1. Lesley Pearce National Technology Coordinator HETTANZ May 2013

2. Learning Intentions To challenge our thinking about programme design To consolidate what we know about brief development and develop new strategies for teaching and learning To create using knowledge of compositional principles

3. PROGRAMME DESIGN

4. Activity Write down all the skills/knowledge you teach in your present unit of work with a year 11 class

5. What skills are employers looking for? Activity: Read the job descriptions List the skills that are required. Discuss how we are developing them in our programmes of work.

6. Food technologist You will need to have excellent communication and organisational skills, as well as the ability to work within a team or off your own initiative. This role would suit a Food Technology Graduate with a passion for food and a desire to learn. Tasks may include: modifying existing products and processes and developing new ones; checking and improving quality control procedures in your own and suppliers' factories, from the raw material stage through to the finished product; researching current consumer markets and latest technologies to develop new product concepts; selecting raw materials and other ingredients from suppliers; preparing product costing’s based on raw materials and manufacturing costs to ensure profitable products; addressing issues of safety and quality; auditing suppliers or managing internal audits; helping prepare and/or leading external site audits; coordinating launches of new products or running trials alongside/together with product development; dealing with any customer complaint investigations or product issues; implementing and managing the site quality management system; reviewing end-to-end supply chains; compiling/checking/approving product specifications and labelling; undertaking long-term projects with other departments, e.g. reducing waste by improving efficiency; working on packaging innovation and technology; reviewing food supply, security and sustainability. liaising and cooperating with technical and commercial colleagues in procurement, sales and technical services, and marketing and distribution, and also with official food inspection and hygiene agencies (this takes up a considerable proportion of time on the manufacturing side)

7. Sous Chef We are now seeking a Sous Chef to join our professional and fun team in the kitchen. This role will suit a real team player with strong communication skills who is creative, positive and customer focussed. You will be someone who has a natural passion for food, strives for quality, and has a good amount of experience under your belt. You will have an excellent understanding of English. You will be flexible to work evenings and weekends. You will be able to work well under pressure; you will be well organised and quick around the kitchen. You will be a team player (there’s no ‘I’ in healthy).

8. Industrial Designers Character Excellent at creatively solving complex design problems with elegant, simple solutions. Good mechanical/structural aptitude and knowledge of various materials and their associated manufacturing processes. Strong visual communication and form development skill. Knowledge of ergonomic principles. Proficient in all phases of product development: ideation, sketching, concept development, 3D modelling and rendering and a clear understanding of the manufacturing process. Self-motivated and entrepreneurial. Prepared to go the extra mile to see a project through to completion Qualifications: 3+ years of post-graduate, professional design experience. Bachelor's degree in Industrial Design or Product Design. Proficient in SolidWorks for design modelling. Competency in 3D Studio Max for design visualisation. Competency in Adobe CS. Competency in Microsoft PowerPoint, Excel and Word would be beneficial. Digital Sketching with a Wacom and Sketchbook Pro a plus. Ability to communicate fluently in English.

10. NZC what skills are we expected to develop in our students?

11. Thinking Technologically: the Explorer, the Investigator, the Skeptic, the Finder-outer

12. Possible Teaching Sequence

13. Context refers to the wider social and physical environment in which technological development occurs. Contexts may include: storage, afterschool snacks, outdoor living, sustainable energy, sport, educational software, street wear, portability, furniture. The context allows students to explore a broad range of issues both current and future

14. How do you develop student understanding of the context and how can you support their research and exploration of this?

15. Issue An issue in Technology refers to a specific subset of a context that will enable students to identify a need or opportunity. For example: E.g. The issue in ICT programming was to develop educational programmes.ICT programming

16. Modelling Conceptual design Prototyping Fitness for purpose Brief development Outcome development and evaluation Technological products Characteristics of Technological outcomes Design/Design Elements Outcome development and evaluation Technological products & systems Technological modelling Characteristics of technology and technological outcomes Knowledge of design Human factors in design Design eras & influential designers

18. Compelling Learning

19. Domain Knowledge and Skills

20. Textiles: Domain Knowledge and Skills

21. Processing: Domain Knowledge and Skills Measuring/shaping/forming Health and safety Selecting and using equipment/tools Understanding properties of food basic concepts used in food processing testing, and safety procedures -the role of tests in processing operations processing operations quality control during the processing the differences between processing food products in a classroom and in industry mixing, extracting, separating, or growing heating, cooling, or reacting Safe disposal of biologically active material culturing by plating Controlling of enzymes Packaging Preservation methods

22. Nature of Technology Characteristics of Technology Characteristics of Technological outcomes

23. Keep, chuck, change and create! What are the strengths of your current curriculum and what needs to be developed? How are you incorporating the three strands, knowledge and skills to develop student technological literacy? How well does your school based curriculum meet the statutory aims of the national curriculum? Does your curriculum reflect local contexts and meet the needs, interests and aspirations of all your learners? How might your curriculum reflect local contexts and meet the needs, interests and aspirations of all your learners? How might your programme be developed to improve the motivation and engagement of learners and raise standards? Are there assumptions about how you use time, resourcesa nd approaches to planning that could or should be challenged or improved?

24. Technology Scholarship 2013 Lesley Pearce National Coordinator, Team Solutions, The Auckland University

25. Learning intention To develop an understanding of the scholarship alignment and the student evidence required to be successful

26. Attributes…. A competent thinker A problem-solver Actively seek, use and create knowledge Reflects on your own learning and extrapolate Draws on personal knowledge and perception and insights Can ask questions and challenge the basis of assumptions and perceptions Have intellectual curiosity Can convincingly communicate Yes to the above than scholarship is for you

27. If given the tools, strategies and encouragement to do it - we can do it

28. NZQA resources http://www.nzqa.govt.nz/qualifications-standards/awards/scholarship/scholarship- subjects/scholarship-technology/sample-resources/

29. Outcome description for Technology Scholarship “The student will use knowledge of technology to demonstrate synthesis, integration, justification, and critical reflection on technological experiences.”

30. Technological experiences across all 3 technology strands – Undertaking Technological Practice to develop a technological outcome(s) that is justified as fit for purpose in the broadest sense and shows elements of elegance and / or originality – Demonstrating understandings of concepts underpinning Technological Knowledge – Demonstrating understandings of the Nature of Technology

31. A range of technological experiences can also include developing and critiquing case studies debating technological issues undertaking observations using technology generating new knowledge

32. Fitness for purpose in its broadest sense refers to the ‘fitness’ of the outcome itself as well as the practices used to develop the outcome. These practices may involve consideration of such things as sustainability of resources used, treatment of people involved in manufacture, ethical nature of testing practices, cultural appropriateness of trialling procedures, determination of lifecycles and / or ultimate disposal.

33. Where do we start? Level 8 technology curriculum Work within all three strands of the curriculum You do not have to be assessed in all three strands but evidence of understanding is expected

34. Technological Literacy Technological Knowledge Know that Technological Knowledge Know that Subject Specific Knowledge Subject Specific Knowledge Technological Practice Know how Technological Practice Know how Nature of Technology Know why Nature of Technology Know why Subject Specific Skills Subject Specific Skills Technological Literacy

35. Vital Context and Issue Exploration The curriculum says the context is the over riding focus The issue is a sub set of the context ContextIssue Needs and opportunities Scoping, exploring, researching is essential

36. Technological Practice Authentic issue with a broad range of key and wider stakeholders Conceptual statement justifies nature of outcome and why such an outcome needs to be developed Explain, justify own practice to resolve issue Innovative and elegant practice and outcome

37. Elegance Elegance refers to such attributes as: ingenuity, simplicity, polish, and optimisation Demonstrated elegance refers to the polish or refinement of the practice and /or the outcome.

38. Example of elegance: the RAK

41. Originality Originality refers to attributes such as: inventiveness, innovation, and unconventionality Shows originality refers to some aspect of your practice or the developing outcome

51. Advice Extend and challenge your thinking by solving complex problems Technology scholarship is not a design and make activity Don’t know the outcome before embarking on the issue! Be careful of competitions as they do not allow (usually) deep exploration of the context and issue Seek a broader range of information to guide your thinking and enhance your practice – think all three strands Look outside your own practice With reference to that of others -inform your own practice by analysing and critiquing the practice of other technologists, including your peers, within a range of contexts. Don’t follow/copy what other students have done in the previous years as your work will lack originality in practice

52. Successful scholarship students demonstrate the following Portfolio of work plus reflective report (60pgs A4) - Reflective report gave a logical justification for tech practice undertaken Authentic issue and context are explored thoroughly Key and wider stakeholders identified and interacted with Location is thoroughly analysed Technological practice throughout is critical analysed

53. Brief and specifications continually tested to justify technological outcome has potential to resolve defined issue Critically reflected on the practices of others and how this informed their development Clearly documented own tech practice eg: – Functional modelling undertaken to test and trail design ideas – Reasons for conducting tests – Implications of the testing on development of ideas

54. Credible and valid evidence: – Photographs, explanations, findings from testing/trialling design ideas, development of tech outcome through tech modelling Tested prototype in situ that it was fit for purpose, or if not gave reasons why it was not and gave suggestions for improvements Shows understanding of all three strands of the curriculum

55. Sample Scholarship schedule 2013

56. 14/24 to 19/24 usually achieves a scholarship

57. Criteria for an Outstanding Schol Usually 20/24 to 24/24

58. So what's required…. A reflective report based on your experiences in developing a technological outcome(s)- no longer than 3000 words. A supporting portfolio showing your technological experiences across all three strands The report and portfolio does not exceed 60 A4 pages

59. Report Report can be written or digitally presented DVD, CD, on line website, digital diary Graphic, audio, video, and/or digital media may be included and should be used to enhance or illustrate aspects of students' experiences shown in the report.

60. Scholarship thinking

61. Specific definitions Explain is to describe in detail Comprehensively justify is to explain with reason Critical reflection is the ability to look back on your own and others practices and identify the key points and make decisions on next steps Analyzing understandings and practices requires you to compare and contrast own and others understandings and practices Evaluating Information requires you to analyze and compare and contrast in order to justify the next steps

62. Synthesis and integration refers to your ability to bring together knowledge, skills, ideas and methods from different sources to advance your practice Critical reflection requires you to undertake a comprehensive analysis that evaluates information, understandings and practices that affect the development of yopur technological outcomes.

63. Putting new information together to make predictions or solve problems Seamlessly bringing together parts / ideas to form a coherent whole