BOSTES | Board of Studies Teaching & Educational Standards NSW

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• Technology (Mandatory)
• Work Samples
• Activities
  • Generating design ideas
    • Additional Information
  • Enviro-traveller – Research
  • Enviro-traveller – Development of Storyboard
  • Carried Away
  • Enviro-traveller – Development of Animation
  • Investigating and researching materials
  • Action and component plan
  • Designers and their work
  • Enviro-traveller – Class Wiki
  • Enviro-traveller – Evaluation of animation software
• Areas for Assessment

Home
1. Years 7-8
2. Technology (Mandatory)
3. Activities
4. Generating design ideas
5. Additional Information

Additional Information

Guidelines for marking

The following guidelines for marking show one approach to assigning a value to a student’s work. Other approaches may be used that better suit the reporting process of the school. Categories, marks, grades, visual representations or individual comments/notations may all be useful.

Range	A student in this range:
High (8–10)	demonstrates a high level of creativity in a toy design which is suitable for young children accurately sketches and effectively communicates creative and detailed design ideas clearly labels and perceptively describes appropriate factors considered when designing the toy.
Satisfactory (4–7)	demonstrates creativity in a toy design which is suitable for young children sketches and communicates creative design ideas labels and describes some factors considered when designing the toy.
Progressing (1–3)	demonstrates limited creativity in a toy design which is suitable for young children sketches and communicates basic design ideas labels and identifies some factors considered when designing the toy.

Feedback

The teacher will provide written feedback to students. Comments will inform students about such things as:

• the evidence of creativity in the design idea
• their use of techniques to sketch and communicate the design idea
• their understanding of the factors affecting the design of the toy
• the use of techniques when labelling the design work.

Future directions

Through this Activity students have developed skill in generating and communicating design ideas while considering a number of factors affecting design. This learning can be applied in further unit activities and design projects as students develop more complex projects. If evidence suggests that students have experienced difficulty generating creative design ideas that consider the factors affecting design, further teaching and learning may be needed. Further creative thinking activities may be used to assist students to develop innovative designs.