Internal assessment resource Technology 1.9A v3 for Achievement Standard 91052
PAGE FOR TEACHER USE
NZQA
Approved
Internal Assessment Resource
Technology Level 1
This resource supports assessment against:
Achievement Standard 91052 version 3
Demonstrate understanding of the ways a technological
outcome, people, and social and physical environments interact
Resource title: The Miniskirt
4 credits
This resource:

Clarifies the requirements of the standard

Supports good assessment practice

Should be subjected to the school’s usual assessment quality assurance
process

Should be modified to make the context relevant to students in their school
environment and ensure that submitted evidence is authentic
Date version published by
Ministry of Education
February 2015 Version 3
Quality assurance status
These materials have been quality assured by NZQA.
To support internal assessment from 2015
NZQA Approved number A-A-02-2015-91052-02-4652
Authenticity of evidence
Teachers must manage authenticity for any assessment
from a public source, because students may have
access to the assessment schedule or student exemplar
material.
Using this assessment resource without modification
may mean that students’ work is not authentic. The
teacher may need to change figures, measurements or
data sources or set a different context or topic to be
investigated or a different text to read or perform.
This resource is copyright © Crown 2015
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Internal assessment resource Technology 1.9A v3 for Achievement Standard 91052
PAGE FOR TEACHER USE
Internal Assessment Resource
Achievement Standard Technology 91052: Demonstrate
understanding of the ways a technological outcome, people, and
social and physical environments interact
Resource reference: Technology 1.9A v3
Resource title: The Miniskirt
Credits: 4
Teacher guidelines
The following guidelines are designed to ensure that teachers can carry out valid and
consistent assessment using this internal assessment resource.
Teachers need to be very familiar with the outcome being assessed by Achievement
Standard Technology 91052. The achievement criteria and the explanatory notes
contain information, definitions, and requirements that are crucial when interpreting
the standard and assessing students against it.
Context/setting
This assessment activity requires students to write an article that discusses the
impact of the emergence of the miniskirt on 1960s society and culture.
Students will research the emergence of the miniskirt, the people, and the social and
physical environments of the 1960s. They will use this information to create a mockup of an article for publication that includes text and images.
Before students begin this activity, it is expected that you will have completed a
teaching and learning programme to prepare them. You will need, for example, to
provide them with background information about 1960s culture and society. You can
order the DVD, New Zealand Society: The Sixties, from The Film Archive:
http://www.filmarchive.org.nz/index.php?option=com_nfa_education&task=on_disk&o
n_disk_id=52)
Assess students on their understanding of how the miniskirt, people and their social
and physical environment interacted in the 1960s. Evidence for this assessment will
come from students’ research as well as their final article.
Adapt this activity to meet the needs of your students. For example, the technological
outcome could be the Internet, the motorbike, or the wind turbine. You may wish to
give students a context that allows them to choose their own outcome.
Conditions
Students have four weeks of in-class and out-of-class time to complete the task.
This is an individual assessment activity.
This resource is copyright © Crown 2015
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Internal assessment resource Technology 1.9A v3 for Achievement Standard 91052
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Resource requirements
Students will require access to back copies of Fashion Quarterly magazine, the
Internet for research and to investigate Thread (http://www.thread.co.nz), and a
computer with layout design software.
Additional information
See the Technology Online website (http://technology.tki.org.nz/) for more
information, examples, and definitions.
The Technology Online explanatory paper, Characteristics of Technological
Outcomes, clarifies and defines a technological outcome, including how it is
characterised and described. It presents the component descriptor, the key ideas
underpinning it, and illustrative examples of these from technology. This paper also
suggests possible learning experiences: http://technology.tki.org.nz/CurriculumSupport/Explanatory-Papers/Nature-of-Technology/Characteristics-of-TechnologicalOutcomes.
This resource is copyright © Crown 2015
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Internal assessment resource Technology 1.9A v3 for Achievement Standard 91052
PAGE FOR STUDENT USE
Internal Assessment Resource
Achievement Standard Technology 91052: Demonstrate
understanding of the ways a technological outcome, people, and
social and physical environments interact
Resource reference: Technology 1.9A v3
Resource title: The Miniskirt
Credits: 4
Achievement
Demonstrate understanding
of the ways a technological
outcome, people, and social
and physical environments
interact.
Achievement with Merit
Demonstrate in-depth
understanding of the ways a
technological outcome,
people, and social and
physical environments
interact.
Achievement with
Excellence
Demonstrate comprehensive
understanding of the ways a
technological outcome,
people, and social and
physical environments
interact.
Student instructions
Introduction
“The 1960s attitude of ‘let's get on with the future’ [made] it a very fast
moving decade in fashion, lifestyles, innovations, and morals. The
fashion miniskirt became one of the icons that symbolised this era.”
www.fashion-era.com
This assessment activity requires you to present an article that discusses the
interaction between the emergence of the miniskirt and the era of the 1960s, people
and the social and physical environments.
Although you might research as a group, this is an individual assessment activity.
You have four weeks of in-class and out-of-class time to complete this task. Your
teacher will provide further details.
You will be assessed on your understanding of the ways the technological outcome
(the miniskirt), people, and social and physical environments interacted. You will not
be assessed on your article style or layout.
Teacher note: Adapt this activity to suit your students and your context. For
example, you need to provide prior teaching and learning. The amount of
time you spend on this will affect how much time you can allow for the task.
Task
Present your article
Gather, select, and record information about the emergence of the miniskirt, the
people who were involved in producing and popularising this technological outcome,
and its interaction with the 1960s social and physical environment.
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Internal assessment resource Technology 1.9A v3 for Achievement Standard 91052
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Focus on gathering the information that will enable you to complete your article, such
as quotes, photographs and other illustrations.
Some resources are listed in Student Resource A, but you might also visit your local
library or a relevant archive, or interview friends and family who lived through this
era.
In consultation with your teacher, choose a media text for which you can plan the
layout of your article – for example, Fashion Quarterly or the website Thread
(www.thread.co.nz). Design the layout of your article in a style appropriate to your
chosen publication. A planning sheet may be helpful in structuring your article.
Teacher note: You could provide a template for students to use.
Write your article in which you:

describe the environment at the time of the emergence of the miniskirt (the
people and the social and physical environment)

describe the need and/or opportunity that the emergence of the miniskirt
addressed

identify the key people who played a role in the design of the miniskirt and in
popularising it, and explain how these people are connected to the miniskirt

identify the main ways in which the miniskirt and the social and physical
environment interacted

explain and discuss the impact that these interactions had on society, for
example, in relation to feminism, to television, and to the textiles/clothing
manufacturing industry

discuss both the successful and the unsuccessful ways in which people, the
social and physical environment and the miniskirt interacted.
Include photos and/or other illustrations to support your article.
This resource is copyright © Crown 2015
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Internal assessment resource Technology 1.9A v3 for Achievement Standard 91052
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Student Resource A
Websites
Random History: http://www.randomhistory.com/2009/05/25_miniskirt.html
Icons: http://www.icons.org.uk/theicons/collection/miniskirt/features/the-miniskirt-andwomens-lib
Fashion Era: http://www.fashion-era.com/the_1960s_mini.htm
http://www.fashionera.com/the_1960s_mini.htm#So%20Many%20Influences%20On%20Styles
Wikipedia: http://en.wikipedia.org/wiki/Pantyhose
University of Cambridge: http://www.research-horizons.cam.ac.uk/features/welldressed-.aspx
Libero: http://digilander.libero.it/guido_1953/pics/miniskirts/miniskirts-girls.htm
Pop Cult: http://fashion-design.pop-cult.com/mini-skirts.html
Tairawhiti Museum: http://www.tairawhitimuseum.org.nz/exhibitsgalleries/collections/TextileExhibition/1960s.asp
Books
Bigham, J. (1999). The 60s: the plastic age. Oxford [England]: Heinemann Library.
Hill, D. H. (2004). As seen in Vogue: a century of American fashion in advertising.
Lubbock: Texas Tech University Press.
Rees, R. and Maguire, J. (1993). Living in the 1960s. Oxford: Heinemann.
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Internal assessment resource Technology 1.9A v3 for Achievement Standard 91052
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Assessment schedule: Technology 91052 The Miniskirt
Evidence/Judgements for Achievement
The student demonstrates understanding of the
ways the technological outcome (the miniskirt),
people, and social and physical environments
interacted in the 1960s.
For example, the student demonstrates their
understanding by presenting a magazine article
that may include photographs or other illustrations.
The student describes the social and physical
environments, and the historical context
associated with the emergence of the miniskirt.
This might include, for example, students
presenting a magazine-style article where they
describe the 1960s (i.e. the music, travel, youth
culture, revolution and change, paradoxical times,
feminism, and consumerism).
The student identifies the people that are
connected to the miniskirt.
This might include, for example, the original
designer of the miniskirt and the key people who
were influential in popularising it.
The student describes the successful and
unsuccessful ways in which the miniskirt, the
people, and the social and physical environments
interact.
This might include, for example, the relationship of
the miniskirt to changing roles of women; the
miniskirt as a symbol for those women who
rejected the traditional housewife role and focused
on their career; or as a celebration of the female
form.
This resource is copyright © Crown 2015
Evidence/Judgements for Achievement with
Merit
Evidence/Judgements for Achievement with
Excellence
The student demonstrates in-depth understanding
of the ways the technological outcome (the
miniskirt), people, and social and physical
environments interacted in the 1960s.
For example, the student demonstrates their
understanding by presenting a magazine article
that may include photographs or other illustrations.
The student demonstrates comprehensive
understanding of the ways the technological
outcome (the miniskirt), people, and social and
physical environments interacted in the 1960s.
For example, the student demonstrates their
understanding by presenting a magazine article
that may include photographs or other illustrations.
The student describes the historical context
associated with the emergence of the miniskirt.
The student describes the historical context
associated with the emergence of the miniskirt.
This might include, for example, students
presenting a magazine-style article where they
describe the 1960s (i.e. the music, travel, youth
culture, revolution and change, paradoxical times,
feminism, and consumerism).
This might include, for example, students
presenting a magazine-style article where they
describe the 1960s (i.e. the music, travel, youth
culture, revolution and change, paradoxical times,
feminism, and consumerism).
The student explains how the people and the
social and physical environments are connected to
the miniskirt.
The student explains how the people and the
social and physical environments are connected to
the miniskirt.
This might include, for example, an explanation of
why the people connected to the miniskirt were
significant in its emergence and an explanation of
the key people who were influential in popularising
it.
This might include, for example, an explanation of
why the people connected to the miniskirt were
significant in its emergence and an explanation of
the key people who were influential in popularising
it.
The student explains the successful and
unsuccessful ways in which the technological
outcome, the people, and the social and physical
environments interact.
The student discusses why the technological
outcome, the people, and the social and physical
environments interact in successful and
unsuccessful ways.
Examples might include, how/why the miniskirt
was popular as a symbol of feminism, and how it
was worn as a celebration of the female form, but
also how women quickly realised that it had
greater potential to be exploitative than liberating.
The discussion might include, for example:

why the miniskirt was popular as a symbol of
feminism and changing roles of women

why it was worn as a celebration of the female
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Internal assessment resource Technology 1.9A v3 for Achievement Standard 91052
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The explanation might also include, for example,
the physical environment of how wearing a
miniskirt (rather than a longer skirt) made some
physical activities easier to manage; consideration
of the effect of women wearing miniskirts in
meetings and reconfiguration of furniture; the
different resources used to make a mini as
opposed to a midi or maxiskirt.
form, but also why women quickly realised that
it had greater potential to be exploitative than
liberating

how/why feminists began to ask who women
were wearing miniskirts for, and how this began
a fresh debate on the moral aspect of fashion

why wearing a miniskirt (rather than a longer
skirt) made some physical activities easier to
manage

consideration of the effect of women wearing
miniskirts in meetings; reconfiguration of
furniture

the different resources used to make a mini as
opposed to a midi or maxiskirt.
Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the
Achievement Standard.
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