Learning area: Technology
Level: Years 7 and 8
Idea generation
1 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 completed assessment task is expected to demonstrate the following qualities:
- 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
- ability to select or develop a final design idea and justify selection
- ability to clearly and effectively communicate design ideas using relevant communication techniques
- ability to develop a clear, comprehensive and logically sequenced production/management plan (optional aspect of the task).
2 Links with State and Territory curriculum
3 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).
4 Teacher preparation
Download the relevant materials and information for the chosen assessment task:
Student resources
Teacher resources
Teachers might find it helpful to examine an annotated worksample for the task. Further information about worksamples and how to use them can be found at this link.
5 Scaffolding: Preparing students for the task
Activity One: Identifying the key aspects of a design brief
For this task the 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. 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:
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There must be at least two moving parts. |
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Does the design have two moving parts? |
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At least three materials, including one recycled material must be used. |
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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?
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| 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 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 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 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 the 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.
6 The task
There are five parts to the task:
- Students list five key areas of consideration or priorities for the design brief. They note these on the Design brief and developing criteria worksheet provided. From these they develop five criteria or questions that can be used to assess the suitability of the design ideas they will develop. At least one question should relate to social, ethical or environmental considerations.
- Students reflect on the investigation they have undertaken in relation to the brief and explain what they have learnt from it that will impact on their design ideas. They use the Gathering and analysing information worksheet provided for this.
- They then generate at least three ideas that will address the brief. Ideas need to clearly address the key areas of consideration. Students can choose the most appropriate method for communicating ideas. Methods could include (but should not be not restricted to):
- 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.
Remind them that they need to be able to provide enough information in the ideas for the assessor to see that the brief has been addressed. Have them number their design ideas.
- Students use the design brief and questions sheet to analyse whether their design ideas address the design brief. Using this as the basis for making decisions about the suitability of their design ideas they then refine their ideas until they have an option for which they are happy to develop a management/production plan. They clearly indicate which option this is. Encourage them to discuss their design ideas with their peers and teacher to gather feedback on ways in which they can be refined.
- Students develop a simple procedural/production plan as a guide for making the product. The plan needs to include:
- task
- materials and components
- tools, equipment, software
- time
- any safety considerations.
7 Professional advice
Teachers could use the following diagnostic grid to record student performance on each of the expected qualities, thus obtaining a snapshot of those areas in which students will need further instruction. The teaching and learning activities that follow the grid are also related to each of the expected qualities and suggest some ways in which teachers could consolidate or extend performance. Click here to view how the grid could be completed.
Teaching and learning activities linked to the expected qualities listed in the rubrics, and in the diagnostic grid, can be found at the following links:
Teaching and learning activities: Ability to identify key aspects of the design brief and develop appropriate criteria for evaluating design ideas
Teaching and learning activities: Ability to describe the findings of the investigation and explain how it will help to inform design ideas
Teaching and learning activities: Ability to generate ideas to address the design brief
Teaching and learning activities: Ability to assess the suitability of the design ideas by applying the appropriate design criteria developed
Teaching and learning activities: Ability to select or develop a final design idea and justify selection
Teaching and learning activities: Ability to clearly and effectively communicate design ideas using relevant communication techniques
Teaching and learning activities: Ability to develop a clear, comprehensive and logically sequenced production plan
Teaching and learning activities
Ability to identify key aspects of the design brief and develop appropriate criteria for evaluating design ideas
- If students performed at a low level on this aspect of the task, provide them with opportunities to identify key aspects of a range of different briefs. This could be done individually and then individuals share and discuss their findings with one or more people, explaining why they identified particular aspects, and/or once aspects of the brief have been identified they work in pairs to consider what sorts of questions (criteria) could be developed to reflect a key aspect of the brief.
- If students performed at a high level on this aspect of the task, ask them to identify which key aspects they think are the most important in terms of design (eg design priorities) and explain why.
Teaching and learning activities
Ability to describe the findings of the investigation and explain how it will help to inform design ideas
- If students performed at a low level on this aspect of the task, have them choose an area they are interested in to investigate. Ask them to use one source and then identify three main things that they found out.
- If students performed at a high level on this aspect of the task, have them identify one particular point or area that they identified that would have an impact on design ideas and explore this area further by using a new or different source.
Teaching and learning activities
Ability to generate ideas to address the design brief
- If students performed at a low level on this aspect of the task, provide them with opportunities to generate ideas in response to a challenge. Challenges can be fun and they do not need to be followed through to realisation. Therefore they can be fanciful, with the main focus being on idea development, rather than their practical application. Students could be allowed to choose the medium they wish to use to generate ideas.
- If students performed at a high level on this aspect of the task, they could be given a new variable or constraint to incorporate into their design ideas.
Teaching and learning activities
Ability to assess the suitability of the design ideas by applying the appropriate design criteria developed
- If students performed at a low level on this aspect of the task, have them develop criteria for one or more new briefs. They do this individually initially and then share with one or more peers. Students compare criteria and then negotiate until the pair/group has established criteria that they are both/all happy with.
- If students performed at a high level on this aspect of the task, have them develop additional criteria to address the same brief and/or develop a set of criteria that can be used to have someone else (eg a client, observer, peer) evaluate the product and processes and/or have them develop a survey that relates to one or more social, ethical and/or environmental issue. They use this to ask students in other classes about the suitability of their design option/s in terms of the issues/identified.
Teaching and learning activities
Ability to select or develop a final design idea and justify selection
- If students performed at a low level, provide opportunities for students to analyse and provide feedback on each others' work. They could be provided a sheet with the established criteria, check their peers' ideas against the criteria and then provide feedback to their peer about ways in which the idea could be modified to better address the design brief. Ensure that they are asked to justify their suggestions.
- If students performed at a high level, have them develop several new criteria and consider the impact that these would have on their product. They then note ways in which they could modify their product to address these new criteria.
Teaching and learning activities
Ability to clearly and effectively communicate design ideas using relevant communication techniques
- If students performed at a low level, provide opportunities for them to develop skills in communicating ideas using a range of communication techniques and media. Students could be given an actual product and they draw it using a range of techniques. Initially products could be quite simple in shape. As students become more confident the products can become more complex.
- If students performed at a high level, have them communicate their final design idea in several ways. For instance, if they have already completed a rendered drawing they could:
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develop a two-dimensional representation of their idea, and possibly render the 2D drawing and/or |
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| render using a new medium or several mediums and/or |
| (c) |
| develop a sectional drawing and/or |
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prepare an accurate scale drawing. |
Teaching and learning activities
Ability to develop a clear, comprehensive and logically sequenced production plan
- If students performed at a low level on this aspect of the task, encourage them to review their plan and add additional information and/or rearrange the information provided in it. This can be done as a cut and paste (or electronically). Have them highlight in a different colour the information that they added later.
- If students performed at a high level on this aspect of the task, have them prepare a summary of all the materials/components required, including the quantity of each. They could also prepare a costing list of all the materials/components required.
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