Suggested Learning and Assessment Examples for Levels 3 and 4

These learning and assessment examples are suggestions which teachers could develop further into units of work.

EXAMPLE 1: A FESTIVE TABLE
Contexts: Personal; Home; School; Community

Main Areas: Materials; Food; Information and Communication

Preparing for a celebratory meal provides an opportunity for a wide range of technological activities, culminating in a memorable event. The meal might be to celebrate a family event &; a child's birthday, grandparents' anniversary, a friend's homecoming; it could be part of a church or community event &; the opening of a new facility, a religious festival, a welcome to a team; or the school could welcome a new teacher or overseas guests.

Technological Knowledge and Understanding

• Students compare the settings, choices of foods, and methods of service that are used on different celebratory occasions.
• They investigate and describe the components that need to be considered when organising such an event.
• Depending on their choice of event and the types of products that they will be making, they plan a visit and make a list of relevant questions to ask.
• They examine samples of invitations, notices, and other relevant communications relating to a celebratory occasion.

Technological Capability

• Students identify the needs relating to particular celebratory occasions.
• The class as a whole considers the options, and decides on one event as a focus; or, if family celebrations are preferred, students may work in several groups; or the event may relate to a current theme of study.
• The class, or each group, develops a full plan, identifying all the elements, allocates tasks, and devises a timeline to meet the required deadline.
• The teacher helps to organise resources and monitors progress to support the range of activities.
• A "trial run" is held and tested. Modifications are made as necessary.
• The meal is served.

(A range of appropriate products, including invitations, table napery, candles and candle-holders, barbecue facilities, serving equipment, protective garments for the servers, foods to suit the occasion, menus, and place names could be designed and developed to support the festive table.)

Technology and Society

• Students discuss the central role that food plays on celebratory occasions in a range of cultures.
• They research recipes and menus, and interview others about comparable events in other places and times.
• They discuss preferences and the impact that particular technologies have on the choices available.

Assessment

Teachers could keep a conference log noting group progress in relation to the achievement objectives, noting their particular contributions and assessing, particularly, the processes and products within the Capability strand. For example:

• students could keep a group portfolio containing a record of their progress.

EXAMPLE 2: A HANGI
Contexts: Home; Community

Main Areas: Food; Materials

Technological Knowledge and Understanding

• The teacher arranges for a kaumatua or other expert to talk to the students about the protocols involved in mahi hangi, before further investigation takes place.
• If possible, students participate in a hangi with other people.
• Students report on the factors that need to be taken into account when preparing food for a hangi.
• They depict the system necessary to ensure a successful result.

Technological Capability

• Students discuss opportunities for providing a hangi and identify a suitable occasion.
• They compile a list of tasks and assign responsibilities for the making of a hangi, and the preparation, cooking, and serving of the food.
• They test their system on a small scale and modify it, as necessary.
• They prepare information to promote the hangi.
• They carry through their plans and serve their guests.

Technology and Society

• Students identify the cultural values and traditions associated with the hangi, and discuss why it is still a favoured technology for serving food on certain occasions.

Assessment

The teacher could assess the way students observe protocols and traditional systems and, with students' help, the success of the hangi. For example:

• students evaluate how well they carried out their tasks and their understandings of the system and principles of earth-oven cookery.

EXAMPLE 3: TRAFFIC SYSTEMS
Contexts: Community; School

Main Areas: Structures and Mechanisms; Control

Technological Knowledge and Understanding

• Students observe and depict (with sketches or photographs) the features of traffic control in their local environment.
• They observe and note the way vehicles and pedestrians behave in relation to these features.
• A traffic officer, AA representative, or other expert is invited to discuss the students' observations with them, and to answer questions.
• Students investigate how information relating to traffic systems is communicated to users.

Technological Capability

• Students use appropriate systems to collect and collate information about local traffic flows, identifying key features and problems, and explore accident statistics, the public transport system, and other data to identify trends and problems in the local traffic flow.
• They develop and select ideas for improvements in the local traffic system.
• They draw, model, or prepare diagrams of their proposed solutions and discuss them with the class or a local traffic officer, modifying them in the light of responses.
• Students communicate their proposals, in writing or in person, to the relevant authorities, explaining and justifying their solutions.

Technology and Society

• Students discuss their observations of people's behaviour in relation to traffic controls, and consider the attitudes that different behaviours suggest.
• Students select a proposal for change in traffic conditions in their neighbourhood, and hold a debate about its likely impacts.

Assessment

The teacher could focus on the quality of knowledge and understanding that students demonstrate in their proposals. For example:

• students could evaluate what they have learned about the nature of traffic and transport planning for a community.

EXAMPLE 4: ELECTRONIC WARNING DEVICES
Contexts: Home; Community; School

Main Area: Electronics and Control

Technological Knowledge and Understanding

• Students identify a range of warning device systems and describe their components and the relationship between them.
• They identify the uses and describe the operation of warning devices in their own environment.
• They collect and examine the information provided for the use of specific warning devices, such as a car alarm, and evaluate its usefulness.

Technological Capability

• Students survey family, teachers, and other adults to identify the desirable features of specific electronic warning devices.
• They collate and report findings of the class survey, identifying desirable features.
• They list ideas about modifications that could improve the performance and appeal of the devices identified, or develop ideas for a new application.
• Groups select their project and design and construct a prototype, following a circuit diagram, if necessary.
• Groups develop and explain their solutions and how they achieved their results, using overhead transparencies or other technology to assist communication.
• They design and develop a promotional package for their electronic warning device.

Technology and Society

• Students discuss why electronic warning devices are necessary.
• They research how a specific device was developed, where it is used, and the impact that it has had.
• They examine advertisements relating to electronic warning devices, and identify the target audience.

Assessment

The teacher could focus on the electronic skills and their understanding of electronic systems as demonstrated by the students in their planning and production. For example:

• students could evaluate their own work and that of their peers in terms of its fitness for purpose.

EXAMPLE 5: FOOD CONTAINERS AND PACKAGING
Contexts: Home; Business; Personal; Environmental

Main Areas: Materials; Food

Technological Knowledge and Understanding

• Students assemble, describe, and classify a variety of food containers in terms of the materials, design, and disposability.
• They identify the specific purposes for which each is designed.
• Students examine and evaluate the clarity and usefulness of information on packages.

Technological Capability

• Students discuss the merits and weaknesses of the packaging that they have examined and brainstorm ideas for improvements in relation to particular foods.
• Each group selects an option to work on, and plans, designs, and develops a container, taking special account of perishability, hygienic handling, and other safety factors.
• Groups prepare or obtain the food and fill their package, testing it for functionality in terms of their objectives, such as freshness, portability, ease of opening, optimisation of materials, and disposability.
• Students share their solutions. One might be selected as a class project, using process technology to produce a line of packaged foods for a school function.

Technology and Society

• Students research and account for changes in food packaging, using a range of reference sources.
• They consider the resistance to, or enthusiasm for, certain types of packaging, identifying reasons for preferences.

Assessment

The teacher could assess the students' understanding of the special requirements for safety and hygiene in handling and packaging food, and the relationship between the final product and the identified need. For example:

• students and teachers could evaluate the quality of their plan of action, including appropriateness of resources, suitability of design, and allocation of tasks.

EXAMPLE 6: YEAST PRODUCTS: BREAD/GINGER BEER
Contexts: Home; Personal

Main Areas: Biotechnology; Food

Technological Knowledge and Understanding

• The teacher arranges a visit to a bakery, where students observe and identify stages in the breadmaking process.
• They experiment with growing yeast in different conditions.
• They identify a variety of breads and beverages, and distinguish between yeast-based products and those using other rising or carbonating agents.
• They compare strategies used to promote a variety of yeast-based products.

Technological Capability

• Students survey and collate people's bread and beverage preferences.
• In groups, students consider a range of ways to meet the preferences they have identified, and select a product to develop for an identified group, such as toddlers or grandparents.
• Each group plans and produces a yeast-based product.
• Groups test their products, report on any problems they encountered, and identify critical factors when using yeast.
• On the basis of this information, groups replan and reproduce their products.
• Groups assess the acceptability of their product, develop recommendations for how it should be packaged and stored, write an information leaflet to accompany it, and design a promotional package.

Technology and Society

• Students research the use of different types of bread and the range of beverages available.
• They collect information on staple foods from other cultures and societies and investigate why certain foods become central to particular groups.

Assessment

The teacher could assess the processes used, the suitability of the product for the defined purpose, and the quality control that students demonstrated. For example:

• students assess their work by the response to their tests.

Example 7: Bicycles
Contexts: Personal; Community; Environmental

Main Areas: Materials; Structures and Mechanisms

Technological Knowledge and Understanding

• Students identify and explore the principles of the bicycle, depicting these with annotated diagrams. They identify the significant factors which have influenced the design, such as materials, comfort, and safety.
• They visit a bicycle shop to examine a range of bicycle attachments, such as locks or lights, investigating and describing how these devices work.
• They identify types of bicycles, such as a road bike or mountain bike, noting similarities and differences and explaining reasons for these.
• They read and evaluate information or promotional leaflets about different types of bicycle, indicating which bicycle they would buy, and why.

Technological Capability

• Students interview peers and collate information graphically about preferred features of different kinds of bicycles and of related equipment, such as locks, lights, seats, bottle holders, handlebar grips, gears, and bike computers.
• Groups explore the range of opportunities they have identified and select a viable option to modify, adapt, or generate.
• Each group designs and makes its part or product.
• The prototype is tested with users, and refined or completed.

Technology and Society

• Students research the development of the bicycle, using a range of reference sources, displays, or books.
• They consider the reasons for different styles and shapes.
• They investigate the impact of the bicycle in the past and present in several different societies, such as 1890s New Zealand; modern China.

Assessment

The teacher could evaluate students' progress through ongoing conferences held with groups during the activity. For example:

• students could submit portfolios for assessment.

EXAMPLE 8: SPORTS EQUIPMENT AND CLOTHING
Contexts: Personal; Recreational

Main Areas: Materials; Mechanisms

Technological Knowledge and Understanding

• Students assemble and examine a range of sports clothing and equipment, identifying and recording features which enable each product to function effectively.
• They investigate and depict the details of how various components are assembled in a piece of sports equipment/clothing.
• They discuss with relevant people the factors they look for in selecting safe, suitable clothing and equipment.
• They collect promotional material on clothing and fitness equipment and analyse how well important features are explained.

Technological Capability

• Students interview people actively involved in sports activities to determine recreational preferences and ideas about different recreational needs, or requirements for equipment and clothing.
• Groups select a relevant task and design and develop a solutiona plan for a fitness centre; a piece of equipment; a product such as a sports bag or item of clothing; a fitness trail.
• Students test their solution with the target audience and modify it in the light of responses.

Technology and Society

• Students research the fitness and recreational opportunities available in their community and interview people from several age groups about:
  • what promotes or constrains their participation in these opportunities;
  • whether their needs have changed over time or are likely to change in the future, and how these needs could be met.

Assessment

The teacher could assess any one or all three of these strands, depending on the nature of the opportunities that are identified. Students should demonstrate understanding of the individual nature of choices made in relation to sport and recreation. For example:

• students could peer-evaluate the promotional package developed for their product.
• teachers could assess the quality of the students' debates about whether technology has brought recreational benefits to people in their community.

EXAMPLE 9: ANIMAL ENVIRONMENTS
Contexts: Environmental; Community

Main Areas: Control; Materials; Structures and Mechanisms

Technological Knowledge and Understanding

• Students investigate and depict examples of environments designed or designated for particular animals, such as an aquarium, a tuatara house, a horsebox, a bird sanctuary, a wetland reserve.
• The teacher arranges a discussion with, for example, a pet shop worker, RSPCA representative, zookeeper, wildlife officer.
• Students visit a protected or specially designed environment, or view video footage of some examples, and depict the operational systems, such as temperature control, they observe in these environments.
• They meet local authority staff or others involved in providing or protecting facilities for animals.

Technological Capability

• Students consider the needs of some specific animals, in terms of temperature controls, protection from predators, access to foods, in order to identify opportunities for technological activities.
• Groups select opportunities for investigation, and gather and collate details of the requirements, such as the construction of an aviary, development of a controlled entry system, feeding device, or refurbished zoo enclosure.
• They plan, design, and produce a model or system, in consultation with the relevant authority.
• They evaluate progress and check ideas against the specialised information available to them.
• They prepare a pamphlet explaining the operational details of their facility.

Technology and Society

• Students research the history and purposes of animal enclosures or special environments for wildlife in their area.
• They survey the attitudes of residents to these facilities and collate responses in terms of the values and beliefs expressed.
• They discuss the likely outcomes for endangered species in New Zealand and other countries and actions that they would support.

Assessment

The focus could be on the Capability strand, in order to encourage students to relate their understandings to practical solutions. For example:

• students could write a report on their activity, including diagrams and specifications for their solution.

EXAMPLE 10: A DAIRY FACTORY
Contexts: Industrial; Environmental; Community

Main Areas: Production and Process; Biotechnology; Food

Technological Knowledge and Understanding

• Students visit a dairy factory, farm dairy unit, or milk processing plant, and observe and depict the systems that are used, including waste disposal.
• They find out about export standards in the dairy industry, such as hygiene, shelf-life, labelling, quality controls, relating them to their observations.
• They identify the work done by different technologists in the sequence of processing from farmer to consumer.
• They examine promotional material for a recently developed export dairy product, identifying key features.

Technological Capability

• Students survey consumers and workers about needs for new products, containers, or systems, and select opportunities for developments.
• They plan and produce a prototype of their solution, which may be a product, model, diagram, flow-chart of the process, or set of guidelines for workers.
• They share plans and progress, modifying ideas in the light of responses, and test their prototypes before completing the project.

Technology and Society

• Students research the dairy industry in New Zealand over time, to see the impact on land use and changes in export flows.
• They investigate a potential market for a new or existing product, consider the cultural, social, and other factors which a producer or exporter would need to take into account, and develop ideas for a marketing plan.

Assessment

The teacher could focus on the technology and society strand in this topic, in terms of how well students have related their practice to planning for the marketplace. For example:

• students could present their reports, products, and plans and groups could discuss each other's achievements.

EXAMPLE 11: JEWELLERY AND PERSONAL ORNAMENTS
Contexts: Personal; Recreational; Business

Main Area: Materials

Technological Knowledge and Understanding

• Students bring favourite personal items, such as pieces of jewellery, hair clasps, photograph frames, and identify the materials and techniques that have been used in their production.
• They visit a craftsperson or craft shop to investigate how specific items are produced and displayed for marketing.
• They examine the labelling and assess how well it explains how to use and care for the item.

Technological Capability

• Students conduct a survey among friends and family, and record the data electronically in order to analyse and make generalisations about preferences for products.
• Students research decorative styles and techniques popular at different times, relating these to choice of materials.
• Individuals or groups identify an opportunity, and design and make a product, selecting materials for the purpose and using equipment skilfully.
• The products are displayed with suitable labelling and promotional information.
• The class might hold a sale of work, with individuals permitted to mark their item "NFS".

Technology and Society

• Students research similar types of ornaments which have been produced in other times and places, noting similarities and differences to those selected by individual students.
• They investigate the beliefs and values associated with different types of personal adornments, such as Victorian mourning brooches, huia feathers.
• They discuss which materials might be regarded as valuable in the future and how they could be used.
• They identify factors which contribute to the value of a personal ornament or piece of jewellery.

Assessment

This topic could be assessed mainly in relation to capability objectives, with students encouraged to produce a high level of finish. For example:

• students evaluate their skills in designing and making their product, noting any difficulties they may have had with materials and techniques.

EXAMPLE 12: NATURAL AND SYNTHETIC DYES
Contexts: Personal; Home; Industrial

Main Areas: Materials; Structures

Technological Knowledge and Understanding

• Students experiment with small packs of commercial dyes, following the instructions, to dye cotton handkerchiefs, flax fibre, raw wool, natural silk.
• They record the procedures used, and note the special requirements in different processes.
• For different materials, they investigate the results of changing the recommended system, and the effects of laundering on colour.
• They collect a variety of plant materials &; such as lichens, fruit skins, onion skins, barks &; and develop ways of using them to dye different materials.
• They record their observations about the use of mordants, colour mixes, and particular effects.
• They test for any allergic reactions to different dyes or mordants, and modify their experiments accordingly.
• They evaluate the accuracy and clarity of the information included with small packs of commercial dyes.

Technological Capability

• Students use a computer to record data matching dye types and techniques to different fabrics and purposes.
• They select a range of opportunities for the use of natural dyes.
• Groups design, plan, and produce a colour-fast dyed product, with a leaflet explaining the materials used and the way to care for the fibre or textile.

Technology and Society

• Students research the uses made by Maori weavers of natural materials to achieve the range of colours and effects in their fibres.
• They explore the significance of certain colours and patterns in different societies, and consider why some are valued more highly than others.

Assessment

The teacher could focus on development of knowledge and understanding. For example:

• the students could assess what they have learned about the practical problems of achieving colour-fastness with a chosen colour.