Technology Unit Planner
Context: Tararua Chocolates
Year: 11
Duration: Up to 14 weeks
Key Knowledge Underpinning Unit:
Key Skill/s Underpinning Unit:
 Suitable level of progression for Components of
Practice:
- Planning for practice
- Brief development,
- Outcome development and evaluation.
 Specific technological knowledge related to chocolate
and its making.
 Specific technological knowledge about materials and
equipment related to mould former making.
 Protocol (method) for sensory testing with
stakeholders/focus group.
 Chocolate making in a factory setting.
 Ongoing production process including HACCP.
 Health and Safety codes of practice and legislation
related to Safety and Technology Education: A Guidance
Manual for New Zealand Schools – sections related to
Food Technology and Materials Technology.
 Safe personal hygiene practices.
 Safe food handling practices.
 Specific preparation skills – chocolate making, flavour and
texture adding – trialing and testing.
 Mould former making – experimentation and manipulation of
materials to be used.
 Use of equipment related to material manipulation e.g. drill
sets, jigsaws, sander, band-saw.
 Technology Practice skills for planning and use of planning
tools, stakeholder consultations, ongoing evaluation and
recording evidence.
 Sensory testing with a focus group.
Component/s of Practice Underpinning Unit: Level 6
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The Teacher:
establishes an environment that encourages and supports student innovation.
provides a context and issue for the students to undertake technological practice.
provides learning experiences to enable students to successfully structure their own practice in order to develop an
appropriate technological outcome.
supports students in accessing resources.
provides opportunities for students to access key and the wider community stakeholders in a safe and appropriate
manner.
Planning for Practice:
carry out ongoing critical analyses and evaluation of their own and others’ past and current planning and organisational
practices.
make informed projections about future activities that are supported by dynamic planning tools in order to document and
justify planning decisions in terms of the physical and social environment in which their brief is embedded.
justify the management of resources to undertake technological practice in terms of the physical and social environment
in which their practice is occurring, as well as the opportunities and/or constraints resulting from the specific practice they
undertake.
Brief Development:
explore the provided context and issue in order to identify and justify a need or opportunity.
develop a brief that: - clearly communicates an outcome that allows for the resolution or realisation of the need or
opportunity; - reflects the opportunities and constraints on both the outcome and the practice to be undertaken.
undertake brief refinement and/or modification as based on their developing skills and knowledge, including
understandings of physical and social environment and feedback from key and wider community stakeholders.
Outcome Development and Evaluation:
carry out ongoing critical analyses of their own and others’ outcomes, to inform their technological outcome/s
development.
develop (through research, discussion with key and wider community stakeholders etc.) conceptual ideas that
communicate feasible technological outcomes that are justifiable in terms of the brief and the physical and social
environment in which their technological outcome is to be developed and finally placed.
determine the suitability of resources to enable the development and production of a technological outcome/s appropriate
to the physical and social environment in which it will be developed and placed.
develop technological outcome/s through:
- informed experiments (based on developing knowledge and skills) that test, evaluate and refine their evolving
outcome/s;
- trial and evaluate their outcome/s within the physical and social environment in which they will be placed.
evaluate their final technological outcome/s against the brief using key and wider community stakeholder feedback to
justify their final technological outcome/s suitable for the physical and social environment in which it will be placed.
Technology Unit Planner
Context: Tararua Chocolates
Year: 11
Duration: Up to 14 weeks
Cross Curricular Links:
Community Links:
Safety Issues:
 Health and Physical Education:
 Group Work
 Safety and Hygiene
 Mathematics – measuring,
costing, production numbers.
 Languages – research skills,
recording of planning, ideas,
ongoing evaluation and evidence
of practice.
 The Arts – design ideas 2 and 3
D
 Science – chemistry of food –
melting and reforming of
chocolate
 Social Sciences – currents trends
related to chocolate products on
the current market, social attitude
towards chocolate.
 Home and school eating patterns
related to chocolate.
 Discussions of current market
products students may have tried
and available from local factory
or video resource.
 Chocolate factory either locally or
on video resource – current
products made, how moulds are
used and how they are made,
ongoing production
demonstrated.
 Stakeholder/s to be used – local
environment considered to
identify needs and opportunities
to address.
 Safe food handling and personal
hygiene practices in designated
Foods area.
 Use of equipment to make mould
formers in designated Materials area.
 Roles of group members in practical
tasks is defined and allocated.
 No students participate in practical
tasks without the appropriate
footwear.
 Consideration of codes of practice
related to both Foods and Materials
areas as outlined in Safety and
Technology Education: A Guidance
Manual for New Zealand school for
Food Technology and Materials
Technology.
Brief Class Description/ Students Past Experiences:
This is a Year 11 class who will have some experience from Year 10 Food Technology / Materials Technology
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using a plan of action and reviewing and revising overall planning as a class, individual planning that
includes review, reflect, and revise on a lesson-by-lesson basis.
consulting with stakeholder/s.
sensory testing related to key attributes of food products and using preference testing.
concept and product development skills – product refinement.
simple brief refinement and evaluation.
Possible Negotiated Learning Outcomes:
 Needs and opportunities identified by individual students may need to be negotiated as to appropriateness related
to being able to demonstrate solution to issue within constraints.
 Students’ brief work will see them choosing a variety of solutions to the selected opportunity or need to be
addressed as a class or as individuals.
 Different materials will be chosen by individual students depending on their skill level and creativity.
 Stakeholder needs may vary dependent on expectation of final solution e.g. a packaged and labeled product.