Indicators of progression: Planning for practice

Take photos of key stages of a familiar process such as making toast, and get students to organise them in order.

Have students order the photos so that the key stages are in the sequence in which they were undertaken (either for their own practice or an observed practice of someone else).

Have students order photos or digital images so that the resources are in the sequence in which the process or practice took place.

Have students describe or draw pictures to explain the practice they undertook and the resources they used in this practice.

Flow chart template with broad categories of the steps to go through to produce a technological outcome.

Students to complete a flow chart template describing and drawing each step of the practice that could be undertaken.

Extension: Have some steps missing in the practice and ask students to identify what the step is that is missing and what needs to occur here within the practice.

Flow chart template with the steps identified to produce a technological outcome.

Students complete the template by describing and drawing the resources required to complete each step.

Extension: Have some steps missing in the practice and ask students to identify the missing steps and the resources required to complete the practice.

Game Play – “What comes next?”

First, give students a set of photographs of a sequence of steps undertaken to develop a technological outcome, with steps missing at the end.

Then, ask students to suggest either the next possible step or what the finished outcome would/could be.

After that, repeat the activity — this time with a key step missing in the middle of the sequence. Have students determine what the missing key step is.

Buddy chat
In pairs, students describe what they have done to date and what needs to be done next.

Encourage students to listen and ask questions such as the following.

• Why did you do this?
• How did it help you?
• What will you do next?
• What resources will you need?

Flow chart template with the key stages identified to produce a technological outcome.

Students complete the template by describing and drawing the resources required to complete each key stage.

Extension
Have some key stages missing in the practice and ask students to identify what the stage is that is missing and the resources that are required to complete it.

Identify key stages in someone else’s technological practice.

Provide students with a description (video, photos and/or incomplete flow chart) of the key stages of technological practice used to develop a technological outcome. 

Students to:

• identify the key stages and sequence that occurred (video)
• order these into the sequence that would enable the technological outcome to be developed (photos)
• identify the next key stages to complete the technological outcome (incomplete flow chart.

Students explain the consequences if a particular key stage was not undertaken within the practice used to develop the technological outcome and/or if a resource was not used.

Buddy chat
Students talk/discuss in pairs.

Review photos of other student’s previous technological practice and identify the key stages they followed.

Identify the resources that were used and record these on blank cards beside the appropriate photos. Sequence the photos and resources in the order that they would have occurred within technological practice. Note: this can be used as a class planning tool that is placed on the wall to inform students in their own undertaking of technological practice.

Students in pairs use dice with questions to identify what they need to consider.

Use teacher-created dice with questions that are specific to the teaching programme or get students to create their own questions for each other.

Possible questions follow.

• What key stages have I done so far?
• What key stages do I still need to do?
• How have my key stages changed?
• How can I manage my time better?
• What changes have I made to my outcome/planning?
• What resources have I used so far?
• What resources will I need next?
• How can I manage my resources better?
• People resources: Who can help me?

In groups, students revisit a previous planning tool they have used and discuss the usefulness of this tool as a means of recording and informing the practice that was undertaken.

Encourage students to reflect on such things as the actual time it took to complete each key stage of the practice, how useful the planning was in informing the next stage of practice and so on.

Use planning tools to plan overall practice and structure key stages, base this planning on knowledge gained from undertaking previous planning actions.

Students are encouraged to reflect on the tools that worked well and those that did not from their previous planning practice. Students use the understandings gained to inform the selection of planning tools for the next practice.

Teacher questions students/groups about the list of resources they have identified as needing in order to undertake technological practice to develop a technological outcome, the next set of key stages and how time will be managed.

Question students or groups about their identified resources in terms of:

• when (what stage of their practice) they will require the resource(s )
• if they have the appropriate level of knowledge and skill to use the resource and if not how they will access it
• if the resource identified is the most appropriate to complete this key stage of their practice
• what will happen to the resources once the key stage is finished 
• how much time is required to complete a stage
• implications of time taken to complete a stage in the overall management of the time allowed to develop the technological outcome.

Students to sequence photos of someone else’s (senior students and/or practising technologists) technological practice that was undertaken to develop a technological outcome.

Note: Each photo represents a key stage in the development of the technological outcome.

Beside each photo students to identify the:

• resources that were necessary to enable the stage to be completed
• aspects that needed management such as safety, storage, resources requiring handling in a specific way, disposal of waste, other
• likely time required to complete each stage
• likely overall time taken to complete the technological outcome.

Analyse own and others use of planning tools to inform the selection of

tools best suited for their use

Revisit a previous planning tool students have used and discuss the usefulness of this tool to record the practice undertaken.

Students reflect on such things as the actual time taken to complete each key stage of the practice, how useful the planning was in informing the next stage, and so on.

Analyse a selection of planning tools used by others (senior students and/ or practising technologists) to see the consistencies and differences between them.

Students to identify:

• similarities and differences between the planning tools used
• where within the practice they were used
• how the tools were used to inform the practice undertaken.

Progress review points/managing resources trials.

Split class into groups, all groups to create an outcome (such as origami) using technological practice within one lesson. 

Some groups have insufficient resources, time, people.

Group A has only one final review point. Group B has maybe two progress review points. Group C has several progress review points. Some progress review points that they have are however purposefully placed in the wrong places.

Students discuss and reflect on the outcomes achieved by each group and what assisted or hindered the attaining a quality outcome.

Teacher-led example of how to use planning tools to plan overall practice, structure key stages, and manage time and resources.

Base this planning on knowledge gained from undertaking previous planning actions.

Encourage students to reflect on and discuss what worked well and what did not for their previous planning practice. Encourage students to use linking words in their discussions such as because, therefore.

Use understandings developed from this activity to inform the next planning step.

Photos of different stages of the development of a technological outcome compared to available planning tools.

Provide students with a selection of photos of different stages of the development of a technological outcome. For example, stages could be mixing and blending of ingredients for a muffin or identifying type and style of garment suitable to be worn at an identified special event.

Also, supply them with a range of planning tools.

Have students match the outcome/stage onto an appropriate planning tool and justify their choice. Teacher questioning will ensure deeper thinking through using the Three Storey Intellect or Bloom's Taxonomy.

The teacher questions students about the list of resources they will need to organise in order to undertake technological practice to develop an outcome and the time it will take to complete each key stage.

Question students about such things as the following.

• What are the key stages required to develop their outcome?
• The appropriateness of the identified resources for each key stage.
• How will they manage the resources during their practice to maximise the efficiency of practice and achieve the desired outcome?
• When will they need to access the resource(s) for each stage
• What will happen to the resource(s) once the key stage is finished?
• What time has been allowed for each key stage?

Focus students on creating "fertile" questions that allow a critical analysis to be undertaken.

Now move on to critical analysis of planning practices. Model this with a case study of someone else's practice, including their use of planning tools. Start with a past/present students work or a Technology Online student showcase. What planning/practices might they have used? Use these points as a class to create focussed questions in which to approach the critical analysis of a case study.

• What overall planning and project management tools were used?
• How did these tools ensure fitness for purpose of their (own) outcomes?
• What strategies were used to gain access to stakeholder feedback?
• What resource management techniques were used and how are they planned for?

Students to add to this list of focus questions. (Ideally, the above activity is to be done first.)

Provide students with a variety of scenarios (contexts) which they can critically evaluate to identify issues that provide opportunities for the undertaking of technological practice. Students undertake feasibility studies on these issues and determine the likely technological practice and key stages required to develop an outcome that addresses the issue.

Encourage students to use linking language when justifying aspects of their planning practice. Such words could inclde as a result of, because, therefore.

Refer to Effective Literacy Strategies in years 9-13.

Students to critically evaluate:

• the practice of others to determine how well they managed resources within the physical and environmental location in which they were used
• their own past practices to determine how well they managed resources within the physical and environmental location in which they were used.

Critically analyse others (practising technologist and/or student) project management practices through evaluation of case studies and/or their actual practice as observed/presented.

Critically evaluate the practice of others focusing on such things as: 

• the planning and project management tools they used
• the planning they undertook to enable the fitness for purpose of the outcome developed to be verified
• the management practices they used to ensure valid stakeholder feedback was accessed
• the planning tools they used to manage the efficient use of resources.

Include in this critical analysis a comparison with the student’s own practice

Develop planning practices

Use roles in group situations – either the real project or a simulated one-off.

Each student has a different role, such as project manager, resource manager, timekeeper, researcher, construction manager.

Answer questions such as these.

• What personal qualities does each role require?
• How successful was each student in fulfilling their role?
• What part does each role play in the overall success of the technological practice undertaken?

Have students reflect on how these roles are accounted for/undertaken in their own planning practice when developing technological outcomes?

Use of physical and virtual planning tools, and project management practices.

Focus on encouraging students to project and substantiate their judgments about the success or otherwise of the expected outcomes when they are placed in their intended physical and social environment, using physical or virtual planning tools.

Literacy development – using linking words to provide justifications.

Encourage students to use linking language such as as a result of, because, therefore.

Refer to Effective Literacy Strategies in years 9-13 for further examples.

Project schedules are suitable for determining a suitable context and issue, and establishing the practice to be undertaken to develop a resulting technological outcome.

Explore the potential project schedule using:

• mind mapping tools
• graphic organisers
• compare and contrast.

Focus on answering questions such as these.

• Is the project schedule likely to enable a technological outcome to be developed that is fit for purpose for the physical and social environment in which it will be placed?
• What constraints (political, social, moral, ethical, economic) will likely impact on the technological practice undertaken to develop a technological outcome, and the outcomes themselves?
• Is the project schedule informed by critical analysis of existing project management?

What is meant by efficient and effective?

Define efficient and effective.

What do efficiency and effectiveness look like in technology?

How does the need for these two things (efficient and effective) affect project management?

Evaluate efficiency and effectiveness in a practising technologists practice – compare and contrast the fitness for purpose of the technological outcome(s) they produced with the resources (including time, waste, use of stakeholder feedback) they use.

• Efficiency Competition to model what efficiency is.

Students in groups, each group has the same resources, time and instructions and so on to create a one-off product. Students plan before the task what they could do to ensure efficiency (for example, use minimum resources/use mock-ups and patterns to ensure efficient use of materials).

Evaluate the success of planning practice against the quality of the one-off product they create (its fitness for purpose).

• Effective Competition to model what effectiveness is.

Students in groups, each group has the same resources, time and instructions and so on to create a one-off product. Students plan before the task what they could do to ensure effectiveness (for example how effective the product operates/functions).

Evaluate the success of planning practice against the quality of the one-off product they create (its fitness for purpose).

Manage the project to provide evidence of the coordination of goals, planning tools, resources

and progress review points and justify planning decisions.

Strategies for future projection – use of creative thinking strategies.

Examples include:

• "What if" questions
• inquiry learning strategies
• organisations of think tanks
• Secondary Futures resource
• Six Thinking Hats — a thinking process that helps people be focused, mindful, and productive. Also allows users to think and understand from different perspectives.