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What is meant by "basic concepts" in the Achievement standard 91059: "Demonstrate understanding of basic concepts used to make products from resistant materials"
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Would a jacket constructed of Chambray fabric and lined with satin be sufficient for AS 91621 (3.21)? The assessment asks for a formal garment to be constructed. Would the use of interfacing in a collar, lining of the jacket, the use of pockets and the application of applique or machine embroidery be sufficient complex procedures? What do you consider as complex procedures in a jacket for this assessment? Could a jacket with a rounded neck and not a collar also be considered for this standard?
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I am a Digital Technology teacher. I have Year 7 and Year 8 students. Their abilities range from Level 1-4, 5? With my Year 7 students we make Monopoly Play pieces with a 3D printer. Year 8s produce a computer game writing their own coding etc. Do I have to get them to make three Functional Models? What in your opinion is a suitable Functional Model for them to make? Can you give me an example of a Functional Model Students of this age could be expected to create? Thanks
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I have a colleague who has developed a unit focused on the level 3 AS91629 'resolve a spatial design' standard. In this unit rather than having actual stakeholders he has pretended to actually be the stakeholder. In this instance they are making playgrounds. He has critiqued the work from the perspective of being a kid playing on that playground, giving them his own reaction to the design as if he were a child. Students in his class have then taken his feedback and responded to it. They are aware that he is not the kid. I am curious as to whether this is acceptable practice? Can we simply pretend to be all of our students' potential stakeholders?
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In the assessment schedule of Tech scholarship it says students must present a reflective report. Can this reflective report be their A3 visual portfolios? (30 pages)
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For Level 2 (AS91356) and Level 3 (AS91610) Concept Design standard, can the teacher act as the primary client stakeholder? And give students stakeholder feedback on their concept designs?
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For the standard: AS91623 Implement complex procedures to create an applied design for a specified product Would students be able to use patchwork as an applied design medium?
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AS91345. L2 textiles students have just completed cheer leading dresses, tees, harem pants and skorts for a stage production. I would like to know if the following can count as 'advanced procedures'. Fabrics combined were all stretch knits including lycra, scuba knit, pro-mesh, and tee shirting. Style features included bound neck and arm, overlocked fluted rolled hem, lining, pattern adaptations of new seam lines as style features, applique to bodice, screen printed logo, twin needling, and industrial over locking. All testing was completed prior to use in final garment.
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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?
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I'm struggling to find clear definitions and examples of the following three concepts: - Key Planning Decisions - Review Points - The difference between Review Points and Critical Review Points. So far I have vague notions about them all, but nothing concrete that I can explain to my class. My guesses are: - Key Planning Decisions - any decisions that we make as part of our planning...or maybe only decisions about the planning - I can't think of an example though. - Review Points - when we look over our planning and check that we are keeping up, altering dates if needed. Or maybe when we put an entry in our journal, saying what we've worked on in the past week? -The difference between Review Points and Critical Review Points - a small look-over vs a major look-over of our planning?