TP 1.1 Students gather knowledge, ideas and data from familiar environments and consider how they will use this information to meet design challenges.		TP 1.2 Students generate design ideas and communicate these through experimentation, play and pictures.
Students know that knowledge, ideas and data are: · gathered from familiar environments · used in meeting design challenges. Students gather knowledge, ideas and data as they: · discuss and question – how and why family and friends use products – the function or design of products - toys with which to play - clothes to wear — consider why we have clothes of various designs such as rain coats, jumpers, sun hats - play equipment including the use of safety features – how various products are produced · explore – features and functions of products and clarify how they are used · characteristics of various materials and products by using senses – taste — food; touch — textiles · interact with products in meaningful ways – participate in structured socio-dramatic and/or exploratory play – examine handling collections – manipulate materials used to create products. Students consider how knowledge, ideas and data are used to meet design challenges as they: · describe, discuss and record how products meet needs and wants – categorise products and the needs and wants they meet by listing products from magazines and books – record needs and wants that may exist in some contexts and discuss ideas they gather about different products that could be used in these contexts · draw or illustrate, and label, information gathered – pictures of the designs of products they have observed · make charts that record existing ways of meeting a design challenge.		Students know that: · design ideas can be generated in different ways · design ideas can be communicated in different ways. Students generate and communicate design ideas as they: · use strategies that may meet needs and wants – work in small groups to brainstorm various design ideas for a product – come up with new or novel products – draw what the product may look like · experiment with ways of recording and communicating their own design ideas – make models using blocks, clay or playdough – create pictures or pictorial representations of finished product – present oral descriptions of what a product may do or how it works – roleplay how a product may work or may be used – make approximations of design ideas by arranging objects, materials or props · look at ways other people communicate design ideas – 2D representations including pictures, drawings, illustrations, photographs or plans - plans of buildings - pictures or photographs of products - diagrams of how to assemble a toy – 3D representations including dioramas or models - museum exhibits - prototypes — working models of products – written or verbal descriptions including reports, recounts or labels - recipes for preparing food - story books - Technology project folios – combinations of these - pictorial and written directions to make a toy - annotations/labels on drawings.
TP 1.3 Students make products that are meaningful to them, and describe their production procedures.		TP 1.4 Students express thoughts and opinions to evaluate their own and others’ design ideas and products.
Students know that: · products can be made · production procedures can be described. Students make products meaningful to them as they: · create – products that meet a need or want - invent something and explain how it can be used – products to be used in a real or imaginary sense - make a platform in the block area so they can view the tigers in the jungle – products to serve a particular purpose - prepare food designed for a class morning tea · develop their ideas into products – process materials – manipulate information – develop systems – make artefacts – construct an environment – provide a service. Students describe their production procedure as they: · examine, consider and identify – the use of different production procedures for different effects - cut paper, join paper, strengthen paper – the selection of production procedures - appropriate production procedures for joining different materials such as using glue to join paper and wood instead of nails – management issues related to - materials - people - environments · record in Technology project folios – design ideas for different products – processes or actions used to develop a product – issues of safety they considered.		Students know that: · design ideas and products can be evaluated · evaluation about design ideas and products can be expressed as thoughts and opinions. Students evaluate design ideas and products by expressing thoughts and opinions as they: · answer questions about design ideas and products – What is it and what does it do? – Why was it made and who might use it? – Does it do what it is meant to do? – How does it sound/taste/smell/feel/look? – What is it made from? – Does it meet a need or want? – What do I think about it? · consider some issues related to appropriateness – aesthetic — Do I like the way it looks? – cultural — Would other groups of people like this? – economic — How much does it cost to make? – environmental — How does it affect the environment? – ethical — What questions can we ask about the effects of this product? Why do people need this? – functional — Does this product do what I want it to do? – social — Would people other than me use this? · make judgments about their own or others’ ideas or products – record thoughts and opinions about design ideas and products in their Technology project folios – share views about different products - artefacts — how well a hat keeps the sun off - systems — the routine for keeping the classroom tidy - processes — borrowing books from the class library - services — transport services in the community - environments — how well the plants grow in a fish tank.
At each level, activities should occur in a range of contexts. Students should consider aspects of appropriateness and management within these activities.
Examples TP1.1 · Students examine and compare the features of different lunch boxes to inform their design ideas when designing a lunch box for an excursion. · Students explore different environments when gathering ideas for a class garden. · Students disassemble old toys to determine how they move and operate. · Students observe different ways to keep food fresh when storing sweets made for the school fete.	Examples TP1.2 · Students set up socio-dramatic play areas such as a restaurant, train station, home area to stimulate discussion about design ideas and design challenges and record their ideas. · Students visualise, draw or make models of design ideas, e.g. block building, bridge and spacecraft. · Students visualise and draw the layout for a garden. · Students make models or use pictures and photographs to share ideas for an invention to help around the house.	Examples TP1.3 · Students prepare products for a class art show. Activities may include: – making displays and recording safety issues about their placement – preparing food for visitors and describing the process involved in its preparation – producing advertising posters and identifying the types of techniques they would need to use to develop the posters. · Students describe the steps involved in producing a booklet to inform visitors about their classroom.	Examples TP 1.4 · Students share views about features of playground equipment that they encountered on an excursion. · Students discuss appropriateness of design ideas and products they developed during a unit of work about space. · Students reflect on project folio entries and express their thoughts and feelings about ‘working technologically’. · Students record their reactions to different products by using charts.