Technology External Assessment workshop Professional Learning and Development initiative funded by the Ministry of Education and NZQA Session 1 AS Presenters Carl Burr - Burnside High School Malcolm Howard – Team Solutions May 2015

Level 6 NZC linking to Component is ‘Knowledge of design’ What’s the focus of this component? understanding the way informed, creative and critical development of new ideas is achieved and how these are realised into feasible outcomes.

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 currently understood, 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.

Specific to Level 6 The level 6 learning objective (LO) is Students will demonstrate understanding of basic concepts in design Teacher guidance All teachers actions relate to developing students critical analysis of design elements in context of an outcome

As a result of teaching Students can: explain the elements that underpin design within a specified context explain considerations used to determine the quality of a design within a specified context discuss the quality of a design in relation to design elements and considerations of the specific context in which the design is situated. (these are the indicators for level 6)

L6 Teaching and Learning Guide ( Draft) In the folder teaching and learning guides open the file DET 6-1 Draft The final level 6 T&L guide is due to be published term three this year Read and discuss key ideas with your group

Linking across the curriculum Brief Development Conceptual Design Technological Modelling Technological Products Characteristics of Technological Outcomes Demonstrate understanding of /implementing effective manufacturing processes

Activity 1 Elevator statement In groups read and discuss the T&L guide and the Learning objectives and indicators for level 6 Now prepare a short elevator statement to share with the other groups that explains what this means for a teaching programme

Key ideas for Level 1 AS 91053

1.10 Focus areas and messages Four Faux Pas Student research not applied. Lack of personal voice and opinion. Quality of the questions. Design Elements are more than just CRAP.

Student research not applied Cut and paste sections do not inform. Limited to identification. (needs to reflect not just what it is, but what it does) Research is not aligned with own Tech Practice (choice of existing products is important ) How the application of elements impacts on design quality (Does it make it better/worse)

Literacy Levels (what is this literacy stuff?) Lack of personal voice and opinion Levels of Literacy and expectations. Opinion often results in explanation (I think … because……means ….. have chosen … because I decided ….)

Quality of the questions posed Templates, Tables and ( Whole school voice lacks divergent subjective comment. – Every kid writes and thinks the same thing?) Questions influence the quality of the student evidence. (Students create Achieve level evidence over and over again without producing evidence for Merit- particularly when students cut and paste their own answers) Hierarchy of evidence. Evidence should increase in complexity, depth and literacy step ups as the 'report' is developed.

Design elements AS states Considerations used to determine the quality of a design include subjective and objective aspects. Subjective aspects are those that are based on personal, cultural and sociological factors (eg preference, style, fashion, taste, identity, image, perception). Objective aspects are those that can be established in a quantifiable sense (eg ergonomics, anthropometrics, purpose, operation, cost, production) and which are based on physical conditions. Design elements may include but are not limited to: line, balance, shape, colour, symmetry, strength, contrast, durability, alignment. BUT….

Design Elements are more than just CRAP AS91053 (1.10) AS (2.9) expands range of design elements. –EN 4 Design elements related to physical nature may include but are not limited to: movement, pattern, rhythm, proportion, balance, harmony, contrast, style, texture, and colour. –EN 5 Design elements related to functional nature may include but are not limited to: strength and durability, safety, stability, efficiency, reliability, user-friendliness, ergonomic fit, texture, viscosity, consistency, structure, nutritional value, and taste. Subjective and Objective (Overlap and student understanding) –Aesthetics and Function (My personal preference) –Qualitative and Quantitative (and/or mixed method)

Things that some people know and do. –Integrate Standard into Tech Practice –Choose products/outcomes wisely –Compare/contrast –Concentrate on the end of the report. –Know that 1.10 underpins and enhances Tech Practice –Gift wrap –Consider the application of design elements as a whole

Things that some people know and do. Choose products/outcomes wisely Students choose existing products from a pre- selected range. Negotiate selection with student (One of mine and one of yours) Fit the existing products to the student. –Context –Student interest and ability. –Personalised learning and individual voice. –Diverse range of evidence allows for greater collaboration between students with less likelihood of duplication due to individually contextualised evidence. (They can help each other but its harder to cheat)

Things that some people know and do. Compare/contrast Use a compare/contrast model and get students to reflect/predict/ascertain why elements have been used differently in products. (Same/different because) They often compare/contrast twice. –Between two similar products. –Then between these products and their own outcome/product.

Things that some people know and do: Concentrate on the end of the report. The evidence at the conclusion of the report is predominantly where provide evidence for Merit and Excellence is most prevalent. Compare/contrast twice –Similarities and Differences between existing products and student outcome. –Fitness for purpose. Perceptions of a Achieve/Merit student. –6 of 10 pages = Enough for some students Evaluate/Discuss/Determine/Surmise.

Things that some people know and do. Know that 1.10 underpins and enhances Tech Practice Existing products analysed as part of Brief Development. Snap shots from Design Development are included. The impact of one design element on other elements within an outcome an area of discussion. Evaluation of outcomes: Fitness for Purpose includes reference to Aesthetics, Function, Target Market and the design elements the underpin it.

Things that some people know and do. Integrate Standard into Tech Practice Analysis of existing solutions(1.1) Annotated concepts (1.3) Trials and on-going evaluation (1.5) Evaluation of Prototype (1.4) Human factors (1.11) Can we also gift wrap this evidence? (looks 4 credits, content 3 credits). AS91069 (1.36) Promote an organised body of design work to an audience using visual communication techniques. 4 credits

Things that some people know and do. Consider the application of design elements as a whole Analyse the product and not just the application of individual design elements. Top submissions tend not to structure report by individual element. Evidence reflects an increasing understanding that briefly includes the identification and description of design elements, prior to concentrating on explanation and analysis, discussion and evaluation.

Fine print, assumed knowledge and “by the way” stuff. 10 pages/size 11- ish font. Generic and “cut and paste”. (background noise). Pictures of the product (preferably colour) Read last 3 assessment reports. –(reporting dilemma; targeted content for cohort or everything) Application of design elements within the submission. –CRAP, negative space, readability, margins, structure and positioning of images, text boxes etc.. Don’t seal the envelopes. NSN on report Internal exemplars. Look for green pen.

Activity 2 What does student work look like Exemplars/ benchmarks

Literacy and Achievement Knowing what good looks like. (students and teachers) Feedback on more than just curriculum knowledge EVIDENCE OF LEARNING (Written and Visual Communication) Reducing the gap between knowledge and evidence

DEMONSTRATE UNDERSTANDING A good IDEA ??? “Semantic Incrementalisms” (Absolum, 2009) –Identify –Describe –Explain –Analyse –Determine Teachers are very good at asking questions. How often do we help students construct good answers?

Identify – This is a … It is … I like …… = Not Achieved

= Achieved

= Merit

= Excellence

Coloured Words

Use the Black Words to talk about the Coloured Words One of the first impressions of this table when looked at is that it would be at home in the TV series, The Flintstones. This impression has been created through the classic Stone Age materials of wood and stone. The fire pit also assists on this conclusion; through the notion of it is a campfire. This campfire idea that has been highlighted by the designer brings a more primitive and relaxed feel to the table, which can neutralise the feelings previously, stated that had been created by having to perch on the stools. However, the majority of the lines throughout the whole table are square, straight and parallel. This creates more of a formal and machined look to the table as opposed to the natural feel other aspects of it are attempting to portray. This has aligned with the simplistic shapes, and the clean cut design, but at the same time has varied from the natural and primitive theme emerging. The circular fire pit contrasts with the square shapes consistent in the rest of the design, and has created the necessary contrast which helps to unsettle the flow, and bring variance in shapes. This has allowed the table to ebb and flow more. There are many patterns apparent throughout the design, and the light change in shape has given the necessary variance. The granite and wood combination has created a contrast in materials, which has created a contrast in textures. These two materials complement each other and create an establishment of textured looks, which give interest in its display. This contrast has been aided by the lighter shade wood panels on the top of the seats. This inclusion of the lighter colours has created a uniform which links the different elements of the table to each other, and unifies them. Extract from a Students work book Feb 2013

Use the Black Words to talk about the Coloured Words One of the first impressions of this table when looked at is that it would be at home in the TV series, The Flintstones. This impression has been created through the classic Stone Age materials of wood and stone. The fire pit also assists on this conclusion; through the notion of it is a campfire. This campfire idea that has been highlighted by the designer brings a more primitive and relaxed feel to the table, which can neutralise the feelings previously, stated that had been created by having to perch on the stools. However, the majority of the lines throughout the whole table are square, straight and parallel. This creates more of a formal and machined look to the table as opposed to the natural feel other aspects of it are attempting to portray. This has aligned with the simplistic shapes, and the clean cut design, but at the same time has varied from the natural and primitive theme emerging. The circular fire pit contrasts with the square shapes consistent in the rest of the design, and has created the necessary contras which helps to unsettle the flow, and bring variance in shapes. This has allowed the table to ebb and flow more. There are many patterns apparent throughout the design, and the light change in shape has given the necessary variance. The granite and wood combination has created a contrast in materials, which has created a contrast in textures. These two materials complement each other and create an establishment of textured looks, which give interest in its display. This contrast has been aided by the lighter shade wood panels on the top of the seats. This inclusion of the lighter colours has created a uniform which links the different elements of the table to each other, and unifies them.

Use the Black Words to talk about the Coloured Words One of the first impressions of this table when looked at is that it would be at home in the TV series, The Flintstones. This impression has been created through the classic Stone Age materials of wood and stone. The fire pit also assists on this conclusion; through the notion of it is a campfire. This campfire idea that has been highlighted by the designer brings a more primitive and relaxed feel to the table, which can neutralise the feelings previously, stated that had been created by having to perch on the stools. However, the majority of the lines throughout the whole table are square, straight and parallel. This creates more of a formal and machined look to the table as opposed to the natural feel other aspects of it are attempting to portray. This has aligned with the simplistic shapes, and the clean cut design, but at the same time has varied from the natural and primitive theme emerging. The circular fire pit contrasts with the square shapes consistent in the rest of the design, and has created the necessary contrast which helps to unsettle the flow, and bring variance in shapes. This has allowed the table to ebb and flow more. There are many patterns apparent throughout the design, and the light change in shape has given the necessary variance. The granite and wood combination has created a contrast in materials, which has created a contrast in textures. These two materials complement each other and create an establishment of textured looks, which give interest in its display. This contrast has been aided by the lighter shade wood panels on the top of the seats. This inclusion of the lighter colours has created a uniform which links the different elements of the table to each other, and unifies them.

Use the Black Words to talk about the Coloured Words One of the first impressions of this table when looked at is that it would be at home in the TV series, The Flintstones. This impression has been created through the classic Stone Age materials of wood and stone. The fire pit also assists on this conclusion; through the notion of it is a campfire. This campfire idea that has been highlighted by the designer brings a more primitive and relaxed feel to the table, which can neutralise the feelings previously, stated that had been created by having to perch on the stools. of the lines throughout the whole table are square, straight and parallel. This creates mHowever, the majority re of a formal and machined look to the table as opposed to the natural feel other aspects of it are attempting to portray. This has aligned with the simplistic shapes, and the clean cut design, but at the same time has varied from the natural and primitive theme emerging. The circular fire pit contrasts with the square shapes consistent in the rest of the design, and has created the necessary contrast which helps to unsettle the flow, and bring variance n shapes. This has allowed the table to ebb and flow more. There are many patterns apparent throughout the design, and the light change in shape has given the necessary variance. The granite and wood combination has created a contrast in materials, which has created a contrast in textures. These two materials complement each other and create an establishment of textured looks, which give interest in its display. This contrast has been aided by the lighter shade wood panels on the top of the seats. This inclusion of the lighter colours has created a uniform which links the different elements of the table to each other, and unifies them.

Reflection and action sheet #1