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Section 4: Specific Issues in Technology


Exemplification of some attainment targets and terms

Many of the targets and terms uses in the Guidelines for Technology have been exemplified earlier in this guide. Further explanation is given below on what is meant by:

  • design criteria
  • environmental impact
  • communicating graphically.

    Design criteria

    Design criteria are critical to the success of pupils' work when they are proposing solutions to a task. Design criteria permit:
  • clarification of the scope of the need identified in the task
  • pupils to see the range of points required to be addressed through investigative and design work
  • design proposals to be tested against the criteria developed as a means of periodically checking the          suitability of proposed solutions
  • appropriate end-of-task evaluation of what is produced to be linked directly to the initially developed          criteria.

    Design criteria can range from the simple and broad to the detailed and particular. Many tasks require pupils to develop criteria to clarify the need or brief. This is then followed by further development of criteria that are then used to guide investigations and the development of ideas and solutions. For some of the examples of task provided throughout this guide this could mean:
  • toys
              - a hat for a soft toy (p. 12):
              - colour, size and suitability of the material for the summer or winter visit
  • transport
              - road-safety cards (p. 12):
              - size, information to be conveyed, colour, whether images or words are better, suitability of the             materials when used
  • our bodies
              - smart eating (p. 13):
              - taste, appearance, texture, nutritional and health value, costs, ease of making
  • electricity
              - lifting things or people (p. 13):
              - function, safety, size, neatness, ease of use
  • puppets with a purpose (p. 40):
              - visual impact, ease of making, suitability of puppets to convey story, consideration of the audience
  • street jewellery (p. 13):
              - appearance, cost, availability of materials, ease of making, ease of wearing, suitability to the market
  • party food (p. 25):
              - cost, health and nutritional considerations, appearance, hygiene, ease of making, time available,             equipment available
  • smart alarms (p. 44):
              - cost, function, ease of use, ease of fixing, appearance, ease of making in small- and large-scale             production, maintenance, durability.

    Environmental impact

    Throughout the tasks, pupils should consider the environmental and, where appropriate, social impact of suggested ideas and proposed solutions. This could range from simply using materials with the minimum waste to an appraisal of all design ideas in respect of the impact upon the environment (use of natural resources and energy, waste production and other pollutants) and people (in employment, in exploitation or in the quality of people's lives).

    This more advanced treatment is reflected in the Level F target: 'needs and how they are addressed'.

  • Explain how different perceptions of 'needs' and 'lifestyle' can result in conflict that might be caused or resolved by technological activity.

    It also illustrates another Level F target: 'resources and how they are managed'.

  • Give examples of the interplay between the use of materials, the environment and finance.

    Communicating graphically

    Communicating graphically is a means by which pupils will record what they do, their suggestions, what they find out and their decisions. In certain tasks, for instance Street jewellery (p. 13), Food for a party (p. 25) and Smart alarms (p. 44), pupils will develop specific graphic solutions to elements of the overall task, and it is important to develop design criteria for these and other aspects to the tasks. Graphic solutions require pupils to consider which media to use (image, text, illustrations), the best tools to use (pencils, paints, pens, washes, computer-generated graphic solutions) and which techniques to apply (drawing, cutting and pasting, painting, rendering, illustrating, copying, tracing).

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