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Ministry of Education.
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There are 152 results.

  • Question

    Where would raranga fit in level 1 NCEA? I am wondering if there is a standard that would suit assessment of weaving a harakeke four-cornered rourou basket?

    Answer

    AS 91058 could be used to assess the weaving of a harakeke four-cornered rourou basket.

    Explanatory note 6 in this standard states:

    Construction techniques include: 

    • one or more of measuring/marking out – techniques here could include the measuring and laying out of the harakeke, and determining the amount of weaving to create the correct size of the rourou
    • one or more of sizing/shaping/forming – techniques here could include the laying out of the harakeke to ensure the rourou is evenly woven, the structure of the weaving to produce the specified shape of the rourou, and the forming of the corners of the rourou
    • one or more of joining/assembling – techniques here could include the weaving techniques used with the harakeke to ensure a close weave
    • one or more finishing/detailing – techniques here could include the locking off of the weaving to secure the top of the rourou, and/or any patterns included in the rourou.

    If the student is developing a rourou for a specific purpose and engaging in technological practice you could also consider assessment against:

    • AS 91047 Undertake development to make a prototype to address a brief
    • AS 91045 Use planning tools to guide the technological development of an outcome to address a brief
    • AS 91044 Undertake brief development to address a need or opportunity.
  • Question

    Is there an outline that I can find that shows a matrix of the different technology subjects, for example, hard materials, food tech, soft materials, digital? Can food tech be classed as soft materials, I only thought that it was fabric?

    Answer

    The link below is to the diagram which shows the technological areas within the technology learning area:

    Technology in the NZC

    Technology programmes of learning may integrate more than one technological area. By integrating technological areas students are offered a rich programme of learning.

    On the right hand side of the page – Technology – you will see the Technology Matrix, which shows the structure of the NCEA standards for assessment. These include generic standards that can be used across all technological areas and subject specific standards for:

    • Construction and mechanical technologies (soft and hard materials including textiles)
    • Design and visual communication (sometimes called graphics in secondary schools)
    • Digital technologies and Hangarau matihiko
    • Processing technologies (includes food technology and biotechnology).

    Secondary schools may offer technology subjects that include assessment from more than one of these in a programme of learning. For example, teaching and learning and assessment for design and visual communication and textiles maybe included in one course.

  • Question

    For AS91345 level 2, do students need to do for both special features, trial two ways of completing the special feature and then select which way is best? For example, trial two different ways to complete a set-in sleeve and then select the best way to do this to use on their final garment or can they just plan to test one way of inserting their set-in sleeve and if it works out well they can just use that way without trialling another way?

    Answer

    The Technology clarifications for AS 91345 state:

    Students must demonstrate that they have purposefully selected the techniques to be used to construct these special features.

    The student needs to provide evidence that they have considered more than one technique to implement their special feature. To meet the requirements of this standard, selection of techniques can be carried out through research and/or by trialling. For example, the student could critique written instructions for an alternative technique to implement their special feature.

    Explanatory note 1 in AS 91345 states:

    Implement advanced procedures using textile materials to make a specified product with special features involves:

    • selecting and scheduling techniques to achieve special features
    • undertaking testing to monitor special feature construction to demonstrate that the product meets specifications
    • applying scheduled techniques to comply with relevant health and safety regulations.

    Evidence needs to show from testing that the technique used resulted in the product meeting specifications.

  • Question

    I'm working with year 12 textile students on 2.6 advanced pattern adaptations – a student has made one adaptation – changed the straight sleeve on a blouse to a bell shaped. We need one more adaptation. Could we change the bottom of the bell sleeve by pleating it, putting a bias around the cuff, splitting the sleeve seam by about 4-5 cm, and adding a button hole and button count as a second adaptation?

    Answer

    Yes – changing the bottom of the bell sleeve as described would be considered a second adaptation as described in the explanatory notes 6 and 7 of the standard.

    To meet the requirements of the standard the student also needs to show ongoing testing of toiles or mock-ups to refine the pattern as required to ensure the adapted pattern interprets the design and provides the correct fit for the body or item. See the clarifications for AS91350 for further information on this.

  • Question

    Kia ora, Could you please point me in the right direction to find the formula for student:space ratio for intermediate school technology workshops (food, hard materials, fabric etc) please. Ngā mihi,

    Answer

    The Safety in technology education: A guidance manual for New Zealand schools is found in the: Practice framework resources for health and safety.

    Within Safety in technology education there are the following statements:
    On page 12, the National Administration Guideline 4 (NAG 4) states that school boards of trustees (BOT), is required to:

    • provide a safe physical and emotional environment for students
    • comply in full with any legislation currently in force or that may be developed to ensure the safety of students and employees.

    On page 9 there is also a reference to the work environment. A person conducting a business or undertaking (PCBU) in a school is the board of trustees.

    "36 Primary duty of care

    (3) Without limiting subsection (1) or (2), a PCBU must ensure, so far as is reasonably practicable, —

    (a) the provision and maintenance of a work environment that is without risks to health and safety."

    On page 83, appendix 2 provides a safety planning template. This refers to Regulation 13.

    "See Regulation 13. If the space is inadequate for the number of students involved, how will you organise for all students to undertake the activity safely?"

    Regulation 13 was revoked in May 2017 after the guidelines were published. This regulation has been replaced by Regulation 6 which is less specific in nature. The current legislation aims to enable PCBUs to consider their environment, workers, and others and enable individual judgements to be made in light of individual circumstances.

    Within the Safety in technology education there are no specific statements about space required per student working in a particular technological area. It is suggested that you discuss your health and safety concerns regarding the classroom spaces with your principal. The safety planning template could provide a useful framework on which to base these discussions.

  • Question

    In AS91890 students have to propose a digital technologies outcome. There is no mention of designing or developing the actual outcome, yet in both TKI tasks there is a reference to the actual outcome. Both have the following lines "6. Write a brief outline of the digital technologies outcome you propose to develop. This can be a partially developed or a completed outcome." Surely there is no need for "a partially developed or complete outcome" as we are looking for a proposal - a description of what the outcome will be. The next stage would be to design the outcome and then make it. Could you please clarify? Thanks

    Answer

    Standard AS91890 is all about conducting the inquiry to make the proposal for the digital technologies outcome. There is no requirement that the outcome is actually made, however most teachers would pair it with one of the other standards to assess that actual outcome.

  • Question

    Would creating a patchwork fabric in order to make a garment count as a special feature for AS91345?

    Answer

    Creating the garment from patchworked material will likely meet the standard at level 2 in terms of decorative features and of using and arranging different sized material pieces.

    The student would still need to add structural or style features (as per explanatory note 7) to the garment to fully meet the standard.

    If the student was creating a patchwork quilt, for example, the application of the layers with batting and sewing would allow this to occur in terms of a structural feature. (This is likely level 3 depending on the patchwork skills used.)

  • Question

    Can you please provide a more detailed list of approved special features? I am struggling to find patterns that are modern that my students will wear and enjoy making which tick the current boxes of the listed special features as outlined in (7). Set in sleeves is about as close as I can get. Patterns my students enjoy using are Tilly and the Buttons and Papercut patterns.

    Answer

    When interpreting the special features outlined in explanatory note 7 the level of student skill should be comparable to these examples.

    A jumpsuit – this would not meet the standard criteria as the style and structural features are more closely matched to the criteria for the level 1 NCEA AS 91058, implement basic procedures using textile materials to make a specified product.

    A blazer – this would meet the standard criteria for special features as the pattern includes set in seams and welt pockets.

    A cardigan – the tab front with buttonholes and the shawl collar could be considered one special feature. The cuffs could be considered an advanced technique if they were made from another fabric (rather than knit) and a tailored effect achieved.

    It is important to note in NZQA clarifications for AS 91345 that the students need to research different techniques to construct the special features. From this research they need to select a technique that will allow for a quality outcome and schedule this into the construction plan. They need to consider more than just the guidelines suggested in a commercial pattern to select the technique.

  • Question

    Can you suggest examples of transforming textiles in Textile technology. We have talked about felting. Can you confirm whether adding interfacing is an example of manipulating or transforming.

    Answer

    There are few examples of transforming textiles readily available as detailed information is required from the manufacturer about the chemical composition of the material to confirm that this has not changed.

    Other materials such as food could provide examples of transformation.

    There is some discussion around these definitions in a previous ask an expert answer on the definition of transformation.

    Adding interfacing to fabric is considered transforming as the performance properties of the material change however the chemical composition of the material remains the same. The material becomes more rigid and stiff with the addition of interfacing, adding body to the garment. Interfacing may also be used to add strength for example when it is used in  an area where buttonholes maybe added.

    Manipulating materials in textiles generally refers to such things as pressing to manage ease, gathering and pleating (to remove fullness) cutting and trimming.

  • Question

    What is a system?

    Answer

    A technological system, as defined in the technology learning area, is a system that works independently or automatically of human input after it’s been started or switched on. Simple examples of these include a wind-up toy, a popcorn maker, and a toaster. More sophisticated systems include a stove or a computer.

    Technology Online has a section on the technological systems component of the technology learning area. The video in the introduction and the key ideas provide further information on this component.

    See the teaching snapshot exploring technological systems and computational thinking using household appliances to read about investigating technological systems in the classroom. 

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