Technology Curriculum Level 7 Programme Planning for 2012 Lesley Pearce Acknowledgements to Cheryl Pym and Malcolm Howard National Technology Facilitators

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 1st step… In groups brainstorm everything that needs to be considered

NCZ Curriculum

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 support students to progress their technological literacy allow for multiple individual pathways for students towards: Tertiary Trades, Employment be responsive to student interest, achievement and identity optimise resources – teachers, specialist classrooms, community expertise etc identify links between courses to encourage connectedness and coherency The technology programme is a document that provides a framework for the development of technology courses. Want to include opportunity for students to identify their own issue to work on Want to allow flexibility for multiple types of media Want to include aspects around design, sustainability, ethic considerations Skills required in industry are... resources in the school are...

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 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 12th August Careers forum hosted by ETITO and ETA   Andrew Watson ETA

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. 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

Example of an AO and LO at level 7 AO TECH 7-2: Brief development Students will justify the nature of an intended outcome in relation to the issue, 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 7.1: Knowledge of advanced techniques used to build or make objects Students will demonstrate understanding of advanced techniques used to build or make objects. Or LO GRAP 7.2: Knowledge of Design principles Students will demonstrate knowledge of design heritage and specialist design knowledge to create new innovative solutions Level 7 are not published yet. http://seniorsecondary.tki.org.nz/Technology/Achievement-and-learning-objectives#L6AOs

Components of Technology Generic Components Achievement Objectives Brief development Planning for practice Outcome development and evaluation Technological modelling Technological products Technological systems Nature of technology 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 multi-unit 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

Programme Planning 3rd step AO’s and LO’s Using the given handout select the achievement objectives and learning objectives to suit your programme Hand out: AO’s and LO’s Level 7 indicators HODs put this on the given sheet 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

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…

Year 12 Technology Course  Course Title: Product design Course structure: Level 7, Length of time 1 year duration Achievement Objectives: Brief Development Outcome Development and Evaluation – Prototype Technological Modelling Learning Objectives Knowledge of human factors in design Implementation of advanced resistant/textiles processes   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 product. Learning Outcomes: Students will: Demonstrate understanding of the role of material evaluation in product development and how techniques underpinning material evaluation procedures may be objective or subjective Select and use planning tools to efficiently Follow a schedule to skilfully and efficiently develop a product to an agreed set of specifications Develop sketches and use modelling tools that clearly communicate the design features of a product in order to test their initial and developing design ideas by using research and stakeholder feedback Trial using practical techniques and processes to determine their suitability for use to develop and trial a prototype of a product designed to meet a brief Demonstrate understanding and skills of advanced processes when developing a product The previous exercise should now allow this to be put together.

Example 1 NZC Level 2 planning Term Teaching and Learning Term one Understanding design Developing advanced procedural skills Term two 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 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 Term two Develop sketching, functional modelling and technical skills 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 also minimimal 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

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