[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-173544-en":3,"doc-seo-173544-105":30,"detail-sidebar-cat-1-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":11,"category_id":12,"category_name":13,"doc_title":14,"doc_description":15,"doc_content":16,"file_id":17,"file_url":18,"file_type":19,"file_size":20,"view_count":11,"is_deleted":4,"is_public":11,"is_downloadable":11,"audit_status":11,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":15,"update_tm":28,"read_time":29},173544,3848291630094,"Emma Wilson","https://eur-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45",1,11,"Presentations","Engineering Design Process - Guide to the Engineering Design Process - Teacher Guide","Teacher-focused guidance for the engineering design process, outlining the key questions and representative student activities across each stage. The guide emphasizes explicit instruction of vocabulary, language structures, and literacy support, including consideration of language, cultural demands, and EAL/D assistance. It frames engineering work as a sequence of steps using process “cogs” to scaffold typical design briefs and project-based learning. Learning activities are planned for inclusive participation and may include adjustments for students needing additional support.","Engineering Design Process\nA guide for teachers\n\u000f\nContents\n\u0013 TOC \\o \"1-4\" \\h \\z \\u \u0014\u0013 HYPERLINK \\l \"_Toc192684615\" \u0014A guide for teachers\t\u0013 PAGEREF _Toc192684615 \\h \u00140\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc192684616\" \u0014Engineering Design Process\t\u0013 PAGEREF _Toc192684616 \\h \u00142\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc192684617\" \u0014Guide to the Engineering Design Process\t\u0013 PAGEREF _Toc192684617 \\h \u00144\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc192684618\" \u00141.\tDefine – the problem\t\u0013 PAGEREF _Toc192684618 \\h \u00145\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc192684619\" \u00142.\tIdentify – the constraints\t\u0013 PAGEREF _Toc192684619 \\h \u00146\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc192684620\" \u00143.\tBrainstorm – possible solutions\t\u0013 PAGEREF _Toc192684620 \\h \u00147\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc192684621\" \u00144.\tDesign – most promising solutions\t\u0013 PAGEREF _Toc192684621 \\h \u00148\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc192684622\" \u00145.\tPrototype – your solution\t\u0013 PAGEREF _Toc192684622 \\h \u00149\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc192684623\" \u00146.\tEvaluate – and test your solution\t\u0013 PAGEREF _Toc192684623 \\h \u001410\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc192684624\" \u00147.\tIterate – to improve your solution\t\u0013 PAGEREF _Toc192684624 \\h \u001411\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc192684625\" \u00148.\tCommunicate – and share your solution\t\u0013 PAGEREF _Toc192684625 \\h \u001412\u0015\u0015\n\u0015\u000f\nEngineering Design Process\nGuide to the Engineering Design Process\nThe following pages provide a guide for teachers to key questions and possible activities that students might typically complete for each of the processes that make up the engineering design process. In order to respond to the key questions, all students would need to be explicitly taught new vocabulary, language and structures. The language, literacy and cultural demands of any activity would need to be considered, including any appropriate English as an additional language or dialect (EAL/D) support provided.\nThis is not an exhaustive list but is designed to stimulate ideas and give direction to teachers and students.\nTo solve complex problems, students must complete a series of steps. The cogs used in the engineering design process provide a scaffold for solving typical problems that can be associated with design briefs and project-based learning.\nEach engineering design journey is different and will require students to consider a range of key questions and activities depending on the type of problem they are attempting to solve. This guide provides a set of examples to assist teachers to develop students’ complex problem-solving skills. Plan learning activities that are inclusive for all students in your classroom from the beginning. Some students may also require more specific adjustments to allow them to participate on the same basis as their peers.\u000f\nDefine – the problem\nTable \u0013 SEQ Table \\* ARABIC \u00141\u0015 – define the problem or need to gain understanding\n\u000f\n2.\tIdentify – the constraints\nTable \u0013 SEQ Table \\* ARABIC \u00142\u0015 – outline specific boundaries by which the project will be confined\n\u000f\n3.\tBrainstorm – possible solutions\nTable \u0013 SEQ Table \\* ARABIC \u00143\u0015 – create, develop and communicate ideas\n\u000f\n4.\tDesign – most promising solutions\nTable \u0013 SEQ Table \\* ARABIC \u00144\u0015 – investigate options, refine ideas, create, communicate solutions and processes to solve problems\n\u000f\n5.\tPrototype – your solution\nTable \u0013 SEQ Table \\* ARABIC \u00145\u0015 – produce a model or prototype of the best possible solution\n\u000f\n6.\tEvaluate – and test your solution\nTable \u0013 SEQ Table \\* ARABIC \u00146\u0015 – evaluate the solution against the identified problem\n7.\tIterate – to improve your solution\nTable \u0013 SEQ Table \\* ARABIC \u00147\u0015 – refine design solutions, revise and continually improve\n\u000f\n8.\tCommunicate – and share your solution\nTable \u0013 SEQ Table \\* ARABIC \u00148\u0015 – communicate and share design solutions to key stakeholders\n© State of New South Wales (Department of Education), 2025\nThe copyright material published in this resource is subject to the Copyright Act 1968 (Cth) and is owned by the NSW Department of Education or, where indicated, by a party other than the NSW Department of Education (third-party material).\nCopyright material available in this resource and owned by the NSW Depart","cbCaijOVZaYvY39L","https://ap.wps.com/l/cbCaijOVZaYvY39L","docx",4102071,15,"English","en",105,"# Engineering Design Process\n## Guide to the Engineering Design Process\n## 1. Define – the problem\n## 2. Identify – the constraints\n## 3. Brainstorm – possible solutions\n## 4. Design – most promising solutions\n## 5. Prototype – your solution\n## 6. Evaluate – and test your solution\n## 7. Iterate – to improve your solution\n## 8. Communicate – and share your solution","[{\"question\":\"What is the engineering design process framework used in this guide?\",\"answer\":\"It organizes complex problem-solving into eight stages: Define, Identify constraints, Brainstorm, Design, Prototype, Evaluate and test, Iterate, and Communicate.\"},{\"question\":\"What language and literacy support do students need during the activities?\",\"answer\":\"Students need explicit teaching of new vocabulary, language, and structures, and the guide advises considering literacy and cultural demands, including appropriate EAL/D support.\"},{\"question\":\"How does the guide support inclusive learning in the classroom?\",\"answer\":\"It recommends planning learning activities to be inclusive from the beginning and making specific adjustments when some students need additional support to participate on the same basis as peers.\"}]","Engineering Design Process - Guide to the Engineering Design Process - Teacher Guide | DOCX",1788304468,5,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":14,"keywords":34,"description":15,"schema_data":35,"social_meta":87,"head_meta":89,"extra_data":91,"updated_unix":28},"engineering-design-process-guide-to-the-engineering-design-process-teacher-guide","",{"@graph":36,"@context":86},[37,54,69],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":11},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/template/","Template",2,{"item":49,"name":13,"@type":43,"position":50},"https://docshare.wps.com/template/presentations/",3,{"item":52,"name":14,"@type":43,"position":53},"https://docshare.wps.com/template/engineering-design-process-guide-to-the-engineering-design-process-teacher-guide/173544/",4,{"url":52,"name":14,"@type":55,"author":56,"headline":14,"publisher":58,"fileFormat":61,"inLanguage":23,"description":15,"dateModified":62,"datePublished":63,"encodingFormat":61,"isAccessibleForFree":64,"interactionStatistic":65},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":41,"name":59,"@type":60},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-09-05","2026-09-01",true,{"@type":66,"interactionType":67,"userInteractionCount":53},"InteractionCounter",{"@type":68},"ViewAction",{"@type":70,"mainEntity":71},"FAQPage",[72,78,82],{"name":73,"@type":74,"acceptedAnswer":75},"What is the engineering design process framework used in this guide?","Question",{"text":76,"@type":77},"It organizes complex problem-solving into eight stages: Define, Identify constraints, Brainstorm, Design, Prototype, Evaluate and test, Iterate, and Communicate.","Answer",{"name":79,"@type":74,"acceptedAnswer":80},"What language and literacy support do students need during the activities?",{"text":81,"@type":77},"Students need explicit teaching of new vocabulary, language, and structures, and the guide advises considering literacy and cultural demands, including appropriate EAL/D support.",{"name":83,"@type":74,"acceptedAnswer":84},"How does the guide support inclusive learning in the classroom?",{"text":85,"@type":77},"It recommends planning learning activities to be inclusive from the beginning and making specific adjustments when some students need additional support to participate on the same basis as peers.","https://schema.org",{"og:url":52,"og:type":88,"og:title":14,"og:site_name":59,"og:description":15},"article",{"robots":90,"canonical":52},"index,follow",{"doc_id":7,"site_id":24},{"code":4,"msg":5,"data":93},[94,97,102,107,111,116,121,126,130],{"id":12,"doc_module":11,"doc_module_name":46,"category_name":13,"show_sort_weight":95,"slug":96},90,"presentations",{"id":98,"doc_module":11,"doc_module_name":46,"category_name":99,"show_sort_weight":100,"slug":101},12,"Resumes",80,"resumes",{"id":103,"doc_module":11,"doc_module_name":46,"category_name":104,"show_sort_weight":105,"slug":106},14,"Invoices",70,"invoices",{"id":21,"doc_module":11,"doc_module_name":46,"category_name":108,"show_sort_weight":109,"slug":110},"Posters",60,"posters",{"id":112,"doc_module":11,"doc_module_name":46,"category_name":113,"show_sort_weight":114,"slug":115},16,"Social Media",50,"social-media",{"id":117,"doc_module":11,"doc_module_name":46,"category_name":118,"show_sort_weight":119,"slug":120},17,"Forms",40,"forms",{"id":122,"doc_module":11,"doc_module_name":46,"category_name":123,"show_sort_weight":124,"slug":125},18,"Letters",30,"letters",{"id":127,"doc_module":11,"doc_module_name":46,"category_name":128,"show_sort_weight":29,"slug":129},21,"Paper Templates","papers-templates",{"id":131,"doc_module":11,"doc_module_name":46,"category_name":132,"show_sort_weight":4,"slug":133},158,"General","general-158"]