Note: This standard is derived from the learning objective Outcome Development and Evaluation TP 7-3 so these key messages need to be read in conjunction with the material for Outcome Development and Evaluation TP 7-3.
This standard involves developing a conceptual design for an outcome. The starting point is a brief. The brief may be provided by the teacher or developed by the student. The brief must include the purpose and probable attributes of the outcome. The brief must allow for a range of outcomes. If the brief is developed by the student this may be part of a larger project where the student is assessed on brief development using AS91354 – in that case, students need to start by choosing their own issue. However, as stated above, this is not a requirement for this standard and students can be provided with a brief if this is desired.
It is possible to use both outcome development and evaluation standards (that is, AS91356 and AS91357) in one project, or equally, just choose one of the two standards as a focus for assessment. If students are submitting evidence for both these standards there must be a clear "line in the sand" between the two; that is, this is the evidence of the development process up to the conceptual design stage, and then this is the evidence of the development from that point on to make and trial the prototype.
There is no requirement within the Develop a conceptual design for an outcome (AS91356) standard that students actually produce the outcome. They may go on within their practice to produce the outcome but they do not need to. As the conceptual design for an outcome is the end point in this standard it is important that students understand that a conceptual design for an outcome is more than just some design ideas. A conceptual design should clearly communicate the proposed technological outcome in terms of how the outcome would look and function. There needs to be sufficient detail in the conceptual design to be able to evaluate the potential fitness for purpose of the outcome in relation to the brief.
Conceptual designs can be presented using a variety of techniques, which may include but are not limited to: freehand sketches, diagrams, technical drawings, scale models, computer simulations, written descriptions, details of materials, and components and/or assembly instructions.
At achieved level, students need to provide evidence of the process followed to develop a conceptual design for an outcome, this involves:
At this curriculum level, students should be putting more emphasis (than at level 6) on the evaluations they carry out and the explanations they give.
Functional modelling is required as part of the evidence of the development process. Functional modelling is used to explore and evaluate developing design ideas and conceptual designs.
Potential fitness for purpose refers to the likelihood of the outcome addressing the brief. Note: As this standard is about developing a conceptual design for an outcome, the "actual" fitness for purpose cannot be determined (as the outcome has not been made yet), and hence the term "potential" fitness for purpose is used. The potential fitness for purpose is determined once the conceptual design for the outcome has been developed rather than too early on in the development process. Feedback from stakeholders about potential fitness for purpose can be part of the evidence of potential fitness for purpose, but students should not rely on stakeholder feedback entirely for their evidence of potential fitness for purpose. Students should provide their own analysis of the potential fitness for purpose of the proposed outcome in relation to the brief.
At higher grades there needs to be evidence of using the results from ongoing exploration and evaluation of design ideas, and ongoing use of research and functional modelling including stakeholder feedback to inform the development of the conceptual design for the outcome. There should be evidence of a refined conceptual design for an outcome that has been developed as a result of this ongoing work. There should also be increased sophistication in the student’s evidence in terms of synthesising evidence and substantiating decisions.
The teacher provides opportunities for students to develop evidence for the standard by:
Teachers and students should be familiar with Safety in Technology Education: A Guidance Manual for New Zealand Schools and the implications of the relevant sections when it comes to any practical work associated with functional modelling or testing.
Last updated March 8, 2022