design briefs. They expand their strategies for exploring ideas that inform their designs, and select appropriate strategies for specific contexts.
They broaden their range of resources for inspiration and their ideas are more varied and innovative. They are able to make informed choices about the suitability of ideas for particular purposes and circumstances.
Students build their expertise and become more specialised in their approach to DCT. They develop knowledge of a greater variety of materials and systems and are able to make decisions about the appropriateness of materials and components for particular products. They become more skilled in using and understanding specific materials and systems.
As students’ spatial awareness is more fully developed they use a range of methods for communicating design ideas, including the use of computer software where possible. They employ both two- and three-dimensional techniques and make judgments about the most effective methods for representing ideas in a given situation. They develop procedural plans to assist in the production process and continue to develop their ability to manage time and resources.
At this stage, students have well-developed fine motor skills and are able to use more complex tools and equipment. They also begin to maintain some of these. They develop further their skills in carrying out risk assessments and identifying possible safety issues. As students develop specialist skills for the technological activities they are engaged in, they become increasingly independent in their use of tools and equipment, and in their ability to make choices about the suitability of particular tools, equipment and components for particular purposes.
Through the design and technology processes and by applying evaluation criteria, students are able to examine and respect a range of perspectives and consider the value of diverse opinions about design and technology. They monitor and evaluate their products, processes and thinking and make decisions about improvements to these. They develop and apply evaluation criteria that enable them to make judgements about the effectiveness of the products and processes, justifying changes made and describing modifications and improvements.
Students become discerning, discriminating and independent thinkers at this stage of their learning. As a result, they can discuss the place of design and technology in society as well as describe some of the economic and environmental benefits and implications of product and system design. They further develop critical awareness of design and technology from the perspectives of both consumer and designer.
Design briefs become more complex and challenging, and, as students seek to apply their learning beyond school, they become aware of client- and user-focused design. Students gain confidence and display autonomy and initiative in constructing design briefs. They expand their strategies for exploring ideas that inform their designs, and select appropriate strategies for specific contexts.
They broaden their range of resources for inspiration and their ideas are more varied and innovative. They are able to make informed choices about the suitability of ideas for particular purposes and circumstances.
Students build their expertise and become more specialised in their approach to DCT. They develop knowledge of a greater variety of materials and systems and are able to make decisions about the appropriateness of materials and components for particular products. They become more skilled in using and understanding specific materials and systems.
As students’ spatial awareness is more fully developed they use a range of methods for communicating design ideas, including the use of computer software where possible. They employ both two- and three-dimensional techniques and make judgments about the most effective methods for representing ideas in a given situation. They develop procedural plans to assist in the production process and continue to develop their ability to manage time and resources.
At this stage, students have well-developed fine motor skills and are able to use more complex tools and equipment. They also begin to maintain some of these. They develop further their skills in carrying out risk assessments and identifying possible safety issues. As students develop specialist skills for the technological activities they are engaged in, they become increasingly independent in their use of tools and equipment, and in their ability to make choices about the suitability of particular tools, equipment and components for particular purposes.
Through the design and technology processes and by applying evaluation criteria, students are able to examine and respect a range of perspectives and consider the value of diverse opinions about design and technology. They monitor and evaluate their products, processes and thinking and make decisions about improvements to these. They develop and apply evaluation criteria that enable them to make judgements about the effectiveness of the products and processes, justifying changes made and describing modifications and improvements.
Product Design Technology - Textiles.
Resources for all year levels.
Videos
Web links
Students work through the design process on a range of topics outlined in the tasks document. Work is collated electronically and a journal/workbook is produced in the final stages of the unit.
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