Technology Curriculum Level 7
Programme
Planning for 2012
Lesley Pearce
Aim of this session
Develop understanding of the requirements
of a teaching and learning programme to
support student achievement at level 7
To develop a student centred course that
puts quality teaching and learning first and
assessment last.
Teaching and Learning
• Teaching as Inquiry -
Know your students
Planning
Programme Planning
• Developed from work down by the National
team: Malcolm Howard, Cheryl Pym
Programme planning 1st step…
• In groups brainstorm everything that needs to
be considered
The big picture is…
• support students to progress their technological literacy
• Be responsive to student interests, achievement,
identity
• Pathways (level three, scholarship, tertiary, trades,
employment options)
• Resources in the school – teachers, specialist classrooms
• Industry, tertiary trends/expectations pathways
• Identify links between courses to encourage
connectedness and coherency
Course Planning :
• A year focus
•identify knowledge, skills and/or practice learning outcomes
•build on students’ prior knowledge, skills and/or practices
•outline learning experiences and resources that would support
student learning of identified knowledge, skills and/or practices in
ways that recognise student interest and identity
•provide opportunities for formative assessment to identify and
support student progress toward achieving learning outcomes
•provide opportunity for all students to develop evidence for
assessment of standards contributing to meaningful qualifications
What are employers looking for…
Attitude
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Present well to others
Respect others property
Sharp enough
Technical nous
Initiative to go forward
Pathway to train others in the future
Think key competencies
Programme planning 2nd step
• In the second column write down the subject
contexts being offered in your department
• Choose one
• What are the level 7 key skills and knowledge
for one context?
Example of key skills and
knowledge for a food programme.
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How is a food product developed and manufactured?
Functionality
The place of new foods in our market
Ethical implications of food product development
Develop sketching skills: 2D and 3D, crating, proportion,
material representations
Sketch and annotate the food product to show design
features including surface and production details, function
and aesthetic aspects
Use flow charting top develop manufacturing ideas
Develop models of the food product
Trialling and testing of food products and processes
AO’s Achievement Objectives
LO’s Learning outcomes
Both on line
At present only Level 6 is available on this website
http://seniorsecondary.tki.org.nz/Technology
TECHNOLOGY AND THE NZC
• Technology in the NZC specifies three strands for the learning area of
technology: Technological Practice, Technological Knowledge, and Nature
of Technology
• The three strands set the direction for learning in technology, and
together with the Specialist Knowledge and Skills, they support students
to develop technological literacy across curriculum levels 6, 7 and 8.
• Achievement Objectives: defined for the three strands, describe what
students should understand, or be able to do, at curriculum levels 1-8.
• Learning Objectives: describe what students should understand, or be
able to do, in respect to specialist knowledge and skills at curriculum
levels 6, 7 and 8.
It is important that the many connections that exist
within and across the technology achievement and
learning objectives are considered when planning
technology programmes and courses.
Generic Components Achievement
Objectives
Brief development
Outcome development and evaluation
Technological products
Nature of technology
Components of Technology
Planning for practice
Technological modelling
Technological systems
Nature of technological outcomes
Specialist Knowledge and Skills Components – Learning Objectives
Knowledge of design
Human factors in design
Knowledge of design practice
Visual communication
Graphics practice
Develop an electronic environment
Assemble and test electronic and embedded systems
Knowledge of electronic environments
Construct a textiles product
Pattern making
Knowledge of textiles construction
Knowledge of manufacturing
Knowledge of resistant materials construction
Construct a resistant materials product
Knowledge of product preservation, packaging and storage
Knowledge of structures and machines
Implement a manufacturing process
Knowledge of processing
Apply digital information management tools
Knowledge of digital media
Create a digital media outcome
Knowledge of digital infrastructure
Knowledge of digital information management
Design a digital infrastructure system
Knowledge of computer science and software engineering
Design a software program structure
Construct a software program
Example of an AO and LO at level 6
• AO
TECH 6-2: Brief development
Students will justify the nature of an intended outcome in
relation to the need or opportunity and justify specifications
in terms of key stakeholder feedback and wider community
consideration.
Level 6 specialist areas of technology learning objectives
• LO
CONT 6-1: Knowledge of basic techniques used to
build or make objects
Students will demonstrate understanding of basic techniques
used to build or make objects. Or
• LO GRAP 6-2: Design principles and processes
Students will demonstrate knowledge of design principles and
processes and influential designers.
Programme Planning 3rd step
AO’s and LO’s
• Using the given handout select the achievement
objectives and learning objectives to suit your
programme
Programme Planning 4th step
• What teaching and learning activities will you
use?
Overview of the programme
planning
• What - level 2 units, projects, topics, or
themes?
• What - Achievement Objectives?
• How -Links Curriculum Support Document,
Indicators of Progression
• How - Refer to Teaching and Learning Guides
• How - Refer to Strategies of Teaching
• To do - Plan teaching and learning activities that
relate to the AOs and LOs
Learning intentions
• The student will know …
The student will understand…
The student will be able to…
Technology Course
Course Title: Food by Design or Product design
Course structure: Level 6,
Length of time1 year duration
Achievement Objectives:
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Tech Products
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Brief Development
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Outcome Development and Evaluation – Prototype
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Technological Modelling
Learning Objectives
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Knowledge of manufacturing, processing and preservation and packaging
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Implementation of processes and manufacturing lines
Course Description:
This course provides students with the opportunity to learn about product design, properties of materials,
formulation , transformation and manipulation techniques and to develop and manufacture their own
food product.
Learning Outcomes:
Students will:
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Demonstrate understanding of how material composition and structure informs the selection and use of
materials when developing food products
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Follow a schedule/plan to skilfully and efficiently develop a food product to an agreed set of specifications
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Develop sketches and use modelling tools that effectively communicate the design features of a food
product in order to test their initial and developing design ideas
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Make informed selections of materials, tools, equipment and techniques to develop and trial a prototype
of food product designed to meet a brief
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Demonstrate understanding of preservation , packaging and storage and manufacturing of food products
Example 1 Level 2 planning
Term
Teaching and Learning
Term one
• Understanding design
• Developing advanced procedural skills
• Analysing existing product that consider the
human in the design
• Students identify their own issue and develop a
brief
• Testing and trailing conceptual ideas
Term two
Term three
Students create their own technological outcomes
Term four
Finish off projects and prepare for external
assessment
Example 2
Term
Teaching and Learning
Term one
• Teacher context explored by students to identify
an issue worth spending time on
• Analyse existing outcomes /visit a technologist
• Develop sketching, functional modelling and
technical skills
Term two
Term three
Students create their own technological outcome
Term four
Finish off projects and prepare for external
assessment
Programme planning 5th step
Assessment
Finally look at assessment options...
• 18 to 20 credits
• An external (3 credits) for course endorsement
purposes also min 3 credits Internal
• Balance of standards to include knowledge
and skills plus generic technology
• Assessment to suit students strengths
• Remember don’t need to assess everything
that might be covered in the teaching
programme
Directions
• AO’s from the Curriculum
http://www.techlink.org.nz/curriculum-support/indicators/index.html
or
http://seniorsecondary.tki.org.nz/Technology or
Techlink Curriculum Support Document
• LO’s from The Teaching and Learning Guides lines
http://seniorsecondary.tki.org.nz/Technology
• Strategies
http://www.techlink.org.nz/curriculum-support/strategies/index.htm
• Matrix
http://legacy.tki.org.nz/e/community/ncea/technology.php
• Draft Level 2 Achievement Standards
http://legacy.tki.org.nz/e/community/ncea/tech-lvl2.php
Sign up for updates
http://seniorsecondary.tki.org.nz/Technology/Achievement-andlearning-objectives#L6AOs