SHS1 Design And Communication Technology · Semester 1 Week 17: Design and Realisation

Lesson notes

Learning Objectives

Indicator: 1.1.4.LI.2 - Write a brief to an identified problem

By the end of the lesson, learners can:

State the purpose and key components of a design brief.
Write a clear design brief for a problem identified in the school environment.
Explain how a design brief guides the next steps in the designing process (generating solutions).
Present their group design brief to the class and respond to questions and feedback.
Assess a sample design brief to identify strengths and weaknesses.

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Curriculum details

Strand: Conceptual Drawing (Strand 1)
Sub-strand: Design and Realisation (1.4)
Content standard: 1.1.4.CS.1 - 1.1.4.CS.1 Apply the concept of designing processes in solving problems. 1.1.4.LO.1 Demonstrate understanding of the designing process, write a situation to identify a problem in the home.
Indicator: 1.1.4.LI.2 - Write a brief to an identified problem
Suggested placement: Semester 1, Week 17 (Week 17 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 35

Exemplars (from the NaCCA curriculum)

Experiential learning, Group work/ Collaborative learning: In mixed-ability groups of no more than five learners, learners walk around and observe the school environment to identify potential problems that need solutions.

Talk for learning: Using the same groups assist learners to write design briefs for the identified problems they found in the school environment. Let learners present their design briefs to the whole class for discussion.

Assessment (1.1.4.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.

Teaching and Learning Materials:
- Models
- Charts
- reference books
- access to internet
- LCD Projector