CONSOLIDATE

Lesley PearceNational Technology Coordinator

HETTANZ May 2013

Learning Intentions

• To challenge our thinking about programme design

• To consolidate what we know about brief development and develop new strategies for teaching and learning

• To create using knowledge of compositional principles

PROGRAMME DESIGN

Activity

• Write down all the skills/knowledge you teach in your present unit of work with a year 11 class

What skills are employers looking for?

Activity:Read the job descriptionsList the skills that are required.Discuss how we are developing them in our programmes of work.

• Food technologist • You will need to have excellent communication and organisational skills, as well as the ability to work

within a team or off your own initiative. This role would suit a Food Technology Graduate with a passion for food and a desire to learn.

• Tasks may include:• modifying existing products and processes and developing new ones;• checking and improving quality control procedures in your own and suppliers' factories, from the raw

material stage through to the finished product;• researching current consumer markets and latest technologies to develop new product concepts;• selecting raw materials and other ingredients from suppliers;• preparing product costing’s based on raw materials and manufacturing costs to ensure profitable products;• addressing issues of safety and quality;• auditing suppliers or managing internal audits;• helping prepare and/or leading external site audits;• coordinating launches of new products or running trials alongside/together with product development;• dealing with any customer complaint investigations or product issues;• implementing and managing the site quality management system;• reviewing end-to-end supply chains;• compiling/checking/approving product specifications and labelling;• undertaking long-term projects with other departments, e.g. reducing waste by improving efficiency;• working on packaging innovation and technology;• reviewing food supply, security and sustainability.• liaising and cooperating with technical and commercial colleagues in procurement, sales and technical

services, and marketing and distribution, and also with official food inspection and hygiene agencies (this takes up a considerable proportion of time on the manufacturing side)

Sous Chef• We are now seeking a Sous Chef to join our

professional and fun team in the kitchen. This role will suit a real team player with strong communication skills who is creative, positive and customer focussed. You will be someone who has a natural passion for food, strives for quality, and has a good amount of experience under your belt.• You will have an excellent understanding of English.• You will be flexible to work evenings and weekends.• You will be able to work well under pressure; you will be well organised and quick around the kitchen.• You will be a team player (there’s no ‘I’ in healthy).

Industrial Designers

Character• Excellent at creatively solving complex design problems with elegant, simple solutions.• Good mechanical/structural aptitude and knowledge of various materials and their associated manufacturing processes.• Strong visual communication and form development skill.• Knowledge of ergonomic principles.• Proficient in all phases of product development: ideation, sketching, concept development,• 3D modelling and rendering and a clear understanding of the manufacturing process. • Self-motivated and entrepreneurial.• Prepared to go the extra mile to see a project through to completion

Qualifications:• 3+ years of post-graduate, professional design experience.• Bachelor's degree in Industrial Design or Product Design. • Proficient in SolidWorks for design modelling.• Competency in 3D Studio Max for design visualisation. • Competency in Adobe CS. • Competency in Microsoft PowerPoint, Excel and Word would be beneficial.• Digital Sketching with a Wacom and Sketchbook Pro a plus.• Ability to communicate fluently in English.

NZCwhat skills

are we expected

to develop in our

students?

Thinking Technologically:the Explorer, the Investigator, the Skeptic, the Finder-outer

Possible Teaching Sequence

Context refers to the wider social and physical environment in which technological development occurs. Contexts may include: storage, afterschool snacks, outdoor living, sustainable energy, sport, educational software, street wear, portability, furniture.• The context allows students to explore a

broad range of issues both current and future

Textile contexts Food contexts

Sustainable designSmart textilesHaute coutureFashion iconDual identityStyle of the nationMake a statementFrom grandma to meRepurposedStreet beatClean green Production lines- off the rack

PreservingDesigner PiesPreschool eatsCafé CultureGifts from the KitchenWhat's for LunchEthnicGo GreenChildhood MemoriesWinter WarmersHalloweenHolidays Low Cost MealsVegetarian Sports sustenance

How do you develop student understanding of the context and how can you support their research and exploration of this?

Issue

• An issue in Technology refers to a specific subset of a context that will enable students to identify a need or opportunity. For example:

• E.g. The issue in ICT programming was to develop educational programmes.

Modelling• Modelling• Conceptual design• Prototyping

Fitness for purpose• Brief development • Outcome development and

evaluation• Technological products• Characteristics of

Technological outcomes

Design/Design Elements• Outcome development and

evaluation• Technological products & systems• Technological modelling• Characteristics of technology and

technological outcomes• Knowledge of design• Human factors in design• Design eras & influential designers

Compelling Learning

Domain Knowledge and Skills

Textiles: Domain Knowledge and Skills

Processing: Domain Knowledge and Skills

• Measuring/shaping/forming • Health and safety• Selecting and using equipment/tools• Understanding properties of food• basic concepts used in food processing • testing, and safety procedures -the role of tests in processing operations • processing operations • quality control during the processing • the differences between processing food products in a classroom and in industry • mixing, extracting, separating, or growing • heating, cooling, or reacting• Safe disposal of biologically active material culturing by plating • Controlling of enzymes • Packaging• Preservation methods

Nature of TechnologyCharacteristics of Technology

Characteristics of Technological outcomes

Keep, chuck, change and create!• What are the strengths of your current curriculum and what needs to be

developed?• How are you incorporating the three strands, knowledge and skills to develop

student technological literacy?• How well does your school based curriculum meet the statutory aims of the

national curriculum?• Does your curriculum reflect local contexts and meet the needs, interests and

aspirations of all your learners?• How might your curriculum reflect local contexts and meet the needs,

interests and aspirations of all your learners?• How might your programme be developed to improve the motivation and

engagement of learners and raise standards?• Are there assumptions about how you use time, resourcesa nd approaches to

planning that could or should be challenged or improved?

Technology Scholarship

2013

Lesley Pearce National Coordinator, Team Solutions, The Auckland University

Learning intention

• To develop an understanding of the scholarship alignment and the student evidence required to be successful

Attributes….• A competent thinker• A problem-solver • Actively seek, use and create knowledge• Reflects on your own learning and extrapolate• Draws on personal knowledge and perception and

insights• Can ask questions and challenge the basis of

assumptions and perceptions• Have intellectual curiosity• Can convincingly communicate Yes to the above than scholarship is for you

If given the tools, strategies and encouragement to do it - we can do it

NZQA resources

http://www.nzqa.govt.nz/qualifications-standards/awards/scholarship/scholarship-subjects/scholarship-technology/sample-resources/

Outcome description for Technology Scholarship

“The student will use knowledge of technology to demonstrate synthesis, integration, justification, and critical reflection on

technological experiences.”

Technological experiences across all 3 technology strands

– Undertaking Technological Practice to develop a technological outcome(s) that is justified as fit for purpose in the broadest sense and shows elements of elegance and / or originality

– Demonstrating understandings of concepts underpinning Technological Knowledge

– Demonstrating understandings of the Nature of Technology

A range of technological experiences can also include

• developing and critiquing case studies• debating technological issues• undertaking observations• using technology• generating new knowledge

Fitness for purpose in its broadest sense

• refers to the ‘fitness’ of the outcome itself as well as the practices used to develop the outcome.

• These practices may involve consideration of such things as sustainability of resources used, treatment of people involved in manufacture, ethical nature of testing practices, cultural appropriateness of trialling procedures, determination of lifecycles and / or ultimate disposal.

Where do we start?

• Level 8 technology curriculum• Work within all three strands of the

curriculum• You do not have to be assessed in all three

strands but evidence of understanding is expected

Technological Literacy

Technological KnowledgeKnow that

Subject Specific Knowledge

Technological Practice

Know how

Nature of TechnologyKnow why

Subject Specific Skills

Technological Literacy

Vital Context and Issue Exploration

• The curriculum says the context is the over riding focus

• The issue is a sub set of the context

Context Issue Needs and opportunities

Scoping, exploring, researching is essential

Technological Practice• Authentic issue with a broad range of key and

wider stakeholders• Conceptual statement justifies nature of

outcome and why such an outcome needs to be developed

• Explain, justify own practice to resolve issue• Innovative and elegant practice and outcome

Elegance

• Elegance refers to such attributes as: ingenuity, simplicity, polish, and optimisation

• Demonstrated elegance refers to the polish or refinement of the practice and /or the outcome.

Example of elegance: the RAK

Originality

• Originality refers to attributes such as: inventiveness,

innovation, and unconventionality• Shows originality refers to some aspect of your practice or the developing outcome

Advice• Extend and challenge your thinking by solving complex problems• Technology scholarship is not a design and make activity• Don’t know the outcome before embarking on the issue!• Be careful of competitions as they do not allow (usually) deep exploration of the

context and issue • Seek a broader range of information to guide your thinking and enhance your

practice – think all three strands• Look outside your own practice• With reference to that of others -inform your own practice by analysing and

critiquing the practice of other technologists, including your peers, within a range of contexts.

• Don’t follow/copy what other students have done in the previous years as your work will lack originality in practice

Successful scholarship students demonstrate the following

• Portfolio of work plus reflective report (60pgs A4) - Reflective report gave a logical justification for tech practice undertaken

• Authentic issue and context are explored thoroughly• Key and wider stakeholders identified and interacted

with• Location is thoroughly analysed• Technological practice throughout is critical

analysed

• Brief and specifications continually tested to justify technological outcome has potential to resolve defined issue

• Critically reflected on the practices of others and how this informed their development

• Clearly documented own tech practice eg:– Functional modelling undertaken to test and trail

design ideas– Reasons for conducting tests– Implications of the testing on development of

ideas

• Credible and valid evidence:– Photographs, explanations, findings from

testing/trialling design ideas, development of tech outcome through tech modelling

• Tested prototype in situ that it was fit for purpose, or if not gave reasons why it was not and gave suggestions for improvements

• Shows understanding of all three strands of the curriculum

Sample Scholarship schedule 2013

14/24 to 19/24 usually achieves a scholarship

Criteria for an Outstanding Schol

Usually 20/24 to 24/24

So what's required….

• A reflective report based on your experiences in developing a technological outcome(s)- no longer than 3000 words.

• A supporting portfolio showing your technological experiences across all three strands

• The report and portfolio does not exceed 60 A4 pages

Report

• Report can be written or digitally presented DVD, CD, on line website, digital diary

• Graphic, audio, video, and/or digital media may be included and should be used to enhance or illustrate aspects of students' experiences shown in the report.

Scholarship thinking

Specific definitions• Explain is to describe in detail• Comprehensively justify is to explain with reason• Critical reflection is the ability to look back on

your own and others practices and identify the key points and make decisions on next steps

• Analyzing understandings and practices requires you to compare and contrast own and others understandings and practices

• Evaluating Information requires you to analyze and compare and contrast in order to justify the next steps

• Synthesis and integration refers to your ability to bring together knowledge, skills, ideas and methods from different sources to advance your practice

• Critical reflection requires you to undertake a comprehensive analysis that evaluates information, understandings and practices that affect the development of yopur technological outcomes.

• Putting new information together to make predictions or solve problems

• Seamlessly bringing together parts / ideas to form a coherent whole