Design, Creativity and Technology Level 4 (Years 5 and 6)
Learning focus
As students work towards the achievement of Level 4 standards in Design, Creativity and Technology, they contribute to the development of design briefs that include some limitations and specifications by posing questions about and identifying situations, problems, needs and opportunities for the creation of useful products and simple systems. They explore ideas and concepts about design, materials/ingredients and systems, and consider how these can be combined in innovative ways to create solutions; for example, for a model solar boat or a fun park ride.
Individually and in small teams, students develop possible solutions in response to design briefs, using simple mind maps, sketches, plans and annotated drawings, labelled diagrams models and flow charts. They increasingly use information and communications technology tools and techniques to research, develop and communicate ideas. They are encouraged to consciously select preferred options and explain why they have chosen them, referring to materials/ingredients, function and aesthetics.
Students learn to develop step-by-step plans for production and use a variety of production techniques, tools, materials/ingredients (for example, a template for marking a shape to be cut out of fabric or wood, a tape measure, pliers for bending metal wire, a hot-melt glue gun for joining wood or fabric, a hand beater for combining food ingredients, a clamp for holding materials/ingredients to a table, a try square for squaring a piece of wood, secateurs for trimming a plant, a peeler for removing apple skin) and systems components to make products safely. They begin to record their progress using words and images. Students learn to analyse how products and systems function and what they look like, and discuss the meaning of quality in the context of design. They learn to identify evaluation criteria from the design brief and use them to justify design choices. They also use them to think about how well their completed product suits the design situation. They use simple tests to determine the suitability or performance of products and/or technological systems.
Taking into account feedback from peers and teachers, students consider how the product or system they have made, and the processes they have used, could be improved. They also reflect on the impact that products and systems and the uses of materials have on people and the environment.
Standards
Investigating and designing
At Level 4, students contribute to the development of design briefs that include some limitations and specifications. Individually and in teams, they use a range of methods to research and collect data in response to design briefs. They generate and communicate alternative design ideas in response to a design brief and use words, labelled sketches and models, to demonstrate that they are aware of environmental and social constraints.
Students take account of the views of users/consumers and produce step-by-step plans and/or modify recipes for making products and/or simple mechanical/electrical systems. They describe how their intended product will function or be used, and what it will look like in the context of the requirements of the design brief. They identify evaluation criteria from design briefs and use them to justify design choices.
Producing
At Level 4, students use their production plan and select and work safely with a variety of materials/ingredients and systems components to produce functional products and/or systems. They use a range of measuring, marking, joining/combining techniques to alter materials and finishing/presentation methods, and operate tools and equipment competently, showing consideration of safety and hygiene, and record their progress.
Analysing and evaluating
At Level 4, students reflect on their designs as they develop them and use evaluation criteria, identified from design briefs, to justify their design choices. They modify their designs/products/systems after considered evaluation of feedback from peers and teachers, and their own reflection. They describe the impact products and technological systems have on people and the environment.
Downloads
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Design, Creativity and Technology booklet (
PDF - 247KB) - Design, Creativity and Technology standards table (Doc - 47KB)
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Victorian Essential Learning Standards Level 4 ( PDF - 751KB)
