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Ministry of Education.
Kaua e rangiruatia te hāpai o te hoe; e kore tō tātou waka e ū ki uta

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Self and peer assessment on outcomes

After sketching their figurines as stick figures, students worked in pairs to assess the suitability of the designs. They considered each other’s drawings and then posed to show their partner how they thought the design would look in 3D. Students had a lot of fun doing this, and the activity also acted as a gentle introduction to peer assessment. As a result of their partner’s feedback, some students changed their design to have the figurine in a different pose. At the conclusion of the unit, each student evaluated their work and noted their reflections on a worksheet. 


The unit was a great success. Students enjoyed what they were doing, gained a good understanding of technological products, and produced outcomes that impressed their families.

The technology team was working towards the goal of seamless progression. The following year year 7-10 students would all be working on the brief development and technological products components in term 1. Teachers set out their activities in a similar way. Where Christine had one page in the booklet showing the level 1-3 achievement objectives, the following year they were printed at the bottom of each page so that students were constantly aware of what they needed to do to achieve at a particular level.

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