technologies to shape representations. combination of audio/video elements to deliver meaning to an identified context and purpose. Year 10 Guidelines: Technology Ways of working Students are able to: investigate and analyse products, processes or services in response to design challenges or problems design solutions to challenges or problems, considering appropriateness, purpose and constraints, including budgets and timelines develop and use production plans to manage and refine procedures, using suitable techniques and tools, to make quality-controlled products, processes or services use safe and ethical practices relevant to specific contexts create products, processes or services to meet challenges or problems by manipulating or processing resources (information, materials and systems) communicate design solutions in response to challenges or problems using suitable modes and genres for presenting technical ideas and design concepts for a given audience and purpose use evaluation throughout the design and production process to validate and refine the effectiveness of solutions to challenges or problems analyse and evaluate the ethics and impacts of products, processes and services on local and global communities and environments reflect on learning, applying new understandings of technological processes to wider contexts. Knowledge and understanding Year 10 Guidelines: Technology Examples Products, processes and services Individual characteristics of different technological resources (information, materials or systems) will decide how they are applied in products, processes or services that have been designed to meet a challenge. Information different forms that can be collected, analysed and organised. Examples may include: numerical and graphical data organised into databases client surveys and consumer behaviour trends analysed to identify needs and then used to develop the design solutions. Materials have characteristics which are compared, contrasted and selected to meet detailed specifications and production standards. Examples may include: adaptive technologies and development of effective and innovative interfaces for target groups.
Design are represented by specialist forms of technical communication. Impacts and consequences Decisions made about the design, development and use of technology are based on that technology’s probable impact on people, their communities and environments at local and global levels. New products and technologies are designed and developed to meet changing needs. develop and use production plans to manage and refine procedures, using suitable techniques and tools, to make quality-controlled products, processes or services use safe and ethical practices relevant to specific contexts create products, processes or services to meet challenges or problems by manipulating or processing resources (information, materials and systems) communicate design solutions in response to challenges or problems using suitable modes and genres for presenting technical ideas and design concepts for a given audience and purpose use evaluation throughout the design and production process to validate and refine the effectiveness of solutions to challenges or problems analyse and evaluate the ethics and impacts of products, processes and services on local and global communities and environments reflect on learning, applying new understandings of technological processes to wider contexts. Year 8 Year 9 Year 10 Identified curriculum Constructed using the identified curriculum from the Technology Essential Learnings by the end of Year 9 Constructed using the identified curriculum from the Year 10 Guidelines: Technology Design Problem identification You have been asked to develop a webpage to attach to the school website. Your school principal has asked you for a new structure and design for the school website. Your school principal has asked you to develop a section on the school website that allows local businesses to advertise their products/services. Solution specification Design and develop a personal webpage using rapid-development tools. Design and develop a school webpage using website design templates. Design and develop a section on the school website for business advertising, using relevant scripting language.
Develop Implementation and testing the different technologies surrounding web design. the basic linear nature of printed material, and the dynamic nature of webpages. features of good webpage design. suitable subjects for the webpage, and the range of audiences that the page could be produced for. and draft a design of the webpage. Use a rapid webpage development tool to create a personal webpage. Use a flowchart to show how websites are structured and linked. Produce a mind map that considers subjects, contents and audience. Draft sketches of the new website. Examine different uses and structures of webpage design templates. Create the website for the school using webpage design templates. Interview the principal to determine needs and wants, criteria and requirements. Consider and discuss the ethics involved in the construction of a website. Examine management, e.g. file and folder organisation. Draft and annotate sketches of the new website. Examine different scripting language and their uses in web design. Create the website using relevant scripting language. Evaluate Student evaluation Evaluate the suitability of the webpage against the design brief. Reflect on the impact of the product on improved storage practices at home. Evaluate the suitability of the webpage against the design brief and suggest improvements. Reflect on the impact of the website on people, their communities and the environment. Evaluate the suitability of the website against the design brief and the usability of the product by the targeted client. Reflect on the ethics and impacts of the website on local communities and environments. Example 2: databases Technology ELs by the end of Year 9 Knowledge and understanding Ways of working Information, materials and systems (resources) Resources originate from different sources, exist in various forms and are manipulated to meet Students are able to: investigate and analyse specifications, standards and constraints in the development of design ideas
specifications and standards to make products. Characteristics of resources are compared, contrasted and selected to meet detailed specifications and predetermined standards of production to best suit the user. Techniques and tools are selected, controlled and managed to manipulate or process resources to meet detailed specifications and predetermined standards of production. consult, negotiate and ethical principles and cultural protocols to investigate, design and make products generate and evaluate design ideas and communicate research, design options, budget and timelines in design proposals select resources, techniques and tools to make products that meet detailed specifications plan, manage and refine production procedures for efficiency make products to meet detailed specifications by manipulating or processing resources identify, apply and justify workplace health and safety practices evaluate the suitability of products and processes against criteria and recommend improvements reflect on and analyse the impacts of products and processes on people, their communities and environments reflect on learning, apply new understandings and justify future applications. Year 10 Guidelines: Technology Knowledge and understanding Ways of working Products, processes and services Individual characteristics of different technological resources (information, materials or systems) will decide how they are applied in products, processes or services that have been designed to meet a challenge. Information takes different forms that can be collected, analysed and organised. Systems incorporate multiple processes that work together to meet challenges and can be managed with tools. Techniques and tools Techniques and tools are selected to manipulate resources to meet detailed specifications and predetermined standards, and their characteristics inform the selection for specific tasks. Design ideas are represented by specialist forms of technical communication. Students are able to: investigate and analyse products, processes or services in response to design challenges or problems design solutions to challenges or problems, considering appropriateness, purpose and constraints, including budgets and timelines develop and use production plans to manage and refine procedures, using suitable techniques and tools, to make quality-controlled products, processes or services use safe and ethical practices relevant to specific contexts create products, processes or services to meet challenges or problems by manipulating or processing resources (information, materials and systems) communicate design solutions in response to challenges or problems using suitable modes and genres for presenting technical ideas and design concepts for a given audience and purpose use evaluation throughout the design and production process to validate and refine the effectiveness of solutions to challenges or problems analyse and evaluate the ethics and impacts of products, processes and services on local and global communities and environments reflect on learning, applying new understandings of technological processes to wider contexts. Year 8 Year 9 Year 10
Evaluate Student evaluation Evaluate the suitability of the product against the design brief. Reflect on the impact of the product on improved storage practices at home. Evaluate the suitability of the product against the design brief and suggest improvements. Evaluate the suitability of the product against the design brief and the usability of the product by the targeted client.