TP 2.1 Students organise knowledge, ideas and data about how needs and wants might be met and use this information when meeting design challenges.		TP 2.2 Students generate design ideas, acknowledge the design ideas of others and communicate their design ideas using annotated drawings that identify basic design features.
Students know that knowledge, ideas and data can be: · organised · used to meed design challenges. Students organise knowledge, ideas and use data to meet design challenges as they: · record investigations using – written or pictorial records - in a Technology project folio - storing it to disk - making a chart, table - photographs, pictures, drawings, video – samples of products or processes investigated – samples of different materials · categorise products, processes, techniques and ideas – make charts that classify different processes for joining – sequence pictures or diagrams of how techniques could be carried out – sort materials in a handling collection according to selected characteristics – list features of products that make them useful for a specific purpose – list needs or wants and how they may be met – compare different products that meet the same need or want and give reasons for similarities and differences · use information – drawing on ideas to develop concept maps or flowcharts – referring to procedures or processes – discussing alternatives and ideas.		Students know that: · basic features of design ideas need to be identified and described · other people may have similar or different design ideas from their own. Students communicate and acknowledge design ideas as they: – draw 2D representations of their design ideas, usually using one view – a top view of their ideas for cake decorations – front or back view of clothing – a side view of what their boat would look like · annotate the drawings to identify basic features and their purposes – label a view of a cake to indicate colour of icing, decorations, candles – label a front or back view of a T-shirt to identify the collar, colour, logo – label a view of a boat to identify the mast, rudder, engine · acknowledge the design ideas of others – view demonstrations of design ideas by peers – listen to peers explaining their design ideas about a model boat for the class boat race – examine drawings or series of plans prepared by professionals – share and compare their own design ideas with others in a group · generate and record design ideas – use concept maps or bubble charts to record ideas – make lists/tables – use creative thinking skills such as de Bono’s Six Thinking Hats and CoRT thinking skills – predict how some products may change in the future.
TP 2.3 Students identify, sequence and follow production procedures to make products of their own design.		TP 2.4 Students consider initial design ideas with final products and give reasons for similarities and differences.
Students know that: · production procedures can be identified and sequenced · production procedures can be followed. Students identify and sequence production procedures as they: · ask questions of an adult, or more experienced peer, about what production methods to use · watch someone modelling a production process and try to incorporate it into their own production procedures · select a sequence of steps to develop a product of their own design · explain why a production process has been selected – suitability to the task – prior experience with a material or process – trial and error – limitations of available equipment and materials · document production procedures in their Technology project folios. Students follow production procedures to make products of their own design as they: · follow a simple step-by-step production process – join materials - when making a mask for a play using collage materials - when making a pot-plant holder using wood – cut and past images in a drawing program - when making a card in a computer program - when making an advertisement for the class play – follow written, oral and diagrammatical instructions - to prepare a growing area for the class garden - to prepare food for morning tea.		Students know that: · initial ideas and final products can be compared · reasons can be given to explain similarities and differences. Students consider design ideas and products as they: · compare design ideas and products – identify similarities and differences between features – of a design idea and the resulting product – try out or test a product to assess how well it meets the intended purpose - Does the fruit drink taste sweet enough? - Does the storage system keep the room tidier? - Does the poster communicate the message clearly? – describe the process of developing a design idea into a product – match the features of a design idea with features of a product. Students give reasons for similarities and differences as they: · explain why changes to initial design concepts may have taken place – analyse the function or appropriateness of a product and describe how or why it may have been changed - identify some of the strengths and weaknesses of a design idea, product or process - identify constraints in resources, processes, techniques or skills – identify the benefits of making changes to ideas or maintaining original proposals – exchange views with peers about products they have generated or design ideas they have had - write a short report or make a photo story.
At each level, activities should occur in a range of contexts. Students should consider aspects of appropriateness and management within these activities.
Examples TP2.1 · Students visit a local restaurant to observe and record some of the systems and products used in food preparation to inform their designs in setting up a class restaurant. · Students compare the features of different buildings to determine how they meet peoples’ needs and wants and use this data to inform the design of a tree house. · Students compare samples of different materials in a handling collection to determine the most appropriate materials when designing a backpack for an excursion.	Examples TP2.2 · Teachers model the drawing of a plan of a room using design ideas generated by students. · Students use blocks to generate the layout of a bus for the play area, and draw the layout with chalk in the playground. · Students draw or sketch the main features of an insect trap. · Students present an illustration of the main features of a cubby house they have designed and seek others’ ideas to add to it. · Students use 3D embossed drawings to communicate ideas for blind students.	Examples TP2.3 · Students identify and follow a production process for making a mask that could be used in a cultural story or tale. · Students follow their design plan to make a card for a friend using a publishing program on a computer. · Students identify, describe and carry out cutting and joining procedures to make costumes for a fancy dress ball.	Examples TP2.4 · Students report on tests of materials selected for an unsinkable boat and describe how these tests led to changes in their initial design ideas. · Students keep Technology project folios about the development of a frog pond and use it to compare similarities and differences between initial design ideas and products, including changes they make along the way.