TP 3.1 Students examine knowledge, ideas and data from a range of sources and establish the relevance of this information when meeting design challenges.		TP 3.2 Students collaboratively generate design ideas and communicate these using presentations, models and technical terms.
Students know that knowledge, ideas and data: · can be drawn from a range of sources · should be relevant to design challenges. Students examine knowledge, ideas and data from a range of sources as they: · research and draw information from various sources – library, the Internet – people — parents/carers, teachers, community – brochures, magazines – environments — excursions to specific places – products. Students establish the relevance of information to the design challenge: · identify what they need to know in order to undertake or meet the design challenge · identify user requirements and list existing products that meet similar needs · explain how the information gathered is related to the design challenge · annotate the design ideas they have collected with suggestions for using them to meet the design challenge.		Students know that: · design ideas can be collaboratively generated · design ideas can be communicated using presentations, models and technical terms. Students generate design ideas in response to a design challenge as they: · work in groups – brainstorm designs for a classroom of the future – sketch possible designs for a birdfeeder – use CoRT Thinking Skills to evaluate ideas for – revegetating a riverbank. Students communicate design ideas as they: · select from top view, front view and side view in 2D presentations to represent their design ideas and describe major features – in a top-view of a classroom of the future, include symbols for doors, walls and windows – in a side view of a birdfeeder, include measurements in millimetres – draw enlarged sections of key features · make 3D models or prototypes of their design ideas to approximate proportions – use various materials to make a 3D model of their bedroom of the future – use clay and other materials to make a 3D model of how a revegetated riverbank will look, and label or describe special features · use technical terms to describe their intentions and the major features of their designs – describe how their multimedia presentations will work using terms such as animation, transition, effects, font style – use correct terms and symbols to identify measurements, features, processes, tools or equipment - use a symbol for a door in a top-view of a room - identify measurements in millimetres, or appropriate scale.
TP 3.3 Students cooperatively develop and follow production procedures to make products that reflect their design ideas.		TP 3.4 Students test and judge how effectively their own and others’ processes and products meet the design challenge.
Students know that: · production procedures can be developed cooperatively · production procedures can be followed to make products. Students cooperatively develop production procedures as they: · work together to describe and sequence steps they can follow to carry out production – discuss and select ways to work with materials - cut, past, join, save, melt, heat, screw, dig, chop – consider appropriate use of resources - availability, cost, suitability, environmental impacts – consider advice they receive from others about - tools and equipment (how to use a saw or sew with a needle and thread) - the nature of materials, information or systems they are working with – manage safety - use insulated gloves to remove hot things from a stove - finish a product so as to make it safe to use – work efficiently - set timelines and work to them - assign tasks - share resources - recycle waste. Students follow production procedures in order to develop products as they: · ensure that the quality of products are of a standard to meet their needs or the needs of others – follow identified production procedures – modify procedures to suit changing circumstances – monitor the quality of their work or the work of their team · adhere to safety procedures – seek assistance where needed – carry out safety checks.		Students know that: · products and processes can be tested · judgments can be made about the effectiveness of processes and products. Students test processes and products and make judgments as they: · conduct tests and trials on products and processes in real-life and lifelike situations to determine – effectiveness – efficiency – durability – suitability · compare different products that meet the same need or want to determine the most appropriate product · identify requirements or constraints of design challenges and gauge opinions of others to judge how well products meet design challenges – judgments can be made - aesthetic appeal of colour, texture, sound, taste - cost - efficiency - cultural suitability - environmental and social impacts.
At each level, activities should occur in a range of contexts. Students should consider aspects of appropriateness and management within these activities.
Examples TP3.1 · Students visit a pet shop or research online sources of information to determine appropriate environments for fish when developing an aquarium. · Students answer focus questions to investigate a handling collection of hats to identify and discuss appropriate features for a sun-smart hat. · Students use a survey to gather information about the school grounds to assist them to design a system for keeping the school litter free. · Students collaborate with Elders from the local Aboriginal community to prepare a bush tucker menu for a multicultural day.	Examples TP3.2 · Students work in groups to generate and record designs for an enclosure for the class pet and use the designs to communicate size and major features. · Students collaborate with the local landcare group to develop a model for communicating their perceptions of how to revegetate a riverbank. · Students sketch more than one view of a compost system and identify measurements, material and features.	Examples TP3.3 · Students work together to identify the steps, resources and assistance they will need to make a torch for a camping trip. · Students prepare a meal that can be taken to the beach and follow procedures they have developed to make it. · Students design and develop a system to help them keep track of their belongings on a school camp.	Examples TP3.4 · Students record results from taste tests conducted on pizzas to inform judgments about the appropriateness of toppings used. · Students gather opinions about different designs they have developed to advertise a local event and use this information to evaluate the most appropriate design. · Students trial different processes for decorating fabric to select the most appropriate process for applying a Tshirt design. · Students test various pizza boxes to determine which is most effective in keeping a pizza warm.