Suggested Learning Examples for Levels 7 and 8

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

ORGANISING FOR TECHNOLOGICAL EXPERIENCES AT LEVELS 7 AND 8

Students at the upper secondary school levels are likely to have had a wide, and quite varied, range of technological experiences. Individual achievement levels may be diverse, both in general competence and within the objectives of the curriculum. Students may have developed strong interests in some areas or contexts of technology. Schools may have access to particular resources, in terms of people from tertiary institutions, business, agriculture and industry, who could assist in programmes at these levels.

Two organisational patterns are suggested to address these opportunities.

Teachers could establish individual/group technological projects, negotiating agreements with individuals or teams of students to pursue a specific set of tasks related to their interests and the resources available. This structure works especially well if there is an opportunity to arrange authentic technological work placements.

Alternatively, or in addition, teachers could establish some whole-class or year-group studies which explore a context or major area, with a number of projects for individuals or groups contributing to a major, integrated experience.

In planning and negotiating projects, teachers should ensure that they address objectives from all three strands. Teachers should consider the following factors.

• Will workplace experience be part of this project?
• If so, what roles and responsibilities will employers and mentors take in setting up the project?
• What protocols are needed to provide feedback and support among all parties &; workplace, student, and school?
• Could the activities involve a number of areas?
• Can experience in drawing, design, and information technology be developed in the project?
• What documentation is necessary to establish the project, without constraining it?
• How will assessment be best undertaken, and by whom?
• Are there suitable Unit Standards available for assessment in relation to the achievement objectives?