1. Technology Curriculum Level 7 Programme Planning for 2012 Lesley Pearce

2. Aim of this session Develop understanding of the requirements of a teaching and learning programme to support student achievement at level 7 To develop a student centred course that puts quality teaching and learning first and assessment last.

3. Teaching and Learning Teaching as Inquiry - Know your students

4. Planning

5. Programme Planning Developed from work down by the National team: Malcolm Howard, Cheryl Pym

6. Programme planning 1st step… In groups brainstorm everything that needs to be considered

7. The big picture is… support students to progress their technological literacy Be responsive to student interests, achievement, identity Pathways (level three, scholarship, tertiary, trades, employment options) Resources in the school – teachers, specialist classrooms Industry, tertiary trends/expectations pathways Identify links between courses to encourage connectedness and coherency

8. Course Planning : A year focus identify knowledge, skills and/or practice learning outcomes build on students’ prior knowledge, skills and/or practices outline learning experiences and resources that would support student learning of identified knowledge, skills and/or practices in ways that recognise student interest and identity provide opportunities for formative assessment to identify and support student progress toward achieving learning outcomes provide opportunity for all students to develop evidence for assessment of standards contributing to meaningful qualifications

9. What are employers looking for… Attitude Present well to others Respect others property Sharp enough Technical nous Initiative to go forward Pathway to train others in the future Think key competencies

10. Programme planning 2 nd step In the second column write down the subject contexts being offered in your department Choose one What are the level 7 key skills and knowledge for one context?

11. Example of key skills and knowledge for a food programme. – How is a food product developed and manufactured? – Functionality – The place of new foods in our market – Ethical implications of food product development – Develop sketching skills: 2D and 3D, crating, proportion, material representations – Sketch and annotate the food product to show design features including surface and production details, function and aesthetic aspects – Use flow charting top develop manufacturing ideas – Develop models of the food product – Trialling and testing of food products and processes

12. AO’s Achievement Objectives LO’s Learning outcomes http://seniorsecondary.tki.org.nz/Technology Both on line At present only Level 6 is available on this website

13. TECHNOLOGY AND THE NZC Technology in the NZC specifies three strands for the learning area of technology: Technological Practice, Technological Knowledge, and Nature of Technology The three strands set the direction for learning in technology, and together with the Specialist Knowledge and Skills, they support students to develop technological literacy across curriculum levels 6, 7 and 8. Achievement Objectives: defined for the three strands, describe what students should understand, or be able to do, at curriculum levels 1-8. Learning Objectives: describe what students should understand, or be able to do, in respect to specialist knowledge and skills at curriculum levels 6, 7 and 8. It is important that the many connections that exist within and across the technology achievement and learning objectives are considered when planning technology programmes and courses.

14. Brief developmentPlanning for practice Outcome development and evaluationTechnological modelling Technological productsTechnological systems Nature of technologyNature of technological outcomes Knowledge of designHuman factors in design Knowledge of design practiceVisual communication Graphics practiceDevelop an electronic environment Assemble and test electronic and embedded systemsKnowledge of electronic environments Construct a textiles productPattern making Knowledge of textiles constructionKnowledge of manufacturing Knowledge of resistant materials constructionConstruct a resistant materials product Knowledge of product preservation, packaging and storageKnowledge of structures and machines Implement a manufacturing processKnowledge of processing Apply digital information management toolsKnowledge of digital media Create a digital media outcomeKnowledge of digital infrastructure Knowledge of digital information managementDesign a digital infrastructure system Knowledge of computer science and software engineeringDesign a software program structure Construct a software program Components of Technology Generic Components Achievement Objectives Specialist Knowledge and Skills Components – Learning Objectives

15. Example of an AO and LO at level 6 AO TECH 6-2: Brief development Students will justify the nature of an intended outcome in relation to the need or opportunity and justify specifications in terms of key stakeholder feedback and wider community consideration. AO TECH 6-2: Brief development Level 6 specialist areas of technology learning objectives LO CONT 6-1: Knowledge of basic techniques used to build or make objects Students will demonstrate understanding of basic techniques used to build or make objects. Or LO CONT 6-1: Knowledge of basic techniques used to build or make objects LO GRAP 6-2: Design principles and processes Students will demonstrate knowledge of design principles and processes and influential designers. LO GRAP 6-2: Design principles and processes

16. Programme Planning 3 rd step AO’s and LO’s Using the given handout select the achievement objectives and learning objectives to suit your programme

17. Programme Planning 4 th step What teaching and learning activities will you use?

18. Overview of the programme planning What - level 2 units, projects, topics, or themes? What - Achievement Objectives? How -Links Curriculum Support Document, Indicators of Progression How - Refer to Teaching and Learning Guides How - Refer to Strategies of Teaching To do - Plan teaching and learning activities that relate to the AOs and LOs

19. Learning intentions The student will know … The student will understand… The student will be able to…

20. Technology Course Course Title: Food by Design or Product design Course structure: Level 6, Length of time1 year duration Achievement Objectives: Tech Products Brief Development Outcome Development and Evaluation – Prototype Technological Modelling Learning Objectives Knowledge of manufacturing, processing and preservation and packaging Implementation of processes and manufacturing lines Course Description: This course provides students with the opportunity to learn about product design, properties of materials, formulation, transformation and manipulation techniques and to develop and manufacture their own food product. Learning Outcomes: Students will: Demonstrate understanding of how material composition and structure informs the selection and use of materials when developing food products Follow a schedule/plan to skilfully and efficiently develop a food product to an agreed set of specifications Develop sketches and use modelling tools that effectively communicate the design features of a food product in order to test their initial and developing design ideas Make informed selections of materials, tools, equipment and techniques to develop and trial a prototype of food product designed to meet a brief Demonstrate understanding of preservation, packaging and storage and manufacturing of food products

21. Example 1 Level 2 planning TermTeaching and Learning Term one Understanding design Developing advanced procedural skills Term two Analysing existing product that consider the human in the design Students identify their own issue and develop a brief Testing and trailing conceptual ideas Term threeStudents create their own technological outcomes Term fourFinish off projects and prepare for external assessment

22. Example 2 TermTeaching and Learning Term one Teacher context explored by students to identify an issue worth spending time on Analyse existing outcomes /visit a technologist Term two Develop sketching, functional modelling and technical skills Term threeStudents create their own technological outcome Term fourFinish off projects and prepare for external assessment

23. Programme planning 5 th step Assessment Finally look at assessment options... 18 to 20 credits An external (3 credits) for course endorsement purposes also min 3 credits Internal Balance of standards to include knowledge and skills plus generic technology Assessment to suit students strengths Remember don’t need to assess everything that might be covered in the teaching programme

25. Directions AO’s from the Curriculum http://www.techlink.org.nz/curriculum-support/indicators/index.htmhttp://www.techlink.org.nz/curriculum-support/indicators/index.html or http://seniorsecondary.tki.org.nz/Technologyhttp://seniorsecondary.tki.org.nz/Technology or Techlink Curriculum Support Document LO’s from The Teaching and Learning Guides lines http://seniorsecondary.tki.org.nz/Technology Strategies http://www.techlink.org.nz/curriculum-support/strategies/index.htm Matrix http://legacy.tki.org.nz/e/community/ncea/technology.php Draft Level 2 Achievement Standards http://legacy.tki.org.nz/e/community/ncea/tech-lvl2.php

26. Sign up for updates http://seniorsecondary.tki.org.nz/Technology/Achievement-and- learning-objectives#L6AOs