TP 4.1 Students use consultative methods to gather knowledge, ideas and data when researching alternatives within design challenges.		TP 4.2 Students generate design ideas through consultation and communicate these in detailed design proposals.
Students know that knowledge, ideas and data are: · gathered through various methods of consultation · used to research alternative solutions within a design challenge. Students use consultation to gather knowledge, ideas and data as they: · use a variety of methods to gather information from potential users – interview people with specialised knowledge - architect to seek advice on drawing - chef to seek advice on cooking techniques - Aboriginal Elder regarding cultural issues - nursery worker to seek advice on gardening - more experienced peers about hobbies - school staff with specialised knowledge - community representatives about local issue - potential users to identify constraints – use, for example, interviews, surveys, questionnaires and environmental scans to identify needs and verify information · use resource s that specialists have developed to gather opinions or ideas from other communities – use email or online communities to seek information – gather information from brochures, pamphlets or advertisements – examine existing products to determine how others have met a similar challenge · discuss options and design ideas with interested people – gather opinions about the best designs to meet a design challenge. Students research alternatives within design challenges as they: · compare ideas gathered through consultation – identify options provided by different people – investigate specialised knowledge or techniques – use library facilities to gather ideas from books – search the Internet · identify advantages and/or disadvantages of particular ideas or options.		Students know that: · consultation may be used to generate design ideas · communication of design ideas can be done using detailed design proposals. Students generate ideas through consultation and communicate them as they: · consult with others to generate design ideas – discuss the requirements of a design – discuss sketches of different designs with others – gather opinions about a design proposal – question others about features of design ideas – discuss problems that arise during the design – process with a person with specialised knowledge · develop detailed design proposals that may include – background information about the design challenge, the purpose of their product and its intended users or audience – considerations of appropriateness, contexts and management – a record of consultation processes — sketches and annotated drawings from different views · communicate design ideas using a range of strategies – envisage and sketch possible solutions and alternatives to communicate them – use simple scales in plans and drawings – draw designs from a number of views – represent ideas using techniques or advice that has been gathered through consultation – construct prototypes or large-scale models using, for example, blocks, clay or other construction materials.
TP 4.3 Students identify and make use of the practical expertise of others when following production procedures to make products for specific users.		TP 4.4 Students gather feedback to gauge how well their design ideas and processes meet design challenges and how effectively products meet the needs of specific users.
Students know that: · practical expertise of others can be identified and used when following production procedures · products can be made for specific users. Students identify and make use of the practical expertise of others when following production procedures as they: · consult people with practical expertise to personally develop skills and techniques – ask for guidance in the operation of specialized equipment - seek assistance to use a digital camera – learn a particular skill or technique - learn how to sew a seam when joining fabric · seek assistance from others to extend their ability to complete a task – engage people who work with specialised equipment to safely carry out a particular task - organise a printer to colour print tickets for a school event – engage people with specialised skills to carry out techniques which are beyond their own capability - identify a person in the community who is qualified to safely weld metal for them. Students make products for specific users as they: · negotiate with specific users to enable their requirements to be met – work to clearly defined specifications - refer to production proposals - identify any special features of the product - document and record decisions – provide advice on progress to users - use samples, prototypes or models – seek feedback on progress of production from users - negotiate timelines - check quality – safely manage materials and production processes.		Students know that: · feedback can be gathered · feedback can be used to gauge how well design ideas and processes meet design challenges. Students gather feedback from specific users as they: · conduct surveys · examine questionnaires · use suggestion boxes · conduct interviews · compare products. Students gauge how well processes and products meet design challenges as they: · compare feedback to judge the effectiveness of designs prior to production · consider the opinions of others to assess the effectiveness of designs and products · consider criteria provided by specific users to enable the selection of one design from a range of alternatives based on feedback · survey target groups on the appropriateness of the product · reflect on products and processes by comparing finished products with their original ideas · demonstrate how their ideas evolved into products by pointing out special features and explaining why these features were included · gather feedback by using a product in a real-life situation.
At each level, activities should occur in a range of contexts. Students should consider aspects of appropriateness and management within these activities.
Examples TP 4.1 · Students interview a wildlife ranger to research different designs for a feeder for birds living in the local area. · Students visit websites and discussion lists about hydroponics to research information that will inform the development of a hydroponic garden. · Students analyse advice provided from peers about preferred features for a class web page and identify skills needed to develop these features. · Students collect home improvement pamphlets to identify ways of representing house plans and house design features that are appropriate to particular climates.	Examples TP 4.2 · Students generate ideas for festive decorations by showing sketches of different designs and discussing opinions about proposals. · Students consult with a landscape gardener to assist in developing plans that show appropriate detail when communicating ideas for a rainforest garden. · Students generate ideas about the organisation and activities for the class camp by consulting on a draft program. · Students generate a detailed design proposal for advertising ideas for a school disco.	Examples TP 4.3 · Students seek advice to learn how to authentically decorate kites when making Asian kites for a school fete. · Students organise for a person with a kiln to safely fire clay pots they have designed as a gift for a family member. · Students seek assistance to join components of a stand for a birdfeeder to be placed in the school gardens. · Students organise for colour printing of brochures and posters to inform visitors about fauna in a local area.	Examples TP 4.4 · Students analyse feedback gathered about the effectiveness of a recipe card they have made to evaluate the appropriateness of its content and layout. · Students evaluate the quality of the finish on a wooden toy designed for a young child by comparing their own products with other products produced for similar purposes. · Students distribute a questionnaire about the school camp to see how well the event met the needs of the children who attended.