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Ministry of Education.
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There are 139 results.

  • Question

    After a TENZ Skype session with the moderators of technology we were told that this forum had a couple of excellent explanations for the "fitness for purpose in the broadest sense". Relating to 3.3 and 3.4. However, I don't seem to be able to locate them – could you please direct my search and then I can share it with others.

    Answer

    Entering "fitness for purpose in its broadest sense" in the keywords search brings up the following result: Search resultTwo answers in this search give the detailed questions and answers for this concept – one in textiles, the other in digital.

  • Question

    Our school has decided to look at Generic Technology 1.12 as a guiding document on the development of process in a manufacturing context. This works well under Construction and Food Technology. However, I am trying to figure out how to put this in a Digital Technologies context to help meet the Generic Technology that this is under and provide guidance for my students to develop the ideas http://www.nzqa.govt.nz/nqfdocs/ncea-resource/achievements/2015/as91055.pdf The standard talks about a large number of manufacturing processes, one being an electronics focus. Yet there is little or no other coverage of other Digital Technologies strands. Can there be some guidance on how this can fit within the Generic context for Digital Technologies? Can guidance also be provided for describing the yield of a manufacturing process and the role of quality control in a digital technologies - programming context?

    Answer

    Learning programme design in Technology should be driven by multiple factors. Guidance is provided in the Senior secondary teaching and learning guidelines - Learning programme design.

    It is not ideal to have the assessment tool driving the programme design. The purpose of the assessment for this achievement standard is for students to demonstrate they have an understanding about the (often multiple) complexities of manufacturing.

    There are lots of digital technologies context examples students could refer to. For example, the manufacturing of cell phones, tablets etc. The Owens Design website states, “The challenge of manufacturing cell phones, tablets, and other mobile devices continues to grow more complex. The trends of increasing device complexity, miniaturization, and customization are driving a revolution in manufacturing process.” This website includes a range of case studies. See Mobile devices

    Students could look at the role of programming/computer science in relation to production lines and robotics.  Most equipment on a production line has an element of computer programming that enables it to perform a specific task. For example, Howard Wright use a computer-generated production line to manufacture their beds. They have programmed robotic equipment to move at an optimal pace to retain precision and maximise yield.

  • Question

    In regards to AS 91627 Initiate design ideas through exploration. The standard states" Visual communication strategies (including 2D, 3D and 4D modes) that support the interrogation and re-generation of ideas may include: abstraction, re-combination, tessellation, exaggeration, rotation, inversion, translation, translocation,deconstruction". My students are completing a fashion portfolio and I am wondering if the specifications above can include 3D textile application to explore ideas? Can students explore creative textile techniques and photograph and/or put samples on portfolio pages?

    Answer

    Yes. The strategies defined employed in ideation (initiate design ideas through exploration) can be extended beyond what is indicated in the standard.

  • Question

    In standard AS91370 if students are creating a website can they include (along with their own images etc) some images, sound and video that is not their own? Acknowledgement of the sources of this material would be done but I am not clear if all digital media content that they use in the website has to be their own.

    Answer

    The standard does not require that all of the digital media content used in the student's website is their own.

    See the NZQA clarifications for AS 91370:

    Original content

    • Explanatory Notes 4 and 5 give examples of original content which are expected to be student-created in at least two applications, and integrated into one outcome.
    • Websites should not be coded using web authoring WYSIWYG software, and print media should be multipage (EN4).
    • Contexts provided should enable students to be able to create their own digital media.
    • There is room for other content to be incorporated in the outcome which the student has not created, e.g. the school’s logo or assessor provided text.  

    Rigour (EN4)

    Assessors need to ensure that tasks provided give the students sufficient opportunity to display skills in at least two different applications. Assessors need to ensure that there are suitable specifications that guide students towards the skills needed in the task, or if the student 

    In the TKI resource 2.43, you will see the following on page 3:

    NOTE The digital media content to be created by the student should provide opportunity for the student to create the  "specified original digital media" and this focus should inform and guide the teaching and learning.

    For example, when creating a website, the teacher can specify that all the coding must be the student’s own and they must create an original background and buttons.   It is also acceptable to add photos or a sponsor's logo, which have been provided.  However, the student must integrate the "original" work from two media (i.e. graphics and web coding) that have been specified in the task.

    There is a sample of specifications a teacher may provide on page 7.

    When creating your website you will:

    • use valid XHTML 1.0/HTML 5 to semantically structure the web page content
    • create a valid external (i.e. linked) cascading stylesheet (at least to 2.0) to control the page layout and style distinct elements
    • create a valid external (i.e. linked) print stylesheet to control print output
    • enhance the visual style of the page by integrating original graphics (such as backgrounds, buttons, banners or logos)
    • include additional digital media content which has been sourced/provided and complies with copyright requirements (e.g. sponsor’s logo,  product photography, movie clip).
    • test the layout, usability and functionality in a range of browsers (i.e. Firefox, Safari, Chrome, Internet Explorer 7 & 8, Opera)
    • include content that is relevant to the context and target audience (i.e. the content fulfils the requirements of the web site). 

    For example for a Candy Shop website the specified media content could be:

    • branding (logo, colours, fonts) for the candy shop (created by student and therefore specified original content)
    • imagery of candy sold at the shop (created by student and therefore specified original content)
    • location of the shop - map, address etc (created by student and therefore specified original content)
    • product listing with images, descriptions, prices, customer ratings (provided by the Candy shop owner)

    About the shop: for example text giving a brief history of the shop and their mission statement "Rotting teeth since 1901" (provided by the Candy shop owner).

  • Question

    I am teaching Level 3 Technology and the standard is: 91611 Develop a prototype considering fitness for purpose in the broadest sense. Can you please explain what the following terms mean; 'cultural appropriateness of trialling procedures' and 'ethical nature of testing practices' in regards to judgements about fitness for purpose. Thank you

    Answer

    Fitness for purpose in its broadest sense relates to the outcome itself as well as to the practices used to develop the outcome. This is a curriculum level 8 concept and is referred to in the generic achievement standards at NCEA level 3. Some of the areas students could consider when demonstrating understandings of this concept and/or applying this within practice are shown in the table below. These suggestions should not be considered exhaustive and students will find other ideas that relate to particular outcomes.

    Some teachers have found that, when developing a brief that allows fitness for purpose in the broadest sense, it works well to have students develop specifications for the two aspects. That is, students categorise their specifications as either being for the outcome itself or for the practices to be undertaken to develop the outcome. This helps to reinforce that students must consider more than just fitness for purpose (as is the practice at NCEA level 2).

    Examining and critiquing the practice of technologists within the framework of fitness for purpose in its broadest sense can also assist students to develop their understandings of this concept.

    Fitness for purpose in its broadest sense:
    Possible considerations
    Resistant materials
    Sustainability of resources

    Do the resources used to make the outcome meet the needs of the present without compromising the ability of future generations to meet their own needs?

    As part of sustainability we need to also consider the difference between recycling , reusing and upcycling of materials and components.

    What do we know or are able to find out about the production and processing of the materials?

    Maintenance

     

    How will repairs be managed?

    What maintenance will be required? How easy will this be? Who will do it?

    Are the parts easily procured? Is it cost effective to be selfmade? (that is, where is the line between purchasing and manufacturing components?)

    What is the expected product life? 

    Determination of life cycle

     

    What will be the life cycle be of all of the components of the outcome?

    Will there be any opportunities for reuse?

    Ultimate disposal

     

    What are the plans for disposal of the outcome when no longer useful/redundant?

    What will the impact on the environment be? 

    Practices used in manufacturing

     

    Where relevant outcomes should comply with legislation, for example, with intellectual property law and using the ideas of others.
    See: Technology Online, Intellectual property issues
    Has permission been gained for all images?

    Do the practices comply with expected codes of practice and any relevant legislation?

    Where do the materials originate from and what are the working conditions of employees?

    Are the manufacturing practices used efficient?

    What determinants are used to quantify efficiency?

    Is waste minimised, managed, exploited for profit?

    Economics

    Are there cost/benefit relationships to be considered in developing the outcome?

    Are wider unseen costs included in feasibility calculations?

    Cultural appropriateness of trialling procedures 

     

    Have you considered how other cultures or age groups may view designs and imagery and their willingness or not to be involved in trialling as a result of this?

    Were cultural beliefs around behaviour considered when trialling?

    Ethical nature of testing practices

    Ergonomics – was the outcome tested on a range of expected users including those with disabilities?

    Was the outcome tested in the environment that was intended for its use? 

    Health and safety

     

    Considering health and safety issues when developing outcomes 

    If you cannot view or read the table on this page, download the PDF version:

    Ask an expert: AS91611 (PDF, 46 KB)

  • Question

    What is the distinction between competing and contestable factors in the level 3 functional modelling external (91612)? I have read a few definitions but I feel as if I need some examples of comments students might make about addressing those through functional modelling. Am I on the right track in thinking that students may model a design to ensure it is actually viable or not (viability being a competing factor). Then they may use another form of functional modelling to experiment with aesthetics which are more subjective and influenced by the opinions of stakeholders (a contestable factor). does that capture the distinction between the two types of factors?

    Answer

    There is an excellent screencast on this standard that is  available on the Team Solutions wikispace.

    Students may examine functional modelling used within their own technological practice. Equally they may also research the modelling that was used in the creation and use of a prototype outside of their own practice.

    The difference between contestable and competitive factors is described within this screencast as follows: 

    “Competing factors are those that are in direct opposition and therefore only one can be chosen to be put ahead of all the others. Ultimately this means that only one can be accommodated or one must be prioritised over the other or one overrides the other or actually outweighs the other in the selection process. Competing factors that students may readily identify within their own practice are time versus quality where students are working to strict time constraints or cost versus quality where students are working with a limited budget. Typically priorities are tied to a specification and ranked. One priority will become the most important and influencing factor for decision making.

    Contestable factors are those that can be disputed. Choices can be challenged, as there is always more than one viewpoint. Compromise can be accommodated in a design but the priority or importance will vary with stakeholder views. They are often based on people’s roles, views and values. These factors may arise from a number of issues, which include but are not limited to ethical, social, historical, cultural, political, economic, sustainable, humanitarian and environmental. Some factors maybe highly contestable and others perhaps less so. For example if we look at the issue of culturally appropriate design we might ask the question who decides on the culture and its appropriateness – this is dependent on values and viewpoints. Another example would be to look at environmentally friendly material and ask the question to what extent is it really green? “

  • Question

    Hi all, I am looking for some fresh ideas for AS 91083 for Food. Last year we looked at wedding cakes and combined it into a big unit with AS 91049 External. It was somewhat successful but needs improving. I have attached the booklet made last year. Any ideas or improvements would be so greatly appreciated! Thanks.

    Answer

    The intention of the processing standards from level 1-3 NCEA is to encourage students and teachers to learn about processing operations and testing for food technology courses. 

    You may wish to reconsider the focus of this unit (i.e. sponge cake) as it provides limited opportunities for students to vary processing operations (e.g. changing temperature and types of baking (fan bake etc.), types of beating, time) and still achieve an acceptable product.

    If you chose a product that has more scope e.g. cakes rather than just sponge cakes it would allow the students to test and trial different processing operations and so develop a more comprehensive understanding of basic concepts used in processing. 

    Biscuits and cakes would allow for a broader range of acceptable characteristics (specifications of a quality product) and would also allow students to experiment with processing techniques such as mixing methods, temperature of ingredients, time of processing, shaping and sizing the final product and baking methods.

    Another suitable product could be a frozen meal for one. Students could trial different processes for preparing the components of the meal and test and evaluate the effect of these changes on the reconstituted meal. For example, vegetables could be blanched or not, prepared in different cuts etc. 

    Technology understandings are more effectively developed when students work on an authentic issue. 

    You could make the understanding purposeful for students if they made biscuits or meals as presents for an elderly group in the community, teachers etc. - or for a fund raiser for their department or community organisation. The video clips below may give you other ideas -they show a school working on community projects with food technology students. 

    For AS 91083, the focus of student’s practical work should be to make a change to the processing of the product, test it and evaluate the effect that this has had on the acceptability of the final product. Students could develop a set of specifications for the final product as a class. They may like to examine commercial products or interview a commercial manufacturer to develop these specifications. 

    It is important to note that the focus of this standard is on the processing and associated testing in making a product and not on the effect that changing ingredients has on the type of product produced. All 4 processing operations as outlined in Explanatory note 4 must be covered. 

    Students need to be given the opportunity to explore a range of processing operations and tests to collect evidence of understanding for this standard. It is worth noting that the practical work is not a requirement of the standard but just a way of growing understandings of basic concepts used in processing. 

    See Technology clarifications for this standard.

    Testing in food processing provides guidance to help students understand testing in a classroom environment. This resource highlights the type of qualities that food technologists could identify and test for when processing products. 

    Some teachers have had success in assessing against AS9108 Implement basic procedures to process a specified product alongside a project with this style of practical work. 

    For 91049 Demonstrate understanding of how materials enable technological products to function, the focus of the teaching and learning should be around the materials. In the case of food, the materials are the ingredients used in the product. 

    The Assessment report for this standard provides further information on the range of ingredients and depth of understanding that is required to demonstrate understanding at the different achievement levels for this standard. 

    The frozen meal context could also provide an opportunity to explore the nutritional value of the meal, its contribution to daily requirements and hence also provide evidence for AS 91049. 

    Students could be collecting evidence for both standards as they explore their product.

  • Question

    A number of NZQA approved assessments state as part of the Conditions "Schedule at least one progress checkpoint during the activity." Could you please clarify the purpose of the checkpoint. Is this to check how much work has been completed or is it to give grades/feedback on the work completed so far? Thank you.

    Answer

    The use of a progress checkpoint could be for either or both purposes. Technology assessment activities can occur over several weeks and it is good practice to scaffold/support students as they produce evidence for assessment.

  • Question

    I have several very bright boys in my Year 11 class and have been trying hard to give them lots of scope in the development of a digital outcome. The boys decided to undertake a robotics project as their main project for the year. Please understand that I have a minimal knowledge of robotics and so cannot assess them using the electronics Standards. Instead I have used AS91046 Concept and AS91047 Prototype. My question is, am I also able to assess them using AS91073 Digital Media? The project the three boys are engaged in has three parts. a) Connor will decide on the electronic componentry needed to build the robot, i.e., the motors, sensors, cables, wires, cards, battery, etc. Using an Arduino, he will write the code required for it to interact with Josh’s Raspberry Pi Zero which will be the basis of the mobile robot used to navigate the maze. Connor will also assist Josh in building the Raspberry Pi Zero robot. b) Josh will work on assembling the Raspberry Pi Zero – wheels, sensors, etc., and also write the program needed to tell the robot how to move through the maze. c) Dakota will add a camera to the Raspberry Pi Zero robot. He will assemble and program the camera that will be used to capture and relay visual (video/images) of the robot’s journey through the maze. So each boy has to make his part interact with the other parts which to me mean that there are different elements of digital media interacting. When I look at AS91073, for Achieved it states: "applying formatting techniques and design elements as appropriate to the media type and requirement of the outcome." I am unsure about the word "formatting techniques". I can see how what they are doing can be covered under design elements as they will have to design their outcomes in keeping with their individual hardware/software. I am not so clear about "formatting techniques". Can this be covered by the fact that the boys will be having to structure their programs, hardware, and software appropriately to suit their specific needs.

    Answer

    The creation of a robot does not fit the definition of Digital Media. In the sense used in this standard, a medium is something which carries communications for people, so media types are things like sound (audio), moving images (video), and static images. The robot itself is not a medium in this sense.

    Students could use the construction of the robot as a topic for a digital media outcome, such as a video or website. They could also make a desktop published instruction manual for the robot.

    For a video, the students could video the construction and working of the robot. Editing the video will give evidence on one media type. For a second media type, students could insert edited still images they have taken or voice over from an edited sound file. Likewise, a website could document the build and use embedded video.

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