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DRAFT Web page content for Technology Achievement/Learning Objectives Level 8

TABLE OF CONTENTS

Level 8: Brief Development TP 8-1 [Achievement standard 3.1 AS91608].......................................5

Level 8: Planning for practice TP 8-2 [Achievement standard 3.2 AS91609]....................................8

Level 8: Outcome development and evaluation TP 8-3 [Achievement standards 3.3 AS 91610 & 3.4 AS91611].................................................................................................................................... 11

Level 8: Technological modelling TK 8-1 [Achievement standard 3.5 AS 91612]...........................15

Level 8: Technological products TK 8-2 [Achievement standard 3.6 AS91613]..............................18

Level 8: Technological systems TK 8-3 [Achievement Standard 3.7 AS91614]...............................21

Level 8: Characteristics of Technology NT 8-1 [Achievement Standard3.8, AS 91615]..................23

Level 8: Characteristics of technological outcomes NT 8-2 [Achievement Standard 3.9, AS91616]......................................................................................................................................................... 27

Level 8: Knowledge of Design DET 8-1/2 [Achievement Standard 3.10, AS91617]........................30

Level 8: Implement a green multi-unit manufacturing process MFG 8-1/2 [Achievement Standard3.13, AS 91618].................................................................................................................33

Level 8: Knowledge of technical Areas TCA 8-1 [Achievement Standard 3.14, AS 91619].............36

Level 8: Construct a resistant materials product CMT 8-1 [Achievement Standard 3.20 AS 91620]......................................................................................................................................................... 39

Level 8: Construct a textiles product CMT 8-2 [Achievement Standard 3.21 AS91621].................42

Level 8: Construct a specified product using CNC machines CMT 8-3 [Achievement Standard 3.22AS91622]...................................................................................................................................45

Level 8: Create an applied design CMT 8-4 [Achievement Standard 3.23, AS 91623]....................49

Level 8: Knowledge of structures CMT 8-5 [3.24]...........................................................................52

Level 8: Knowledge of machines CMT 8-6 [Achievement Standard3.25 AS 91625].......................55

Level 8: Pattern making CMT 8-7 [Achievement Standard 3.26AS 91626].....................................58

Level 8: Visual Communication DVC 8-1 [Achievement Standards 3.30 to 3.34, AS 91627, 91628, 91629, 91630, 91631)...................................................................................................................... 60

Level 8: Graphics Practice DVC 8-2 [Achievement Standards3.30 to 3.34, AS 91627, 91628, 91629, 91630, 91631).................................................................................................................................. 65

Level 8: Knowledge of digital information management DGT 8-1 [3.40].......................................86

Level 8: Create a digital information outcome DGT 8-2 [3.41].......................................................89

Level 8: Knowledge of digital media DTG 8-3 [3.42].......................................................................92

Level 8: Create a digital media outcome DTG 8-4 [3.43]................................................................95

Level 8: Knowledge of computer science and software engineering DTG 8-5 [3.44].....................97

Level 8: Construct a software programme DTG 8-6/7 [3.46]..........................................................99

Level 8: Knowledge of electronic environments DTG 8-8 [3.47]..................................................102

Level 8: Develop an electronic environment DGT 8-9 [3.48]........................................................104

Level 8: Assemble and test electronic and embedded systems DGT 8-10 [3.49].........................106___________________________________________________________________________________________

Version 6; last updated: 27/2/2013 p1/116


Level 8: Knowledge of digital infrastructure DGT 8-11 [3.50].......................................................108

Level 8: Design a digital infrastructure system DGT 8-12 [3.51]...................................................111

Level 8: Implement a Process PRT 8-1/2 [3.60].............................................................................113

Level 8: Knowledge of Product Preservation, Packaging and Storage PRT 8-3 [3.62]..................116

___________________________________________________________________________________________Version 6; last updated: 27/2/2013 p2/116


Notes from writer:1. There are 2 electronics and 2 digital standards and Los to be completedA decision must be made and followed up on about how the DVC material is to be presented

CURRICULUM STRANDS (3) Technological Practice (TP)

Brief Development Planning for Practice Outcome Development and Evaluation

Technological Knowledge (TK) Technological Modelling Technological Products Technological Systems

Nature of Technology (NT) Characteristics of Technology Characteristics of Technological Outcomes

____________________________________________________________________________SPECIALIST STRANDS (6)Design in technology (DET)

1. Knowledge of Design }2. Human Factors in Design } (at L8 nos 1&2 are combined = DET 8-1/2)

Manufacturing (MFG)1. Knowledge of manufacturing }2. Implement a multi-unit manufacturing process } (at L8 nos 1&2 are combined = MFG 8-1/2)

Construction and mechanical technologies (CMT)1. Construct a resistant materials product2. Construct a textiles product3. Knowledge of resistant materials construction

Level 8 = Construct a specific product using CNC machines4. Knowledge of textiles construction 5. Knowledge of structures 6. Knowledge of machines7. Pattern making

Design and visual communication (DVC)1. Visual communication2. Graphics practice3. Knowledge of design practice

Digital technologies (DGT)1. Knowledge of digital information management2. Create a digital information outcome3. Knowledge of digital media4. Create a digital media outcome5. Knowledge of computer science and software engineering6. Design a software program structure }7. Construct a software program } (at L8 nos 6&7 are combined = DGT 8-6/7)8. Knowledge of electronic environments9. Develop an electronic environment10. Assemble and test electronic and embedded systems11. Knowledge of digital infrastructure12. Design a digital infrastructure system



Processing technologies (PRT)1. Implement a process } 2. Knowledge of processing } (at L8 nos 1&2 are combined = PRT 8-1/2)3. Knowledge of product preservation, packaging, and storage



Level 8: Brief Development TP 8-1 [Achievement standard 3.1 AS91608]Brief development is a dynamic process that reflects the complex interactions within on-going technological practice. A brief is developed to clearly describe a desired outcome that would meet a need or realise an opportunity, and takes into account the physical and social environment. It is comprised of

a conceptual statement that communicates what is to be done and why it should be done. This statement is based on findings from the exploration of the context and issue from which the need or opportunity has been identified.

specifications that define the requirements of a technological outcome in terms of its physical and functional nature. The specifications provide guidance for on-going evaluation during the development of an outcome, as well as serving as an evaluative tool against which the final outcome can be justified as fit for purpose. Identifying broader attributes is a precursor to developing specifications

Achievement Objectives: TP 8-1Students will

Justify the nature of an intended outcome in relation to the context and the issue to be resolved. Justify specifications in terms of key stakeholder feedback and wider community considerations.

Indicators Identifies and evaluates a range of contexts to select an authentic issue. Explores context to identify considerations related to fitness for purpose in its broadest sense. Identifies a need or opportunity relevant to their selected issue. Establishes a conceptual statement that justifies the nature of the outcome and why such an outcome

should be developed with reference to the issue being addressed and the wider context. Establishes the specifications for an outcome and its development using stakeholder feedback and

based on the nature of the outcome required to address the need or opportunity, consideration of the environment in which the outcome will be situated, and resources available.

Communicates specifications that allow an outcome to be evaluated as fit for purpose in the broadest sense.

Justifies the specifications as based on stakeholder feedback and the nature of the outcome required to address the need or opportunity, consideration of the environment in which the outcome will be situated, and resources available.

Progression Brief development is a dynamic and iterative process. Students need to go through a process in order

to arrive at a final brief. This process is likely to involve establishing and refining the attributes required in the outcome, seeking on-going feedback from stakeholders, functional modeling, developing the required attributes into specifications, and on-going consideration of the context. Further information on the brief development process can be found in the explanatory paper on brief development (see the link at the end of these key messages). Students’ understanding of, and ability to undertake, brief development will be increased if they have a good understanding of other components of technology, and particularly ‘Characteristics of technological outcomes’ and ‘Technological modeling’.

Another key step up in brief development at level 8 is the concept of fitness for purpose in the broadest sense (as explained in AS 91608 Explanatory note 5 ). Students may hold a more narrow definition of ‘fitness for purpose’ in terms of an outcome meeting the specifications and ‘doing its job’. At level 8, fitness for purpose in its broadest sense involves thinking about the practices used to develop the outcome as well as the outcome itself. Such judgements may include considerations of the outcome’s technical and social acceptability, sustainability of resources used, ethical nature of testing practices, cultural appropriateness of trialling procedures, determination of life cycle, maintenance, ultimate disposal, and health and safety.


Cheryl Pym, 26/02/13,

For all these achievement standard headers apart from the DVC section the following link is to be inserted http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/technology/levels/For the DVC insert http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/graphics-dvc/levels/


Teacher GuidanceTeachers could support students undertaking brief development at level 8 to: identify a context that offers a range of issues for them to explore. Context refers to the wider social

and physical environment in which technological development occurs. Contexts may include but are not limited to: storage, afterschool snacks, outdoor living, sustainable energy, sport, educational software, streetwear, portability, furniture.

identify considerations that will need to be taken into account when making judgments of fitness for purpose in its broadest sense. Fitness for purpose in its broadest sense refers to judgments of the fitness of the outcome itself as well as the practices used to develop the outcome. Such judgments may include but are not limited to considerations of the outcome’s technical and social acceptability, sustainability of resources used, ethical nature of testing practices, cultural appropriateness of trialling procedures, determination of life cycle, maintenance, ultimate disposal, health and safety.

select an authentic issue within their selected context. identify a need or opportunity relevant to the issue and context. understand the physical and functional nature required of their outcome. justify the nature of their outcome in terms of the issue and context. develop and justify specifications that will allow the evaluation of the outcome and its development to

be judged as fit for purpose in the broadest sense.

Contexts for teaching and learning The idea of ‘context considerations’ is mentioned several times in the criteria:

o establishing an issue and identifying related context considerationso explaining the context considerations as related to an established issueo on-going reflection of views of key stakeholders associated with the need or opportunity and

wider stakeholders associated with the contexto on-going reflection of context considerations including the social and physical environment

where the outcome will be developed and situated. Assist students to take this big picture view and be aware of the context they are working in and the implications for their own practice.

Ensure students understand the importance of the initial exploration of possible issues, establishing an issue, the context considerations associated with that issue, and the process of determining possible needs and opportunities (rather than jumping to the solution and writing specifications without undertaking this initial exploration).

Ensure the students select an issue where stakeholders are accessible by obtaining feedback from both key and wider stakeholders. This is crucial in brief development.

Literacy considerationsSupport students to understand the language in the standard associated with assessment as well as the specialist language related to

brief development. For example context is the overall focus of a technological development or of a technological learning experience, while issue refers to a specific subset of the context that will allow needs and opportunities to be identified

the specialist language such as context considerations or fitness for purpose in its broadest sense; but in addition they must understand

o the words used to describe the level of expected performance at each achievement grade, eg explaining or justifying.

o the significance of these words and what is expected at each achievement level.Resources to support student achievement Senior secondary teaching and learning guide for technology:

www.seniorsecondary.tki.org.nz/Technology Assessment resource: www. ncea.tki.org.nz/Resources-for-aligned-standards/Technology/Level-3-

Technology


http://www.ncea.tki.org.nz/Resources-for-aligned-standards/Technology/Level-3-Technology


http://www.seniorsecondary.tki.org.nz/Technology


Explanatory paper on brief development: http://technology.tki.org.nz/Curriculum-Support/Explanatory-Papers/Technological-Practice/Brief-Development

Indicators of progression: http://technology.tki.org.nz/Curriculum-Support/Indicators-of-Progression Progression diagrams http://technology.tki.org.nz/Curriculum-Support/Progression-Diagrams Brief Development in action: http://technology.tki.org.nz/Case-Studies/Classroom-Practice-Case-

Studies-Overview/Materials-Case-Studies/A-Focus-on-Modelling Assessment for qualificationsThe following achievement standard(s) could assess learning outcomes from this achievement objective:AS 91608 Technological Practice 3.1: Undertake brief development to address an issue within a determined context.Key messages from the standard The step-up to merit and excellence is related to the concept of fitness for purpose in the broadest

sense.o At achieved: developing a final brief that allows judgement of an outcome’s fitness for purpose

in the broadest sense.o At merit: demonstrating how the specifications allow a judgement of an outcome’s fitness for

purpose in the broadest sense.o At excellence: justifying why the specifications allow a judgement of an outcome’s fitness for

purpose in the broadest sense. Teachers will need to ensure students understand what is expected to reach merit or excellence in terms of either demonstrating how (merit) or justifying why (excellence) the specifications allow a judgement of the outcome’s fitness for purpose in the broadest sense. Justify means to give reasons and providing supporting evidence. This justification is likely to come from a thorough brief development process from such things as: research, stakeholder consultation, or functional modelling.

AS 91608 Explanatory note 3 states the context refers to the wider social and physical environment in which technological development occurs, and provides examples of possible contexts.

AS 91608 Explanatory note 4 and AS 91608 Explanatory note 5 are key to understanding how brief development at level 8 is a step up from brief development at lower levels.Note that clients are not mentioned in the standard so it is no longer a requirement that students need to be developing a brief for a client issue as it was for the previous level 3 technological practice standards. Students still need key and wider stakeholders but they do not need a client. However they may have a client if they wish.

AS 91608 Explanatory note 4 states it is intended that students will establish an issue and explore related context considerations. This is a step up from level 2 where students identify an issue from a teacher given context. At level 3 this is an iterative process to continually link the context, the issue, the need or opportunity, and the outcome being developed.

AS 91608 Explanatory note 6 states an outcome is a conceptual design for an outcome and/or the technological outcome itself (prototype). This means the brief development work for this standard can be for either a conceptual design or for an actual outcome. There is no requirement in this standard that the outcome specified in the brief is actually produced by the student – this standard is assessing brief development work and not the students’ ability to produce a conceptual design for an outcome or to actually make the outcome.


http://technology.tki.org.nz/Curriculum-Support/Explanatory-Papers/Technological-Practice/Brief-Development

http://technology.tki.org.nz/Curriculum-Support/Explanatory-Papers/Technological-Practice/Brief-Development


Level 8: Planning for practice TP 8-2 [Achievement standard 3.2 AS91609]Effective planning techniques ensure efficient resource management (including the management of materials, time, money and personnel) and as such are essential for informed and responsive technological practice. Effective planning also considers the physical and social environment where the outcome is to be developed and implemented. Planning for practice includes a recording aspect to support resource management, enable reflection on past decision making, and ensure vital documentation is maintained.

Achievement Objective: TP 8-2Students will

critically analyse their own and others’ past and current planning and management practices in order to develop and employ project management practices that will ensure the efficient development of an outcome to completion.

Indicators Critically analyses their own and others’ project management experiences, to identify key factors

essential to efficient project management; Identifies personal strengths and weaknesses in relationship to project management in technology, and

plan learning opportunities to develop and enhance these; Critically analyses a broad range of planning tools and select those that would best support their

project management practices; Develops an initial plan that allowed for extensive exploration of what efficient planning and resource

management would require in this environment; and Employs the use of specifically selected planning tools to support the project management of their

work in an efficient and critically reflective manner, Ensures decisions about information presented, means of presentation, resources used and the

management of time and resources were informed and critically evaluated in an ongoing manner Justifies past decisions, or provide direction for new plans should the practice result in a dead end or

should the development be queried

Progression At level 8, students will draw on previous level knowledge to demonstrate their understanding of project management to support technological practice by: establishing a coherent project schedule suitable for the physical and social environment where the

outcome is to be developed and implemented, informed by critical analysis of existing project management,

creating and implementing a project schedule, and undertaking reflection at critical review points to revise or confirm schedule, to ensure the effective and efficient completion of an outcome,

undertaking management of the project to provide evidence of the coordination of goals, planning tools, resources and progress review points and justify planning decisions.

Teacher GuidanceTo support students to undertake planning for practice at level 8 teachers could: ensure there is a brief against which planning to develop an outcome can occur support students to critically analyse a range of project management practices and explore how project scheduling is used to manage technological practice add – ensure the students choice of planning tools are flexible enough so modifications can be

incorporated and are robust enough to provide clear guidance of “where to next” support students to establish and implement a coherent project schedule that allows for the

coordination and management of the: regular review of goals, planning tools, all resources required (time, money, stakeholder/s, materials, components, software, equipment, tools and/or hardware etc) and review points



support students to provide evidence of effective and efficient planning decisions. Effective and efficient planning decisions ensures that the use of resources is optimised during the development and production of an outcome produced to successfully meet the brief.

Contexts for teaching and learning Provide a range of planning tools for analysis so the student can select tools to ensure record keeping

remains relevant to enhancing the quality of the practice undertaken. These planning tools should be selected and/or developed on the basis that they are best suited to the nature of the practice being undertaken, and the communication strengths of the student. Record keeping may include: oral, graphical, written, and/or electronic modes of documentation as appropriate. Technological practice is enhanced when the documentation of planning strategies best meets the needs of all stakeholders, including the technologist themselves.Planning tools include such things as: brainstorms, mind-maps, idea banks, reflective journals and/or scrapbooks, plans of action, Gantt charts, flow diagrams, graphical organisers, and structuring / diagramming techniques etc. In order to work most effectively and responsively, specific planning techniques need to be developed as part of technological practice to ensure that all factors key to success are taken into account throughout the developmental work.

Encourage on-going reflection and evaluation of past and current planning experiences (both one’s own and those of others) to enhance the student’s ability to make informed planning decisions

Encourage students to take into account the physical and social environments into which the outcome is to be situated, as well the environment in which the technological practice is occurring. A significant aspect of supporting such planning is the analysis of the impacts and implications (ethical, environmental, political, etc.) of the practice, as well as those that result from the development of the outcome itself. Analysing both historical and contemporary contexts can help identify past planning strengths and weakness and inform future planning decisions.

Ensure students are aware of resources available to them. These resources may include but not limited to: time, materials, tools and equipment, research information, and community and school-based specialist knowledge and skills.

Literacy considerationsStudents will require support and will need clarification of the following: Existing practices in project management may include that used by past students, managers, industry

mentors and practicing technologists. Project management ensures that all aspects of development are coordinated to effectively manage

resources within the physical and social environment where the outcome is to be developed. Resources may include: time, materials, tools and equipment, research information, stakeholders and

specialist knowledge and skills residing in community and school experts. Technological practice is undertaken to develop an outcome. An outcome for the purpose of this

standard is a conceptual design for an outcome and/or a technological outcome itself (prototype). Students will also need support to develop the skills such as: analysis of planning tools to gain understandings of the potential and evidence that each planning tool

provides undertake research to determine where, when and why management tools were used and the use of

the findings (evidence) to inform their work use of the information to identify critical review points creating sufficient evidence within their portfolios/journals to support decisions. Resources to support student achievement Senior secondary teaching and learning guide for technology:


Technology Explanatory paper on planning for practice

http://technology.tki.org.nz/Curriculum-Support/Explanatory-Papers/Technological-Practice/Planning-for-Practice






Indicators of progression: http://technology.tki.org.nz/Curriculum-Support/Indicators-of-Progression Progression diagrams http://technology.tki.org.nz/Curriculum-Support/Progression-DiagramsCase studies – planning for practice in action

- Oriental Bay Beach Development- This is not a Love Story

Andrea Moore: http://technology.tki.org.nz/Case-Studies/Technologists-Practice-case-studies-Introduction/Soft-Materials/Andrea-Moore-design/Development

Zambesi: http://technology.tki.org.nz/Case-Studies/Technologists-Practice-case-studies-Introduction/Soft-Materials/Zambesi-Style/Innovation

Assessment for qualificationsThe following achievement standard(s) could assess learning outcomes from this achievement objective:AS91609 Generic Technology 3.2: Undertake project management to support technological practiceKey messages from the standard (Conditions of Assessment)Provide opportunities for students to develop evidence for the standard by: encouraging students to critically analyse different approaches to project management and ways of

project scheduling to enable them to establish their own project schedule supporting students to undertake coherent project scheduling to effectively manage resources and

efficiently manage time and materials supporting students to develop questioning and self-reflection skills conferencing with students and supporting them to reflect on progress and use this to project forward

during the development process to ensure the completion of the outcome.



Can’t find these new pages Technology on Line – they may be not loaded yet


Level 8: Outcome development and evaluation TP 8-3 [Achievement standards 3.3 AS 91610 & 3.4 AS91611]Outcome development and evaluation can involve developing conceptual designs, or products and systems

from an initial idea to a fully realised outcome that is evaluated in situOutcome Development and Evaluation relies on the use and/or development of constructive skills and knowledge – including those associated with working with materials and components.

Achievement Objectives: TP8-3Students will

Critically analyse their own and others’ outcomes and their determination of fitness for purpose in order to inform the development of ideas for feasible outcomes.

Undertake a critical evaluation that is informed by on-going experimentation and functional modelling, stakeholder feedback, trialling in the physical and social environments, and an understanding of the issue as it relates to the wider context.

Use the information gained to select, justify, and develop an outcome. Evaluate this outcome’s fitness for purpose against the brief. Justify the evaluation using feedback from stakeholders and demonstrating a critical understanding

of the issue that takes account of all contextual dimensions.

Indicators Generates design ideas that are informed by research and critical analysis of existing outcomes and

knowledge of material innovations Develops design ideas for feasible outcomes that are justified with evidence gained through functional

modelling that serves to gather evidence from multiple stakeholders and test designs ideas from a range of perspectives

Undertakes evaluation of design ideas informed by critical analysis of evaluative practices to support the development of a conceptual design for an outcome that optimises resources and takes into account maintenance and disposal implications

Undertakes functional modelling of the conceptual design to provide evidence that the proposed outcome has the potential to be fit for purpose

Evaluates suitability of materials/components, based on their performance properties, to select those appropriate for use in the production of a feasible outcome that optimises resources and takes into account maintenance and disposal implications

Undertakes prototyping to gain specific evidence of an outcomes fitness for purpose and use this to justify any decisions to refine, modify and/ or accept the outcome as final;

Uses stakeholder feedback and an understanding of the physical and social requirements of where the outcome will be situated to support and justify an evaluation of the outcome and development practices as fit for purpose.

Progression At Level 8, students’ progress to the consideration of the fitness for purpose, in its broadest sense, including the context, suitability of materials, components, techniques, and processes. This requires the student to evaluate both the outcome and /or the conceptual design and the practices used in the development of the design and outcome. Judgement of fitness for purpose in the broadest sense may include, for example such things as: the extent to which the outcome has the potential to meet the brief consideration of the technical feasibility of the proposed outcome the appropriateness and social acceptability of the design, for example, the appropriateness and

relevance of content or materials/components, language, and imagery; cultural awareness and appropriateness relative to the audiences and use of the intended outcome; an absence of gender bias or stereotypes

information about maintenance, or disposal ethical issues, such as copyright, social and legal implications, codes of practice.



Teacher GuidanceTo support students to undertake outcome development and evaluation at Level 8, teachers could: ensure that there is a brief with clear specifications against which a developed outcome can be

evaluated. (This can be teacher given or student generated however, both should have a conceptual statement and specifications that allow the prototype to be judged to be fit for purpose in its broadest sense.)

establish an environment that supports student innovation and encourages critical analysis of existing outcomes and knowledge of material innovations

support students to critically analyse the ways in which the fitness for purpose of existing outcomes have been determined, and how appropriate development practices were established

support students to develop drawing and modelling skills to communicate and explore design ideas. Emphasis should be on progressing 2D and 3D drawing skills and increasing the range and complexity of functional modelling

support students to explore a range of materials/components and to develop the necessary knowledge and skills to evaluate and make effective use of them.

support students to establish which materials/components would be optimal for use when taking into account all contextual dimensions

support students to gain targeted stakeholder feedback and understand the implications of the physical and social environment in which the outcome is to be located

Contexts for teaching and learning Provide a suitable teaching and learning programme that investigates the requirements and processes

involved in developing and testing conceptual designs and prototypes for product development. This could come from case studies or by inviting a professional technologist to talk to the students

Support students to develop a sound understanding of types and purpose of functional modelling and undertake functional modelling that - explores and evaluates developing design ideas and conceptual designs, and - gathers evidence on all aspects of the outcome including its likely technical feasibility and social acceptability.

Support students to use a range of models and modes to gain critical feedback from the client, mentors and other identified stakeholders from the wider community to guide the development of the outcome to meet the needs of the brief and specification.

Support students to keep a log book that documents the development of the conceptual design and prototype to

o evaluate their practical techniques and processes to determine the suitability for use in making a prototype.

o explore a range of materials/components, and to develop the necessary knowledge and skills to evaluate and make effective use of them.

o undertake prototyping to gain evidence that enables clear judgments regarding the outcome’s fitness for purpose and determine the need for any changes to enhance the outcome.

o gain targeted on-going stakeholder feedback and understand the implications of the physical and social environment in which the outcome is to be located and justify key decisions and evaluations of fitness for purpose.

Schedule regular progress checkpoints throughout the activity When developing the outcome teachers will need to support students to:

---- Consider the wider social and physical environment in which their outcome is to be situated---- ---- Build/create/make the prototype and trial it to gain specific information/evidence to say how it met fitness for purpose in its broadest sense. (A prototype will be developed using a variety of techniques and using evidence to prove the prototype has met the requirements of the brief and therefore be fit for purpose.)---- Reflect on what worked and what modifications they would make to ensure it meets all the specifications and considers how it is fit for purpose in its broadest sense.



Provide students with opportunities to develop skills such as: --- developing, communicating and evaluating design ideas and conceptual design(s --- communicating design ideas- graphically and in an annotated format--- )--- undertaking research and use this to inform their work, to sift, sort and synthesise information.

Synthesising information is about assessing the new information and prior information in relation to each other, looking for logical relationships in the material, identifying the important ideas, and taking a critical attitude towards the material by relating it to your own views and experiences and thinking about how the material can be used. Synthesising information is not just summarising the information or identifying main points

--- generating and evaluating design ideas and conceptual designs and using evaluation tools and graphic organisers to explain and justify ideas for possible inclusion in the design

--- explaining an outcomes fitness for purpose using tools to evaluate and give reasons for the proposed outcomes potential fitness for purpose

--- using evidence from on-going research and functional modelling, including stakeholder feedback--- synthesising evidence where they will bring all aspects of the information and evidence together--- substantiating the outcome’s potential fitness for purpose, i.e. using evidence to prove the

conceptual design has the potential to meet the requirements of the brief and therefore be potentially fit for purpose

---- exploring a range of resources and the implications of material/component selection related to end of life disposal;

---- critically investigating design features, including an exploration of the implications for on-going product maintenance, to determine the suitability of the resources;

---- undertaking evaluative testing procedures in line with accepted codes of practice to ensure the resources will be appropriate for the product, ensuring that it will be fit for purpose in the broadest sense, using critical feedback of the client and mentor to select one conceptual design for further development.

Support students to develop a prototype to trial in situ and seek client, mentor, and peer feedback. Refinement can be undertaken in keeping with client and mentor feedback and this feedback must be related to the specifications of the brief. Students will be required to critically evaluate the prototypes’ fitness for purpose against the selected issue, and context, and the developed brief using key and wider community stakeholder feedback to justify its fitness for purpose in the broadest sense.

Use exemplars of previous students’ work, or a visit to a practicing technologist for students to observe and discuss their practice. Focus of this form of research is to undertake an analysis of the functional modelling techniques that were used to test and inform the development of the outcome(s) and ensure its overall fitness for purpose.

Literacy considerationsStudents may need support to confidently communicate the following: Design ideas that have been used to initiate decision making and act as a catalyst throughout the

development of a conceptual design. A conceptual design which clearly communicates a proposed technological outcome that has the

potential to address the brief. This should include a detailed description of how the outcome would look and function. Conceptual designs can be presented using a variety of techniques which may include but are not limited to: freehand sketches, diagrams, technical drawings, scale models, computer simulations, and written descriptions, details of materials, and components and/or assembly instructions.

Judgement of the proposed outcome’s fitness for purpose in the broadest sense. Fitness for purpose in the broadest sense relates to the outcome described by the conceptual design, as well as the practices used to develop the conceptual design. Judgements about fitness for purpose may include:--- considerations of the outcome’s technical and social acceptability--- sustainability of resources used--- ethical nature of testing practices--- cultural appropriateness of trialling procedures



- --determination of life cycle, maintenance, ultimate disposal--- health and safety.

A Prototype is a completed outcome that is yet to be fully implemented (refer AS91611 Explanatory note 5). It is developed through technological practice and is reflective of relevant codes of practice. Prototyping is the trialling of the prototype to gain evidence for the evaluation of the outcome’s fitness for purpose in its intended physical and social environment (context). Refined prototype does not require another prototype.

Resources to support student achievement Senior secondary teaching and learning guide for technology:


Technology Explanatory paper on Outcome development and evaluation http://technology.tki.org.nz/Curriculum-

Support/Explanatory-Papers/Technological-Practice/Outcome-Development-and-Evaluation Indicators of progression: http://technology.tki.org.nz/Curriculum-Support/Indicators-of-Progression Progression diagrams http://technology.tki.org.nz/Curriculum-Support/Progression-Diagrams

Case studies relating to conceptual design A focus on modelling and design ideas http://technology.tki.org.nz/Case-Studies/Classroom-Practice-

Case-Studies-Overview/Materials-Case-Studies/A-Focus-on-Modelling

Conceptual design in a graphics course: http://technology.tki.org.nz/Teaching-Snapshots/Course-Outlines/Pdf-download/Course-outline-dvc-y11-tauraroa-area-school

Manufacturing/Processing Technologies: Design in Technology http://technology.tki.org.nz/Case-Studies/Technologists-Practice-case-studies-Introduction/Hard-Materials/SouloPackaging Technology/Resistant materials/Design/Enterprise http://technology.tki.org.nz/Case-Studies/Technologists-Practice-case-studies-Introduction/Hard-Materials/Licenced-to-ChillGeneral resources

Ideation: It’s More Than Just Brainstorming- a website outlining strategies for teaching how to generate ideas: jcflowers1.iweb.bsu.edu/rlo/brainstorming2.htm

Mind mapping for ideation: www.thegraphicdesignschool.com/blog/graphic-design/idea-generation-techniques-mind-mapping-for-graphic-design

Synthesis: An Introduction for teachers: https://www.msu.edu/~jdowell/135/Synthesis.html A workshop for teaching students how to synthesise:

www.west.asu.edu/johnso/synthesis/synthesis.html#examples

Assessment for qualificationsNote: This Achievement objective covers conceptual design and prototype development which is assessed in two different standards 3.3 and 3.4 respectively:AS91610 Generic Technology 3.3: Develop a conceptual design considering fitness for purpose in the broadest senseAS91611 Generic Technology 3.4: Develop a prototype considering fitness for purpose in the broadest sense

Key messages from the standardsThe brief used for achievement standard AS91610 must allow for a range of outcomes and include the purpose and probable attributes of the outcome. The brief may be provided by the teacher or developed by the student. Potential fitness for purpose refers to the likelihood of the outcome addressing the brief.At level 8 the focus is determined by the student within the parameters set by the teacher. Students will determine their own context, explore this to select the issue and develop at the need or opportunity form this.


http://www.west.asu.edu/johnso/synthesis/synthesis.html#examples

https://www.msu.edu/~jdowell/135/Synthesis.html

http://www.thegraphicdesignschool.com/blog/graphic-design/idea-generation-techniques-mind-mapping-for-graphic-design/

http://www.thegraphicdesignschool.com/blog/graphic-design/idea-generation-techniques-mind-mapping-for-graphic-design/

http://jcflowers1.iweb.bsu.edu/rlo/brainstorming2.htm

http://technology.tki.org.nz/Case-Studies/Classroom-Practice-Case-Studies-Overview/Materials-Case-Studies/A-Focus-on-Modelling

http://technology.tki.org.nz/Case-Studies/Classroom-Practice-Case-Studies-Overview/Materials-Case-Studies/A-Focus-on-Modelling





Level 8: Technological modelling TK 8-1 [Achievement standard 3.5 AS 91612]Technological modelling is concerned with functional modelling and prototyping to justify decision making in technological practice. Through technological modelling, evidence is gathered to justify decision making within technological practice. Decisions as a result of technological modelling may include the termination of the development or a continuation of the development as planned.

Achievement Objective: TK 8-1Students will

understand the role of technological modelling as a key part of technological development, justifying its importance on moral, ethical, sustainable, cultural, political, economic, and historical grounds.

Indicators Explains the role of technological modelling in making informed, responsive and defensible design and

development decisions Explains the role of technological modelling in making informed, responsive and defensible

manufacturing decisions Discusses examples to illustrate a range of technological modelling practices that have been

undertaken in situations with competing and contestable factors Critiques examples of technological modelling practices in terms of how well they address underpinning

factors.

Progression At level 8, students will use critical analysis to judge/determine the role that technological modelling had in the development and implementation of a technological outcome. This can be demonstrated by students doing a retrospective reflection on their own technological practice or analysing a case study, or undertaking an investigation into the technological modelling applied in someone else’s practiceThe technological outcome has to have been implemented, placed in situ and tested, that is , developed to the prototype stage

Teacher GuidanceTo support students to understand the role of technological modelling at Level 8, teachers could: support students to develop a critical and informed understanding of why technological modelling is an

important aspect for ensuring responsible and defensible decisions are made during the design, development and any subsequent manufacturing of Technological Outcomes.

support students to critically analyse examples of technological modelling practices that were undertaken to address a range of competing and contestable factors to gain insight into how these factors can be handled. These factors arise from such things as differing moral, ethical, cultural, and/or political views and the way in which people adhere to and understand issues such as sustainability, globalisation, democracy, global warming etc. Examples should include the modelling practices of technologists and should include instances where modelling was undertaken to deal with competing and contestable factors.

Contexts for teaching and learning Ensure students are aware that responsible and defensible making requires the justification of a

decision Provide opportunities for students to demonstrate their understanding of how technological modelling

was used as an important tool for ensuring that responsible and defensible decisions were made during the design, development and manufacturing of a technological outcome

Encourage students to discuss, within their reports, examples of where technological modelling was used to identify how the competing and contestable factors were handled.

Provide opportunities for students to explain how different forms of modelling were used to enable the technologist (or themselves) to address competing and contestable factors that arise from differing moral, ethical, cultural, and/or political views, including the way in which they relate to issues such as



sustainability, globalisation, democracy, global warming. (If students are discussing their own previous practice and implemented outcomes, ensure that issues and perspectives listed above can be identified and discussed.)

Support students to develop an understanding of how the technological modelling supports technological development by providing a range of opportunities where they can analyse their own and others technological practice used to develop and implement a technological outcome. This analysis could involve students in:

o explaining the critical role that functional modelling had in allowing the technologist ( or themselves) to make informed decisions

o identifying what the competing and contestable factors were that needed to be addressed when developing and implementing the technological outcome

o explaining the defensible decisions that were made which addressed competing and contestable factors, and how technological modelling was used to support these decisions

Provide students access to case studies that describe the technological modelling practices used by technologists, especially those where modelling was undertaken to deal with competing and contestable factors. For example the case study “Little Big Bang” < http://technology.tki.org.nz/Case-Studies/Technologists-Practice-case-studies-Introduction/Digital-Technologies/BigLittleBang> Students need to explain how modelling assisted the decisions made based on the evidence from the modelling and discuss the competing and contestable factors and resulting decisions made as a direct result of modelling.

Explore through discussion, using illustrated/case study examples, how different modelling media and procedures were used when functional modelling and how these enabled (or not) the risks associated with different potential outcomes to be determined. Also discuss how functional modelling enabled social and physical environments requirements to be determined and how and identified the requirements of the social and physical environment in the short and long term risks were mitigated

Literacy considerations Support students to understand the language associated with the achievement objective:

o technological outcome being fully realised products and systems, created by people for an identified purpose through Technological Practice

the physical and functional nature of a technological outcome, such as a building, garment or product

competing and contestable factors are those arising from issues that will include, but are not limited to ethical, social, historical, cultural, political, economic, sustainable, humanitarian, and environmental.

Implementation of technological outcomes refers to the placement of the technological outcomes in situ.

Support students in developing writing frames to guide their thinkingStudents also need to understand the meaning of the following terms in relation to what they are trying to communicate about the modelling: an explanation requires reasons as to how or why. justification is an extension of explanation where a student gives the rationale for the decision-

making discussion will require an explanation that is comprehensive, detailed, broad and show evidence of

some complexity in thinking. Defensible decision making is where the student will discuss the impact of the evidence as a substantiation of the design decisions as a result of the modelling undertaken

___________________________________________________________________________________________





Technology Explanatory paper on Modelling http://technology.tki.org.nz/Curriculum-Support/Explanatory-

Papers/Technological-Knowledge/Technological-Modelling Indicators of progression: http://technology.tki.org.nz/Curriculum-Support/Indicators-of-Progression Progression diagrams http://technology.tki.org.nz/Curriculum-Support/Progression-Diagrams

Strategies for engaging students – technological modelling at level 8: http://technology.tki.org.nz/Curriculum-Support/Strategies-for-Engaging-Students/Technological-Modelling/Level-EightCase study material: Big Little Bang – http://technology.tki.org.nz/Case-Studies/Technologists-Practice-case-studies-Introduction/Digital-Technologies/BigLittleBang

Assessment for qualificationsThe following achievement standard(s) could assess learning outcomes from this achievement objective:AS91612 Generic Technology 3.5: Demonstrate understanding of how technological modelling supports technological developmentKey messages from the standardEnsure students know how to write a report that meets the requirements as set out in the assessment specifications and covers everything asked for in the standard. Teachers need to support students to understand what evidence needs to be included in the report. Breaking the writing task down into a series of tasks could be done by taking the assessment criteria in AS91612 Explanatory note 2 and re-phrase these into questions. For example: for achieved (Demonstrate understanding):

How was functional modelling used to test competing and/or contestable factors?How was functional modelling used to inform decisions during the development of a technological outcome?How was prototyping used to inform decisions for implementation of a technological outcome?

for merit /excellence: What evidence supports competing and/or contestable factors that is gained from different forms of modelling?How were the decisions made during the development and implementation of a technological outcome justified?How did modelling enable informed, responsive and defensible decision making during the development and implementation of a technological outcome?

Students also need to understand the words used to describe the level of expected performance at each achievement grade: Explain meaning to give a reason or reasons; an explanation answers the question “why?” or “how does

that work?” Justify to explain in your report the reason why to present a logical argument or reasons Discussion will require an explanation and reasoned argument that will include analysis, justification,

and evaluation in order to make a judgement that relates to the responsible and defensible decisions made


http://www.macmillandictionary.com/search/british/direct/?q=why

http://www.macmillandictionary.com/search/british/direct/?q=reason

http://www.macmillandictionary.com/search/british/direct/?q=the

http://technology.tki.org.nz/Curriculum-Support/Strategies-for-Engaging-Students/Technological-Modelling/Level-Eight

http://technology.tki.org.nz/Curriculum-Support/Strategies-for-Engaging-Students/Technological-Modelling/Level-Eight





Level 8: Technological products TK 8-2 [Achievement standard 3.6 AS91613]This component focuses on the relationship between the composition of materials and their performance properties and how this relationship impacts on the use of the materials in technological products. (Note that both the products and systems components are more relevant to some contexts than others.)


understand the concepts and processes employed in materials development and evaluation and the implications of these for design, development, maintenance, and disposal of technological products.

Indicators Discusses examples of the formulation of new materials and explain the underpinning concepts and

processes involved in their development; Discusses examples of evaluation procedures undertaken to determine the suitability of new materials

and explain the underpinning concepts and processes involved in particular evaluations; Discusses examples of past material developments and explain how these impacted on product design,

development, manufacturing, maintenance and disposal; Discusses examples of contemporary material developments and suggest probable implications for

future technological product design, development, manufacturing, maintenance and disposal.

Progression At level 8 of the curriculum students have progressed to develop their understanding of the development of materials both past and contemporary and their impact on the design, development, manufacturing, maintenance and disposal of products. This supports students looking forward to the implications of new materials and their impact on future product design

Teacher GuidanceTo support students to develop understanding of technological products at level 8, teachers could: support students to understand that material evaluation enables decisions to be made about what

material would be optimal to ensure the fitness for purpose when taking into account both the technical feasibility and social acceptability of the product;

support students to critically analyse a range of subjective and objective evaluative procedures used to justify material suitability and to explain the underpinning concepts and processes involved in these procedures;

support students to understand why the selection of appropriate material evaluation procedures relies on understanding the composition and structure of materials, how their properties can be enhanced through manipulation or transformation, the performance criteria required by technological products and an understanding of the physical and social context within which the technological product will be situated;

support students to understand that the development of new materials relies on understanding: existing materials including their advantages and limitations; new material composition and structure possibilities; formulation procedures; future requirements, needs and desires; and an awareness that new evaluative procedures may need to be developed to determine the suitability of new materials;

support students to identify and analyse examples where new materials have been developed, including past and contemporary examples, to gain insight into how material formulation and subsequent evaluation procedures are used to address performance, maintenance and disposal implications and inform design and development decisions. Examples should include material development (including formulation procedures) and evaluation practices of technologists.

Contexts for teaching and learning Ensure students understand the concepts of forming new materials, and the transforming and

manipulation of these materials and how these processes impact on the development of materials.



Give consideration to the implications and impact of this material on a technological product from the inception of the product’s design to its disposal- taking a life cycle approach to product development

Literacy considerations Students may need support to understand the specialist language related to the formation,

manipulation and transformation of materials, product performance, maintenance and disposal. Support students to describe and explain the concepts and process used in the development of

materials and develop their understanding of the implications of the material in the design, implementation and ongoing maintenance and disposal of the product. This is a relationship between the material and the product and how the product was improved in its performance by the development of the material. To develop understanding, students could analyse examples where new materials have been developed, including past and contemporary examples, to gain insight into how material development is used to address performance, maintenance and disposal implications and inform design and development decisions in the context of a technological outcome.



Technology Explanatory paper on Technological Products

http://technology.tki.org.nz/Curriculum-Support/Explanatory-Papers/Technological-Knowledge/Technological-Products

Indicators of progression: http://technology.tki.org.nz/Curriculum-Support/Indicators-of-Progression Progression diagrams http://technology.tki.org.nz/Curriculum-Support/Progression-Diagrams

Case study materialShapeShifting: The Art of Hand-making Surfboards

http://technology.tki.org.nz/Case-Studies/Technologists-Practice-case-studies-Introduction/Hard-Materials/Shapeshifting-The-art-of-hand-making-surfboards

Secure Couture – New food development: www.biotechlearn.org.nz/focus_stories/future_foods/making_new_foods Developing Natural Easy Care fabrics:

www.biotechlearn.org.nz/focus_stories/wool_innovations/developing_natural_easy_care_fabrics Skateboards made out of harakeke:

www.sciencelearn.org.nz/Science-Stories/Celebrating-Science/2008-Awards/Skateboards-made-out-of-harakeke

Assessment for qualificationsThe following achievement standard(s) could assess learning outcomes from this achievement objective:AS91613 Generic Technology 3.6: Demonstrate understanding of material developmentKey messages from the standard This standard does not require students to compare and contrast products or materials but to explore

(describe and explain) the relationship between the material and the performance enhancement of the product(s). Students will need to understand how to write an explanation of this relationship.

Teachers must ensure students know how to write a report that meets the requirements as set out in the assessment specifications and covers everything asked for in the standard. Using the bullet points from the criteria of the standard as headings or using them as focus questions will support students to complete a report that presents evidence of their understanding clearly.

For this standard and assessment the understanding focuses on the development of a material and how the material enhanced a technological products’ performance, describing the development of the material its contribution to the enhancement of a product’s performance and describing the implications of the material on product design and development, implementation, maintenance, and disposal. While the focus is on development of a material, it may not be necessarily a new or smart



Cant findnew url

http://www.sciencelearn.org.nz/Science-Stories/Celebrating-Science/2008-Awards/Skateboards-made-out-of-harakeke

http://www.sciencelearn.org.nz/Science-Stories/Celebrating-Science/2008-Awards/Skateboards-made-out-of-harakeke









material but could be a material that has significant impact developed previously or used in a new product. The material must be described (at achieved) and explained (at merit and excellence) in relation to the performance properties of the product- both physical and functional.AS91613 Explanatory note 3 covers a range of performance enhancements such as fire-proofing, increasing speed, durability and impact protection, and is not an exclusive list. Some examples of these in products are:o High Performance Protective Textiles such as DEFLEXION™ material brings you a range of silicone

impact protection technologies, allowing the easy creation of high-performance protective apparel and personal protective equipment.

o D3O formally “D3o” is commonly used for impact protection, categorised as a smart fabric and intelligent textile often used in snow skiing protective garments.

o High-technology swimwear fabrics are scientifically advanced materials used for swimwear in competitive water sports such as swimming and triathlon. Materials of this type are normally spandex and nylon composite fabrics with features to reduce drag against the water. One example is the LZR Racer Suit manufactured by Speedo using a high-technology swimwear fabric composed of woven elastane-nylon and polyurethane.

o Endothermic materials such as gypsum, concrete and other cementitious products used in fireproofing buildings. Versions of these are used in aerodynamics, intercontinental ballistic missiles (ICBMs) and re-entry vehicles, such as the space shuttles. Other examples include Gypsum, cementitious, and fibrous plasters.

o Engineered woods such as MDF or fibrous plant based materials – flat-pack furniture is typically made out of man-made wood due to its low manufacturing costs and its low weight, and ease of transport.

o Dairy-based films as an alternative to petroleum-based packaging.o Moulded pulp uses recycled newsprint to form package components. Here, researchers are

moulding packaging from straw.o Potatopak (NZ) Ltd manufactures innovative 100% biodegradable food serving and packaging

products from potato starch.o Materials for hypersonic vehicles. Speed and protection combined in materials for space travel

www.sciencelearn.org.nz/Contexts/Rockets/NZ-Research/Materials-for-hypersonic-vehicles.o Stab- and flame-resistant fabrics (Vectran) in vests and body armour.o Omega-3 enriched foods and freeze-dried grape extract is used to boost the antioxidant level of

various foods to enhance health.o Biomaterials such as the flax surfboard.o Formula 3 racing cars built using vegetable materials and powered by a chocolate by-product

features potato-based components provided by New Zealand scientists – see www2.warwick.ac.uk/newsandevents/pressreleases/racing_car


http://www2.warwick.ac.uk/newsandevents/pressreleases/racing_car/

http://www.sciencelearn.org.nz/Contexts/Rockets/NZ-Research/Materials-for-hypersonic-vehicles


Level 8: Technological systems TK 8-3 [Achievement Standard 3.7 AS91614]Technological systems are a set of interconnected components that serve to transform, store, transport, or control materials, energy, and/or information. These systems exist as the result of human design.


understand operational parameters and their role in the design, development, and maintenance of technological systems.

Indicators Explains what operational parameters are in relation to technological systems; Explains the operational parameters established for particular technological systems and explain the

factors that influenced these; Discusses examples of technological systems to illustrate how operational parameters impacted on

system design, development and maintenance; Discusses examples of simple, complex and highly complex technological systems to illustrate the

demands that increasing complexity in system design requires in terms of establishing operational parameters.

Progression At Level 8, students will be dealing with complex and highly complex technological systems, and they need to understand operational parameters.

Teacher GuidanceTo support students to develop understanding of technological systems at level 8, teachers could: support students to understand what operational parameters are and the role they play in the design,

development and maintenance of technological systems. Operational parameters refer to the boundaries and/or conditions within which the system has been designed to function and are influenced by a number of factors associated with the technical feasibility and social acceptability of the system;

support students to identify and differentiate highly complex systems. Highly complex systems include self-regulatory and intelligent systems. Self regulatory systems are those that have been designed to adjust the functioning of transformation processes in response to feedback from any part of the system to produce desirable and known outputs. Intelligent systems have been designed to adapt to environmental inputs in ways that change the nature of the system components and/or transformation processes in known and unknown ways to produce desirable but unspecified outputs;

support students to identify and analyse a range of technological systems including simple, complex and highly complex technological systems;

support students to use examples to gain insight into underpinning operational parameters and how these have impacted on and been influenced by system design, development and maintenance decisions. Examples should include system design, development and maintenance practices of technologists.

Contexts for teaching and learning Support students to identify and analyse a range of technological systems including complex, and highly

complex systems (self-regulatory and intelligent systems). This may involve a mixture of case study material, guest speakers, practical work and directed and independent research.

Ensure students know how to write a report, and what evidence needs to be included in the report. Ensure students understand the difference between a technological system and any other type of

system such as a biological system, a social system, or a system (process) of production. AS91614 Explanatory note 3 defines a complex system (changes inputs to outputs through more than one transformational process).AS91614 Explanatory note 4 defines a highly complex system (highly complex systems include self-



regulatory and intelligent technological systems). Self-regulatory systems and intelligent systems are not defined in the standard but the curriculum support material provides definitions:o Self-regulatory systems are those that have been designed to adjust the functioning of

transformation processes in response to feedback from any part of the system to produce desirable and known outputs. Examples of self-regulatory technological systems include an automated greenhouse or electronic stability control in a car.

o Intelligent systems have been designed to adapt to environmental inputs in ways that change the nature of the system components and/or transformation processes in known and unknown ways to produce desirable but unspecified outputs. Examples of intelligent technological systems include Deep Blue (the computer that beat a chess grand master), or adaptive robots.

o Operational parameters are not defined in the standard but again the curriculum support material provides a useful definition. Operational parameters refer to the boundaries and/or conditions within which the system has been designed to function and are influenced by a number of factors associated with the technical feasibility and social acceptability of the system. Examples of operational parameters may be the temperature range within which the system can operate, or a maximum speed at which a system will function correctly.

AS91614 Explanatory note 5 makes it clear that factors that influence operational parameters are those associated with both the technical feasibility and the social acceptability of the technological system. Factors influencing operational parameters that are associated with the technical feasibility of the technological system may include such things as the way weather conditions affect the audibility of sirens in a Tsunami warning system. Factors influencing operational parameters that are associated with the social acceptability of the technological system may include such things as the likelihood of injury when an airbag inflates in a SRS (Supplemental Restraint System) airbag system in a car, or the siren volume and/or duration in a house alarm system

Literacy considerationsSupport students to understand what operational parameters are and the role they play in the design, development, and maintenance of technological systems.Resources to support student achievement Senior secondary teaching and learning guide for technology:


Technology Explanatory paper on Technological Systems

http://technology.tki.org.nz/Curriculum-Support/Explanatory-Papers/Technological-Knowledge/Technological-Systems

Indicators of progression: http://technology.tki.org.nz/Curriculum-Support/Indicators-of-ProgressionProgression diagrams http://technology.tki.org.nz/Curriculum-Support/Progression-DiagramsCase study – Pertronics http://technology.tki.org.nz/Case-Studies/Technologists-Practice-case-studies-Introduction/Electronics/Fire-Protection-Systems

Assessment for qualificationsThe following achievement standard(s) could assess learning outcomes from this achievement objective:AS91614 Generic Technology 3.7: Demonstrate understanding of operational parameters in complex and highly complex technological systemsKey messages from the standardEnsure students know how to write a report that meets the requirements as set out in the assessment specifications and covers everything asked for in the standard. For example some criteria list multiple requirements such as ‘address factors concerned with the system’s operation and maintenance in situ’. So operation and maintenance both need to be covered, but furthermore when looking at the explanatory notes it is apparent the factors need to cover both technical feasibility and social acceptability.






Level 8: Characteristics of Technology NT 8-1 [Achievement Standard3.8, AS 91615]Characteristics of technologyStudents develop an understanding of technology as intervention by design.

Achievement Objective: NT 8-1Students will

understand the implications of technology as intervention by design and how interventions have consequences, known and unknown, intended and unintended.

Indicators Discusses technology as intervention by design and explain the impacts and implications of this Discusses why technology can challenge people's views of what it is to be 'human' Critiques the role of technology in the development of sustainable environments Discusses future scenarios where technology plays out different roles, and justify projected impacts.

Progression At level 8 students have progressed to demonstrate their ability to critically evaluate technological issues. This includes the responsibilities of technologists and the implications of technological developments

Teacher GuidanceTo support students to develop understanding of characteristics of technology at level 8, teachers could: Support students to critically analyse examples of technological developments and their consequences,

known and unknown and intended and unintended, to gain insight into the social responsibility technologists have due to the interventionist nature of technology. Examples should allow students to gain insight into how technology has real and long term impacts for the made, natural and social world. Students should be supported to discuss the implications this has for Technological collective responsibility

Support students to understand that technology can challenge people's views of what it is to be 'human'. Contexts for exploration could include contemporary developments in the area of communication technologies, artificial intelligence, human-robotic interfaces, second-life gaming, genetic engineering, nanotechnology.

Support students to explore and critique the role of technology in the creation of sustainable environments. This would include discussion of such things as the ethics of designing for limited technological outcome lifespan, designing to comply with minimal engineering ideals, utilizing and developing sustainable materials, reducing energy consumption and waste, developing and managing socio-technological environments.

Contexts for teaching and learning Student investigation of selected technological developments can occur in parallel with their own

technological practice, or during a concentrated period of in-class time with a major focus on this activity. Support students to understand how to explore and use past and contemporary evidence in order to predict a probable future trends relating to their chosen technological development within a field of technology.

Support students to understand that technological developments can have multiple consequences, both intended and unintended, known and unknown. Technological development can impact on: -- the made world, for example, the development of new materials and techniques enables design improvements and system innovation, leading to innovative new consumer products , or the link between consumer preferences and technological innovation has resulted in rapid product development and an increase in the infrastructure and environments required to support new developments;-- the natural world, for example, how the field of development contributes to scientific knowledge and



extending the potential market for new technologies has increased consumer uptake but has also impacted on product lifespan, creating life cycle issues;-- the social world, for example development and use of electronic games can have negative social and physical consequences.

Support students to understand the responsibilities of technologists. These can be both individual and collective, and they arise within the broader environment where technologists work, for example, social, physical, cultural, political, economic, and spiritual environments. Technologists have a responsibility to address factors such as:-- the protection of life and the safeguarding of people -- societal and community wellbeing, for example, the wellbeing of the communities in which programme-related facilities are located -- sustainable management and care of the environment, for example, efficient use of resources.A useful resource is the thinking an ethics tool section found on the Biotech Learning Hub: www.biotechlearn.org.nz/thinking_tools

Engage students in broad discussions on what it means to be human, including concepts such as: -- human needs and wants, for example, issues relating to protection, creation, affection, leisure-- human characteristics, for example, flexibility of movement, adaptability to different environments, natural evolution in body characteristics-- human intellect and will, for example, the importance of making decisions and providing choices -- natural variation, for example, body shape and size, motor skills, dexterity (adapted from Assessment Resources 3.8 A&B: ncea.tki.org.nz/Resources-for-aligned-standards/Technology/Level-3-Technology)

Support students to decide on a technological development within the chosen field, for example, within the field of sport it could be the use of carbon fibre sports equipment or the use of smart materials in racing suits--- Research the technological development. --- Use their findings to create a report that explains the consequences of the technological

development and identifies probable future developments. --- explain the impacts technological developments have had on the made, natural, and social world --- discuss how the consequences of a technological development (for example, the Carbon fibre

equipment) have influenced the responsibilities of technologists working in the field sport over time

--- discuss why technological intervention has challenged people’s perceptions of what it means to be human- the extension of human capacity in the field of sport, related to speed and buoyancy, or strength with the use of particular racquets or other pieces of equipment or clothing

--- discuss probable future technological developments in this field of technology, justifying their predictions by referring to past and/or contemporary evidence

--- acknowledge all sources of information that were used. Materials must be referenced to their source

NOTE Discussion does not relate to the comparison or contrasting of aspects of the interventions but a reasoned explanation and argument that covers the aspects in the bullet points above. This could be a comparison of pre intervention of the development to the performance or position post intervention or a discussion relating to the relationship between certain factors.

Use a suitable case study that highlights the responsibilities that the technologist had to deal with, e.g. o Invite a visiting technologist/ FutureinTech Ambassador to talk about their own decision making

process to make complex decisions. Answer student’s pre-prepared questions that focus on identifying the responsibilities they had to address when developing their product.

o Pose the following Victor Papanek topic as the subject of debate:‘ Whether designers, architects, and engineers can be held personally responsible and legally liable for creating tools, objects, appliances, and buildings that bring about environmental deterioration

o Critically analyse a range of innovative Technological Outcomes/developments from the past and present and looking to the future. Such as Made of Glass (Display Technologies Corning) www.youtube.com/watch?v=LE50vaI1ZeI


http://www.youtube.com/watch?v=LE50vaI1ZeI

http://ncea.tki.org.nz/Resources-for-aligned-standards/Technology/Level-3-Technology

http://www.biotechlearn.org.nz/thinking_tools


o Discuss technology as intervention by design and explain the impacts and implications of this by critically analysing case studies of technological developments, for example: data storage, genetic modification, medicine-antibiotics, aviation, functional foods, smart materials, Nutrigenomics: www.biotechlearn.org.nz/focus_stories/nutrigenomics/nutrigenomics

o Introduce the concept of ‘challenging what it is to be human’ by watching clips such as:www.quazen.com/Arts/Architecture/10-Mistakes-in-Modern-Table-Design.202419Honda Robot:www.youtube.com/watch?v=cfaAiujrX_Y and www.youtube.com/watch?v=VTlV0Y5yAww Swimsuit design: blog.djsports.com/2009/08/01/swimsuit-ban-will-be-enforced-on-janurary-1-2010/ www.jsme.or.jp/English/news08(535KB).pdf

Literacy considerationsTeachers will need to support students to: . develop understanding of specialist vocabulary and concepts such as:

--- what defines a field of technology--- the consequences of the intervention of a technological development--- the responsibilities of a technologist.

use research tools to investigate the chosen technological field and development use evidence to predict probable future outcomes understand that a field of technology is a broad area of intervention by design. Specific fields in which

technological developments may take place include such fields as: medical, sporting, communication, entertainment, food, textiles, gaming, and military. Priorities that govern specific fields include sustainability, profit, human desire and/or need, attitudes to existing technology (ies).In all fields, priorities for development can be shown to be driven by a number of different variables. These include attitudes towards existing technologies, human needs and/or desires, financial gains, and sustainability.



Technology Explanatory paper on Characteristics of Technology http://technology.tki.org.nz/Curriculum-

Support/Explanatory-Papers/Nature-of-Technology/Characteristics-of-Technology Indicators of progression: http://technology.tki.org.nz/Curriculum-Support/Indicators-of-ProgressionProgression diagrams http://technology.tki.org.nz/Curriculum-Support/Progression-DiagramsSynthesis:

An Introduction for teachers: https://www.msu.edu/~jdowell/135/Synthesis.htmlA workshop for teaching students how to synthesise: www.west.asu.edu/johnso/synthesis/synthesis.html#examples

Case studies relating to Characteristics of TechnologyProgramme design to incorporate Characteristics of Technology: http://technology.tki.org.nz/Curriculum-Support/Technology-Programme-Design

Junior – The five-metre marionette: http://technology.tki.org.nz/Case-Studies/Technologists-Practice-case-studies-Introduction/Hard-Materials/Junior-The-five-metre-marionette

Cow Power: http://technology.tki.org.nz/Case-Studies/Technologists-Practice-case-studies-Introduction/Electronics/CowsAssessment for qualifications

The following achievement standard(s) could assess learning outcomes from this learning objective:AS91615 Generic Technology 3.8: Demonstrate understanding of consequences, responsibilities and challenges involved in technologyKey messages from the standard


http://technology.tki.org.nz/Case-Studies/Technologists-Practice-case-studies-Introduction/Hard-Materials/Junior-The-five-metre-marionette

http://technology.tki.org.nz/Case-Studies/Technologists-Practice-case-studies-Introduction/Hard-Materials/Junior-The-five-metre-marionette

http://www.west.asu.edu/johnso/synthesis/synthesis.html#examples

https://www.msu.edu/~jdowell/135/Synthesis.html




http://www.jsme.or.jp/English/news08(535KB).pdf

http://blog.djsports.com/2009/08/01/swimsuit-ban-will-be-enforced-on-janurary-1-2010/

http://blog.djsports.com/2009/08/01/swimsuit-ban-will-be-enforced-on-janurary-1-2010/

http://www.youtube.com/watch?v=VTlV0Y5yAww

http://www.youtube.com/watch?v=VTlV0Y5yAww

http://www.youtube.com/watch?v=cfaAiujrX_Y

http://www.quazen.com/Arts/Architecture/10-Mistakes-in-Modern-Table-Design.202419


Allow sufficient time for students to develop the breadth and depth of the evidence required to meet the requirements of the standard. Presentation of a report covering this aspect of work for assessment would be an individual task but investigation and exploration could be a group or class activity. Material and understandings may inform practice or be a separate set of key understandings related to a separate activity



Level 8: Characteristics of technological outcomes NT 8-2 [Achievement Standard 3.9, AS91616]This component focuses on technological products and systems as situated in their social and historic context.

Achievement Objective: NT 8-2Students will

understand how technological outcomes can be interpreted and justified as fit for purpose in their historical, cultural, social, and geographical locations.

Indicators Discusses the implications of viewing fitness for purpose in its broadest sense on the design and

development of technological outcomes Discusses the implications of viewing fitness for purpose in its broadest sense on the manufacture of

technological outcomes Justifies the fitness for purpose, in its broadest sense, of technological outcomes Debates the value of employing the notion of 'fitness for purpose in its broadest sense' as related to:

the design and development, manufacture, evaluation and analysis of technological outcomes.

Progression At level 8 students demonstrate their understanding of the relationship between the outcome’s fitness for purpose, its social; geographical / physical and historical or contemporary contextual setting. This discussion sets the outcome in its context and explores the relationship this has on the way the outcome is evaluated as fit for purpose and how this may differ as these contexts change. The explorations and discussion also should explain how fitness for purpose in its broadest sense assists in the design development and evaluation of outcomes.

Teacher GuidanceTo support students to develop understanding of characteristics of technological outcomes at level 8, teachers could: provide students with opportunity to extend their understanding of fitness for purpose. This extended

notion is called 'fitness for purpose in its broadest sense' and refers to the 'fitness' of the outcome itself as well as the practices used to develop the outcome (e.g. such things as the sustainability of resources used, ethical nature of testing practices, cultural appropriateness of trialling procedures, determination of lifecycle and ultimate disposal);

support students to explore the implications of a commitment to developing technological outcomes that are fit for purpose in the broadest sense on the design, development and manufacturing of technological outcomes;

support students to critically analyse a range of technological outcomes to evaluate their fitness for purpose, in its broadest sense. The evaluation will be based on the physical and functional nature of the outcome, the historical, cultural, social, and geographical location of the final outcome as well as its development, and any information available regarding its performance over time;

support students to explore possible benefits and disadvantages of employing the notion of fitness for purpose in its broadest sense in different contexts related to the design and development, manufacture, evaluation and analysis of technological outcomes.

Contexts for teaching and learningFitness for purpose in the broadest sense relates to the outcome itself as well as to the practices used to develop the outcome. Judgements may include: considerations of the outcomes technical and social acceptability sustainability of resources used ethical nature of testing practices cultural appropriateness of trialling procedures determination of life cycle, maintenance, ultimate disposal



health and safety.Two approaches could be taken (the following is adapted from Assessment Resources 3.9 A&B: ncea.tki.org.nz/Resources-for-aligned-standards/Technology/Level-3-Technology)1) To compare and contrast two technological outcomes and discuss these in terms of their physical and

functional attributes in the context of their geographic, social and historical era. This would cover such things as discussing design elements related to the physical nature of an outcome including: movement, pattern, rhythm, proportion, balance, harmony, contrast, style, texture, and colour; and those design elements related to an outcome’s functional nature including: strength and durability, safety, stability, efficiency, reliability, user-friendliness, ergonomic fit, texture, viscosity, consistency, structure, nutritional value, and taste.When researching the development of a product or consumer good, consider such things as: the origins of the item; its functional requirements, innovations in its design and in the use of materials; manufacturing practices used to make the good, including associated ethical issues, the life cycle of the product’ health and safety issues, changing consumer demands and environmental or geographical issues.

2) Take one technological outcome such as a power station and discuss in terms of a wider set of factors such as--- Technical aspects including such things as rationales for using nuclear power, locations of power plants, design requirements, reliability and redundancy issues, material considerations, health and safety issues, the lifespans of the plants and their by-products, decommissioning requirements, on-going modifications to concepts of best practice.--- Sociocultural influences including things such as societal perceptions and attitudes; political agendas and priorities; cultural values; environmental/geographical issues.--- Fitness for purpose in the broadest sense, consider such things as: technical and social acceptability; the sustainability of use of the resource; ethical issues; the cultural appropriateness of trialling procedures; life cycle considerations. --- Changes over time considers such things as: technical advancement; natural events; generational attitudes; economic factors--- Geographical and/or social locations consider such things as: geographical constraints; seismic issues; political climate; government policy; social climate; international collaboration; regulatory changes; updating of standards.

Literacy considerationsStudents will write a report that discusses the product’s fitness for purpose in the broadest sense explains why the judgement of the product’s fitness for purpose may have changed with the passing of

time and with changes to the product’s geographical and/or social location discusses the value of evaluating an outcome in terms of its fitness for purpose in the broadest sense,

referring to the analysis of technological outcomes and to the role that fitness for purpose in the broadest sense has in guiding the design, development, and evaluation of an outcome

discusses the judgement of the product’s fitness for purpose in the broadest sense, justifying this in relation to the product’s era of development and to its geographical and/or social location.



Technology Explanatory paper on Characteristics of Technological Outcomes

http://technology.tki.org.nz/Curriculum-Support/Explanatory-Papers/Nature-of-Technology/Characteristics-of-Technological-Outcomes

Indicators of progression: http://technology.tki.org.nz/Curriculum-Support/Indicators-of-ProgressionProgression diagrams http://technology.tki.org.nz/Curriculum-Support/Progression-DiagramsCase studies [








Shapeshifting: The art of hand-making surfboards http://technology.tki.org.nz/Case-Studies/Technologists-Practice-case-studies-Introduction/Hard-Materials/Shapeshifting-The-art-of-hand-making-surfboards

Furnware: http://technology.tki.org.nz/Case-Studies/Technologists-Practice-case-studies-Introduction/Hard-Materials/Custom-Classroom-Furniture

Iconic Te Rewa Rewa bridge: Big Little Bang: http://technology.tki.org.nz/Case-Studies/Technologists-Practice-case-studies-

Introduction/Digital-Technologies/BigLittleBang Digital animation – from concept to consumer:

http://technology.tki.org.nz/Case-Studies/Technologists-Practice-case-studies-Introduction/Digital-Technologies/Digital-Animation-From-Concept-To-Consumer

Miranda Brown: Conscious cloth: http://technology.tki.org.nz/Case-Studies/Technologists-Practice-case-studies-Introduction/Soft-Materials/Miranda-Brown-Conscious-cloth

Assessment for qualificationsThe following achievement standard(s) could assess learning outcomes from this learning objective:AS91616 Generic Technology 3.9: Demonstrate understanding of how the fitness for purpose of technological outcomes may be broadly interpretedKey messages from the standard In a teaching and learning programme, students explore concepts and develop greater conceptual

understandings that will enhance their application and development of design principles, physical and functional attributes and fitness for purpose when developing their own outcomes and products, and may contribute to evidence for assessment of standards in the Technological Practice strand.

Students may conduct their research within a group setting, but for assessment purposes writing the report is an individual task.



Level 8: Knowledge of Design DET 8-1/2 [Achievement Standard 3.10, AS91617]Knowledge of design focuses on understanding the way informed, creative and critical development of new ideas is achieved and how these are realised into feasible outcomes.

Note at Level 8, Knowledge of Design also covers Human factors in design i.e. there is no Level 8 specific for Human factors in design. Design concepts at level 8 also relate to future focused themes, principles of good design, and making judgements of a design’s quality in the context of its use.

Learning Objective: DET 8-1/2Students will

demonstrate understanding of complex concepts in design

Indicators Evaluates the quality of the design of a technological outcome using contemporary design judgement

criteria Discusses the impact of contemporary judgement criteria on design decision making Justifies the evaluation of a technological outcome’s design

Progression Initially students learn basic concepts relating to ‘What is design?’ and how or why something may be described as a ‘good’ or ‘bad’ design. Students’ progress to advanced concepts relating to sustainable design and innovation as related to level 8 of the NZC, and to complex concepts relating to future focused themes, principles of good design, and making judgements of a design’s quality in the context of its use.

Teacher GuidanceTo support students to develop understandings about the complex concepts in design at level 8, teachers could: Provide opportunity for students to explore innovative designing for sustainable futures. Guide students to examine a range of models of design as recognised by design professionals and

organisations. Provide opportunity for students to develop a contemporary understanding of the ‘principles of good

design’. Provide students with an opportunity to debate possible and probable future scenarios, the reliability

of projections based on uncertainty, and the role of design principles in responding to uncertainty and the mitigation of risk.

Provide opportunity for students to apply the principles of good design to make informed judgements about the quality of a design.

Provide opportunity for students to debate how the principles of good design may have impacted on the design decision-making undertaken during the development of a variety of technological outcomes.

Contexts for teaching and learning Allow students to debate about the difference between art and a technology outcome to ensure they

select the right context. Provide students the opportunity to develop a contemporary understanding of the “principles of good

design” Look at issues such as sustainability and innovation that can influence behaviour. Investigate criteria that have been used to judge “good design”, such as aesthetics, function, quality of

manufacture, emotionally resonant, enduring, socially beneficial, ergonomics, and affordability. Investigate what other designers say about good design; use their quotes to have a class discussion. Get

them to choose a quote that resonates with them and share their thoughts with the class. Get students to collect images of products that they consider to be good design, get them to share

with the class their chosen images and the criteria they used to select them.



Show students the 10 principles of good design by Dieter Rams, discuss his chosen criteria. Then get students to develop a similar format with their own images of products. Discuss with class. www.vitsoe.com/en/gb/about/dieterrams/gooddesign

Debate with the students the development of “cradle to grave” to “cradle to cradle”, a conceptual shift away from the design of some current industrial outcomes, which generate toxic, one-way, ‘cradle-to-grave’ material flows, and the movement towards a ‘cradle-to-cradle’ system that may use renewable energy, and / or materials

Allow students to debate a variety of outcomes from different eras and cultures in order to develop a

shared understanding of each other’s views and judgement criteria used to determine what makes a good design to individuals.

Invite an architect, a product designer, and a fashion designer to share their views on what makes a good design.

Literacy considerations Ensure students understand the language associated the specialist language:

o design (the look and functioning of a technological outcome, building, garment, or product).o aesthetic quality ( the nature of , beauty and taste it can be both objective and subjective – the

balance between elements like colour, line, shape and how they interact with one another to create a pleasing “whole”. Different cultures, eras have different definitions of aesthetic qualities hence this can be very subjective.)

Support students to develop a writing frame to guide their thinking and report writing, with key words and sentence enablers.

Resources to support student achievement Assessment resource: www. ncea.tki.org.nz/Resources-for-aligned-standards/Technology/Level-3-

Technology Indicators of progression: http://technology.tki.org.nz/Curriculum-Support/Indicators-of-ProgressionProgression diagrams http://technology.tki.org.nz/Curriculum-Support/Progression-Diagrams‘What is good design?’ Metropolis magazine: www.metropolismag.com/story/20090318/what-is-good-

designDieter Rams: Ten principles for good design: www.vitsoe.com/en/gb/about/dieterrams/gooddesignStart-ups, this is how design works: startupsthisishowdesignworks.comEight top designers define good design: www.youtube.com/watch?v=5SFncmn3pTsCase study material : These case studies give some understanding of contemporary good design. Get students to read them and identify what makes each one a good design. Examples include: The Iconic Te Rewa Rewa Bridge <link > , Custom Classroom Furniture http://technology.tki.org.nz/Case-Studies/Technologists-Practice-case-studies-Introduction/Hard-Materials/Custom-Classroom-Furniture

Assessment for qualificationsThe following achievement standard(s) could assess learning outcomes from this learning objective:AS91617 Generic Technology 3.10: Undertake a critique of a technological outcome’s designKey messages from the standard Ensure students understand the words associated with assessment, including words used to describe

the level of expected performance at each achievement grade: o Critiquing (a detailed analysis/evaluation and assessment of the quality of design of a

technological outcome).o Technological outcome (fully realised products and systems, created by people for an identified

purpose through Technological Practice).o Explain (s to give a reason or reasons – an explanation answers the question “why?” or “how

does that work?” If the text includes “because” or “so that”, it will be to explain something.)o Discuss (to discourse about in order to reach conclusions or to convince, discuss implies a

sifting of possibilities especially by presenting considerations pro’s and con’s, to examine something in detail so as to reach a decision. This usually means that more than one



Need to locate this case study it is pivotal when looking at cultural connections

http://www.youtube.com/watch?v=5SFncmn3pTs

http://startupsthisishowdesignworks.com/

http://www.vitsoe.com/en/gb/about/dieterrams/gooddesign



http://www.vitsoe.com/en/gb/about/dieterrams/gooddesign


perspective is put forward and actively considered. So as part of discussions we may get “compare and contrast”.)

o Evaluate (to examine and judge carefully; appraise to judge or assess the worth of; appraise).o Justify (for example, to explain in your report the reason why this is a good design, using

contemporary criteria). Ensure students know how to write a report that meets the requirements as set out in the assessment

specifications and covers everything asked for in the standard. Support students to understand what evidence needs to be included in the report. Breaking the writing

task down into a series of tasks could be done by taking the assessment criteria in AS91617 Explanatory note 2 and rephrase them into questions,For example, for achieved: - What is good design as we see it today? Why has the criteria used to judge good design changed over time? - Why is it that different individuals, groups or collectives may have different perspectives on what is good design?- How does the design of a technological outcome meet a set of criteria to make it good design? The following prompts may be useful

explain the concept of good design and why criteria for judging the quality of design change over time explain views of design and judgement criteria used to determine the quality of the design of

technological outcomes critique the design of a technological outcome using contemporary design judgement criteria discuss why contemporary judgement criteria are important for design decision making discuss the impact of judgement criteria on design decision making justify the evaluation of a technological outcome’s design.


http://www.macmillandictionary.com/search/british/direct/?q=why

http://www.macmillandictionary.com/search/british/direct/?q=reason

http://www.macmillandictionary.com/search/british/direct/?q=the


Level 8: Implement a green multi-unit manufacturing process MFG 8-1/2 [Achievement Standard3.13, AS 91618]Implement a green multi-unit manufacturing process focuses on the application of underpinning concepts and techniques in the multi-unit manufacturing of goods. A manufacturing process enables the multi-unit production of a technological outcome. Technological outcomes may include technological products that are components of another product, or the product as a whole. It is important to remember that the primary focus for this standard is the green manufacturing process and the quality control of the outcomes, that is, on the process and implementation .The manufacturing process will need to be run more than once in order to get the feedback and evaluation in order to improve the process.

[At Level 8, Knowledge of manufacturing also covers Human factors in design i.e. there is no L8 specific for Human factors in design]

Learning Objective: MFG 8-1/2Students will

develop understanding of, and implement, a ‘green’ manufacturing process.

Indicators Analyses a technological outcome to determine its suitability for ‘green’ manufacture Makes design changes as required for the technological outcome guided by contemporary judgement

criteria Establishes specifications, including tolerances, required of the outcome that is to be manufactured Discusses how and why quality management procedures have been important in changing

manufacturing practices to better support ‘green’ considerations Monitors quality control procedures that allow for on-going monitoring to enhance the review and

refinement of the manufacturing process to better suit the nature of the outcome and enhance its success in meeting ‘green’ considerations

Justifies the level of success the manufacturing process has attained in meeting ‘green’ considerations.

Progression Initially students will use a defined technological outcome suitable for manufacture that has established manufacturing specifications. They will determine and implement the manufacturing system by considering the type of outcome, the resources and the techniques to be used. At level 8 students progress to the incorporation of quality management and quality control procedures in the development and implementation of a ‘green’ manufacturing process.

Teacher GuidanceTo support students to develop and implement an effective manufacturing process at level 8, teachers could: Provide opportunity for discussion of how ‘green’ considerations are having an increasing influence on

technological outcomes and their manufacture. Support students to develop their understanding of ‘green’ manufacturing processes. Discuss contemporary judgement criteria, based on the principles of good design, and how these may

impact on the development and implementation of ‘green’ manufacturing processes. Provide examples of optimisation in terms of energy and resources that exemplify ‘green’

manufacturing processes. Support students to analyse a technological outcome to determine its suitability for ‘green’

manufacture and to make design changes as required. Support students to modify the techniques and use of resources and the quality control procedures

established to tailor the ‘green’ manufacturing process to the constraints and/or opportunities of the manufacturing location.

Support students to evaluate the success of their manufacturing process in meeting ‘green’ considerations.



Contexts for teaching and learningA green manufacturing process prioritises green considerations in keeping with judgement criteria used to determine good design. Green considerations include optimising the use of energy and resources and will also address design quality as guided by good design judgement criteria. To understand the concepts of green manufacturing, students could explore New Zealand companies

that have sustainable practices such as Miranda Brown Conscious Cloth, Starfish, The Green Monkey Baby Food Company.

Manufacturing can be incorporated into a teaching and learning programme where students design and create technological outcomes to meet a developed brief and use knowledge of modelling and materials/systems within this context. This links to brief development, planning for practice, outcome development and evaluation, technological modelling and technological products and systems, where students implement a one-off solution and then can move into considering manufacturing (refer to Key messages from the standard <link to below>).Support students to understand the limitations and constraints on their practice within the classroom environment such as

the sourcing sustainable materials and finishes. consider such things as the materials and equipment available, calculating the materials and the scale

of their manufacturing run and the resources required for this, developing flow charts, specifications and quality control checks to ensure the consistency and quality of their outcomes, codes of practice and the means to adapt the processes in response to their quality control processes and evaluation.

Literacy considerationsSupport students to develop skills such as: using correct conventions in flow charting a manufacturing process using the specialised vocabulary of manufacturing, flow charting and quality control (demonstrating

understanding of such things as HACCP or Six Sigma systems)Resources to support student achievement TKI Assessment resources: www. ncea.tki.org.nz/Resources-for-aligned-standards/Technology/Level-3-

Technology Indicators of progression: http://technology.tki.org.nz/Curriculum-Support/Indicators-of-ProgressionResources related to manufacturing

- Miranda Brown Conscious Cloth http://technology.tki.org.nz/Case-Studies/Technologists-Practice-case-studies-Introduction/Soft-Materials/Miranda-Brown-Conscious-cloth

- Shikoba textiles - Green Building http://technology.tki.org.nz/Case-Studies/Technologists-Practice-case-studies-

Introduction/Hard-Materials/Custom-Classroom-Furniture/Extension-activity-Green-Building- Green motor cycle design http://technology.tki.org.nz/Case-Studies/Technologists-Practice-case-

studies-Introduction/Hard-Materials/Issues-with-Green-Motorcycle-Design- Miles Nelson Manufacturing – Manufacturing Accent

http://technology.tki.org.nz/Case-Studies/Technologists-Practice-case-studies-Introduction/Hard-Materials/Manufacturing-Ascent/Product-innovation

- Furnware http://technology.tki.org.nz/Case-Studies/Technologists-Practice-case-studies-Introduction/Hard-Materials/Custom-Classroom-Furniture

General resources:- Stanford University – How things are made Virtual tours for a range of manufactured goods with

interactive tools for students: manufacturing.stanford.edu / - Manufacturing a cereal product: www.youtube.com/watch?v=- DtpYcxnS4M - Green Monkey Baby Foods www.greenmonkey.co.nz/- Raw Surf www.rawsurf.co.nz/green-surfing/- Are we clean and Green? A paper presented internationally raises the issue:

canz.georgetown.edu/announcements/CANZ_Grinlinton_Clean-Green-New-Zealand.pdf

Assessment for qualifications___________________________________________________________________________________________



Need to find this

http://canz.georgetown.edu/announcements/CANZ_Grinlinton_Clean-Green-New-Zealand.pdf

http://www.rawsurf.co.nz/green-surfing/

http://www.greenmonkey.co.nz/

http://www.youtube.com/watch?v=-DtpYcxnS4M

http://www.youtube.com/watch?v=-DtpYcxnS4M

http://manufacturing.stanford.edu/

http://manufacturing.stanford.edu/




The following achievement standard(s) could assess learning outcomes from this learning objective:AS91618 Generic Technology 3.13: Undertake development and implementation of a ‘green’ manufacturing processKey messages from the standard This standard requires students to develop and implement a green manufacturing process with quality

control procedures that guarantee its effectiveness – ensuring that the majority of units in a multi-unit production run meet the established specifications and tolerances.

When selecting a manufacturing context, ensure that it is feasible in terms of timeframe, complexity and resources, and that it gives students scope to demonstrate that they meet all the requirements of the standard.

Several students may participate in the actual manufacture as long as they can individually demonstrate the evidence for the standard.

There are two approaches described in the assessment resources:1) The student could investigate an outcome , determine its suitability for green manufacture, establish the manufacturing specifications for the textile item and implement the green manufacturing process. Or2) The students may have been engaged in technological practice, have fully established the specifications for an item that is suitable for green manufacture, and are ready to develop and implement a green manufacturing process to produce a larger run.

Students should explore the use of good design judgement criteria that includes such things as: sustainability, accessibility, functionality, quality of manufacture, emotional resonance, endurance, social benefit, aesthetic quality, ergonomic fit, affordability. This aligns with the learning that would support students understand the Judgement of design which is assessed using Achievement standard 3.10. Students should be guided by these criteria when considering and evaluating the design of their outcome and be able to adapt the processes for manufacturing. They will need to consider such things as the materials and equipment available, calculating the materials and the scale of their manufacturing run and the resources required for this, developing flow charts, specifications and quality control checks to ensure the consistency and quality of their outcomes, codes of practice and the means to adapt the processes in response to their quality control processes and evaluation.



Level 8: Knowledge of technical Areas TCA 8-1 [Achievement Standard 3.14, AS 91619] Knowledge of technical areas focusses on understanding the way such areas are applied indifferent technological fieldsLearning objective TCA 8.1: Demonstrate understanding of the application of technical areas to specific fieldsThis objective links with technological products as it deals with developments in specific fields of technology and applications within that filedIndicators Students can:

explain the technical ideas that have led to the development of technical areas and how these ideas, and the area, have changed over time.

discuss current limitations and opportunities of technical areas in relation to specific fields debate the feasibility of future developments as related to changes to the technical area and/or to

changes to the field in which it is applied.

ProgressionThis learning objective draws together knowledge that students have covered over a period of time, particularly from the Nature of Technology and Technological Knowledge components and specialist knowledge and skills. At level 8 students will explain how technical ideas have underpinned past, contemporary and possible future developments in diverse fields of technologyNote: this learning objective does not have a preceding learning objective at levels 6 or 7

Key messages for teachers

Teacher GuidanceTo support students to understand the application of technical areas to specific fields, at level 8, teachers could:

Support students to be aware of a wide range of fields in which applications of technical areas are of key importance. Examples of fields include: medicine, sports, military, communications, entertainment, urban planning, food production.

Provide students with examples of technical areas and support them to explore the technical ideas that have led to the development of these areas and their changes over time. Examples of technical areas include: nano-technology, laser technologies, virtual modelling, robotics, Artificial Intelligence.

Provide students with the opportunity to discuss how and why technical areas have been applied in different fields (or in the same field) at different times, geographical locations and socio-cultural contexts in the past.

Provide students with the opportunity to explore and discuss potential developments in technical areas and debate how these could be applied in fields in the future.

Contexts for teaching and learning• The teacher may specify the context for the activity in discussion with the class and/or you may

allow individual students to negotiate an alternative context.• The students may present their report in any appropriate format and medium that they have

agreed with you in advance. For example, they could present it as a slideshow, a display board, a written report, or a portfolio. Creating a report or other means of presenting information (e.g. video, oral, written report, poster, slide show)is an individual activity, but students may investigate the selected field and technical area either independently, with a partner, or in a group



• Students may need guidance on establishing credible evidence about the selected technical areas and fields of Technology

• Student evidence may include annotated photographs, flow diagrams, written text, drawings, and website links.

• All sources of information must be acknowledged in the student evidence.

Students can gather and analyse information individually or in groups, but must develop and present their own ideas for assessment. They will need to

describe a technical area (for example functional foods) and its application within a specific field (for example health enhancement and disease prevention)

explain the technical ideas and developments that created the technical area describe and explain current limitations and opportunities of the technical area in relation to the

specific field. explain the potential for future developments of (functional foods) in relation to the field of

(health enhancement and disease prevention) discuss feasible future applications of (for example functional foods) related to the field of

(health enhancement and disease prevention).

Literacy considerations This standard requires students to research and synthesise information to create report or presentation that demonstrates their understanding of the application of a technical area within a field of technology

Resources to support student achievement: Assessment resource: www. ncea.tki.org.nz/Resources-for-aligned-standards/Technology/Level-3-

Technology Indicators of progression: http://technology.tki.org.nz/Curriculum-Support/Indicators-of-Progression

• http:// www.biotechlearn.org.nz/focus_stories/wool_innovations • http://www.d3o.com / ( impact resistant)

The Harakeke Project at Industrial Research• http:// www.biotechlearn.org.nz/themes/biotech_and_taonga/

the_harakeke_project_at_industrial_researchSkateboards made out of harakeke?

• http://www.sciencelearn.org.nz/Science-Stories/Celebrating-Science/2008-Awards/Skateboards-made-out-of-harakeke

The assessment resources on TKI


Technology matrix 2013- draft

http://ncea.tki.org.nz/content/download/4294/13974/file/tech_draft_matrix_sep12.doc

Technology Conditions of Assessment- draft

http://ncea.tki.org.nz/content/download/4297/13983/file/tech_L3_CoA_sep12.doc

Exemplars on NZQA Level 3 to be published

http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/technology/technology-annotated-exemplars/

Indicators of Progressionhttp://technology.tki.org.nz/Curriculum-Support/Indicators-of-Progression




http://ncea.tki.org.nz/content/download/4297/13983/file/tech_L3_CoA_sep12.doc

http://ncea.tki.org.nz/content/download/4294/13974/file/tech_draft_matrix_sep12.doc


http://www.biotechlearn.org.nz/themes/biotech_and_taonga/the_harakeke_project_at_industrial_research



http://www.d3o.com/

http://www.d3o.com/

http://www.biotechlearn.org.nz/focus_stories/wool_innovations

http://www.biotechlearn.org.nz/focus_stories/wool_innovations




General ResourcesFood nanotechnology: http://www.nanowerk.com/spotlight/spotid=1846.php

Nanotechnology: http://www.sciencelearn.org.nz/Contexts/Nanoscience/NZ-Research/Nanoscience

The science and technology of what we wearIn Episode 6 of Ever Wondered?, Dr John Watt looks into the future of our super textile – wool – as well as finding out how Kiwi ingenuity is influencing sporting attire. http://www.sciencelearn.org.nz/Science-Stories/Ever-Wondered-Series-1/The-science-and-technology-of-what-we-wearhttp://www.sciencelearn.org.nz/Science-Stories/Ever-Wondered-Series-1/Sci-Media/Video/Ever-Wondered-Series-1-Episode-6/Ever-Wondered-episode-6-part-1The Future of concrete:http://www.sciencelearn.org.nz/Contexts/Earthquakes/Sci-Media/Video/Using-advanced-concrete-technologyRobots Learning: http://www.sciencelearn.org.nz/Contexts/Super-Sense/Sci-Media/Video/Robots-Learning

Assessment for QualificationsThe following achievement standard(s) could assess learning outcomes from this learning objective:AS91619Generic Technology 3.14: Demonstrate understanding of the application of a technical area to a specific fieldLink to assessment resourceshttp://ncea.tki.org.nz/content/download/5592/22258/file/tech3_14_dec12.docKey messages from the standard

Technical area includes Artificial Intelligence, nanotechnologies, smart materials, cryptographic algorithms, Computer Numerical Control, functional foods, laser technologies, modern materials, virtual modelling, and robotics.

Specific fields in which technical areas may be applied include: medical, sporting, communication, entertainment, food, gaming, and military.


http://www.sciencelearn.org.nz/Contexts/Super-Sense/Sci-Media/Video/Robots-Learning

http://www.sciencelearn.org.nz/Contexts/Earthquakes/Sci-Media/Video/Using-advanced-concrete-technology

http://www.sciencelearn.org.nz/Contexts/Earthquakes/Sci-Media/Video/Using-advanced-concrete-technology

http://www.sciencelearn.org.nz/Science-Stories/Ever-Wondered-Series-1/Sci-Media/Video/Ever-Wondered-Series-1-Episode-6/Ever-Wondered-episode-6-part-1

http://www.sciencelearn.org.nz/Science-Stories/Ever-Wondered-Series-1/Sci-Media/Video/Ever-Wondered-Series-1-Episode-6/Ever-Wondered-episode-6-part-1

http://www.sciencelearn.org.nz/Science-Stories/Ever-Wondered-Series-1/The-science-and-technology-of-what-we-wear

http://www.sciencelearn.org.nz/Science-Stories/Ever-Wondered-Series-1/The-science-and-technology-of-what-we-wear

http://www.sciencelearn.org.nz/Contexts/Nanoscience/NZ-Research/Nanoscience

http://www.nanowerk.com/spotlight/spotid=1846.php


Level 8: Construct a resistant materials product CMT 8-1 [Achievement Standard 3.20 AS 91620]Construct a resistant materials product requires students to implement procedures and tests to make specified products using resistant materials. Resistant materials may include but are not limited to: wood, composites, metal, alloys, ceramics, and plastics. Constructing using resistant materials require particular techniques and procedures to be undertaken to enable materials to be skilfully and safely measured, cut, shaped, joined and finished to make quality products. Complex procedures require preparation of parts for integration, preparation of the integrated environment, integrating parts to ensure the product meets the specifications and on-going testing against reference points and undertake preparation, integrating and testing to ensure health and safety regulations

Learning Objective: CMT 8-1Students will

implement complex procedures to make a resistant materials product

Indicators Undertakes complex procedures to construct a product that integrates parts with accuracy and

precision, and meets specifications Selects and applies scheduled techniques to comply with relevant health and safety regulations Shows independence and accuracy in executing the scheduled techniques and tests Undertakes techniques and tests in a manner that economises time, effort and materials.

Progression Initially students learn to perform a sequence of techniques and tests to make resistant materials products that meet specifications. Students should progress to performing complex procedures, which incorporates interlocking parts to make a high quality resistant materials product that meets specifications.

Teacher GuidanceTo support students to implement complex procedures to make a resistant materials product, at level 8, teachers could: Support students to be aware of a wide range of measuring, cutting, shaping, joining and finishing

techniques Provide students with examples of how parts can be interlocked and explore techniques to enable this

to occur. Provide students with the opportunity to discuss what is meant by ‘complex procedures’, i.e.

procedures that require the student to make informed selection and scheduling of techniques and testing to make a product that incorporates two or more interlocked parts which require accuracy and precision

Support students to undertake evaluative tests to demonstrate the final product meets specifications Support students to explore and discuss complex procedures in terms of skilfulness and efficiency Ensure students have an appropriate environment, tools and materials to enable students to work

safely with resistant materials to make a product Support students to explore techniques that are most suitable for use with a variety of resistant

materials and allow parts to be interlocked with accuracy and precision Support students to schedule and practice a range of techniques and tests to develop quality products.

This may be through completing a range of individual products and/or projects/activities.

Contexts for teaching and learning Students will produce a specified resistant materials product that includes integration of parts that

allow the product to function. This means that there must be detailed, measureable specifications for the product. These also need to include material specifications. The specifications can be provided by the teacher or developed by the student. Refer to AS91620 Explanatory note 5.



Support students by checking and agreeing with the student that the specifications are of sufficient rigour for level 8 of the curriculum

Integration of parts includes but is not limited to manufacturing parts, for example machining or fabricating and testing against specifications in preparation for their integration.

Complex procedures expected when working with resistant materials is given in AS91620 Explanatory Note 3. For example, those that require students to select and perform a variety of techniques required for the integration of interlocking parts, which require accuracy and precision.

Provide students with the opportunity to select the techniques required to prepare parts for integration prior to making their product. Students need to be able to trial/practice techniques, self-reflect and undertake on-going testing against reference points as they integrate the chosen parts. These checks should be on going throughout the production of the resistant materials product and not just a one-off check at the end. Refer to AS91620 Explanatory Note 7.

Provide opportunities for students to develop and capture evidence for the assessment task. Encourage them to self-reflect and undertake on-going evaluation of their techniques to ensure fit and accuracy of style is achieved and that the parts meet the specifications.

In addition to preparing parts, students need to be involved in “preparation of the integration environment”. This refers to the involved workspaces and may include tools, equipment and assembly aids. Refer to AS91620 Explanatory Note 6. Provide an appropriate environment, tools and materials to enable students to work safely with resistant materials to make their product. Students need to ensure that preparation, integration and testing complies with relevant health and safety regulations

Support students to use reference points, like datum lines, centres, centrelines, prepared edges and surfaces to reduce errors when testing the integration of interlocking parts

Literacy considerationsStudents will need to understandComplex procedures: this is where a product requires integration of parts to enable the product to function.Reference points: a fixed place/indicator to help locate a centre, a join or an edge when constructing a productSpecifications: define the requirements of the physical and functional nature of the product which are measurable.Resources to support student achievement TKI Assessment resource: www. ncea.tki.org.nz/Resources-for-aligned-standards/Technology/Level-3-

Technology Indicators of progression: http://technology.tki.org.nz/Curriculum-Support/Indicators-of-Progression

Assessment for qualificationsThe following achievement standard(s) could assess learning outcomes from this learning objective:AS91620 Construction and Mechanical Technologies 3.20 Implement complex procedures to integrate parts using resistant materials to make a specified productKey messages from the standard This standard requires students to implement complex procedures, which incorporate interlocking

parts, performing a sequence of techniques and tests to make a high quality resistant materials product that meets specifications. Complex procedures are those that require students to perform a diverse range of operations involving parallel procedures and feedback (requiring scheduling and carrying out techniques as based on results of measuring/testing) to achieve a successful object. The specifications of the object, the starting materials to be used and initial techniques will be provided to the student, but any additional techniques required and the timing of all operations will be determined by feedback

Teachers must be able to justify your judgements by providing evidence based on classroom observations and discussions with students. As the teacher, you need to be able to demonstrate that your judgments are soundly based. This means some recording of evidence is necessary. However, recording of evidence should not be time-consuming or onerous. Students could be asked simply to keep a record of progress and how they have resolved problems – maybe by annotating construction plans or the equivalent. You could add your own observations to the students’ records.Students could also provide evidence by,





establishing a schedule of tests (that is will be done and when), and recording the outcomes of the tests as they apply them,

by taking and annotating photos to show economic use of materials and accuracy.

Judgements: Independence can be gauged from the level of teacher input required, and from observation of

student interactions. Accuracy of execution can be seen in the processes used in the finished product, and in how the

student has followed through on information from testing. Economy of time is gauged by observation and relates to how effectively students organize

themselves, look after their resources so that they can pick up where they left off the previous period and minimize downtime.

Economy of effort is a measure of efficiency. To what extent does the student know what to do and get on and do it rather than relying on trial and error? It can be gauged from classroom observation and/or planning logs.

Economy of resources is gauged by the extent to which a student makes use of materials. Economy of time, effort and resources could be demonstrated in one action. For example students

could chose the correct tool for the task, which saves them time and effort and minimises wastage. Economy of time and effort are often linked.



Level 8: Construct a textiles product CMT 8-2 [Achievement Standard 3.21 AS91621]Constructing a textile product requires students to implement techniques, procedures and tests to make specified products using textile materials.Textile materials are commonly grouped together because they show certain common characteristics. These materials include but are not limited to natural and synthetic fibres, yarns, knits and woven fabrics. Constructing using textile materials require particular techniques and procedures to be undertaken to enable materials to be skilfully and safely measured, cut, shaped, joined and finished to make quality products. Advanced and complex techniques are required to craft special features of a high standard in a product and rely on the consistent application to achieve a desired effect. Special features, structural, style and/or decorative, include such things as set in sleeve, fly front, tailored collars and cuffs, welt pocket, embroidering, shirring. Complex procedures include but are not limited to: joining materials with different properties, for example jacket shell and lining; changing the characteristics of the materials for example interfacing, interlining, boning, applied design; managing special fabrics, for example fine knits, sheers, satins; or designs cut on the bias.


implement complex procedures to make a textiles product.

Indicators Undertakes complex procedures to construct a product that meets specifications Uses sampling and feedback to inform the selection of techniques when making products. Develops and applies an order of construction to make a product Undertakes appropriate tests to demonstrate that a final product meets specifications Undertakes techniques, tests and processes in a manner that economises time, effort and materials,

and complies with relevant health and safety regulations

Progression At level 8 students should progress to performing complex procedures that require them to select and perform at least two techniques involving different types of materials.

Teacher GuidanceTo support students to implement complex procedures to make a textile materials product, at level 8, teachers could: Support students to be aware of a wide range of measuring, cutting, shaping, joining and finishing

techniques. Provide students with the opportunity to discuss what is meant by complex procedures, i.e. procedures

that require the student to make informed selection and scheduling of at least two techniques and testing to make a product that incorporates two or more materials.

Provide students with examples of complex procedures; support them to trial a range of these and discuss them in terms of skilfulness and efficiency.

Support students to undertake evaluative tests to demonstrate the final product meets specifications Support students to explore and discuss complex procedures in terms of skilfulness and efficiency. Ensure students have an appropriate environment, tools and materials to enable students to work

safely with textile materials to make a product. Support students to schedule and practice a range of techniques and tests to develop quality products.

This may be through completing a range of individual products and/or projects/activities. Provide an appropriate environment, tools and materials to enable students to work safely with textile

materials to make their product. Students need to ensure the application of techniques complies with relevant health and safety regulations.

Contexts for teaching and learning



The outcome produced involves the use of complex procedures; one way of showing complex procedures is by joining two materials that have different properties and explaining; what the properties are and how the materials behave, the impact of the properties on the materials involved and how they influence the techniques chosen to join the two materials – such as joining a lace or chiffon sleeve onto a lined bodice involves specific steps and techniques in order for the seam to sit flat, be invisible from the right side and to be strong enough to hold the sleeve in place.

Students select the techniques required to make their product. They need to trial/practice techniques and use feedback to inform the decisions made when selecting appropriate techniques Provide opportunities for students to capture evidence for assessment. Encourage them to self-reflect and undertake on-going evaluation of their techniques to ensure fit and accuracy of style is achieved.

students develop and use a construction sequence when making their product. Conference with students and support them during the establishment of an order of construction and the making of the product (refer to AS91621 Explanatory note 6).

In addition to their construction plan students must complete tests to demonstrate the final product meets specifications (refer to AS91621 Explanatory note 7). They need to make on-going checks throughout the production of the textile materials product, not just a one-off check at the end. Complex procedures are those that require two or more examples (as given in AS91621 Explanatory note 3)of the following: joining materials with different properties e.g. jacket shell and lining, sailcloth on to tape changing the characteristics of the materials e.g. interfacing, interlining, boning. managing special fabrics e.g. fine knits, sheers, satins, ripstop nylon, canvas managing the inclusion of structural or style features e.g. tucks, pockets, openings, closures, weather

proof storage cutting on the bias.

Literacy considerationsA construction sequence is a plan that describes the order in which the item is made.Evidence can be compiled of a range of information and could include annotated diagrams, photographs or explanations of a technique or test ( see below)Resources to support student achievement TKI Assessment resource: www. ncea.tki.org.nz/Resources-for-aligned-standards/Technology/Level-3-

Technology Indicators of progression: http://technology.tki.org.nz/Curriculum-Support/Indicators-of-ProgressionTechnological Context Knowledge and Skills

Assessment for qualificationsThe following achievement standard(s) could assess learning outcomes from this learning objective:AS91621 Construction and Mechanical Technologies 3.21: Implement complex procedures using textile material to make a specified product*-Key messages from the standard For students to produce a specified textile product there must be specifications for the product, which

need to be detailed, measureable and of sufficient rigour to allow the student to meet the standard. These also need to include material specifications. The specifications can be provided by the teacher or developed by the student (refer to AS91621 Explanatory note 5 ) .

AS91621 Explanatory note 7 states that tests may include but are not limited to: measuring, trialling techniques, fitting and visual checks to ensure the product functions as intended.

Teachers must be able to justify your judgements by providing evidence based on classroom observations and discussions with students.

Measures





Independence can be gauged from the level of teacher input required, and from observation of student interactions.

Accuracy of execution can be seen in the techniques and processes used in the finished product, and in how the student has followed through on information from testing.

Economy of time is gauged by observation and relates to how effectively students organize themselves, look after their resources so that they can pick up where they left off the previous period and minimize downtime.

Economy of effort is a measure of efficiency. To what extent does the student know what to do and get on and do it rather than relying on trial and error? It can be gauged from classroom observation and/or planning logs.

Economy of resources is gauged by the extent to which a student makes use of materials. Economy of time, effort and resources could be demonstrated in one action. For example students

could choose the correct tool for the task, which saves them time and effort and minimises wastage.

Economy of time and effort are often linked.

Recording of evidenceAs the teacher, you need to be able to demonstrate that your judgments are soundly based. This means some recording of evidence is necessary.

However, recording of evidence should not be time-consuming or onerous. Students could be asked simply to keep a record of progress and how they have resolved problems – maybe by annotating construction plans or the equivalent. You could add your own observations to the students’ records.

Students could also provide evidence by,

establishing a schedule of tests (that is will be done and when), and recording the outcomes of the tests as they apply them,

by taking and annotating photos to show economic use of materials and accuracy.



Level 8: Construct a specified product using CNC machines CMT 8-3 [Achievement Standard 3.22AS91622]Construct a specified product requires students to implement procedures and tests to make specified products using Computer Numerical Controlled (CNC) machines.

Learning Objective: CMT 8-3 Students will

Implement complex procedures to make a specified product using a Computer Numerical Controlled (CNC) machine

Indicators Integrates the limits of a CNC machine into a graphic representation of the desired product in a

computer design setting that demonstrates an understanding of CNC programming language Sets up and calibrates a CNC machine to software and manufacturer requirements Operates a CNC machine to make an product in compliance with relevant health and safety regulations Evaluates a CNC machine made product against its graphic representation. Shows independence and accuracy in undertaking complex procedures to make specified products

using CNC machines Undertakes complex procedures in a manner that economises time, effort, tooling and materials when

implementing complex procedures to make a specified product using CNC machines.

Progression Initially students learn to perform a sequence of techniques and tests to make specified products using CNC machines that meet specifications. Students should progress to performing complex procedures, which incorporate the use of CNC machines to make specified products that meets specifications.

Teacher GuidanceTo support students to implement complex procedures to make a specified product using a Computer Numerical Controlled (CNC) machine at level 8, teachers could: Support students to be aware of the capability of a CNC machine(s) including its limits Support students to develop graphic representations of specified products in a computer design setting Support students to develop an understanding of CNC programming language Support students to develop skills in calibrating CNC machines to software and manufacturer

requirements Provide students with an opportunity to discuss what is meant by ‘complex procedures’ in relationship

to CNC machines Support students to undertake evaluative tests to demonstrate that specified products meet

specifications Ensure students have an appropriate environment, to apply relevant health and work regulations when

working with CNC machines Support students to schedule and practice a range of complex procedures when making specified

products. This may be through completing a range of individual products and/or projects/activities.

Contexts for teaching and learning There are several approaches that teachers may take when planning to use this learning objective.

Students could be given the specifications for a variety of styles of outcomes from which they choose one style. All students could develop the same style, or they could choose one of the alternatives. Note where students have chosen the same style ensure that the previous set up has been cleared from the CNC machine

Alternatively, students might have fully established the specifications for their product(s) in prior technological practice, and are ready to make them.



Regardless of the approach taken before students begin to make their product, ensure that the product allows the student to demonstrate an understanding of the capabilities and limitations of the software and embroidery machine and that the students:

each have a set of specifications for the product they are making and its material requirements have an understanding of the underlying capabilities and limitations of the software to interpret a

design and translate this into the language used by the machine.(Students need to understand what the programming is attempting to achieve, but do not need to know how the programming works.)

know the codes of practice, including safety requirements, for the specific machine they are using know the accepted codes of practice for the product’s design

know the testing that is required to complete the product to specifications and a high standard can set up and choose the appropriate output parameters of the machine, for example, fine or coarse

resolution/finish have an understanding of the requirements demanded by different materials, for example, cutting

speeds and feeds, different stitch types Literacy considerations

While this is an implementation standard, students will be required to record the development process to demonstrate their understanding of modifications made, including how the computer interprets and communicates this information to the machine. This could include:

• The design and graphic representation

• Screenshots taken during development

• Evaluation of the final product

annotated sample showing improvements in the quality of the outcome resulting from design changes you made using the software, altering tension/ machine speed, or using different materials

Resources to support student achievement TKI Assessment resource: www. ncea.tki.org.nz/Resources-for-aligned-standards/Technology/Level-3-

Technology Indicators of progression: http://technology.tki.org.nz/Curriculum-Support/Indicators-of-ProgressionTechnological Context Knowledge and Skillshttp://technology.tki.org.nz/Curriculum-Support/Indicators-of-Progression/Learning-Objectives

The following websites are cited in the assessment resources and provide a basis for teacher and student exploration:

CNC lathe: http://www.youtube.com/watch?v=ThiGf_603JM&feature=related

http://www.youtube.com/watch?v=RNPojGFg9-8

http://www.youtube.com/watch?v=ZAn0eqRpLF0&feature=related

CNC mill: http://en.wikipedia.org/wiki/Milling_machine

http://www.youtube.com/watch?v=XoRHsW8PkKk

CNC router: http://www.youtube.com/watch?v=HHq8PwqxHa4&feature=related

Laser cutting: http://www.youtube.com/watch?v=3rvSdDTgUww

3D printer: http://www.youtube.com/watch?v=GOEbZ98J1Ks&feature=BFa&list=PL14E0EB124C214538&lf=results_main

“G” and “M” coding definitions:___________________________________________________________________________________________


http://www.youtube.com/watch?v=GOEbZ98J1Ks&feature=BFa&list=PL14E0EB124C214538&lf=results_main

http://www.youtube.com/watch?v=GOEbZ98J1Ks&feature=BFa&list=PL14E0EB124C214538&lf=results_main

http://www.youtube.com/watch?v=3rvSdDTgUww

http://www.youtube.com/watch?v=HHq8PwqxHa4&feature=related

http://www.youtube.com/watch?v=XoRHsW8PkKk

http://en.wikipedia.org/wiki/Milling_machine

http://www.youtube.com/watch?v=ZAn0eqRpLF0&feature=related

http://www.youtube.com/watch?v=RNPojGFg9-8

http://www.youtube.com/watch?v=ThiGf_603JM&feature=related




http://en.wikipedia.org/wiki/G-code

http://www.editcnc.com/GandMcodes.html

http://www.xmlcreate.com/NCGuide/NC_Code_Guide_Index.html

Machine embroidery YouTube – Carol Undy channel of videos on Bernina v5 software: http://www.youtube.com/results?search_query=carol+undy+channel&oq=Carol+Und&aq=2&aqi=g5&aql=&gs_nf=1&gs_l=youtubepsuggest.1.2.0l5.6204.6204.0.8799.1.1.0.0.0.0.228.228.2-1.1.0.

Threads Magazine – matching fabric and designs: http://www.threadsmagazine.com/item/4411/machine-embroidery-a-marriage-of-fabric-and-design/page/all

Threads Magazine – stabilisers: http://www.threadsmagazine.com/item/4631/making-sense-of-stabilizers

Assessment for qualificationsThe following achievement standard(s) could assess learning outcomes from this learning objective:ASAS91622 Construction & Mechanical Technologies 3.22: Implement complex procedures to make a specified product using a Computer Numerical Controlled (CNC) machineKey messages from the standard

Specified product refers to a product with its associated specifications. The specified product requires an understanding of CNC programming to support the application of CNC machining in its development. The specified product may be a model or a component part of a larger outcome. The specifications are of sufficient rigour to allow the student to meet the standard. The specifications need to be agreed prior to the product being made. They may be teacher-given or developed in negotiation with the student.

Computer design setting refers to the combination of software and hardware necessary to communicate numerical control data to a Computer Numerical Controlled (CNC) machine.

Graphic representation is the final design before machining and must be of sufficient rigour to allow the student to meet the standard.


http://www.threadsmagazine.com/item/4631/making-sense-of-stabilizers

http://www.threadsmagazine.com/item/4411/machine-embroidery-a-marriage-of-fabric-and-design/page/all

http://www.threadsmagazine.com/item/4411/machine-embroidery-a-marriage-of-fabric-and-design/page/all

http://www.youtube.com/results?search_query=carol+undy+channel&oq=Carol+Und&aq=2&aqi=g5&aql=&gs_nf=1&gs_l=youtube-psuggest.1.2.0l5.6204.6204.0.8799.1.1.0.0.0.0.228.228.2-1.1.0



http://www.xmlcreate.com/NCGuide/NC_Code_Guide_Index.html

http://www.editcnc.com/GandMcodes.html

http://en.wikipedia.org/wiki/G-code


Level 8: Create an applied design CMT 8-4 [Achievement Standard 3.23, AS 91623]Implementing procedures to create an applied design for a specified product requires students to learn how applied designs and complex procedures can be used to create specified products.


Implement complex procedures to create an applied design for a specified product[this LO is from the STKS document]

Indicators Interprets a complex design to determine an applied design medium suited to the product Trials to determine the equipment, materials and complex techniques required to create the design Undertakes appropriate tests to demonstrate the applied design enhances the product as specified Applies complex techniques that comply with relevant health and safety regulations. Shows independence and accuracy in implementing complex procedures to create applied designs for

specified products Undertakes complex procedures in a manner that economises time, effort, tooling and materials when

implementing complex procedures to create an applied design for a specified product.

Progression Initially students learn about materials, the basic techniques commonly used to work them, and the relationship between these. At level 8 student’s progress to learning about advanced techniques required to craft special features and the complex concepts and processes involved in material construction and embellishment.

Teacher GuidanceTo support students to implement complex procedures to create an applied design for a specified product at level 8, teachers could: Support students to interpret complex designs and determine applied design mediums suited to

products Support students to trial a range of complex techniques to determine the equipment and materials

required to create an applied design that enhance products Support students to apply complex techniques that comply with relevant health and safety regulations. Support students to develop independence and accuracy in implementing complex procedures to

create applied designs for specified products Support students to implement complex procedures in a manner that economises time, effort, tooling

and materials when implementing complex procedures to create an applied design for a specified product. This may be through completing a range of individual products and/or projects/activities.

Contexts for teaching and learningThis learning objective could be used in conjunction with other objectives such as outcome development, the use of CNC machines, and the critique and analysis of design. Students should see a purpose for the inclusion of applied design in an outcome and develop a range of skills in order to ensure appropriate design and application of applied embellishments Students will develop and create an applied design for a specified product that will enhance the

aesthetics of the outcome. This requires specifications for the product, which need to be detailed, measureable and of sufficient rigour to allow the student to meet the learning objective. The specifications can be provided by the teacher or developed by the student (refer to AAS91623 Explanatory note 6).

Students develop and create an applied design for a product. (For examples of applied design mediums and associated equipment refer to AAS91623 Explanatory note 3 and AAS91623 Explanatory note 4).

The students may be given a complex design or choose from a range of designs given by the teacher, or may be at the point in their technological practice where they are ready to trial a design prior to applying it to an outcome.



Students need to implement complex procedures to create the applied design, choose a design medium and apply this to a product. The complexity of the design may be to do with; the combining of many parts of a design or the design itself, features of the material the product is made from or the applied design medium chosen. Ensure that the materials and techniques chosen are of sufficient rigour to allow students to meet the learning objective (see also AAS91623 Explanatory note 7).

Support students to analyse the composition and structure of materials to develop an understanding of how their properties can be altered or improved through manipulation and how this impacts on the performance of the end product.

Encourage students to trial/practise a range of applied design techniques using different mediums and use evaluation to inform the decisions made in determining those suitable to create the applied design for a specified product. Evaluation should include appropriate tests to ensure the applied design is fit for purpose and is executed accurately (refer to Explanatory Note 5 and Explanatory Note 8).

Support students to explore and analyse evaluative procedures that could be used to justify materials suitability for a chosen applied design technique with regard to developing an understanding of how evaluation enables decisions to be made to ensure fitness for purpose.

Literacy considerationsStudents will be supported to develop systems to capture evidence of their development for assessment and moderation purposes which may form a part of a larger portfolio of evidenceResources to support student achievementLearning Objectives of the specialist Knowledge and Skills strands http://technology.tki.org.nz/Curriculum-Support/Indicators-of-Progression/Learning-ObjectivesTKI Assessment resourceshttp://ncea.tki.org.nz/Resources-for-aligned-standards/Technology/Level-3-Technology

Assessment for qualificationsThe following achievement standard(s) could assess learning outcomes from this learning objective:AAS91623 Construction and Mechanical Technologies 3.23: Implement complex procedures to create an applied design for a specified productKey messages from the standardApplied design mediums may include: beads, fabric, fibre, yarn, dyes, paint, leather, wood, metals, and resin.Equipment may include: printers; embroidery, knitting, smocking and quilting machines; needle punch tools; brushes, screens, casting moulds, spray guns, airbrushes, chisels, and CNC machines.

Complex techniques may include: • screen printing eg large image, multiple printing colours, close tolerance, special inks • embroidery e.g. large image, or small image requiring definition, multiple threads, use of metallic

threads, special registration requirements, difficult placement on product• appliqué e.g. large image, tight curves in design, multiple inner points, difficult fabrics, metallic

threads• beading• smocking• carving • inlaying • cut work including laser cutting.

A specified product refers to a product with specifications that require an application of a complex design for the purpose of aesthetic enhancement



http://technology.tki.org.nz/Glossary


Explanatory note 7 states that tests may include but are not limited to: measuring, trialling techniques, fitting and visual checks to ensure the product functions as intended.



Level 8: Knowledge of structures CMT 8-5 [3.24]A structure refers to framework that is used to support a load(s). A framework is comprised of structural members that are assembled using pin or fixed joints. The integrity of a framework is reliant on the strength, weight, material and profile of its structural members; the combination and means of joining structural members; and the safety factors applied to the structure.Knowledge within this component includes understanding of how pin jointed structural members transfer forces when a framework is subjected to gravitational loads; how safety factors are applied to ensure a frameworks integrity; and calculating using vector diagrams the magnitude, direction and type of force acting on pin jointed structural members in a framework.


demonstrate understandings of complex structures

Indicators Uses technical language, diagrams and symbols to explain structural members and materials used in a

structural system, and how the system withstands known loads Discusses how the selection of structural members and materials enables a structural system to achieve

structural integrity in terms of withstanding known loads Evaluates the structural integrity of a structural system. Discusses, with justification, possible ways of increasing the structural integrity of a structural system.

Progression Initially students learn what is meant by tension, compression, shear and torsion; how safety factors are applied in the design of frameworks; how structural members and pin joints transfer forces in a framework; and how the integrity of a framework is established. This should progress to students learning how to: use technical language, diagrams and symbols to explain structural members and materials used in structural systems such as buildings, bridges, cranes; explain the way structural members and materials enable a structural system achieve structural integrity through withstanding known loads; and evaluate the structural integrity of a structural system; and determine ways of increasing the structural integrity of a structural system.

Teacher GuidanceTo support students to understanding complex structures at level 8, teachers could: Provide opportunity for students to understand how dynamic loads (i.e. those resulting from changes in

heat, wind and earth movement) impact on the design of structural systems (e.g. buildings, bridges, cranes).

Provide opportunity for students to use technical language, diagrams and symbols to explain structural members and materials used in structural systems, and how these systems withstand known loads.

Provide opportunity for students to understand how the selection of structural members and materials enables structural systems to achieve integrity in terms of withstanding known loads across a range of differing structural systems.

Provide opportunity for students to evaluate structural systems and discuss, with justifications, possible ways of increasing the structural integrity of structural systems across a range of differing structural systems.

Contexts for teaching and learningThe assessment resource uses the context of a timber house built for current New Zealand conditions. Students would need to explore information that supports their understanding of how a timber-framed house derives its structural integrity situated in different topographical, wind, and earthquake conditions in New Zealand and when different roof types and materials are used, for example, corrugated iron versus clay tiles. In doing so students would need to learn about the implications of structural changes, including in materials and construction techniques that are needed for differing conditions. This could be done by



comparing different locations and topography for example comparing a coastline property versus a metropolitan situation, hillside site versus a flat site, or a house on a property in an earthquake-prone area versus a non-earthquake-prone one. As part of this leaning students should become familiar with the relevant building codes and New Zealand standards.

This learning could be part of design work where they are engaged in learning about and presenting information regarding the design of structure where they are designing a timber-framed house to address an identified need or opportunity or as a separate research investigation. The design work is not part of their assessment but may contribute to other portfolio of evidence for other standards. In this case students are assessed on their understanding of the structural system within their design and in other structures for example New Zealand timber-framed houses.

Literacy considerationsStudents will be required to

a. Research appropriate materials to gather and analyse relevant information b. Explain and discuss aspects related to structures, load and materials in context c. Evaluate the integrity of a structural system.d. Discuss and justify possible ways of increasing the structural integrity of a structural system.e. Presentation of evidence may be in the form of a report that includes discussions and an

annotated graphic design, and may include annotated photographs and CAD drawings.Resources to support student achievementLearning Objectives of the specialist Knowledge and Skills strands http://technology.tki.org.nz/Curriculum-Support/Indicators-of-Progression/Learning-ObjectivesTKI Assessment resourceshttp://ncea.tki.org.nz/Resources-for-aligned-standards/Technology/Level-3-Technology

Students will need access to visiting speakers such as architects, builders, and council building inspectors and technical information such as:

New Zealand Standard 3604:2011 Timber framed buildings or other relevant codes and standards, available from Standards New Zealand (email [email protected]):http://www.standards.co.nz/services/publications/Revised+timber+framed+buildings+Standard+NZS+3604+2011+available+now.htm

BRANZ House Building Guide (ISBN 1-877330-11-6)

Gib Bracing Systems (email [email protected]) SNZ NZS/AS 1100. 301.S1: Technical Drawing Part 301: Architectural Drawing Supplement 1:

Architectural Drawings (email [email protected]).

Assessment for qualificationsThe following achievement standard(s) could assess learning outcomes from this learning objective:AS91624 Construction and Mechanical Technologies 3.24: Demonstrate understanding of a structural systemKey messages from the standardFor the purposes of this standard a structural system refers to any technological outcome where the structural integrity is of primary concern. Examples of structural systems include such things as : bicycles, cars, aircraft, buildings, bridges, cranes, marquees, bodices, sails, scaffoldings, staging, lighting and/or sound rigs. Dynamic loads acting on a structural system may include those resulting from changes in heat, wind, velocity, g-force, tension, and earth movement.


mailto:[email protected]

http://www.standards.co.nz/services/publications/Revised+timber+framed+buildings+Standard+NZS+3604+2011+available+now.htm

http://www.standards.co.nz/services/publications/Revised+timber+framed+buildings+Standard+NZS+3604+2011+available+now.htm






Level 8: Knowledge of machines CMT 8-6 [Achievement Standard3.25 AS 91625]Machines consist of fixed and moving parts that modify mechanical energy and transmit it in a more useful form. A simple machine; such as a lever, a pulley, or an inclined plane; alters the magnitude or direction, or both, of an applied force. Complex machines have internal energy systems; such as electric motors, steam engines, turbines, combustion engines, solar energy systems, nuclear systems; that combine with levers, inclined planes and/or screws to enable the machine to perform their intended function/s.


demonstrate understandings of complex concepts related to machines.

Indicators Explains how complex machines work, using technical language, diagrams and symbols as appropriate Discusses how the components enable complex machines to achieve their function/s Discusses the energy efficiency of complex machines and how this impacts on the requirements for the

machine’s energy system Evaluates the energy efficiency of complex machines and justify possible ways of increasing their

energy efficiency.

Progression Initially students learn about simple machines such as levers, inclined planes and screws and how when combined with mechanical components they are able to achieve a mechanical advantage and motion. This should progress to students learning how to explain the functionality of complex machines using technical language, diagrams and symbols; and being able to evaluate such machines in terms of their energy efficiency in order to suggest ways of improving this.

Teacher GuidanceTo support students to understanding complex concepts related to machines at level 8, teachers could: Guide students to explain how complex machines work, using technical language, diagrams and

symbols as appropriate. Support students to discuss how components enable complex machines to achieve their function/s. Support students to discuss the energy efficiency of complex machines and how this impacts on the

requirements for the machine’s energy system. Provide opportunity for students to evaluate the energy efficiency of complex machines and determine

possible ways of increasing their energy efficiency.

Contexts for teaching and learningStudents will gather and analyse information about the mechanical components that comprise a complex machine, including information about their function(s) and how they combine to allow the machine to function. Students are required to demonstrate how well they understand the components, functions, and energy efficiency of the machine.

Before students begin the assessment activity, they should be provided with opportunities to explore and investigate a range of complex machines as part of the teaching and learning programme so that they can learn:

the components and their functions within complex machines;

how to use technical language, diagrams, and symbols to explain how complex machines work

how required energy efficiencies are obtained for complex machines, and how this impacts on a machine’s energy system.

Literacy considerationsStudents will need to be able to Explore, research and gather information related to a chosen complex machine



Explain and discuss the the components and their functions within complex machines;

Use technical language, diagrams, and symbols to explain how complex machines work

How required energy efficiencies are obtained for complex machines, and how this impacts on a machine’s energy system.

Discuss, evaluate and justify aspects relating to the energy efficiency of a complex machine Evaluate and present written evidence to demonstrate their understanding

Resources to support student achievementLearning Objectives of the specialist Knowledge and Skills strands http://technology.tki.org.nz/Curriculum-Support/Indicators-of-Progression/Learning-ObjectivesTKI Assessment resourceshttp://ncea.tki.org.nz/Resources-for-aligned-standards/Technology/Level-3-Technology

The Internal Assessment Resource for Construction and Mechanical Technologies Level 3, Achievement Standard 91625: Demonstrate understanding of a complex machine suggests the following resources:

Culley, R. (ed). (1988). Fitting and Machining. TAFE Publications Unit.

Pedersen, G. (2011). Kontiki Fishing. The Shed, December 2011–January 2012.

Operator manuals for milling machines:2.1 Machine Tool Basics – Milling Machine Operations. SMITHY GRANITE 3-in-1: http://www.youtube.com/watch?v=CVnSq2fDfGU&feature=endscreen&NR=1

2.2 Machine Tool Basics – Mill Cutting Tools Operations. SMITHY GRANITE 3-in-1: http://www.youtube.com/watch?v=ckzK-LbeZmY&feature=related

2.3 Machine Tool Basics – Mill Workholding Tools. SMITHY GRANITE 3-in-1: http://www.youtube.com/watch?v=4mhT1a28qO0&feature=related

2.4 Machine Tool Basics – Milling Controls. SMITHY GRANITE 3-in-1: http://www.youtube.com/watch?v=MKiiXubKaGM&feature=related

Aspects of energy efficiency in machine tools: http://www.heidenhain.ru/fileadmin/pdb/media/img/Energieeffizienz_WZM_en.pdf

Crash course in milling: Chapter 1 – Basic Machine Anatomy. Glacern machine tools: http://www.youtube.com/watch?v=U99asuDT97I

Crash course in milling: Chapter 2 – Basic Machine Operation. Glacern machine tools: http://www.youtube.com/watch?v=RIbdYmmhPDI&feature=related

Home built milling machine: http://steelguitarbuilder.com/forum/viewtopic.php?f=11&t=643&sid=37567bcb179450f5f583e76238bbbb7e

Introduction to energy: http://www.heidenhain.ru/fileadmin/pdb/media/img/Energieeffizienz_WZM_en.pdf

LEGO 3D milling machine carves amazing 3D shapes out of foam: http://www.geek.com/articles/geek-cetera/lego-3d-milling-machine-carves-amazing-3d-shapes-out-of-foam-20110820/

Milling machine: http://web.mit.edu/2.670/www/Tutorials/Machining/mill/Description.html

Milling machine setup – Crash course in Milling: http://www.eartaker.net/machining/milling/setup.php

Assessment for qualificationsThe following achievement standard(s) could assess learning outcomes from this learning objective:AS91625 Construction & Mechanical Technologies 3.25: Demonstrate understanding of complex machinesKey messages from the standard


http://www.eartaker.net/machining/milling/setup.php

http://web.mit.edu/2.670/www/Tutorials/Machining/mill/Description.html

http://www.geek.com/articles/geek-cetera/lego-3d-milling-machine-carves-amazing-3d-shapes-out-of-foam-20110820/

http://www.geek.com/articles/geek-cetera/lego-3d-milling-machine-carves-amazing-3d-shapes-out-of-foam-20110820/

http://www.heidenhain.ru/fileadmin/pdb/media/img/Energieeffizienz_WZM_en.pdf

http://steelguitarbuilder.com/forum/viewtopic.php?f=11&t=643&sid=37567bcb179450f5f583e76238bbbb7e

http://steelguitarbuilder.com/forum/viewtopic.php?f=11&t=643&sid=37567bcb179450f5f583e76238bbbb7e

http://www.youtube.com/watch?v=RIbdYmmhPDI&feature=related

http://www.youtube.com/watch?v=U99asuDT97I

http://www.heidenhain.ru/fileadmin/pdb/media/img/Energieeffizienz_WZM_en.pdf

http://www.youtube.com/watch?v=MKiiXubKaGM&feature=related

http://www.youtube.com/watch?v=MKiiXubKaGM&feature=related

http://www.youtube.com/watch?v=4mhT1a28qO0&feature=related

http://www.youtube.com/watch?v=ckzK-LbeZmY&feature=related

http://www.youtube.com/watch?v=CVnSq2fDfGU&feature=endscreen&NR=1




The teacher may select or negotiate with students a suitable complex machine for them to investigate. The machine could be one that a student(s) has designed and/or manufactured, or one selected by teacher and or students.

Regardless of the approach taken and the context for learning a complex machine refers to a machine with an internal energy system, and levers, inclined planes and/or screws working together to enable the machine to perform its intended function(s), and internal energy systems include but are not limited to: electric motors, steam engines, turbines, combustion engines, solar energy systems.



Level 8: Pattern making CMT 8-7 [Achievement Standard 3.26AS 91626]Pattern making includes skills in pattern adaptation and pattern drafting. Pattern drafting requires a pattern block or working drawing to be established by using key measurements and using these to develop a pattern which interprets a garment’s or item’s design including its special features. Patterns are tested using toiles and mock-ups to ensure that pattern pieces correctly interpret a design and its special features.


draft a pattern to interpret a design for a garment

Indicators Researches and analyses existing examples of patterns to determine and evaluate how these patterns

allow for the designs to be interpreted. For example: What was the intent of the designer and how would the properties of different fabrics have an effect on the outcome of the design?

Explores a range of pattern adaptations and practises drafting increasingly difficult adaptations to enable the student to become competent and accurate when interpreting and developing their own garment design.

Accurately takes key body measurements and drafts a block from these measurements. Uses the block to make a toile and adapts, if necessary, to ensure correct fit. Tests and refines a pattern to ensure it provides the special features required by the design Interprets and demonstrates understanding of symbols and language associated with pattern

development. Shows clear evidence of their design (for example, a photograph or drawing showing the details of the

garment), identifies the special features, interprets pattern symbols and then uses their block to make a pattern that includes appropriate language and/or pattern symbols.

Discusses as a group suitable visual checks/tests that can be applied when developing a pattern. Shows that they have used tests to determine the suitability and fit of their toile and where necessary

have made alterations to the existing pattern - such as a schedule providing evidence of the test carried out and the outcome of the test.

Interprets existing pattern guide sheets and uses these to consider layout, visual and written information required in order to communicate a step-by-step order of construction for their design.

Decides on the most efficient order to construct their design and writes a guide sheet (which includes the pattern layout). that uses appropriate language and symbols.

Makes a toile of their final pattern and applies relevant fitting techniques to confirm a correct fit – such as knowing that a gaping back neckline can be pinned out by adding a dart to eliminate the excess length in the neckline and address the contour of the shoulder blade.

Constructs a final toile that demonstrates how the final pattern correctly interprets the design.

Progression Initially students learn how to select and adapt existing patterns to enable a garment to correctly fit for the body or an item to meet desired size and fit specifications. This should progress to students learning how to draft patterns and test these using toiles and mock-ups to ensure the final pattern correctly interprets a design and its special features. Students also learn how to develop a pattern guide sheet that incorporates appropriate language, symbols and/or diagrams to: communicate pattern layout, and the step by step instructions required to construct a garment or item.

Teacher GuidanceTo support students to develop the skills and knowledge at level 8, teachers could: Provide students with a range of designs and/or patterns that display a variety of special features that

will enable them to critique and understand how designs can be interpreted. Give students opportunities to explore special features with resources such as, examples of garments,

pictures of garments showing specific special features, exhibitions at local galleries, books for example, Fifty Dresses That Changed The World, Dress Pattern Designing by Natalie Bray, websites such as thecuttingclass.com/aboutus


http://thecuttingclass.com/aboutus


Invite a designer to talk to students about designing a pattern and the importance of creating a toile to ensure correct fit and interpretation of the design features.

Provide opportunity for students to discuss collaboratively to identify methods of testing that could be used to determine the correct fit of a toile.

Ensure students have the time and resources to practise block drafting and mock up techniques prior to developing their own pattern.

Encourage and direct students to develop clear communication strategies so that their guide sheet can be clearly understood and followed, ensuring the students understand and use correct technical language.

Ensure students have adequate time, an appropriate environment and the correct tools to enable them to construct a final toile ensuring the final pattern correctly interprets the design and its special features.

Contexts for teaching and learningStudents will draft a pattern that interprets a design for a garment.The students may be given a design or choose from a range of designs given by the teacher, or they may be at the point in their technological practice where they are ready to develop a pattern for their intended outcome. Drafting a pattern to interpret a design involves a number of specific steps, with each step building on the previous (refer AS91626 Explanatory Note 2).Any design the students interpret needs to include special features, which require the development of a pattern in order to be realised (refer AS91626 Explanatory Note 5).Literacy and numeracy considerationsStudents will need to understand the language of pattern drafting and the specific symbols used in pattern preparationThis would include know how to draft a pattern block from measurements and how to calculate these

know how to interpret pattern adaptation instructions such as those found in a pattern making text can create a pattern guide sheet

be able to label the pattern with the correct symbols and information to enable the construction of the garment


Pattern drafting resources:www.caitlinsclothing.com/pattern.htmlwww.madalynne.com/the-block-patterninhousepatterns.com/blogs/news/tagged/fitting-techniques

Assessment for qualificationsThe following achievement standard(s) could assess learning outcomes from this learning objective:AS91626 Construction & Mechanical Technologies 3.26: Draft a pattern to interpret a design for a garmentKey messages from the standardThis standard requires the students to have practice refining a pattern to ensure it interprets the conceptual design. Mock ups and toiles are an efficient tool in this process. Refer to AS91626 Explanatory Note 8.


http://inhousepatterns.com/blogs/news/tagged/fitting-techniques

http://www.madalynne.com/the-block-pattern

http://www.caitlinsclothing.com/pattern.html


http://technology.tki.org.nz/Curriculum-Support/Indicators-of-Progression/Learning-Objectives



Level 8: Visual Communication DVC 8-1 [Achievement Standards 3.30 to 3.34, AS 91627, 91628, 91629, 91630, 91631)Visual communication refers to the effective communication and presentation of design ideas using modelling and graphic design techniques.

Learning Objective: DVC 8-1Students will

demonstrate understanding of, and skills in, complex visual communication techniques to visually communicate and promote the intent and details of design ideas

Indicators Applies visual communication strategies that aid divergent thinking to enable the creative and

analytical interrogation and re-generation of design ideas Uses specialist spatial design visual communication techniques and approaches (e.g. architectural

drawing and rendering, models, fly-through animation) to express spatial design ideas Uses specialist spatial design visual communication techniques and approaches (e.g. industrial design

drawing and rendering, moving-part animation) to express product design ideas Demonstrates how design research aimed at improving design practice is grounded in a deep

understanding of the nature of design practice Demonstrates, when developing their own personal perspective on design, how particular qualities and

complexities identified in an influential design era/movements have integrated into their own design practice outcomes.

Progression Initially students learn to communicate and present their design ideas and information by applying 2D and 3D drawing techniques such as sketching, rendering, digital, annotations, instrumental, templates, collage, overlays. Students progress to effectively and clearly applying complex and high quality visual techniques and knowledge that communicate a story to an audience - the intent of their design ideas

Teacher GuidanceTo support students to demonstrate understanding of, and skills in, complex visual communication techniques to visually communicate and promote the intent and details of design ideas at Level 8, teachers could: Support students to understand how to select and use visual communication techniques to best

communicate the qualities and intent of design ideas Support students to understand the integration of different drawings/models for the effective

communication of complex visual information Support students to develop visual communication strategies (such as abstraction, re-combination,

exaggeration, transformations and deconstruction) for re-generating design ideas. Support students to understand the selection and use of presentation techniques and formats Support students to develop advanced media techniques and digital technologies Support students to develop a cohesive set of drawings and/or models.To support students to develop understandings about the interaction between design and the world at level 8, teachers could: Provide opportunities for students to meet and listen to design professionals so they may develop an

understanding of their design practice and how innovative design ideas evolve. Provide opportunities for students to interweave, overlap and infiltrate others’ practice into their own

work Allow time for students to research methods, current trends, and the work of other designers to gain

inspiration and an understanding of how they prioritise design principles and elements. Provide opportunities to experiment with design elements and principles. Discuss what design thinking is – inspiration, ideation leading to a process of generating, developing

and testing ideas that may lead to solutions.___________________________________________________________________________________________



Promote students to be integrative thinkers by being analytical and to recognise all the salient aspects of a problem.

Promote students to work in interdisciplinary ways to develop deeper understanding of the design they intend to solve.

Contexts for teaching and learningStudentsTo support students to develop the skills and knowledge at level 8 when initiating design ideas Teachers could:

arrange local visits (museum, beach, bush etc.), or collect unusual objects or natural objects so students can observe and sketch to gain a starting point or let them interpret music or a film clip that will grab their interest

provide a list of designers to investigate and draw upon their visual literacy

teach students how to draw from observation. Use grids, Betty Edwards clear frame or any method that supports students in visually interrogating

develop a culture of divergence that leads to coherence Support students to develop divergent thinking by being optimistic, exploratory and experimental

o sharing and collect all possible ideas from all studentso Supporting the strange, striving for the unusual and encouraging different perspectives

when developing ideas Create an environment that allows for all kinds of visual expression, encourage students to take

risks with their ideas, celebrate failure as another means to be clear about direction, support individual expression (Design thinking relies on an interplay between analysis and synthesis, breaking problems apart and putting ideas together)

Develop literacy understanding and students ability to do: abstraction, re-combination, tessellation, exaggeration, rotation, inversion, translation, translocation, deconstruction from a given starting experience. Discuss these terms by using visual examples.

Provide support and encouragement when ideas are blocked Encourage autonomy and ownership Help the students to appreciate how they design by supporting metacognition processes

Use SCAMPER as a tool to develop divergent thinking:o Substitute: What are the alternatives?o Combine: How can you combine seemingly disparate ideas?o Adapt: How can you adapt something you’re already doing/using for a project?o Modify: What materials, processes, and methods can you modify to solve a problem?o Put to other use: Can you put an aspect to another use?o Eliminate: What can be eliminated?o Rearrange: How can you move around ideas to solve a problem?

Demonstrate and encourage students to explore a variety of visual communication strategies Develop confidence in your students so they are encouraged to extend their ideas beyond the

norm in a dynamic and effective manner. Show students how other designers have developed ideas from an starting experience, have

examples displayed and get students to critique them in a group situation Encourage students to communicate their interrogation of ideas without annotation to ensure they

visually explore all possibilities, aesthetically and functionally using both 2D and 3D techniques

Encourage students to: Work from a starting experience. Such as: listening to music, a visit to the zoo, beach, city, local bush,

art gallery, poetry, observational drawings of birds or motor engines Engage in a personal design journey that transforms these initial starting

observations/sketches/photographs/sketch models etc. into a new way of looking and thinking to



create new design ideas Re-interpret ideas that shows a depth of thinking and reflection in the formation of ideas Challenge their design thinking and extend ideas beyond the norm. Develop ideas that are highly divergent and challenge established conventions/practices and

perceptions Use visual communication strategies to support their exploration of ideas through physical and visual

manipulations Record their visual journey using more than one visual strategy: 2D, 3D and 4D modes (such as:

freehand sketching, drawing, modelling, animation)

To support students to develop the visual communication skills and knowledge at level 8 when producing working drawings teachers could:

Teach this as a stand-alone unit where students are required to interpret design details from a design idea. Or allow students to develop these working drawings from an integrated unit from either product or spatial design. Students must be allowed to decide on the views and production details so this cannot be a class exercise.

Ensure student’s designs have multi-components. Show students a variety of working drawings that allow a design to be constructed/modelled;

architectural plans, engineering plans, animations, traditional and computer generated, 2D, 3D and 4D. This will allow them to select a set of drawings to suit their designs. (Third angle orthographic, paraline drawings, perspective drawings, exploded views, isometric, mechanical perspective etc)

A set of related drawings could be of different scales, different views, 2D, 3D, animations that all communicate one design outcome

Allow students to use both 2D and 3D modes to communicate their design outcome. 4D refers to animations, motion graphics design Show students the complexity required at this level. It is important there is enough suitable level of

detailing (it does not have to be done at a comprehensive level though) Show students work from professionals and investigate how they are communicating their design

thinking Teach students the correct conventions; line types, construction lines, outlines, section lines,

drawing and text layout, dimensioning Plus the conventions used by engineers and architects Invest in computer software. Purchase high GSM paper, good pencils and clean instrumental equipment.

Encourage students to:

Produce a set of related drawings that can utilize two dimensional and three dimensional modes instrumentally constructed/modelled using either traditional drafting equipment or computer applications.

Use digital animations to support the related drawings. Related drawings show information which allows construction and assembly of a multi-component

design Select the views and modes (traditional methods or computer applications) that suits the accepted

practice and conventions for the design context Communicate the design details of either a spatial or product design to a level that will allow the

design to be manufactured or constructed Show exterior and interior details that would allow production of key aspects of the details of the

design outcome Use the correct conventions for either an engineering or architectural drawings Apply drawing techniques with accuracy and precision



Literacy considerationsSupport students to understand

The language associated with the assessment as well as the specialist language related to visual communication

The following words are used in Achievement Standard 91627 Abstraction- Abstract design is a design which has no referents to anything concrete (either mechanical or organic) in the real worldRe-combination - an occurrence that results in things being united, to join together againTessellation - A tessellation is created when a shape is repeated over and over again covering a plane without any gaps or overlaps. E.g

• Composed of small blocks of variously coloured material arranged to form a pattern; formed of or ornamented with mosaic work.

• Combined or arranged so as to form a mosaic.• Consisting of or arranged in small cubes or squares; chequered, reticulated.

Exaggeration - represent (something) as being larger• to heighten extravagantly or disproportionately in effect or design: as, to exaggerate particular

features in a product/spatial design. • Synonyms To strain, stretch, over colour, caricature.

Rotation - The act or process of turning around a center or an axis• A single complete cycle of such motion.

Inversion - To turn inside out or upside down• To reverse the position, order, or condition of

Translocation - a movement from one position or place to anotherDeconstruction - To break down into components, dismantleResources to support student achievementLearning Objectives of the specialist Knowledge and Skills strands http://technology.tki.org.nz/Curriculum-Support/Indicators-of-Progression/Learning-ObjectivesTKI Assessment resourceshttp://ncea.tki.org.nz/Resources-for-aligned-standards/Technology/Level-3-TechnologyBooks like:Sketching, drawing techniques for product designers:Koos Eissen and Roselien SteurLearning Curves: An inspiring guide to improve sketch skills:Klara Sjolen and Alan MacDonaldDesign Sketching:Erik Olofsson and Klara SjolenVisual Literacy:Judith WildeContemporary Fashion Illustration Techniques:Naoki WatanabeDrawing on the Right Side of the Brain:Betty EdwardsWebsites:http://www.idsketching.com/http://www.core77.com/Teaching Snapshots: Sketching Techniques in DVC http://technology.tki.org.nz/Case-Studies/Classroom-Practice-Case-Studies-Overview/Graphics-Case-Studies/Cp1102-Study-Desk-A-Product-Design-Unithttp://technologynz.wikispaces.com

Assessment for qualifications AS91627 Design & Visual Communication 3.30: Initiate design ideas through exploration AS91628 Design & Visual Communication 3.31: Develop a visual presentation that exhibits a design

outcome to an audience AS91629 Design & Visual Communication 3.32: Resolve a spatial design through graphics practice AS91630 Design & Visual Communication 3.33: Resolve a product design through graphics practice.


http://technologynz.wikispaces.com/Level+3+NCEA+%26Scholorship

http://www.core77.com/

http://www.idsketching.com/





AS91631 Design & Visual Communication 3.34: Produce working drawings to communicate production details for a complex design

Key messages from the standard Insert link to page Key messages for DVC Achievement standards



Each of the above standards need to link to a separate page for each titled standard as follows in the key messages for DVC pages


Level 8: Graphics Practice DVC 8-2 [Achievement Standards3.30 to 3.34, AS 91627, 91628, 91629, 91630, 91631)Graphics practice refers to the creative application of drawing and design knowledge and techniques to develop conceptual outcomes that address a brief, or a technological outcome of a graphical nature. The brief used may be provided to the students or developed by the students as part of their practice. Quality outcomes resulting from graphics practice rely on the selection of appropriate and well-executed drawing techniques, and presentation methods that allow conceptual designs to be communicated effectively.

Learning Objective: DVC 8-2

Students will demonstrate ability to integrate design knowledge and drawing techniques to develop and

communicate a conceptual design to address a brief through graphics practice.

Indicators Explores diverse contexts beyond and within design situations to identify opportunities for potential

design solutions Uses modelling and graphic techniques to explore and refine design ideas as potential solutions for

situations Communicates a variety of design ideas as potential solutions for the situation. Explores the possibilities of a range of potential design solutions within a design situation and the

interrelationships that exist between them. Produces visual presentations that skilfully use compositional principles, modes, media, and

presentation techniques to communicate a design outcome to the viewer. Explores design contexts to identify opportunities and constraints for refining a product and/or spatial

design Clarifies design ideas through an iterative refinement process that draws on specialist product and/or

spatial design knowledge.

Progression Initially students learn to apply drawing and design knowledge and techniques to visually communicate design ideas when developing conceptual outcomes to address a brief, through generating, testing, and evaluating design ideas. This should progress to students learning to undertaking critical analysis of a conceptual outcome against the brief to justify its potential fitness for purpose.At level 8: Students apply visual communication and design knowledge and techniques to visually communicate design ideas when developing conceptual ideas in spatial and product design contexts.

Teacher GuidanceTo support students to explore, develop and extend design ideas by integrating specialist visual communication and design knowledge and techniques in response to a brief, at level 8, teachers could: Provide opportunity for students to experiment and explore ideas through providing abstract or

esoteric starting points and on-going contexts. Provide opportunity for students to generate, develop and communicate design ideas informed by

research beyond the design situation (e.g. not obviously connected to the design situation) and using relevant testing including modelling (2D and 3D physical and virtual mock-ups and models, animations, prototypes) and graphic techniques.

Provide opportunity for students to use presentation techniques that draw on compositional principles (e.g. proximity, alignment, hierarchy, use of positive and negative space), graphic modes (e.g. digital, photography, animation, conventional sketching and drawing methods) and media (e.g. pastels, collage, card and digital media, marker pens) to present design ideas and conceptual outcomes

Provide opportunity for students to review and refine the aesthetic and functional qualities of a spatial design that incorporates specialist spatial design knowledge and tools (e.g. ergonomes, mock-ups,



market research, virtual modelling) and graphic techniques for inside and outside spaces, in response to a brief.

Provide opportunity for students to review and refine the aesthetic and functional qualities of a product design, incorporating specialist product design knowledge, and tools (e.g. ergonomes, mock-ups, market research, virtual modelling) and graphic techniques, in response to a brief.

Guide students to respond and reflect upon design judgements in the development and on-going critiquing of design ideas into a conceptual outcome.

Provide opportunity for students to match presentation format and construction procedures through consideration and selection of presentation techniques, viewer needs and the nature of the design outcomes being presented, and communicate design outcomes to an audience in response to the design brief.

Provide opportunity for students to evaluate conceptual outcomes against the brief, informed by wider conditions and factors related to the context, and justify how the outcome addresses identified opportunities and constraints.

Contexts for teaching and learningStudents use graphics practice to develop and refine ideas in an iterative, logical and organised way when evolving design ideas.Techniques and design knowledge may include: use of design tools such as market research, mock-ups; anthropometric data and ergonomics; technical knowledge: materials, joining, fitting, assembly, finish, fasteners, sustainability; knowledge of the environment; and visual communication techniques such as modelling, drawing, animations and rendering. Students will require: Access to product design books and access to appropriate websites. Access to computer with CAD and design software (SolidWorks, ArchiCAD, Vectorworks, Adobe

Photoshop etc) animations can be used as supporting evidence. Support students to:

Apply graphics practice to produce a portfolio of design work that shows the exploration, refinement, and communication of design ideas in a spatial design solution

Explore the opportunities and constraints. Explore the context fully: such as the light, sun paths, topography, position to north, wind patterns, urban factors, access, how people will interact with the building inside and outdoors, investigate existing features (trees, proximity of neighbours, stylistic features, etc.) views, shadows from trees, neighbours property, etc. Consider the wider context – legal, ethical, cultural, historical, economic, sustainability, technological factors)

Use photographs, notes, sketches, brainstorming or any other technique to demonstrate their design thinking concerning the context.

Refine ideas: thumbnails, explorative sketches, thinking sketches, technical details, that all work towards to developing a design outcome. (These are clearly evidenced in their portfolios in either 2D or 3D and are informed by research.)

Relate their designs to human dimensions/factors. Use visual communication techniques to explore and present their design ideas such as freehand

sketches, sketch models, drawings, models, photographs, digital media, display boards and installations, refined rendering techniques. (Bubble spatial diagrams, floor plans, elevations (measured), perspective views, proportion of spaces, position of doors, windows, flow of areas, orientation of layout,

Add annotations to their visuals to explain design thinking, crucial decision-making throughout their design development, considering both aesthetic and functional considerations, opportunities and constraints. Think about how they can improve ideas, how they can integrate knowledge they have gained from research, showing they have consider the wider environment, how people will interact with the space.

Use spatial design knowledge, (researched throughout), to develop and refine design ideas in an iterative, logical and organised way. This knowledge could come from research throughout the design process on others practice, the users needs, possible construction methods and the materials available. Use knowledge to inform design thinking and will be visually



communicated/annotated throughout. Use product design knowledge, to develop and refine design ideas in an iterative, logical and

organised way. This knowledge could come from research throughout the design process on others practice, the users needs, possible construction methods and the materials available. Use knowledge to inform design thinking and will be visually communicated/annotated throughout.

Show through visuals how they have integrated, the exterior form, style, inside mechanisms, jointing, fastenings, materials and its intended use

Show how their designs have evolved into an effective resolved design solution justifying them against the identified opportunities and constraints.

To support students to develop the skills and knowledge at level 8, teachers could: Consider and discuss with students how they will show evidence/document their

exploration/divergent thinking and refinement process (convergent thinking) Teach and allow students the time to develop visual communication techniques. E.g. Freehand

sketching techniques, exploded views, sequential/cutaway views, detail drawings, model making, taking photographs, using digital media, use of display boards and installations to develop students ability and confidence in using them in their own work.

Teach students how to justify their design thinking, especially the crucial decision-making, through visual communication techniques and annotating. Provide students with sentence starters/appropriate vocabulary to do this.

Work with students individually to discuss how they are going to refine their design ideas. Allow opportunities for students to critique their own and each other’s work by developing a

culture of trust in seeking and listening to advice from others.

For spatial design: Provide a student brief with a design context that will engage students’ interests. Design context

can be personal to the student, an aspect of family life, a communal space like a school library or sailing club, retail spaces that relate to student hobbies/interests, gardens, urban spaces, buildings for a specific purpose – interior and/or exterior etc. )The context refers to the environment in which the spatial design is going to be situated.)

Provide exemplars of existing spatial designs, discuss the visual communication techniques, the materials used etc. Collect examples of display – promotional materials

For product design: Provide a student brief with a design context that will engage students’ interests. The design

context can be personal to the student, a need of a family member or friend in the context of: furniture, hand held devices, kitchen product, user-friendly products etc.

Provide exemplars of existing products designs, discuss the visual communication techniques, the materials used, new materials, the ergonomic considerations, sustainable issues, aesthetics, manufacture etc.

Allow students to disassemble a product to investigate the exterior form and workings, (black box). Get students to investigate joints, fastenings in other products to develop their product knowledge.

Literacy considerationsGraphics practice for product design is about expressing visual literacy. It is about the design of objects and artefacts and may include: fashion, packaging, media products, consumer products and engineered products. Design context refers to the environment in which the product design is to be situated. An exploration

of the design context includes consideration of the milieu and the environment’s link to various factors, including but not limited to legal, ethical, cultural, historical, economic, and technological factors.

The refinement process is the process by which we evolve design ideas to improve the aesthetic and/or functional qualities of the product design. This is informed by such things as research, analysis, making design judgments, reflection, and critique.



Product design knowledge includes elements of design ideas approaches, technical knowledge, and visual communication techniques relevant to the specific product design context. These may include but are not limited to: Design tools used for the development of product design ideas (such as market research,

anthropometrics, ergonomics, mock-ups and models). Technical knowledge of materials, joining, fitting, assembly, finish, fasteners, sustainability, and

environmental considerations. Product design visual communication techniques and approaches (such as drawing and rendering,

and the use of prototypes, models and animation).Resources to support student achievement

Learning Objectives of the specialist Knowledge and Skills strands http://technology.tki.org.nz/Curriculum-Support/Indicators-of-Progression/Learning-Objectives

TKI Assessment resources http://ncea.tki.org.nz/Resources-for-aligned-standards/Technology/Level-3-Technology GLOSSARY: www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/graphics-

dvc/glossary /#l1 TKI: seniorsecondary.tki.org.nz/Technology/Specialist-technology-areas/Graphics -GRAP BOOKS: www.designsojourn.com /30-essential-books-for-industrial-designers

Assessment for qualifications AS91627 Design & Visual Communication 3.30: Initiate design ideas through exploration AS91628 Design & Visual Communication 3.31: Develop a visual presentation that exhibits a design

outcome to an audience AS91629 Design & Visual Communication 3.32: Resolve a spatial design through graphics practice AS91630 Design & Visual Communication 3.33: Resolve a product design through graphics practice. AS91631 Design & Visual Communication 3.34: Produce working drawings to communicate production

details for a complex design Key messages from the standard Insert link to page Key messages for DVC Achievement standards








Level 8: Knowledge of design practice DVC 8-3 [Achievement Standards 3.30 to 3.34 AS 91627, 91628, 91629, 91630, 91631] Design practice focuses on understanding the development of conceptual designs and the creative approaches inherent in undertaking this practice. Knowledge of design practice includes understanding the ways that designers identify the qualities and potential of design ideas in terms of the broad principles of design (aesthetics and function), and that they are influenced by societal, environmental, historical and technological factors (e.g. sustainability, fashion, politics, religion, culture, philosophy).

Learning Objective: DVC 8-3

Students will demonstrate understanding of approaches to design practice and the nature of designerly thinking

Indicators Critiques design ideas In relation to their given context and in comparison with other alternatives Describes interaction of design elements and how design judgments reconcile the various

considerations Shows understanding of specialist knowledge related to the various fields of spatial design Shows understanding of specialist knowledge related to the various fields of product design

Progression Initially students learn about how design practice combines and prioritises different design elements and thought processes to initiate and develop ideas in a response to a brief, and how design and design thinking is a tool, which is used to create new solutions to meet the needs of our society. At level 8: Students demonstrate their understanding of how different design elements are combined and interact within existing examples and practice; how creative strategies can be used for generating and exploring possibilities; and how different considerations can be integrated and reconciled within complex designs in order to meet the broader needs of our society and the global community, for the future.

Teacher GuidanceTo support students to develop the skills and knowledge at level 8, teachers could for a product brief provide a student brief with a design context that will engage students’ interests. The design context

can be personal to the student, a need of a family member or friend in the context of: furniture, hand held devices, kitchen product, user-friendly products etc.

provide exemplars of existing products designs, discuss the visual communication techniques, the materials used, new materials, the ergonomic considerations, sustainable issues, aesthetics, manufacture etc.

encourage students to disassemble a product to investigate the exterior form and workings. Get students to investigate joints, fastenings in other products to develop their product knowledge.

encourage students to work with a client and develop their own product design brief. (This would allow students to have evidence for 3.1: Undertake brief development to address an issue within a determined context)

build upon the evidence by selecting the most promising design ideas or combination of ideas. discuss with students how they will show evidence/document their exploration/divergent thinking and

refinement process (convergent thinking). develop students visual communication techniques. For example: Freehand sketching techniques,

exploded views, sequential/cutaway views, detail drawings, model making, taking photographs, using digital media, use of display boards and installations to develop students ability and confidence in using them in their own work.

encourage students to justify their design thinking, especially the crucial decision-making, through visual communication techniques and annotating. Provide students with sentence starters/appropriate vocabulary to do this.



allow opportunities for students to critique their own and each other’s work by developing a culture of trust in seeking and listening to advice from others

encourage students to: apply graphics practice to produce a portfolio of design work that shows the exploration,

refinement, and communication of design ideas for a product design solution explore the opportunities and constraints. Analyse the context fully by researching such things as:

aesthetics, ergonomic considerations, present and potential usage, the use of appropriate materials and durability, manufacturing factors. Consider the wider context – legal, ethical, cultural, historical, economic, sustainability, technological factors

use photographs, notes, sketches, brainstorming or any other technique to demonstrate their research findings and design thinking concerning the context

refine their initial ideas through use of: thumbnails, explorative sketches, thinking sketches, technical detail sketches and presentation sketches

carry out research and analysis research findings when evolving design ideas reflect on and critique their design ideas, exploring possibilities and reviewing each idea in order to

further explore make designer judgments that integrate product knowledge relate their designs to human dimensions/environmental factors use visual communication techniques to explore and present their design ideas such as freehand

sketches, sketch models, drawings, models, photographs, digital media, display boards and installations, refined rendering techniques. (Design sketches, rendering, modelling techniques, digital media, instrumental drawings, and photographs), perspective views, proportion of spaces, position of doors, windows, flow of areas, orientation of layout

add annotations to their visuals to further explain design thinking, crucial decision-making throughout their design development, considering both aesthetic and functional considerations, opportunities and constraints. Think about how they can improve ideas, how they can integrate knowledge they have gained from research

use product design knowledge, to develop and refine design ideas in an iterative, logical and organised way. This knowledge could come from research throughout the design process on others practice, the users needs, possible construction methods and the materials available. Use knowledge to inform design thinking and will be visually communicated/annotated throughout

show through visuals how they have integrated such things as: the exterior form, style, inside mechanisms, jointing, fastenings, materials and its intended use

show how their designs have evolved into an effective resolved design solution justifying them against the identified opportunities and constraints.

To support students to develop the skills and knowledge at level 8, teachers could for a spatial brief: Provide a student brief with a design context that will engage students’ interests. Design context

can be personal to the student, an aspect of family life, a communal space like a school library or sailing club, retail spaces that relate to student hobbies/interests, gardens, urban spaces, buildings for a specific purpose – interior and/or exterior etc. )The context refers to the environment in which the spatial design is going to be situated.)


Allow students to work with a client and develop their own spatial design brief. (This would allow students to have evidence for 3.1: Undertake brief development to address an issue within a determined context)

Allow this AS to build upon the evidence required for 3.30: Initiate design ideas through exploration, by selecting the most promising design ideas or combination of ideas

Consider and discuss with students how they will show evidence/document their exploration/divergent thinking and refinement process (convergent thinking)

Allow students the time to develop visual communication techniques. Teach freehand sketching techniques, model making, taking photographs, using digital media, use of display boards and installations to develop students ability and confidence in using them in their own work.




Work with students individually to discuss how they are going to refine their design ideas. Allow opportunities students to critique their own and each other’s work by developing a culture of

trust in seeking and listening to advice from others.

Encourage students to:





Relate their designs to human dimensions/factors. Use visual communication techniques to explore and present their design ideas such as

freehand sketches, sketch models, drawings, models, photographs, digital media, display boards and installations, refined rendering techniques. (Bubble spatial diagrams, floor plans, elevations (measured), perspective views, proportion of spaces, position of doors, windows, flow of areas, orientation of layout,


Use spatial design knowledge, (researched throughout), to develop and refine design ideas in an iterative, logical and organised way. This knowledge could come from research throughout the design process on others practice, the users needs, possible construction methods and the materials available. Use knowledge to inform design thinking and will be visually communicated/annotated throughout.


Contexts for teaching and learningStudents will require: Access to product design books and access to appropriate websites. Access to computer with CAD and design software (SolidWorks, ArchiCAD, Vectorworks, Adobe

Photoshop etc.) animations can be used as supporting evidence. Literacy considerations Design context refers to the environment in which the product design is to be situated. An exploration

of the design context includes consideration of the milieu and the environment’s link to various factors, including but not limited to legal, ethical, cultural, historical, economic, and technological factors.



The refinement process is the process by which we evolve design ideas to improve the aesthetic and/or functional qualities of the product design. This is informed by such things as research, analysis, making design judgments, reflection, and critique.

Product design knowledge includes elements of design ideas approaches, technical knowledge, and visual communication techniques relevant to the specific product design context. These may include but are not limited to: Design tools used for the development of product design ideas (such as market research,

anthropometrics, ergonomics, mock-ups and models). Technical knowledge of materials, joining, fitting, assembly, finish, fasteners, sustainability, and

environmental considerations. Product design visual communication techniques and approaches (such as drawing and rendering,

and the use of prototypes, models and animation).Resources to support student achievement GLOSSARY: www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/graphics-dvc/

glossary /#l1 TKI: seniorsecondary.tki.org.nz/Technology/Specialist-technology-areas/Graphics -GRAP Books for spatial design thinking

Architecture Models Publisher:Page One Presenting Architecture, Essential Techniques:Rikuo Nishimori, Pub: Page One University publications: Auckland Architectural School – Modos (final year work) Massey – Exposure

BOOKS FOR PRODUCT DESIGN THINKING The Design Of Everyday Things:Don Norman Universal Principles of Design :William Lidwell, Kritina Holden and Jill Butler. www.designsojourn.com /30-essential-books-for-industrial-designers

Assessment for qualificationsThe following achievement standard(s) could assess learning outcomes from this learning objective: AS91627 Design & Visual Communication 3.30: Initiate design ideas through exploration AS91628 Design & Visual Communication 3.31: Develop a visual presentation that exhibits a design

outcome to an audience AS91629 Design & Visual Communication 3.32: Resolve a spatial design through graphics practice AS91630 Design & Visual Communication 3.33: Resolve a product design through graphics practice. AS91631 Design & Visual Communication 3.34: Produce working drawings to communicate production

details for a complex design Key messages from the standard Insert link to page Key messages for DVC Achievement standards




http://www.amazon.com/gp/product/1592530079?ie=UTF8&tag=designsojourn-20&linkCode=as2&camp=1789&creative=9325&creativeASIN=1592530079


Key Messages for Design and Visual Communication Achievement Standards

Design and Visual Communication Level 8AS91627 (3. 30) Title: Initiate design ideas through exploration


At level 8: Students demonstrate they can work from a starting point/experience and are able to generate ideas in the broadest sense to create new innovative design ideas. Students demonstrate effective and clear complex and high quality visual communication strategies/techniques and knowledge that communicates the intent of their design.

Indicators Students can: Work from a starting experience. Such as: listening to music, a visit to the zoo, beach, city, local bush,

art gallery, poetry, observational drawings of birds or motor engines Engage in a personal design journey that transforms these initial starting

observations/sketches/photographs etc. into a new way of looking and thinking to create new design ideas

Re-interpret ideas that shows a depth of thinking and reflection in the formation of ideas Challenge their design thinking and extend ideas beyond the norm. Develop ideas that are highly divergent and challenge established conventions/practices and

perceptions Use visual communication strategies to support their exploration of ideas through physical and visual

manipulations Record their visual journey using more than one visual strategy: 2D, 3D and 4D modes (such as:

freehand sketching, drawing, modelling, animation)

Teacher guidanceTo support students to develop the skills and knowledge at level 8, teachers could:

arrange local visits (museum, beach, bush etc.), or collect unusual objects or natural objects so students can observe and sketch to gain a starting point or let them interpret music or a film clip that will grab their interest

teach students how to draw from observation. Use grids, Betty Edwards clear frame or any method that supports students in visually interrogating

develop a culture of divergence that leads to coherence Support students to develop divergent thinking by being optimistic, exploratory and experimental

o sharing and collect all possible ideas from all studentso Supporting the strange, striving for the unusual and encouraging different perspectives

when developing ideas Create an environment that allows for all kinds of visual expression, encourage students to take

risks with their ideas, celebrate failure as another means to be clear about direction, support individual expression (Design thinking relies on an interplay between analysis and synthesis, breaking problems apart and putting ideas together)

Develop literacy understanding and students ability to do: abstraction, re-combination, tessellation, exaggeration, rotation, inversion, translation, translocation, deconstruction from a given starting experience. Discuss these terms by using visual examples.

Provide support and encouragement when ideas are blocked Encourage autonomy and ownership Help the students to appreciate how they design by supporting metacognition processes



Use SCAMPER as a tool to develop divergent thinking:o Substitute: What are the alternatives?o Combine: How can you combine seemingly disparate ideas?o Adapt: How can you adapt something you’re already doing/using for a project?o Modify: What materials, processes, and methods can you modify to solve a problem?o Put to other use: Can you put an aspect to another use?o Eliminate: What can be eliminated?o Rearrange: How can you move around ideas to solve a problem?

Demonstrate and encourage students to explore a variety of visual communication strategies Develop confidence in your students so they are encouraged to extend their ideas beyond the

norm in a dynamic and effective manner. Show students how other designers have developed ideas from an starting experience, have

examples displayed and get students to critique them in a group situation Encourage students to communicate their interrogation of ideas without annotation to ensure they

visually explore all possibilities, aesthetically and functionally using both 2D and 3D techniques

Key messages from the standardExplanatory note 3 explains some visual communication strategies that support exploration: abstraction, re-combination, tessellation, exaggeration, rotation, inversion, translation, translocation, and deconstruction.Explanatory note 4 gives a list of possible starting points that can be either student selected or teacher given: natural/built environment, film clips, music extracts, observational drawing, conceptual modelling, photography, language devices.

Key messages from the clarifications documentFormat for the assessmentAssessment for this standard is in the form of a portfolio, up to a size of A2Computer applications for this standard (e.g. Adobe Photoshop, Vector works, Google Sketch Up, flash animations). The format needs to be in a PDF, PowerPoint, HTML or QuickTime format on CD ROM. (No USB flash drives or MP3 players).The student portfolio should not exceed 60pages.As this is an external student work is to be sent away. Therefore the following is not acceptable:

Student work contained in clear files An entirely laminated submission Additional packaging (e.g. boxes or framed design work Models – only photographs are to be submitted

Curriculum Linkshttp://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/graphics-dvc/glossary/ - l1TKIhttp://seniorsecondary.tki.org.nz/Technology/Specialist-technology-areas/Graphics-GRAP


http://seniorsecondary.tki.org.nz/Technology/Specialist-technology-areas/Graphics-GRAP

http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/graphics-dvc/glossary/#l1



Design and Visual Communication Level 8AS 91628 (3. 31) Title: Develop a visual presentation that exhibits a design outcome to an audience

Key messages for teachersAt level 8: Students develop a visual presentation of a design outcome to a specified audience. Students develop an exhibition/or exhibit that integrates exhibition design knowledge with the nature of the design outcome, the needs of the audience, and the constraints of the exhibition space.

IndicatorsStudents can:

Research into existing exhibition spaces, themes etc. Investigate the presentation techniques used, how the designer promotes the intent of the design in a convincing manner.

Decide upon the nature (theme) of the design outcome(s) being exhibited Identify who the audience is, what their needs are in terms of movement and viewing and where

the exhibition/presentation will be held Identify, decide and use a suitable venue (exhibition space) that relates well to the chosen theme.

This could be in a board room, living room, school hall, library etc Consider the aim of the exhibition/presentation and are able to articulate what they are trying to

promote. Plan and present an exhibition/presentation that does not need their physical presence there.

Think of planning as considering: lighting, floor space, and height of display. Also how the viewer will interact with the room, the physical space. Hanging: display at a suitable height e.g. 60 inches from floor to centre of work. Transport of work, space for discussion etc.

Show evidence on the clarity of their decision-making, techniques used and the effectiveness of the exhibition.

They could ask pertinent questions in order to gain feedback/evaluations (even a visitors book) to gain evidence for the effectiveness of the exhibition and presentation of the work. Or observe interactions with the work being presented and the viewers.

Document any other evidence like use of music to set the atmosphere, promotional information and descriptions added to the work

Develop the presentation of the outcome. (This does not mean present the whole design process) Select the design intent, either 2D or 3D, which they consider are important. Investigate the modes

of presentation: sketches, instrumental drawings, models, photographs, digital media, display boards, installations, booklets etc.

Document the type of materials that have been considered for the presentation and how it relates to the exhibition space.

Demonstrate skills in the integration of techniques and formats to promote the design intent Communicates clearly the use of compositional design principles and how they have been used Has evidenced of design decisions that show their knowledge of exhibition design and the nature of

the design outcome are integrated. Create a presentation to exhibit that is presented accurately, clearly and precisely that integrates

audience considerations, exhibition design knowledge and professional presentation techniques

Teacher guidance

To support students to develop the skills and knowledge at level 8, teachers could: Provide students with a brief that specifies all the assessment criteria. As a teacher you could

define the exhibition space, the audience and the design outcome or allow students to make their own decisions about what to present.

Give student’s multiple opportunities to explore visual communication techniques for composing presentations/exhibitions



Visit a local exhibition, invite a curator to talk to students about exhibition design, search the Internet for exhibitions and virtual exhibitions, talk via Skype to an exhibition designer to broaden student’s understanding of the skills and techniques employed to develop a successful exhibition and meet the needs of the viewer.

Develop a questionnaire to guide students looking, use questions that prompt students to look at aspects like lighting, the space, the use of design principles in the layout, how people are encouraged to move around the exhibition, height of display, presentation techniques used to engage the viewer, handouts, use and placement of written material, how the exhibition has communicated to them the viewer and so forth. What was the intent of the designer?

Provide the opportunity for students to discuss collaboratively to identify a variety of exhibitions/presentations that can be viewed on line or through magazines.

Allow students to work in teams where each student takes responsibility and can use their own initiative and still keep other students interests at heart

Allow for a budget for the exhibition Help students to find a location/space for the exhibition. Think about renting a space, using a

school space, library, restaurant or a café that is local. Or discuss fully the constraints of exhibiting work at a client’s venue/home.

Help students to set a date for the exhibition and advertise the event Teach students how compositional principles have been used to develop exhibition layouts. Look

at: alignment, hierarchy, proximity, repetition, contrast, positive/negative space, and focal point. Allow students to develop skills in different modes (digital applications, photography, models a

variety of conventional drawing and sketching methods) so they can make informed choices when exhibiting their work.

Resource the department with a wide variety of presentation media (digital and conventional) for students to explore, test and make informed decisions when presenting/exhibiting their own designs.

Ensure all work is photographed clearly and stored for moderation

Key messages from the standard

Explanatory note 4 explains what exhibition design knowledge is, “understanding the relationship between the viewer, the outcome to be exhibited, and the exhibition space, as well as understanding of compositional media and modes, and presentation techniques and formats.”Explanatory note 5 is about presentation techniques:“Presentation techniques refer to the use and understanding of compositional principles, modes and media for the purpose of the presentation.“Compositional principles may include: proximity, alignment, hierarchy and the use of positive and negative space.”“Modes may include: digital applications, other technological applications, photography, models, and the range of conventional drawing and sketching.”

Key messages from the clarifications document

TKI Teacher guidance:Considers the prior learning and what could be included in a brief.TKI Student instructions:Investigates the type of research students could undertake through focus questions, recording initial ideas, developing ideas and recording decisions.


Curriculum LinksGlossary




http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/graphics-dvc/glossary/ - l1TKIhttp://seniorsecondary.tki.org.nz/Technology/Specialist-technology-areas/Graphics-GRAP

ResourcesTextile Portfoliohttp://www.ehow.com/video_4992834_make-fashion-design-portfolio.htmlCD portfolioNZQA Student exemplars for Scholarship

http://www.ehow.com/how_10074898_make-portfolio-presentation-cd.htmlDesign Principleshttp://www.neilkearney.net/welcome/2011/09/45-free-lessons-in-graphic-design-theory/


http://www.neilkearney.net/welcome/2011/09/45-free-lessons-in-graphic-design-theory/

http://www.ehow.com/how_10074898_make-portfolio-presentation-cd.html

http://www.ehow.com/video_4992834_make-fashion-design-portfolio.html





Design and Visual Communication Level 8AS91629 (3. 32) Title: Resolve a spatial design through graphics practice


Graphics practice for spatial design is about expressing visual literacy. It is about the design of inside and outside spaces such as but not limited to: architecture, interior design and landscape design.

CurriculumAt level 8: Students develop an understanding about how to integrate spatial design knowledge by understanding the wider environmental conditions and human factors related to a spatial design context. They identify opportunities and constraints presented by the environment/location and justify design decisions against these. Students use spatial design knowledge to develop, refine ideas in an iterative, logical and organised way to evolve design ideas and communicate a resolved design solution. They use appropriate visual communication techniques

IndicatorsStudents can:





Relate their designs to human dimensions/factors. Use visual communication techniques to explore and present their design ideas such as freehand

sketches, sketch models, drawings, models, photographs, digital media, display boards and installations, refined rendering techniques. (Bubble spatial diagrams, floor plans, elevations (measured), perspective views, proportion of spaces, position of doors, windows, flow of areas, orientation of layout,


Use spatial design knowledge, (researched throughout), to develop and refine design ideas in an iterative, logical and organised way. This knowledge could come from research throughout the design process on others practice, the users needs, possible construction methods and the materials available. Use knowledge to inform design thinking and will be visually communicated/annotated throughout.


Teacher guidance___________________________________________________________________________________________



To support students to develop the skills and knowledge at level 8, teachers could: Provide a student brief with a design context that will engage students’ interests. Design context

can be personal to the student, an aspect of family life, a communal space like a school library or sailing club, retail spaces that relate to student hobbies/interests, gardens, urban spaces, buildings for a specific purpose – interior and/or exterior etc.)The context refers to the environment in which the spatial design is going to be situated.)


Allow students to work with a client and develop their own spatial design brief. (This would allow students to have evidence for 3.1: Undertake brief development to address an issue within a determined context)



Allow students the time to develop visual communication techniques. Teach freehand sketching techniques, model making, taking photographs, using digital media, use of display boards and installations to develop students ability and confidence in using them in their own work.


Work with students individually to discuss how they are going to refine their design ideas. Allow opportunities students to critique their own and each other’s work by developing a culture of

trust in seeking and listening to advice from others.


Explanatory Note 3Spatial design is the design of inside and outside spaces, and may include: architectural, interior design and landscape architecture. Explanatory Note 4Spatial design knowledge includes elements of design approaches, technical knowledge, and visual communication techniques relevant to the specific spatial design context. These may include:

design tools used for the development of spatial design ideas (e.g. market research, mock-ups, critiques, and design sketching)

technical knowledge of materials, construction, cladding, sustainability, and environmental considerations (e.g. sun, wind, topography, views)

spatial design visual communication techniques and approaches (e.g. architectural drawings and rendering, models, and animation).

Explanatory note 5Graphics practice involves expressing a visual literacy through the developing of design ideas by applying design and visual communication techniques and knowledge, leading to the communication of an outcome in response to a brief.

Key messages from the clarifications document

Assessment Resource TKIStudents will require;

Access to architectural books and access to appropriate websites Access to computer with CAD and design software (Solidworks, Archicad, Vectorworks, Adobe

Photoshop etc.) animations can be used as supporting evidence.



Design context refers to the environment in which the spatial design is to be situated. An exploration of the design context includes consideration of the milieu and the environment’s link to various factors, including but not limited to legal, ethical, cultural, historical, economic, and technological factors.

The refinement process is the process by which we evolve design ideas to improve the aesthetic and/or functional qualities of the spatial design. This is informed by such things as research, analysis, making design judgements, reflection, and critique

Resources

Curriculum LinksGlossaryhttp://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/graphics-dvc/glossary/ - l1TKIhttp://seniorsecondary.tki.org.nz/Technology/Specialist-technology-areas/Graphics-GRAPBooks

Architecture Models Publisher- Page One Presenting Architecture, Essential Techniques - Rikuo Nishimori, Pub: Page One University publications: Auckland Architectural School – Modos (final year work)

Massey – Exposure University brochure – contact individual University






Design and Visual Communication Level 8AS91630 (3. 33) Title: Resolve a product design through graphics practice


Graphics practice for product design is about expressing visual literacy. It is about the design of objects and artefacts and may include: fashion, packaging, media products, consumer products and engineered products.

CurriculumGraphics practice refers to the creative application of drawing and design knowledge and techniques to develop conceptual outcomes that address a brief, or a technological outcome of a graphical nature.

At level 8: Students develop an understanding about how to integrate product design knowledge by understanding elements of design approaches, technical knowledge and visual communication techniques related to a product design context. These may include design tools such as market research, anthropometrics, ergonomics, mock-ups and models, technical knowledge: materials, joining, fitting, assembly, finish, fasteners, sustainability, and environmental considerations and visual communication techniques like modelling, drawing, animations and rendering. Students use product design knowledge to develop, refine ideas in an iterative, logical and organised way to evolve design ideas and communicate a resolved design solution.

Indicators: Students can:

Apply graphics practice to produce a portfolio of design work that shows the exploration, refinement, and communication of design ideas for a product design solution

Explore the opportunities and constraints. Analyse the context fully by exploring aesthetics, ergonomic considerations, present and potential usage, the use of appropriate materials and durability, manufacturing factors, and other considerations that are appropriate for the chosen context. Consider the wider context – legal, ethical, cultural, historical, economic, sustainability, technological factors.

Use photographs, notes, sketches, brainstorming or any other technique to demonstrate their research findings and design thinking concerning the context.

From an initial idea continue to refine ideas through say: thumbnails, explorative sketches, thinking sketches, technical detail sketches and presentation sketches, that all work towards to developing a design outcome. Improve, refine and evolve design ideas.

Carry out research and analysis when needed to evolve their design ideas through product design knowledge.

Reflect on and critique their design ideas, exploring possibilities and reviewing each idea in order to explore further. Make designer judgements to integrate product knowledge.

Relate their designs to human dimensions/environmental factors. Use visual communication techniques to explore and present their design ideas such as freehand

sketches, sketch models, drawings, models, photographs, digital media, display boards and installations, refined rendering techniques. (Design sketches, rendering, modelling techniques, digital media, instrumental drawings, and photographs), perspective views, proportion of spaces, position of doors, windows, flow of areas, orientation of layout.

Add annotations to their visuals to further explain design thinking, crucial decision-making throughout their design development, considering both aesthetic and functional considerations, opportunities and constraints. Think about how they can improve ideas, how they can integrate knowledge they have gained from research.

Use product design knowledge, to develop and refine design ideas in an iterative, logical and organised way. This knowledge could come from research throughout the design process on others



practice, the users needs, possible construction methods and the materials available. Use knowledge to inform design thinking and will be visually communicated/annotated throughout.

Show through visuals how they have integrated, the exterior form, style, inside mechanisms, jointing, fastenings, materials and its intended use


Teacher guidance

To support students to develop the skills and knowledge at level 8, teachers could: Provide a student brief with a design context that will engage students’ interests. The design

context can be personal to the student, a need of a family member or friend in the context of: furniture, hand held devices, kitchen product, user-friendly products etc.

Provide exemplars of existing products designs, discuss the visual communication techniques, the materials used, new materials, the ergonomic considerations, sustainable issues, aesthetics, manufacture etc.

Allow students to disassemble a product to investigate the exterior form and workings, (black box). Get students to investigate joints, fastenings in other products to develop their product knowledge.

Allow students to work with a client and develop their own product design brief. (This would allow students to have evidence for 3.1: Undertake brief development to address an issue within a determined context)



Teach and allow students the time to develop visual communication techniques. E.g. Freehand sketching techniques, exploded views, sequential/cutaway views, detail drawings, model making, taking photographs, using digital media, use of display boards and installations to develop students ability and confidence in using them in their own work.


Work with students individually to discuss how they are going to refine their design ideas. Allow opportunities for students to critique their own and each other’s work by developing a

culture of trust in seeking and listening to advice from others.


Explanatory Note 3Product design is the design of objects and artefacts and may include: fashion, packaging, media products, consumer products and engineered products.Explanatory Note 4Product design knowledge includes elements of design approaches, technical knowledge and visual communication techniques relevant to the specific product design context. These may include:

design tools used for the development of product design ideas (e.g. market research, anthropometrics, ergonomes, mockups, and models)

technical knowledge of materials, joining, fitting, assembly, finish, fasteners, sustainability, and environmental considerations

product design visual communication techniques and approaches (e.g. product design drawings and rendering, prototypes, models, and animation).

Explanatory note 5 Design contexts may include: furniture, utensils, jewellery, garments, textile items, containers,

sporting/leisure equipment, appliances, transportation, fittings, and electronic devices.



Explanatory note 6Graphics practice involves expressing a visual literacy through the developing of design ideas by applying design and visual communication techniques and knowledge, leading to the communication of an outcome in response to a brief.

Key messages from the clarifications documentConditions of Assessment related to this achievement standard can be found at www.tki.org.nz/e/community/ncea/conditions-assessment.php.

Assessment Resource TKI

Students will require: Access to product design books and access to appropriate websites Access to computer with CAD and design software (Solidworks, Archicad, Vectorworks, Adobe

Photoshop etc.) animations can be used as supporting evidence. Design context refers to the environment in which the product design is to be situated. An

exploration of the design context includes consideration of the milieu and the environment’s link to various factors, including but not limited to legal, ethical, cultural, historical, economic, and technological factors.

The refinement process is the process by which we evolve design ideas to improve the aesthetic and/or functional qualities of the product design. This is informed by such things as research, analysis, making design judgements, reflection, and critique.

Product design knowledge includes elements of design ideas approaches, technical knowledge, and visual communication techniques relevant to the specific product design context. These may include but are not limited to:

o Design tools used for the development of product design ideas (such as market research, anthropometrics, ergonomics, mock-ups and models)

o Technical knowledge of materials, joining, fitting, assembly, finish, fasteners, sustainability, and environmental considerations

o Product design visual communication techniques and approaches (such as drawing and rendering, and the use of prototypes, models and animation).

ResourcesCurriculum LinksGlossaryhttp://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/graphics-dvc/glossary/ - l1TKIhttp://seniorsecondary.tki.org.nz/Technology/Specialist-technology-areas/Graphics-GRAPBookshttp://www.designsojourn.com/30-essential-books-for-industrial-designers/


http://www.designsojourn.com/30-essential-books-for-industrial-designers/




http://www.tki.org.nz/e/community/ncea/conditions-assessment.php


Design and Visual Communication Level 8AS91631 (3. 34) Title: Produce working drawings to communicate production details for a complex design


Curriculum

At level 8: Students develop an understanding about how to communicate a set of related 2D, 3D or 4D working drawings/models that show a suitable level of detailing for a key aspect of design that allow construction and assembly of the complex design.

Indicators Students can:

Produce a set of related drawings that can utilize two-dimensional and three-dimensional modes instrumentally constructed/modelled using either traditional drafting equipment or computer applications.

Use digital animations to support the related drawings. Related drawings show information which allows construction and assembly of a multi-component

design Select the views and modes (traditional methods or computer applications) that suits the accepted

practice and conventions for the design context Communicate the design details of either a spatial or product design to a level that will allow the

design to be manufactured or constructed Show exterior and interior details that would allow production of key aspects of the details of the

design outcome Use the correct conventions for either an engineering or architectural drawings Apply drawing techniques with accuracy and precision

Teacher guidance

To support students to develop the skills and knowledge at level 8, teachers could: Teach this as a stand-alone unit where students are required to interpret design details from a

design idea. Or allow students to develop these working drawings from an integrated unit from either product or spatial design. Students must be allowed to decide on the views and production details so this cannot be a class exercise.

Ensure student’s designs have multi-components. Show students a variety of working drawings that allow a design to be constructed/modelled;

architectural plans, engineering plans, animations, traditional and computer generated, 2D, 3D and 4D. This will allow them to select a set of drawings to suit their designs. (Third angle orthographic, paraline drawings, perspective drawings, exploded views, isometric, mechanical perspective etc)

A set of related drawings could be of different scales, different views, 2D, 3D, animations that all communicate one design outcome

Allow students to use both 2D and 3D modes to communicate their design outcome. 4D refers to animations, motion graphics design Show students the complexity required at this level. It is important there is enough suitable level of

detailing (it does not have to be done at a comprehensive level though) Teach students the correct conventions; line types, construction lines, outlines, section lines,

drawing and text layout, dimensioning Plus the conventions used by engineers and architects Invest in computer software. Purchase high GSM paper, good pencils and clean instrumental equipment.



Key messages from the standardExplanatory Note 3Working drawings to communicate production details are a set of related 2D and 3D (and/or 4D) drawings and/or models that show exterior and interior detail of the components and information related to the construction and assembly of the complex design. Working drawings can be constructed using either traditional drawing equipment and/or computer applications using a range of modes (e.g. 2D, 3D, 4D). Explanatory Note 4A complex design refers to a spatial or product design with multiple components. The production details to be communicated about the complex design must be decided by the students. Explanatory Note 5Conventions associated with drawing define such things as: line types (e.g. construction lines, outlines, and section lines), drawing and text layout, and dimensioning. Conventions include those which are commonly applied within a community of practice e.g. engineering (e.g. SAA/SNZ HB1:1994), or architecture – building and landscaping (e.g. NZS/AS 1100.101:1992 Technical drawing – General principles; NZS/AS 1100.301:1985 Technical drawing – Architectural drawing).

Key messages from the clarifications documentAssessment SpecificationsStudents are required to select key aspects of their designs, the views, and modes to produce a set of related drawings.Depending on the complexity of the design and scale of the design, this is not necessarily expected to be done to a comprehensive extent, provided there is suitable level of detailing shown for a key aspect of the design.Candidates may use any computer applications. For the production of working drawings (e.g. Vectorworks, Solidworks, Archicad, Revit, etc.) though animations can be used as supporting evidence.

ResourcesGlossaryhttp://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/graphics-dvc/glossary/ - l1TKIhttp://seniorsecondary.tki.org.nz/Technology/Specialist-technology-areas/Graphics-GRAP






Level 8: Knowledge of digital information management DGT 8-1 [3.40]Knowledge of digital information management focuses on how information is managed at both an individual user level and with shared information within an organisation.

Learning Objective: DGT 8-1Students will

demonstrate understanding of complex concepts of information systems in an organisation

Indicators Explains the interaction between the main components of an information system used in an

organisation Explains the nature of information and discusses: differences between data, information and

knowledge; the nature and value of information in an organisation; and how information systems add value to an organisation

Discusses the characteristics of ‘good’ information, and evaluates the trade-offs between the characteristics of good information (for example, timeliness vs. accuracy) in an organisation

Explains the importance of end-user considerations in information systems, and discusses the impact on and influence of end-user considerations on information systems in an organisation

Explains security management for information systems and discusses the implications of security management for information systems

Evaluates the trade-offs between security management in an information system and end-user considerations in an organisation.

Progression Initially students learn about basic concepts of information management in relation to producing digital information outcomes. This includes understanding the key features of operating systems and common application software, file management procedures, and ethical issues related to the management of information. Students progress to learning about complex concepts of information systems within organisations. This includes explaining the interaction between the main components of an information system used in an organisation, discussing the nature and value of information to an organisation, discussing the characteristics of good information, and end-user considerations, and discussing the implications of security management for information systems.

Teacher GuidanceTo support students to develop understandings about complex concepts of information systems in an organisation, at level 8, teachers could: Guide students on how to research the information systems within an organisation. Provide students with opportunities to explain the interaction between the main components

(hardware, software, data, procedures, and people) of an information system used in an organisation. Provide students with opportunities to discuss the nature and value of information to an organization

including being able to discuss the differences between data, information, and knowledge. Provide students with opportunities to discuss the characteristics of ‘good’ information (such as

accuracy, timeliness, relevance, appropriate quantity, economical etc) and evaluate the trade-offs between the characteristics of good information in an organisation.

Provide students with opportunities to discuss the impact on, and influence of, end-user considerations (such as user consultation, ease-of-use, user interface design, work procedures, implementation issues, training) on information systems in an organisation.

Provide students the opportunity to discuss the implications of security management for information systems (including evaluating trade-offs between security management and end-user considerations within an organisation).



Ensure students understand the requirement at this level to look at an information systems within an organisation, and that when looking at an information system they need to look at hardware, software, data, procedures, and people.

Ensure students have access to a suitable organisation to use for the case study. Support students to prepare reports including ways to structure a report, and literacy strategies to

support report writing in a way that will allow students to explain, discuss, and evaluate. Ensure students have opportunities to practice report writing including acknowledging sources and

bibliographies.

Contexts for teaching and learningThis learning objective is about demonstrating understanding of information systems in an organisation. Students need to have a particular organisation they are using as a case study rather than some generalised approach about information systems within organisations in general (for possible organisations, refer AS91632 Explanatory note 6). Literacy considerationsTeachers need to ensure students understand the language in the standard associated with assessment as well as the specialist language related to information systems. Students obviously need to understand the specialist words such as hardware or security management. But in addition they must understand the words used to describe the level of expected performance at each achievement grade. Eg explain for achieved. Discuss for merit. Discuss and evaluate for excellence. Teachers need to give students strategies to understand what these words mean and what is expected at each achievement level.Resources to support student achievement Senior secondary teaching and learning guide for technology: seniorsecondary.tki.org.nz/Technology Websites on the qualities of good information, such as:

www.tutor2u.net/business/ict/intro_information_qualities.htm Learning Objectives of the specialist Knowledge and Skills strands

http://technology.tki.org.nz/Curriculum-Support/Indicators-of-Progression/Learning-Objectives TKI Assessment resources http://ncea.tki.org.nz/Resources-for-aligned-standards/Technology/Level-3-Technology

Assessment for qualificationsThe following achievement standard(s) could assess learning outcomes from this learning objective:AS91632 Digital Technologies 3.40: Demonstrate understanding of complex concepts of information systems in an organisationKey messages from the standardThe situation may arise where a student wants to draw on information from more than one organisation, perhaps the student can’t cover all the aspects required in the standard from looking at one organisation. The standard doesn’t stipulate that more than one organisation is required but it doesn’t rule it out either, so if teachers or students think it is beneficial to look at information systems within more than one organisation that would be acceptable.Achieved: There are five concepts of information systems that need to be covered for achieved. Students must cover all five in their report. The five concepts are:

1. The interaction between the main components of the information system2. The nature of information and the difference between data, information, and knowledge3. The characteristics of ‘good’ information4. The importance of end-user considerations in information systems5. Security management for information systems.

Additionally students should explain the interaction between hardware, software, data, procedures, and people (refer

Explanatory Note 3)





http://www.tutor2u.net/business/ict/intro_information_qualities.htm

http://seniorsecondary.tki.org.nz/Technology


be aiming to give examples to illustrate the characteristics of good information (refer AS91632 Explanatory Note 4) rather than just give theoretical definitions of each

Merit and excellence: At the higher grades, students should be expanding on the concepts covered at achieved by discussing and evaluating such things as the value of information, how information systems add value, and the interactions and trade-offs that are always involved in any information system.One of the aspects to cover at merit is to discuss ‘the impact on and influence of end user considerations on information systems’. This is asking for a discussion about the two-way interaction between end-user considerations and the information system, ie “what end-user considerations influence the information system and what are the impacts of these considerations on the information system.” For example, delivery drivers need up-to-date and portable access to delivery data, so this impacts the system by requiring mobile data access and handheld hardware. Remember to refer to AS91632 Explanatory Note 5 which lists some possible end-user considerations. AS91632 Explanatory Note 3 defines the main components of an information system as hardware,

software, data, procedures, and people. AS91632 Explanatory Note 4 lists characteristics of good information such as accuracy, timeliness,

relevance, and appropriateness. AS91632 Explanatory Note 5 lists end-user considerations such as ease-of-work, work procedures,

implementation requirements, and training needs. AS91632 Explanatory note 6 lists some possible organisations such as a tertiary institution, a business, a

hospital, or a government department.



Level 8: Create a digital information outcome DGT 8-2 [3.41]Apply digital information management tools to create a digital information outcome requires students to create a digital information outcome that involves manipulating and combining data from more than one application. The specifications for the digital information outcome, software and techniques to be used need to be determined prior to the outcome being made. When creating digital information outcomes students will use appropriate techniques and data integrity and testing procedures. Students will apply appropriate file management procedures, design elements, and formatting techniques. Students will consider their legal, ethical, and moral responsibilities when developing digital information outcomes.


implement complex procedures to develop a relational database embedded in a specified digital outcome

Indicators Applies complex techniques to design and produces a relational database embedded in a specified

digital outcome that has a well-organised table structure use features of the software to allow data in at least one database table to be changed using another application

Applies design elements and formatting techniques as appropriate to the outcome to create an interface for navigation, collection and display of data which demonstrates usability considerations

Shows accuracy in the application of techniques and testing procedures Shows independence with regard to decision making in the application of techniques, and testing

procedures. Undertakes techniques and testing procedures in a manner that economises the use of resources in the

outcome’s production and its use Applies data access permissions which follow legal, ethical and moral responsibilities as appropriate to

the outcome.

Progression Initially students learn to perform a set of basic procedures, as instructed, to produce a digital information outcome that involves manipulating and combining data from at least two applications out of word processing, spreadsheets, database, and presentation software. Students should progress to using complex procedures to design and produce a database application with dynamically linked data.

Teacher GuidanceTo support students to implement complex procedures to develop a relational database embedded in a specified digital outcome, at level 8, teachers could: Provide an opportunity for students to learn and practice a range of complex procedures in a relational

database. Provide opportunities for students to develop skills in Entity Relationships (ERD) and normalisation. Ensure students know how to allow data in at least one database table to be changed from another

application. Provide a brief for a specified digital outcome, or guide students to develop their own brief. Ensure students are aware of the requirement at this level to produce a relational database with a well

organised table structure and where data in at least one database table is changed using another application.

Ensure students apply design elements and formatting techniques as appropriate to the outcome they develop to create an interface for navigation, collection and display of data which demonstrates usability considerations.

Ensure students apply data integrity and testing procedures as they develop the digital outcomes. Ensure students can apply data access permissions which show they understand their legal, ethical, and

moral responsibilities when developing digital information outcomes.

Contexts for teaching and learning___________________________________________________________________________________________



Students need to develop a relational database embedded in a specified digital outcome. The digital outcome can be either a digital information outcome or a digital media outcome, for example a student who writes an app that connects to a database: the database could be embedded in a range of possible digital information or digital media outcomes. The specifications can be provided by the teacher or developed by the student (perhaps as part of a technology project). (Refer to AS91633 Explanatory note 2 and AS91633 Explanatory note 4 for examples of digital outcomes, and AS91633 Explanatory Note 3 for digital outcome specifications). Students are required to design and construct a database with a workable table structure. The relational database design includes the table structure, interface design, and a plan for linking data between applications. Refer to AS91633 Explanatory note 5 for further details. Part of the evidence students will need to submit will be this design work. Students must use complex procedures to develop the relational database. AS91633 Explanatory note 6

lists these complex procedures and the wording implies all of the following need to be covered:- creating queries which combine data from multiple tables- creating queries which insert, update or delete to modify data- creating customised input forms- creating customised data displays from multiple tables (for example, reports, PDFs, webpages, program interfaces).

Data in at least one database table must be able to be changed from another application (for example, spreadsheet, web page, Portable Document Format (PDF) form, student created custom desktop application).

In addition to using various techniques to produce the outcome students must apply data integrity and testing procedures. Refer to AS91633 Explanatory note 8. The purpose of this data integrity and testing is to ensure the outcome meets the specifications. A list of examples of possible data integrity and testing procedures is included in the teacher guidance section of the assessment resource for this standard.

Students are expected to apply design elements and formatting techniques to customise data input and display.

Literacy considerations Applying data access permissions as appropriate to the outcome is clearly open to interpretation but

implies it will not be ‘open access’ and there will be some user login or different roles (such as guest and admin) with different privileges.

Assist students’ understanding of accuracy and efficiency by making them explicit in the task and assessment schedule, i.e. by giving examples relevant to the particular context.


Assessment for qualificationsThe following achievement standard(s) could assess learning outcomes from this learning objective:AS91633 Digital Technologies 3.41: Implement complex procedures to develop a relational database embedded in a specified digital outcomeKey messages from the standard Ensure that all students know what “make with independence” looks like:

o Achieved – Make “With some guidance” means the teacher (or peers) may:- respond to student-initiated requests for assistance – for example, where to find suitable material or what tool to use;- sometimes prompt the student to – for example, consider other options, think about the wisdom of a choice or reread the brief.The teacher (or peers) may NOT, however:






- make any decisions for a student- assist a student in any hands-on way (do any part of the project for them)- respond to frequent questions or requests for step-by-step guidance.

o Merit – Make “with independence and accuracy”“With independence” means the student:- owns the practice (acts as if responsibility for achieving a quality outcome sits with them)- plans effectively, thinks ahead, is well organised, self -starting, and self- managing- does their own decision-making- books any equipment or machines they need in a timely fashion- purchases and/or brings the required materials in timely fashion- stores their work carefully so that it is easily retrieved at the start of the next period- carries out appropriate checking and testing and takes corrective actions as necessary- recognises and deals with issues promptly instead of allowing them to blow the timeline- is always able to describe what they are doing and why, and describe where their project is up to.It does NOT mean that the student:- is unable to ask for help with technical or safety issues (for example, faulty equipment)- is responsible for the consequences of inadequate project storage facilities- is responsible for supplying resources that the school should be providing.

o Excellence – Make “with independence and accuracy”There is no step-up on “independence and accuracy” for excellence - see Merit.

The step-up to merit and excellence is around accuracy, independence, and efficiency. There is no requirement for students to do extra tasks or use more complex procedures in order to step up to merit or excellence. Good guidance on what is expected is contained in the assessment resource for the standard available on TKI http://ncea.tki.org.nz/Resources-for-aligned-standards/Technology/Level-3-TechnologyMerit: The two aspects required for merit are accuracy and independence. Accuracy can be seen in designing the table structure, applying design elements, techniques and testing procedures. What is regarded as accuracy will depend on the digital outcome being produced and the software being used. It should be made explicit in the task and assessment schedule by giving examples relevant to the particular context. Independence should be observed throughout the development process from the design of the database, the decision making in the selection and application of complex tools and techniques, and in the testing procedures.Excellence requires efficiency in terms of economy of time, effort, and resources which involves:

- designing and constructing a database with a well-organised table structure (for example, elimination of redundant data, effective data validation, effective use of data properties)- producing the outcome in a manner that economises the use of resources (for example, optimisation of data input, and effective use of shortcuts such as macros and buttons).However efficiency is very context specific and will depend on the digital outcome being produced and the software being used. Assist students by making examples of efficiency, in their particular context, explicit in the assessment task and schedule.



Level 8: Knowledge of digital media DTG 8-3 [3.42]Knowledge of digital media focuses on understanding of concepts of digital media that need to be considered when developing digital media outcomes. Initially students learn about basic concepts of digital media. These basic concepts include such things as the media types, software resources, and techniques used to create digital media outcomes. They also include such things as influence of design elements, communication purpose, and ethics are considered when developing digital media outcomes.

Learning Objective: DTG 8-3Students will

demonstrate understanding of complex concepts of digital media

Indicators Explains the complex tools and techniques used to present content across multiple digital media

outcomes Explains the importance of selecting appropriate digital media software applications and specific

features to present content across multiple outcomes Discusses design elements associated with complex digital media outcomes Explains the implications of adhering to digital media standards and conventions to present content

across multiple digital media outcomes, and discuss the needs as well as the positive and negative implications of adhering to these standards and conventions when developing digital media outcomes

Explains the data integrity and testing procedures used to ensure a digital media outcome meets specifications

Explains the legal, ethical and moral considerations in relation to the requirements of a digital media outcome in the wider community

Discusses the relationship between the tools, techniques, design elements, legal, ethical and moral considerations in relation to the requirements of the outcome.

Progression Students progress to learning about complex concepts of digital media such as those tools and techniques used to present content across multiple outcomes, application of digital media standards and conventions, asset management, file management, naming conventions, and legal, ethical, and moral considerations in relation to the requirements of digital media outcome within the wider community.

Teacher GuidanceTo support students to develop understandings about the complex concepts of digital media at level 8, teachers could: Provide students with the opportunity to explore a range of digital media outcomes. Ensure the digital media outcomes students investigate demonstrate an integration of media types and

are of sufficient rigour for this level. Provide opportunity for students to discuss design elements associated with complex digital media

outcomes. Ensure students understand why content needs to be manipulated to be used across media types. Provide opportunity for students to explain how complex tools and techniques have been used to

create complex digital media outcomes. Provide opportunity for students to discuss the needs as well as the implications of adhering to digital

media standards and conventions to present content in complex digital multiple outcomes. Guide students to explain the legal, ethical, and moral responsibilities to the wider community when

developing digital media outcomes. Guide students to understand the importance of appropriate data integrity and testing procedures

whilst developing digital media outcomes.

Contexts for teaching and learningEnsure that the digital media outcomes investigated are suitably ‘complex’ in nature (refer to AS91634 Explanatory note 4 and AS91634 Explanatory note 5). Outcomes is plural so students are expected to



investigate at least two complex digital media outcomes (refer to AS91634 Explanatory note 3). One of these outcomes may be their own if they wish or they can use two outcomes developed by professionals. If a student developed outcome is being used it must a complex digital media outcome as defined in AS91634 Explanatory note 5 and further defined in AS91634 Explanatory note 4. Consider if it is useful for students to analyse their own outcome or whether it is more beneficial to look at two (or more) outcomes produced by professionals prior to producing their own outcome. Design elements associated with complex digital media outcomes is explicitly required (refer to AS91634 Explanatory note 7 for a list of possible design elements).Student’s discussion about legal/ethical/moral considerations should get specific about issues related to digital media such as digital ownership, privacy, creative commons, implications of the longevity of digital content on the internet (refer to AS91634 Explanatory note 9 for more details).Literacy considerationsTeachers need to Support students to develop literacy strategies that assist them to write reports in a way that will allow

them to, explain, and discuss the various concepts of digital media.Resources to support student achievementLearning Objectives of the specialist Knowledge and Skills strands http://technology.tki.org.nz/Curriculum-Support/Indicators-of-Progression/Learning-ObjectivesTKI Assessment resourceshttp://ncea.tki.org.nz/Resources-for-aligned-standards/Technology/Level-3-Technology

Assessment for qualificationsThe following achievement standard(s) could assess learning outcomes from this learning objective:AS91634 Digital Technologies 3.42: Demonstrate understanding of complex concepts of digital mediaKey messages from the standard This standard is about demonstrating understanding of digital media and is not about creating a digital

media outcome. However within a programme of work it is possible to link this knowledge objective (complex concepts of digital media) with a skills standard where students get credit for creating a digital media outcome. One way of doing this within a programme of work would be to use this as a preparatory exercise towards creating their own complex digital media outcome. Students could analyse the practice of others to help guide their decision making when developing their own digital media outcome.

Ensure students have suitable opportunities to explore a range of complex digital media outcomes prior to starting on the assessment task. Students will need to be taught how to investigate digital media outcomes and what sort of things they should be looking for and commenting on, for example the importance of adhering to standards and conventions when developing complex digital media outcomes.

Ensure students understand the language associated with assessment as well as the specialist language related to digital media. Students obviously need to understand the specialist words such as digital media standards and conventions. But in addition they must understand the words used to describe the level of expected performance at each achievement grade; i.e. explain and discuss. The requirement at excellence to discuss the relationship between a number of concepts will require some deliberate teaching so students understand what is expected.

The ‘list’ of concepts of digital media to be covered is set out in AS91634 Explanatory note 2. Some concepts are the same as at Level 2 such as the importance of data integrity and testing procedures, and the legal/ethical/moral requirements, and adhering to digital media standards and conventions. The step up to Level 3 related to these concepts is that they will be addressed in terms of complex digital media outcomes.

At Level 3 students need to understand that content may be presented across different media for example the same content may be presented in video content and in print (refer to AS91634 Explanatory note 8). Teachers will need to show students examples of this and students must address this in their reports.






Ensure students know how to present their evidence so that it covers everything asked for in the standard. The conditions of assessment say this evidence will be presented in a form negotiated with the teacher, produced in any media that clearly communicates the student’s understanding of advanced concepts of digital media. This means a written report is not required and students can present their evidence in any media and any format that suits the teacher and student. If students are presenting evidence digitally teachers need to be aware of the NZQA requirements ‘Preparing digital visual submissions for moderation’ which states the acceptable file types and formats for sending work for moderation. Refer to NZQA website: www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/preparing-digital-visual-submissions-for-moderation/


http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/preparing-digital-visual-submissions-for-moderation/

http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/preparing-digital-visual-submissions-for-moderation/


Level 8: Create a digital media outcome DTG 8-4 [3.43]Create a digital media outcome requires students to construct a digital media outcome that integrates media types and incorporates original content. The specifications for the digital media outcome, software and techniques to be used need to be determined prior to the outcome being made.


implement complex procedures to create a digital media outcome

Indicators Selects appropriate digital media software applications and specific features to create, edit and

integrate digital media types Accurately and independently applies a set of complex tools and techniques, as appropriate to the

media, to create a digital media outcome Accurately and independently applies data integrity and testing procedures Follows legal, ethical and moral responsibilities as appropriate to the outcome. Effectively undertakes techniques and procedures in a manner that economises the use of resources in

a digital media outcome’s production and usability.

Progression Initially students learn to perform a set of techniques, as instructed, to produce a digital media outcome. Students should progress to integrating digital media types using complex tools and techniques when constructing original digital media outcomes.

Examples of digital media outcomes include: an animation or multi-page website that integrates student created graphics, video and/or audio; an edited, student-produced movie integrating student created soundtrack, graphics and/or animation; a multi-page desktop published document integrating student created graphics and/or still images.

Examples of complex tools and techniques include: Web design: HTML/CSS, scripting dynamic data handling, interaction between user and content, multiple device outputs; Desktop publishing: interactivity, form elements, chapters and sections: Motion graphics: Complex transitions, multiple tracks, post processing; Audio: multiple tracks, manipulating multiple tracks, overlays, equalising; Image manipulation: colour histograms and adjustments, non-destructive editing, pen tools and paths, filter effects, graphic optimisations, colour management and printing, automation/scripts.

Teacher GuidanceTo support students to implement complex procedures to create a digital media outcome, at level 8, teachers could: Provide opportunity for students to select digital media software applications and specific features to

create, edit and integrate digital media types. Provide opportunity for students to apply complex tools and techniques to create a digital media

outcome. Guide students to apply processes for media input, editing, testing, and publishing techniques that

ensure data integrity and consider legal, ethical and moral responsibilities that ensure a digital media outcome addresses a brief’s specifications.

Provide opportunity for students to create digital media outcomes in a manner that economises the use of resources in production and ensures a digital media outcomes usability.

Contexts for teaching and learning Students need to produce a specified digital media outcome. This means there must be

detailed, measurable specifications for the outcome. The specifications can be provided by the teacher or developed by the student (refer to AS91635 Explanatory note 3).- opportunity for students to select the software they will use to create the outcome. Students need to be able to evaluate the features of the program(s) and then select the most appropriate software to use.



The digital media outcome must demonstrate an integration of at least two media types such as text, web languages, audio, video, graphics, animation, still images (refer AS91635 Explanatory note 2 and AS91635 Explanatory note 5).The digital media outcome must involve the use of complex procedures in one media type - there must be an integration of media types but the complex tools and techniques must be used in one media type.

In addition to using various complex tools and techniques to produce the outcome students will apply data integrity and testing procedures (refer AS91635 Explanatory note 6)

Literacy considerationsAssist students’ understanding of accuracy and efficiency by making them explicit in the task and assessment schedule, i.e. by giving examples relevant to the particular context.Resources to support student achievementLearning Objectives of the specialist Knowledge and Skills strands http://technology.tki.org.nz/Curriculum-Support/Indicators-of-Progression/Learning-ObjectivesTKI Assessment resourceshttp://ncea.tki.org.nz/Resources-for-aligned-standards/Technology/Level-3-Technology

Assessment for qualificationsThe following achievement standard(s) could assess learning outcomes from this learning objective:AS91635 Digital Technologies 3.43: Implement complex procedures to produce a specified digital media outcomeKey messages from the standard AS91635 Explanatory note 4 provides examples of the complex tools and techniques expected when

working with a selection of digital media types. This list is not exhaustive. For the five media types where examples are given they are an indication of what tools and techniques could be considered ‘complex’.Note that students do not have to use all the tools and techniques mentioned in the list and, depending on the context, teachers may decide to provide students with their own list of complex tools and techniques that are suitable for that media type in that particular context. (In which case the teacher will need to determine what tools and techniques are deemed to be at a ‘complex’ level).

AS91635 Explanatory note 6 states that data integrity procedures include checking for the relevance, accuracy, and reliability to ensure the outcome functions as intended. These checks should be on-going throughout the production of the digital media outcome and not just a one-off check at the end. Examples of possible data integrity and testing procedures are included in the assessment schedule section of the assessment resource for this standard.






Level 8: Knowledge of computer science and software engineering DTG 8-5 [3.44]Computer science and software engineering refers to a group of concepts associated with the discipline of computer science and how they are applied in user interfaces.


demonstrate understanding of areas of computer science

Indicators Discusses solved and unsolved problems in the selected areas of computer science Discusses examples to explain how practical applications from selected areas of computer science use

algorithms and/or techniques from these areas Explains how key algorithms or techniques address key problems in selected areas of computer science Evaluates the effectiveness of algorithms and/or techniques applied in selected areas of computer

science.

Progression Initially students learn about basic concepts of algorithms, programming language and user interface. Students progress to learning about tractability, data representations, coding, usability heuristics, formal specification of the syntax of programming languages, and software development methods.

Teacher GuidanceTo support students to develop understandings about the areas of computer science, at level 8, teachers could: Ensure students understand key problems in selected areas of computer science. Selected areas

include: formal languages, network communication protocols, complexity and tractability, Intelligent systems, software engineering, graphics and visual computing.

Ensure students have a framework for investigating areas of computer science that includes understanding the key problems in that area, practical applications, and the use of algorithms and/or techniques from that area.

Provide students with an opportunity to understand how key algorithms and techniques address key problems in selected areas of computer science.

Provide students with an opportunity to understand examples of practical applications in selected areas.

Guide students to evaluate the effectiveness of algorithms, techniques, or applications from selected areas.

Guide students to understand solved and unsolved problems in selected area of computer science. Support students to practice report writing, including ways to structure a report, and literacy strategies

to support report writing in a way that will allow students to explain, discuss, and evaluate.

Contexts for teaching and learning Areas of computer science are selected from: formal languages; network communication protocols;

complexity and tractability; intelligent systems; software engineering; and graphics and visual computing.The idea of having a list of possible areas is so you can focus on the areas that best support your programme of learning and are of most relevance and interest to your students.For each selected area students will cover: Key problems; Examples of practical applications; and Key algorithms and/or techniques.

Students have most success when they write their reports based on their own experiences rather than writing a theoretical report about the topics. So for example if one of the topics to be covered is tractability students may undertake a range of learning experiences such as ‘the travelling salesman problem’ or ‘the map colouring problem’. They can then write about tractability based on these learning experiences, illustrated with photos or screenshots of themselves involved in these problems.

Literacy considerations



To be completed


[?]Resources to support student achievement NZACDITT WEBSITE – comprehensive resources for 3.44 (91636) prepared by computing staff at

Canterbury University: nzacditt.org.nz/resources Learning Objectives of the specialist Knowledge and Skills strands

http://technology.tki.org.nz/Curriculum-Support/Indicators-of-Progression/Learning-Objectives TKI Assessment resources http://ncea.tki.org.nz/Resources-for-aligned-standards/Technology/Level-3-Technology

Assessment for qualificationsThe following achievement standard(s) could assess learning outcomes from this learning objective:AS91636 Digital Technologies 3.44: Demonstrate understanding of areas of computer science.Key messages from the standard This standard is about demonstrating understanding of areas of computer science. There are six areas

of computer science (listed in AS91636 Explanatory Note 3) and students must select two to cover in their report.

Ensure students understand the language in the standard associated with assessment as well as the specialist language related to computer science. Students obviously need to understand the specialist words such as algorithms or tractability. But in addition they must understand the words used to describe the level of expected performance at each achievement grade, for example, describe, explain, discuss, evaluate. Teachers need to ensure students understand the significance of these words and give students strategies to understand what is expected at each achievement level.





http://nzacditt.org.nz/resources


Level 8: Construct a software programme DTG 8-6/7 [3.46] Construct a software program focuses on constructing a computer program for a specified task including testing and debugging the program to ensure the program works correctly.

Learning Objective: DTG 8-6/7Students will

develop a complex computer program for a specified task

Indicators Uses an appropriate IDE to develop code and use the IDE debugging tools effectively to identify logic

errors and correct a program Follows a disciplined and planned development process with documented cycles of incremental

development and comprehensive testing at each cycle to construct a correctly working program Follows accepted debugging practices by interpreting syntax and runtime error messages to identify the

underlying errors and correct a program Follows accepted testing and debugging practices for systematically applying test cases and using

tracing/debugging statements to identify logic errors and correct a program. Writes a computer program in a text-based programming language that includes commented,

programmer defined methods/functions/etc with parameters and/or return values, has structuring of the methods/functions/etc and data (eg, classes, modules, encapsulated data structures, packages, etc), and has well-designed algorithmic structures for the individual methods/functions/etc.

Writes a program that includes functions/methods/procedures that are passed compound data structures (arrays, lists, objects, etc) and modify their contents, and has a well-designed decomposition into functions/methods with well-chosen parameters and has a well-designed structuring of data and methods/functions/etc into classes (or modules, packages, etc)

Includes explanatory comments and identifiers that support maintainability (including informative comments on functions/methods/procedures)

Tests their program to ensure it works correctly.

Progression By level 8, students will have learned to specify, test and design to a level where the plan for the structure of a complex software program has a modular structure, an indexed data structure, input and output, and procedural structures that combine sequential, conditional, and iterative structures.They will have learned to construct basic computer programs in any programming language (drag-and-drop language, specialised programming language, or a general purpose programming language) that include: variables, assignment, predefined actions, expressions, and sequence, selection, and iteration control structures; and obtains and uses input from a user, sensors, or other external source.Students progress to constructing complex computer programs using a text based programming language, i.e. by level 8 students should be using an Integrated Development Environment (IDE) to develop code following a disciplined development process with cycles of incremental development and testing.

Teacher GuidanceTo support students to develop a complex software program, at level 8, teachers could: Ensure students understand the requirement at this level that the programming language must be a

text-based programming language and have an appropriate IDE that includes debugging tools. Guide students on how to use an Integrated Development Environment (IDE) to develop code following

a disciplined development process with cycles of incremental development and testing. Guide students on how to construct a complex computer program in a text-based programming

language that supports object-orientated structuring. Guide students on how to follow accepted testing and debugging practices using IDE debugging tools to

test and debug a program to ensure it works for expected, boundary, and exceptional cases. Provide opportunities for students to practice using an appropriate IDE to develop code following a

disciplined development process with cycles of incremental development and testing. Provide opportunities for students to practice constructing and testing complex computer programs.



Ensure students understand the requirement at this level that a complex program is a program written in a text-based programming language that interacts with a user, includes variables, assignment, predefined actions, expressions, includes sequence, selection, iteration control structures, includes programmer defined methods/ functions/etc with parameters and/or return values, includes calls to the methods/functions/etc, uses structured data, including sequential data (arrays, lists, etc) and compound data (records, objects, tuples etc), uses and updates persistent data in files or databases, has structuring of the methods/functions/etc and data (eg, Classes, modules, encapsulated data structures, packages, etc).

Ensure students have a specified task that requires the development of a complex program to resolve the task. The task can be teacher-given or developed in negotiation with the student. Ensure the task is large enough to justify decomposition of a program into multiple classes (or other high-level modules).

Contexts for teaching and learningStudents will submit evidence of both the design and implementation (including testing) of the program.There must be a specified task which requires the development of a complex computer program in order to resolve it. The task may be teacher given or developed in negotiation with the student, perhaps as part of a broader technology project. Refer to AS91637 Explanatory note 7.Ensure students construct a complex computer program (defined in AS91637 Explanatory note 5) and set out the program code clearly and concisely. Any code that is auto-generated by an Integrated Development Environment (IDE) cannot be used as evidence of student code (refer AS91637 Explanatory note 6). Code-complete (as some IDE’s do) is OK. However, if the whole code for a class or object has been auto-generated and the student has not created it, then it is not the student’s own code.The way students go about the task is important, so in addition to looking at the completed program, be aware of how students approached the task. Literacy considerations[?]Resources to support student achievement Learning Objectives of the specialist Knowledge and Skills strands

http://technology.tki.org.nz/Curriculum-Support/Indicators-of-Progression/Learning-Objectives TKI Assessment resources http://ncea.tki.org.nz/Resources-for-aligned-standards/Technology/Level-3-Technology NZACDITT RESOURCES: Resources for programming at Level 3 (in various programming languages) are

on the NZACDITT website – nzacditt.org.nz/resources NOTES ON THE LEVEL 1 AND 2 PROGRAMMING STANDARDS

‘Programming Standards Levels 1 & 2 - A discussion of, and example plans & programs for Standards 1.45, 1.46, 2.45, 2.46’ By Anthony Robins & Sandy Garner, Computer Science, University of Otagowww.cs.otago.ac.nz/staffpriv/anthony/programming-standards-notes.pdf

Assessment for qualificationsThe following achievement standard(s) could assess learning outcomes from this learning objective:AS91637 Digital Technologies 3.46: Develop a complex computer program for a specified taskKey messages from the standard At Level 3 there is only one standard covering programming. This replaces the situation at Levels 1 and

2 where there are separate standards for creating the algorithm and then coding the program. As this standard at Level 3 covers both designing and implementing the program it is expected that students will submit evidence of both the design and implementation (including testing) of the program.

The essential step up from Level 2 is that it must have a graphical user interface and event handling, and include classes and objects in addition to the other expected requirements.

The program should be documented with comments. At achieved the criteria just ask for comments. At merit the comments must include variable and module names, and comments that accurately describe code function and behaviour. At excellence the comments must explain and justify decisions.



To be completed

http://www.cs.otago.ac.nz/staffpriv/anthony/programming-standards-notes.pdf

http://nzacditt.org.nz/resources





Level 8: Knowledge of electronic environments DTG 8-8 [3.47] Knowledge of electronic environments focuses on the concepts and operational function of components that underpin the understanding of how electronic environments (functional combinations of hardware and embedded software in the real world, ie, circuits, prototypes or products) are developed, assembled and tested.


demonstrate understanding of complex concepts and components in electronic environments

Indicators Discusses complex software concepts Discusses complex hardware concepts

Progression Initially students learn about basic components and the concepts that describe the behaviour of a circuit. At level 8 students progress from this to more advanced understanding of circuit and embedded programming concepts and learn about an increasing range of components and their operation function in real circuits. At the highest level, students will be able to discuss complex electronic environments in terms of their subsystems and programming structures and apply some basic mathematical calculations within this discussion.

Teacher GuidanceTo support students to develop understandings about complex concepts and components in electronic environments at level 8, teachers could: Provide opportunity for students to learn about complex hardware concepts eg, IR and radio

transmitting subsystems, amplifying stages, impedance matching, coupling, noise reduction and filtering circuits, UART, bus subsystems, through hands-on practical work and internet research, etc.

Provide opportunity for students to learn about complex software concepts eg, variables, binary notation (bits, bytes and words), protocols (I2C, RS232), macros, flags, interrupts, counters, XOR, bitwise AND/OR, pwm, through hands-on practical work and internet research, etc.

Provide opportunity for students to learn about complex components eg, FETs, npn and pnp transistors, voltage regulators, SCRs, 555s, gates, H-bridges, op-amps, data latches, half-adder, keypads, LCD and other displays, pressure and proximity sensors, servo and stepper motors etc. and describe these in terms of their operational function in different .

Provide opportunity for students to identify, describe and explain some complex subsystems in circuits eg, Wein bridge, transistor combinations (eg, push-pull), transistor configurations (eg, common collector), extended gate arrangements, power supply circuits

Provide opportunity for students to learn about software programme development through the logical structuring of software programmes (eg, flowcharting) and the use of subroutines and variables.

Support students to develop software with more than one embedded platform eg, a selection of two or more PICAXE (advanced), ATMEL, Microchip, Arduino etc.

Guide students to research information (books, online etc) about the properties and operation of components and ensure they are able to determine relevant material and critique and/or synthesise this in ways that support their understanding.

Support opportunities for students to perform complex calculations, including gain, resonant frequency, RMS values, impedance, based on parameters important in the behaviour of real circuits.

Contexts for teaching and learningStudentsProvide a suitable teaching and learning program that involves developing student understanding and critical analysis skills through research, investigation, discussion and analysis of a range of electronic concepts, components and software techniques that either the student or others have used within a specific electronic environment (e.g. prototype, product or system)



Literacy considerationsStudents will need support to develop critical analysis skills (argument, logic, reasoning, deduction), through deconstructing an electronic environment and asking specific why and how questions; e.g. how does a particular component work within a voltage regulator circuit, what would be the effect of its failure, predict, or experiment with it to see what would happen if its value changed by 20%, or how does a specific piece of program code keep the system reliable and predict its response for a range of expected and unexpected outcomes. Students will need support to find a way to communicate their research, investigations and analyses for assessment purposes; this could be via a range of media either written or verbal. Resources to support student achievement

Detailed case studies of electronics project development will be required such as those found in specialized electronics and Amateur Radio magazines (Elektor, Silicon Chip, Everyday Practical Electronics, Circuit Cellar, Nuts and Volts, Break-In).Explanatory component and electronic theory can be found in a wide range of websites on the internet and from various textbooks.

Assessment for qualificationsThe following achievement standard(s) could assess learning outcomes from this learning objective:AS91638 Digital Technologies 3.47: Demonstrate understanding of complex concepts used in the design and construction of electronic environments[<link to> the assessment resource on TKI for step-ups to merit and excellence on this standard]Key messages from the standardStudents will need to demonstrate understanding in a small range of complex concepts to meet the assessment criteriaThe concepts demonstrated must be contextualised within an electronic environment and not for instance as isolated component researchThese concepts may be demonstrated about the students own practice or the practice of others.



Level 8: Develop an electronic environment DGT 8-9 [3.48]Development of electronic environments focuses on the analysis of how electronic environments (functional combinations of hardware and embedded software in the real world i.e. circuits, prototypes or products) work in terms of their components, subsystems and software and how these components may be selected, subsystems put together and the hardware and software tested and debugged so that the electronic environment is functional with respect to agreed specifications. The model produced through these skills is a necessary precursor to developing a functional electronic and embedded system.


to be developed when Level 3 achievement standards are finalised for registration demonstrate an ability to develop a complex electronic environment

Indicators Devises and applies functional input subsystems that interact with the environment Devises and applies functional output subsystems to interact with the environment Analyses and modifies input subsystems to substantially improve the quality of the data delivered by

the interface Analyses and modifies output subsystems to substantially improve the way they work Writes well-structured, clearly annotated, readily understandable software that interfaces effectively

with the data provided by the sensors and with the actuators it controls Interfaces subsystems to each other and to the embedded software in a microcontroller Analyses, modifies, tests and debugs a functional model of the interface to achieve and demonstrate

substantially improved operation.

Progression Initially students learn basic functional modelling, d.c. circuit analysis, subsystem assembly and adjustment, testing and debugging skills. Students progress from this to more advanced skills to deal with more advanced and eventually complex environments. This progression will involve the introduction of more complex calculation and competency in the use and interpretation of data from devices such as multimeters (extended function), oscilloscopes and other test instruments. At the highest level, students will be able to analyse and develop complex electronic environments in terms of their subsystems and programming structures and employ mathematical calculations as part of this process.

Teacher GuidanceTo support students to demonstrate ability to develop a complex electronic environment at level 8, teachers could: Provide, or develop in negotiation with the student, specifications for an electronic environment that

will require applying some complex interfacing procedures. Support students to analyse complex circuits (those involving FETs, npn and pnp transistors, SCRs, op-

amps, LCD displays, , servo and stepper motors etc.) in terms of their subsystems. Provide functional modelling tools to enable students to perform measurements in, and to test, debug,

and make adjustments to complex circuit subsystems. Guide student to use functional modelling to develop clearly annotated, well-structured software

(including communication protocols, macros, flags, interrupts, counters, bitwise AND/OR, PWM) for a complex embedded system.

Provide functional modelling tools to enable students to test, debug and make adjustments to complex embedded software.

Guide student to use functional modelling to interface subsystems to each other and to the embedded software in a microcontroller, or other development environment e.g. Arduino, Raspberry Pi or tablet/smart phone interface.

Guide students to perform complex calculations, including gain, , RMS values, and power, based on parameters important in the behaviour of real circuits.


bill collis, 22/04/13,

Please note that the IOP version of 6-8 Dec 2012 on the web seems to be all wrong, I have changed this document to reflect the changes I gave to Cliff last year.


An actuator is only one type of output and isn’t really a generic enough term to cover all reasonable devices that students could use.I recommend that the L3 AS be reviewed to line up with this


A sensor is only one type of input and isn’t really a generic enough term to cover all reasonable devices that students could use.


Support students to interpret datasheets and undertake calculations based on real circuits, eg, selecting component values and subsystem design so that a circuits hardware and software are well matched to each other.

Ensure students are able to test and debug the complex electronic environment to ensure functionality.

Contexts for teaching and learningProvide an opportunity for students to analyze electronic projects that use complex interfaces.Provide an opportunity for students to undertake a project in developing a specified electronic environment (e.g. prototype, product or system). This outcome will require the student to integrate a range of input and output devices with some type of microcontroller or computer system (android/tablet/smartphone etc)The outcome must include student developed software to read and control the interfacesLiteracy considerationsStudents will need support in understanding manufacturer’s specifications for both the hardware and software aspects of both the microcontroller and the specific interfaces.Specifically this includes being able to match voltage levels and current requirements between microcontroller and the chosen interfacesAlso being able to manage the serial/parallel communication protocols used between microcontroller and their chosen interfaces.Resources to support student achievementDetailed case studies of electronics project development will be required such as those found in specialized electronics and Amateur Radio magazines (Elektor, Silicon Chip, Everyday Practical Electronics, Circuit Cellar, Nuts and Volts, Break-In).Explanatory component and electronic theory can be found in a wide range of websites on the internet and from various textbooks.Manufacturer’s datasheets and application notes

Assessment for qualificationsThe following achievement standard(s) could assess learning outcomes from this learning objective:AS91639 Digital Technologies 3.48: Implement complex interfacing procedures in a specified electronic environment[<link to> the assessment resource on TKI for step-ups to merit and excellence on this standard]Key messages from the standardStudents will need to demonstrate the ability to interface a small range of both input and output devices that are complex in nature.The students understanding must be demonstrated within an electronic environment (product or system) and not within isolated exercises.The electronic environment must be the students own practice not the practice of others.



Level 8: Assemble and test electronic and embedded systems DGT 8-10 [3.49]The assembly and testing of electronic and embedded system is focused on developing the skills needed to integrate technologies (hardware, software, mechanical) to produce a working prototype. These skills follow directly from those acquired during the development of an electronic environment as a functional model. It is also about the application of testing, debugging and modification skills to ensure the prototype is operational, fit for purpose and meets specifications.


demonstrate complex assembly and testing techniques used in complex electronic and embedded systems

Indicators Uses PCB (printed circuit board) CAD software to develop a PCB layout that will preserve signal integrity Constructs, tests, analyses and modifies reliable functional circuits on PCB, with substantially improved

track layout and soldering Writes, debugs and modifies well-structured, clearly annotated, and readily understandable embedded

software Analyses and effectively manages signal and data parameters

Progression Initially students learn basic assembly and testing skills and about working safely in the classroom and/or workshop environment. Students progress from here to levels that require more advanced and complex skills. This progression may require developing competency in calculating values and in the use and interpretation of data from devices such as multimeters (extended functions), oscilloscopes and other test instruments. At the highest level, students will be able to use complex techniques to construct and debug electronic and embedded systems to meet design specifications.

Teacher GuidanceTo support students to demonstrate complex assembly and testing techniques used in electronic and embedded systems at level 8, teachers could: Provide, or develop in negotiation with the student, specifications for an electronic environment that

will require complex techniques. The environment will include several subsystems and include at least three multi-pin devices.

Provide opportunity for students to select an extended range of components to match a schematic. Guide students in the design and production of a quality, complex PCB to near-industry standard, using

techniques that will achieve this result. Provide opportunity for students to develop complex soldering techniques (eg, surface-mount) so that

students can achieve consistently professional results. Provide opportunity for students to employ complex techniques to assemble a functional, reliable and

well-laid out hardware platform on PCB(s) (organised layout, component size considerations, component and user safety, off-board connections, vias, clever routing, siting and protection of off-board components, EMI and other interference considerations) with easy access to testing points.

Provide opportunity for students to acquire complex programming skills for the development, testing and debugging of clearly annotated embedded software that uses features such as communication protocols, macros, flags, interrupts and counters.

Provide opportunity for students to use complex diagnostic techniques (advanced multimeter, oscilloscope, signal generator, logic tester etc.) functions to test an extended range of component functions in situ, including integrated circuits.

Guide students to perform systematic and logical testing, evaluation of data and debugging in the electronic environment.

Guide students to employ calculation and measurement in the process of testing and debugging of the hardware and software in the system.



Support students to employ complex techniques to evaluate, test and debug the assembled electronic and embedded system so that the overall system is functional.

Contexts for teaching and learningStudentsProvide an opportunity for students to analyze electronic projects that use a range of hardware interfacing techniques to overcome design issues.Provide an opportunity for students to undertake a project in developing a specified electronic environment (e.g. prototype, product or system). This outcome will require the student to integrate a range of techniques to develop a PCB for a microcontroller or significant interface (e.g. to a smart phone, tablet, Arduino etc)The outcome must also include student developed software to read and control the PCB

Literacy considerationsStudents will need support to identify sound design practices for dc circuits with regard to voltage and current requirements; these may typically be researched from manufacturer’s datasheets and design notes.Signal integrity (e.g. via decoupling) on PCBs is an important practice for students to understand and apply in their work.Resources to support student achievementDetailed case studies of electronics project development will be required such as those found in specialized electronics and Amateur Radio magazines (Elektor, Silicon Chip, Everyday Practical Electronics, Circuit Cellar, Nuts and Volts, Break-In).Explanatory component and electronic theory can be found in a wide range of websites on the internet and from various textbooks.Manufacturer’s datasheets and application notes

Assessment for qualificationsThe following achievement standard(s) could assess learning outcomes from this learning objective:AS91640 Digital Technologies 3.49: Implement complex techniques in constructing a specified complex electronic and embedded system[<link to> the assessment resource on TKI for step-ups to merit and excellence on this standard]Key messages from the standardStudents will design and construct their own PCB for an embedded circuit or complex interface to a high standard; this must be a PCB layout of high quality where signals degradation is not an issue (e.g. short tracks, good decoupling techniques, correct track size and spacing), Students will write and debug their own software to prove the reliability of their design.



Level 8: Knowledge of digital infrastructure DGT 8-11 [3.50]Knowledge of digital infrastructure focuses on the concepts of digital infrastructure within personal computers, local area networks (LANs) and Wide Area Networks (WANs).


demonstrate understanding of WAN infrastructure systems

Indicators Describes Wide Area Network (WAN) technologies such as WAN protocols, basic routing principles

including static routing, common wired, optical and wireless technologies, WAN architecture specified in terms of physical topologies and logical topologies.

Explains why the components have been used in a WAN to achieve the desired characteristics Describes the use of WAN protocols in a WAN architecture. Compares and contrasts the characteristics and the purposes of different WAN technologies and

components Explains the layers in the Transmission Control Protocol (TCP)/Internet Protocol (IP) networking model

and the role of this model in a WAN architecture Discusses IP (Internet Protocol) addressing with reference to static addresses and dynamically obtained

addresses. Explains the WAN technologies and components of a WAN Explains IP addressing schema Explains how NAT (Network Address Translation) provides a form of firewall Explains the management procedures for a WAN link.

Progression Initially students learn about the common components of basic digital infrastructures consisting of personal computer hardware, associated peripherals and system software. Students learn about the purpose of the components, typical connections and data flow between components, characteristics of components that limit their inter-operability, and procedures and protocols for installing or replacing a component or a program. At level 8 student’s progress to learn about complex concepts of digital infrastructure associated with LANs and WANs.

Teacher GuidanceTo support students to develop understandings about WAN infrastructure systems at level 8, teachers could: Provide students with the opportunity to explore wide area networks (WANs). Provide the opportunity for students to explore the characteristics and purposes of WANs, and discuss

their components, and the layers in the TCP/IP networking model. Assisting in the refinement of reflective and inquiry questions related to the understanding of

procedures and protocols associated with the development and maintenance of WANs. Support students to prepare reports including ways to structure a report and literacy strategies to

support report writing in a way that will allow students to describe, explain, and discuss. Ensure students have opportunities to practice report writing.

Contexts for teaching and learningThis assessment resource uses the context of a Wide Area Network (WAN) that students are familar with. Students need to explore networking concepts, such as cabling, addressing, wireless and security and show an understanding of why these are important. When describing WAN technologies, and explaining why components have been used to achieve the desired characteristics, students will need to investigate concepts such as IP addressing, switching and routing and show an understanding of some of the advanced protocols as the complexity and size of the network increase.This investigative report can be done through selecting appropriate WAN’s to investigate. (the WAN must be complex enough to allow for a full investigation) Selections could include basic home setups, through to



business or enterprise examples. As students research the selected WAN’s they are able to create clear diagrams that illustrate the differing architectures, addressing, topologies, and management procedures, and are able to comment meaningfully on network performance.

This learning could be part of a practical WAN simulation where students are engaged in learning about the practical configuration of a simulated environment. The simulation will provide students with the ability to test configurations and investigate topologies and allow the practical application of skills. Case studies of existing solutions will provide students with a depth of understanding. This simulated testing and practical skill development is not part of the assessment, but may contribute to other portfolios of evidence for other standards.In this case students are assessed on their understanding of wide area network technologies implemented across a range of varying sized networks.

Literacy considerationsStudents will be required to

Research a selection of WAN protocols and technologies to gather and analyse relevant information

Identify what technologies are implemented, their purpose and characteristics

Compare and contrast characteristics of the WAN’s with reference to protocols, layers, architectures and topologies.

Presentation of this evidence can be done in the form of a report or presentation that includes annotated diagrams that convey standards and protocols.


Students will require access to a computer, the Internet and examples of a range of WAN technologies. Other resources that may assist include:

Brown, P. (2010). WAN Concepts – Competency 1.19. Slideshare. http :// www . slideshare . net / Sandra 4211/ wan - components

Cisco Networking Academy. (2009). CCNA Discovery Course Booklet: Networking for Home and Small Businesses, Version 4.0. Cisco Press.

Cisco. (2009). Internetworking Technology Handbook. http://docwiki.cisco.com/wiki/Internetworking_Technology_Handbook

Wikipedia. (2011). Asymetric Digital Subscriber Line. Wikipedia.org. http :// en . wikipedia . org / wiki / Asymmetric _ Digital _ Subscriber _ Line

Wikipedia. (2009). IEEE 802.3. Wikipedia.org. http :// en . wikipedia . org / wiki / IEEE _802.3

Wikipedia. (2011). Wide Area Network. http :// en . wikipedia . org / wiki / Wide _ area _ network

Woodcock, J. (1999). WAN technologies. Microsoft Corporation. http :// technet . microsoft . com / en - us / library / bb 727043. aspx

CISCO Networking Academy

www.cisco.com/go.netacad

Please note that these resources go into more depth than the standard requires.


http://www.cisco.com/go.netacad

http://docwiki.cisco.com/wiki/Internetworking_Technology_Handbook





Assessment for qualificationsThe following achievement standard(s) could assess learning outcomes from this learning objective:AS91641 Digital Technologies 3.50: Demonstrate understanding of wide area network technologies[<link to> the assessment resource on TKI for step-ups to merit and excellence on this standard]Key messages from the standardFor the purpose of this standard a WAN (Wide Area Network) that refers to any network where the purpose and characteristics can be described, compared and contrasted against others of increasing complexity as to the best ‘fit for purpose’ design. Students will need to comment on differing architectures, addressing, topologies, securities and management procedures



Level 8: Design a digital infrastructure system DGT 8-12 [3.51]Design a digital infrastructure system refers to the assembly and management of a specified system. Designing a digital infrastructure system requires particular techniques to be used to select, assemble, configure and install components for a specified purpose. Components are hardware and software.When designing an infrastructure system students will employ standard procedures for installing and configuring hardware and peripherals (eg, systematic use of procedures specified in manufacturer OEM manuals, antistatic procedures, electrical safety procedures, and relevant OSH regulations) and standard procedures for installing and configuring software (eg, standard best practice and procedures specified in manuals, installation guides, installation programs, and system documentation including Help facilities).


select components and topology for a wide area network for a specified purpose

Indicators Follows standard administrative procedures to manage a WAN, showing organisation, accuracy and

independence Diagnoses and troubleshoots a WAN to identify and resolve given installation and configuration faults

in a manner that is economical in time, effort and resources, and shows organisation, accuracy and independence.

Progression Initially students learn to assemble and service a personal computer system. Students progress to assembling, configuring and managing local and wide area networks.

Teacher GuidanceTo support students to develop skills in constructing and managing a wide area network (WAN) at level 8, teachers could: Ensure students can identify components of a WAN. Ensure students understand and follow administrative procedures to manage a WAN. Provide an opportunity for students to estimate the capacity of a design for a network of computers

and their access to a Wide Area Network [eg, estimate how many simultaneous streaming video feeds a network could support, or estimate the number of minutes of music that could be stored on a file system].

Guide students to identify and resolve installation and configuration faults related to hardware and network architecture.

Contexts for teaching and learningThe assessment resource uses the context of a simulated network environment to mimic an on-site support environment for an ISP. There are several approaches teachers can take when planning to offer this standard. Students would need to assemble, configure, document, manage, and maintain a small WAN using appropriate testing procedures students could do this from either a completely or a partially simulated scenario.

Regardless of the approach taken to create the scenario, ensure that the scenario will allow students to demonstrate a practical understanding and will allow students to demonstrate an understanding of the procedures for efficiently administering a WAN, and that the students;

Each have a scenario for the outcome they are developing Have an understanding of the networking concepts, such as cabling, addressing, wireless

and, architectures, addressing, topologies, and management procedures Know the testing procedures required for configuration and installation faults. Know the codes of practice including safety requirements for the specific use of all

equipment according to manufactures guidelines ___________________________________________________________________________________________



Literacy considerationsWhile this is a practical implementation and testing standard, students will be required to record and document their development process for establishing hosts and subnets. Students will also need to document the management tools to verify their settings connectivity’s and diagnostics.This could include;

written documentation that establishes a schedule of tests and records the outcomes of tests as they apply them

screenshots/diagrams with annotations of testing outcomes.Resources to support student achievementLearning Objectives of the specialist Knowledge and Skills strands http://technology.tki.org.nz/Curriculum-Support/Indicators-of-Progression/Learning-ObjectivesTKI Assessment resourceshttp://ncea.tki.org.nz/Resources-for-aligned-standards/Technology/Level-3-Technology

http :// www . cisco . com / en / US / tech / tk 365/ technologies _ tech _ note 09186 a 00800 a 67 f 5. shtml http://www.learntosubnet.comhttp :// http://www.subnet-calculator.com Assessment for qualificationsThe following achievement standard(s) could assess learning outcomes from this learning objective:AS91642 Digital Technologies 3.51: Implement procedures for administering a wide area network[<link to> the assessment resource on TKI for step-ups to merit and excellence on this standard]Key messages from the standardConfigure a WAN (Wide Area Network) refers to using networking hardware or simulation software to configure the implementation of a network.The configured WAN is documented to ensure that it meets the scenario provided.

The WAN is then subjected to installation and configuration faults.

Installation Faults refer to manual or human error situations.Configuration faults refer to incorrect addressing or incorrect software settings






Level 8: Implement a Process PRT 8-1/2 [3.60]Implement a process focuses on undertaking appropriate procedures to process a specified product. Products may include but are not limited to: fermented or non-fermented foods and beverages; biologically active products; household chemicals; toiletries; cosmetics; paper; resin or fibreglass products.

Learning Objective: PRT 8-1/2Students will

implement complex procedures to make a processed product

Indicators Analyses and justifies the procedures used to process a specified product. Explains how processing operations can be controlled by test feedback. Evaluates the appropriateness of safety, risk management and quality assurance plans Makes informed decisions based on knowledge of techniques, operations and testing feedback. Modifies processing operations based on feedback from testing. Calculates yield and relevant financial costs. Develops suitable safety, risk management and assurance plans

Progression Initially students learn to follow appropriate processing operations and undertake testing to make a product that meets specifications. Students at Level 8 progress to complex processing operations that require analysis, modification, testing and calculation of relevant factors such as cost and yield.

Teacher GuidanceTo support students to implement complex procedures to make a processed product, at level 8, teachers could: Support students in determining the techniques that have been involved in specific processing of

materials. Discuss the difference between process control in the classroom and in industry for a specified product. Demonstrate complex processing operations such as: distilling; cryogenic freezing; and batch transfer Support students in the implementation of complex processing operations. Provide or negotiate with students the selection of a specified product. Support students in the development of safety plans, risk management plans and quality assurance

plans.

Contexts for teaching and learningChoosing the context for the learning and assessmentWhile the assessment resource depicts a food product the following would hold true for other products that may be developed by the students. Literacy considerationsStudents will need to develop the skills such as: use correct conventions in flow charting a process, including feedback loops abd parallel processes communicate ideas- graphically and in an annotated format undertake research and use this to inform their work- sift sort and synthesise information ability to understand TQM and quality control processes ( this will support students in the

implementation of manufacturing process AS3.13) and health and safety processes related to their chosen product

Resources to support student achievementLearning Objectives of the specialist Knowledge and Skills strands http://technology.tki.org.nz/Curriculum-Support/Indicators-of-ProgressionTKI Assessment resourceshttp://ncea.tki.org.nz/Resources-for-aligned-standards/Technology/Level-3-Technology





Sea Lord – processinghttp://www.techlink.org.nz/Case-studies/Technological-practice/Food-and-Biological/sealord-group-ltd/index.htmThe Experimental Cuisine Collectivehttp://experimentalcuisine.com/http://www.techlink.org.nz/teaching-snapshot/Resource-Reviews/Website-Experimental-Cuisine-Collective.htm

Teachers may also like to use the Massey University MuFTi Kit material Using PGPR. This kit includes teaching materials and resources that support students to understand calculating cost and product yieldhttp://mufti.massey.ac.nz/Other resources Brown, A. (2008). Understanding Food – Principles and Preparation, 4th Edition. Brooks/Cole.• Campbell-Platt, G. (ed). (2009). Food Science and Technology. Wiley Blackwell.• Hallam, E. (2005). Understanding Industrial Practices in Food Technology. Nelson Thornes.• Hutton, T. (2001). Food Manufacturing: An Overview (Key topics in Food Science and Technology No 4). Campden & Chorleywood Food Research Association.• Murano, P. (2002). Understanding Food Science and Technology. Brooks/Cole.

Assessment for qualificationsThe following achievement standard(s) could assess learning outcomes from this learning objective:AS91643 Processing Technologies 3.60: Implement complex procedures to process a specified product.[<link to> the assessment resource on TKI for step-ups to merit and excellence on this standard, and definitions and concepts that students must understand before undertaking the assessment.Key messages from the standard Two of the processing standards related at Level 1 and 2 (concepts and procedures) have been

progressed to one standard at Level 3. This standard requires both understanding and demonstration of complex procedures.

o Complex procedures in processing refer to selecting and sequencing processing operations and tests; and developing health and safety, and quality assurance plans to make a successful product. Complex procedures are those that require a diverse range of processing operations to be performed in a particular order based on knowledge of techniques, operations, and testing feedback. This standard also requires calculation of yield and projection of costs and analysis of final costs compared to the projected

o Materials in the context of this standard may include: food ingredients, plant extracts, micro-organisms, concrete, fibre glass, woodchips, recycled materials, and resins.

The step up from Level 2: The difference in achieved, merit and excellence criteriaIn general the progression between levels ( 1-3) and within standards across grades (AME) in the Processing Technologies standards are: Level 1 – Basic. Level 2 – Advanced. Level 3 – Complex. Skill-related descriptors that differentiate A-M-E are: A – implement procedures; M – skillfully implement procedures; and E – efficiently implement procedures. Criteria and explanatory notes unpack these in detail at Level 3.However a major difference at Level 3 is the nature of the processes undertaken as described in the achieved criteria where students must demonstrate additional competencies to the usual step up regarding independence, accuracy and economy of time, materials and effort.Note: Excellence “with independence and accuracy” is as for merit- there is no step up in this aspect of the criteria.


http://mufti.massey.ac.nz/

http://www.techlink.org.nz/teaching-snapshot/Resource-Reviews/Website-Experimental-Cuisine-Collective.htm

http://www.techlink.org.nz/teaching-snapshot/Resource-Reviews/Website-Experimental-Cuisine-Collective.htm

http://www.techlink.org.nz/Case-studies/Technological-practice/Food-and-Biological/sealord-group-ltd/index.htm

http://www.techlink.org.nz/Case-studies/Technological-practice/Food-and-Biological/sealord-group-ltd/index.htm


Unlike Levels 1 and 2 there are discreet criteria that describe additional tasks within the merit and excellence levels:At merit the student must, in addition to the criteria for achieved, and while showing independence and accuracy when executing complex procedures, demonstrate that they have predicted costs and compare actual and predicted costs per unit of finished product.In addition at excellence while executing complex procedures in a manner that economises time, effort and materials, they must demonstrate that they have taken into account yield and cost.



Level 8: Knowledge of Product Preservation, Packaging and Storage PRT 8-3 [3.62]Product preservation, packaging and storage focuses on the ways in which products can be treated during and after their development in order to maintain their integrity over time by inhibiting internal degradation and/or protecting them from external damage. Learning Objective: PRT 8-3 Students will

demonstrate understanding of complex concepts and techniques used in the preservation, packaging and storage of products

Indicators Explains how environmental factors interact to influence product quality Compares and contrasts preservation and packaging techniques for a product in an international

environment Compares and contrasts legal, marketing and cultural requirements for labelling in two countries.

Progression Initially students should have progressed from demonstrating their understanding of basic concepts relating to why certain types of products require the use of preservation techniques, which techniques are suitable for use in domestic settings where the product planned to be used in the near future and storage within known environmental conditions. They should also have an understanding of how packaging and storage procedures work together to further protect products in local environments.

Teacher GuidanceTo support students to implement complex procedures to make a processed product, at level 8, teachers could: Provide opportunity for students to debate how the preservation, packaging and storage of products

have been influenced by changes in global distribution chains. This includes ways products can be made suitable for a range of consumers who may live in different political and social environments to where the product originated.

Guide students to develop understanding of how preserving/packaging and storage work together to ensure products maintain integrity and acceptability over extended times and variable physical, social and political environments.

Provide opportunity for students to explore a range of products to understand how the preservation/packaging and/or storage has changed cultures/society (needs, desires, the way life is experienced) in the past and present and to debate how they may change cultures/society in the probable future.

Provide opportunities for students to become familiar with a wide range of complex preservation techniques (for example, freeze drying, UHT sterilisation, cryogenic freezing, irradiation, high pressure sterilisation), and packaging (for example, aseptic filling, modified atmosphere packs, crush protection, dosage control, brand value packaging), and storage procedures (for example, accelerated storage life trials, modified atmosphere packs commonly used for products destined for international markets).

Provide students with opportunities to explore the implications and complexities involved in developing and distributing ‘risk’ products for international markets. This would include understanding the properties and implications of the materials used in the product and what is required of the product in terms of complex distribution chains. That is withstanding significant changes of time and environmental conditions including changing social, cultural and ethical dimensions.

Contexts for teaching and learningSituation of use refers to the primary reason a user has selected the product. For example - tramping, camping, heat and eat, special occasions. Students will demonstrate their understandings about: combinations of preservation mechanisms that are used to maintain the integrity of specific products,

how each preservation mechanism works and how it contributes to overall product integrity why the same material may be preserved in different ways to address the requirements of the user.



Encourage students to use examples that relate to products that are preserved, packaged and stored using a number of preservation mechanisms.Students will research and synthesise information to present a report or presentation. The presentation could be in the form of a slide show, display board, portfolio, or written report, and could include annotated flow diagrams with written discussion, photographs and drawings. This presentation/report must clearly communicate the following: why combinations of preservation mechanisms are used to maintain the integrity of specific products how and explains why each preservation mechanism works and how it contributes to overall product

integrity why the same material may be preserved in different ways in relation to the requirements of the user,

cost, storage life and environmental sustainability the use of combined preservation mechanisms in specific products in relation to the nature of the

materials used in the product, user requirements, cost, storage life and environmental sustainabilityEvidence needs to include such things as photographs with annotations, written discussions, diagrams and tables.Literacy considerationsSupport students to research and access credible information, including materials from a range of sources investigate the range of products that include multiple preservation mechanisms in their manufacture synthesise a range of factual information into clear presentations that address the criteria of the

standard structure a technical report detailing the concepts outlined above. Students could gather and analyse their evidence independently or in groups, but need to write their presentations independently.Resources to support student achievementLearning Objectives of the specialist Knowledge and Skills strands http://technology.tki.org.nz/Curriculum-Support/Indicators-of-ProgressionTKI Assessment resourceshttp://ncea.tki.org.nz/Resources-for-aligned-standards/Technology/Level-3-Technology

Brown, A. (2008). Understanding Food – Principles and Preparation, 4th Edition. Brooks/Cole.• Campbell-Platt, G. (ed). (2009). Food Science and Technology. Wiley Blackwell.• Hallam, E. (2005). Understanding Industrial Practices in Food Technology. Nelson Thornes.• Hutton, T. (2001). Food Manufacturing: An Overview (Key topics in Food Science and Technology No 4). Campden & Chorleywood Food Research Association.• Hutton, T. (2003). Food Packaging: An Introduction (Key topics in Food Science and Technology No 7). Campden & Chorleywood Food Research Association.• Hutton, T. (2005). Food Preservation: An Introduction (Key topics in Food Science and Technology No 9). Campden & Chorleywood Food Research Association.• Murano, P. (2002). Understanding Food Science and Technology. Brooks/Cole.• Hurdle Technology: http://www.nofima.no/mat/en/researcharea/hurdle-technologyResearch activities could include a visit to food product manufacturers in your region, or visits from a food technologist. See Futureintech Ambassadors: http://www.futureintech.org.nz/inschools.cfm.


http://www.futureintech.org.nz/inschools.cfm




Assessment resources on TKI: www.ncea.tki.org.nz/Resources-for-aligned-standards/Technology/Level-3-Technology Technology matrix 2013 draft:

www. ncea.tki.org.nz/Resources-for-aligned-standards/Technology/Level-3-Technology Technology Conditions of Assessment draft:

www. ncea.tki.org.nz/content/download/4294/13974/file/tech_draft_matrix_sep12.doc Exemplars on NZQA Level 3 to be published:

www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/technology/technology-annotated-exemplars/

Indicators of Progression: www.techlink.org.nz/curriculum-support/indicators/Learning-Objectives/Indicators-of-Progression-Learning-Objectives.pdf

Assessment for qualificationsThe following achievement standard(s) could assess learning outcomes from this learning objective:AS91644 Processing Technologies 3.62: Demonstrate understanding of combined preservation mechanisms used to maintain product integrity.[<link to> the assessment resource on TKI for step-ups to merit and excellence on this standardKey messages from the standard Preservation mechanisms are physical, chemical, or microbiological and may include heat treatment,

low temperature treatment, moisture removal, acidity control, fermentation, chemical change, irradiation, atmosphere modification, chilled storage, and aseptic packaging. Combined preservation mechanisms are important in a range of contexts where product integrity is critical, such as fermented and non-fermented foods and beverages, and biologically and/or chemically active products. In the context of food products, one example of combined preservation mechanisms is hurdle technology. Hurdle technology is one example of combined preservation mechanisms. However, not all products that use a combination of preservation techniques are examples of hurdle technology (www.nofima.no/mat/en/researcharea/hurdle-technology). For example, dried milk powder uses a combination of preservation mechanisms but is not hurdle technology.

Specific products are those that are preserved using a combination of at least three preservation mechanisms. Therefore it is essential that teachers support students to select a suitable product to investigate.

Product integrity may relate to: microbiological viability, separation, colour change, loss or gain of moisture, changes in nutritional content, enzymatic or chemical activity, and changes in size, shape or form.

Materials may include: food ingredients, plant extracts, microorganisms, concrete, fibreglass, woodchips, recycled materials, resins.

END ___________________________________________________________________________


http://www.nofima.no/mat/en/researcharea/hurdle-technology

http://www.techlink.org.nz/curriculum-support/indicators/Learning-Objectives/Indicators-of-Progression-Learning-Objectives.pdf

http://www.techlink.org.nz/curriculum-support/indicators/Learning-Objectives/Indicators-of-Progression-Learning-Objectives.pdf



http://www.ncea.tki.org.nz/content/download/4294/13974/file/tech_draft_matrix_sep12.doc




Documents

technologynz.wikispaces.comtechnologynz.wikispaces.com/file/view/TechnologyL8... · Web viewsustainability, globalisation, democracy, global warming. (If students are discussing