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 undertaking effective development to make and trial a prototype. The prototype should be developed to satisfy the requirements set out in a brief. The brief may be provided by the teacher or developed by the student. The brief must include a conceptual statement and specifications. The brief must allow for a range of outcomes.
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.
The prototype standard is not just a "make it" standard. The prototype should be developed through technological practice, which means students will need to interact with stakeholders and be actively engaged in decision making that may involve evaluating, trialling, selecting, and testing, as explained further below.
At achieved level, students need to provide evidence of undertaking effective development to make and trial a prototype, this involves:
Students should clearly show why they chose particular materials, components, tools and/or equipment. At this curriculum level, students should put more emphasis (than at level 6) on evaluation of resources during the development and trialling of their prototype. Students will need to use the knowledge they have gained from research, stakeholder feedback, and trialling and testing to inform their development.
Prototyping must occur to gain the standard at any grade. This is the trialling of the prototype to gain evidence for the evaluation of the outcome’s fitness for purpose in its intended physical and social environment.
The fitness for purpose refers to the outcome’s ability to address the brief when situated in its intended location.
The physical environment refers to the place where the final outcome will be situated. The social environment refers to those who will interact with the final outcome.
At higher grades there needs to be evidence of using the results from ongoing testing and stakeholder feedback to inform the making and trialling of the prototype. There should also be increased sophistication in the student’s evidence in terms of synthesising evidence and justifying decisions.
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 practical work associated with making and trialling their prototypes.
Last updated April 8, 2022