Te Kete Ipurangi Navigation:

Te Kete Ipurangi

Te Kete Ipurangi user options:

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

The market day – Unit plan


Year 7-8 – This unit exemplifies strategies for engaging students.

Unit writers:

  • Selena Hinchco, Resource Development and Facilitation, Years 7–10 Technology Project
  • Paul Neveldsen, Advisor in Technology, Team Solutions, University of Auckland

Unit plan 

Unit Title: Market Day School:   Year Group: 7 / 8 Duration: 10 weeks x 1 ½ hours per week
The class... Context
Room 3 have recently undertaken a unit focussing on T.P, students have a good understanding of these components. However they need further work in the area of identifying their key stages (P4P). The range of student abilities includes level 1-4 in technology and reading levels range from 6y-16yrs. In their homeroom maths programme they have recently had a focus in Number (money and financial literacy). Our school is having a Market Day Celebration in term 3.
Components to be focused on from 2 year plan

Technological Practice:

  • Brief Development
  • Planning for Practice
  • Outcome Development& Evaluation

Technological Knowledge:

  • Technological Modelling
  • Technological Products
  • Technological Systems

Nature of Technology:

  • Characteristics of Technology
  • Characteristics of Technological Outcomes
Achievement Objectives
P4P: L3: Undertake planning to identify the key stages and resources required to develop an outcome. Revisit planning to include reviews of progress and identify implications for subsequent decision making.
TM: L2: Understand that functional models are used to explore, test, and evaluate design concepts for potential outcomes (and that prototyping is used to test a Technological Outcome for fitness of purpose).
CoT: L2: Understand that technology both reflects and changes society and the environment and increases people's capability.
Key Competencies How these will be enriched School Focus How these will be enriched

Relating to others

Participating and contributing


  • Take on roles within market day group
  • Dealing with stakeholders/experts
  • Working with group to create a common item for the Market Day.
  • Actively involved in community with the school Market day; whānau and school communities
Term 3 big question: What does it mean to be an entrepreneur? Formative assessment


  • Students as 'entrepreneurs' at the market day
  • NZ Entrepreneurs – who are some examples?
  • Write learning intentions and negotiate success criteria based on Indicators of Progression
Cross-curricula Links How these will be enriched Values How these will be enriched

Mathematics and Statistics

Social Sciences


  • Financial literacy, number, money, measurement
  • How people make choices to meet their needs and wants
  • Text that suits audience and occasion, e.g. advertising, packaging
Community and participation

What is the Market day purpose?

How will the Market day benefit their community and school?

Learning Outcomes – Clear statements of what you expect the students to be able to do and know...
Curriculum: Learning outcomes (based on AO's, assessment in bold) Context: Learning Outcomes (based on unit context)


  • Work through tech practice to create an outcome for the market day
  • Awareness of the impact their outcome has on their society /community
  • Identify key stages and resources and plan for these
  • Review student progress through these key stages and resources
  • Undertake functional modelling to test their concepts (e.g. use of drawing, mock-up)
  • Use functional modelling to evaluate design concepts
  • Identify the evidence functional modelling have given them
  • Identify possible impacts of the Technological Outcome on their community
  • Identify the impact of NZ products on the wider community
  • Describe how these impacts might have changed society
  • Discuss what it means to be 'entrepreneurial'
  • The features of successful markets/galas – what makes a market/gala successful?
  • Before markets existed
    • How did people traded in the past
    • What is the differences between a 'market' and a 'supermarket'
  • Impact of market days on society – are there any and if so what are they?
  • Discuss NZ entrepreneurs – who are they and what defines them as being an entrepreneur?
  • Skill development for product being produced (dependent on room/environment)
    • Construction skills
    • Soldering skills
    • etc
Curriculum: terminology Context: terminology

Key stages





Functional modelling



Fitness for purpose

Design concepts


Skill based terminology (e.g. solder, baste)


Learning Intentions
"We are learning..."

(ideally these would be negotiated with students)

Learning Experiences Assessment Strategies Resources
1 ... how to identify the features of good market days and what makes entrepreneurs successful

Intro to room, expectations, etc

Intro to unit context

Discuss and brainstorm and record on a group/class sheet about Market Days

  • What are Market Days?
  • Why have them?
  • Purpose of our school market day?
  • Market days potential effect on our community
  • Their features – what makes them good?


  • What is an entrepreneur?
  • What makes an entrepreneur successful?
  • Examples of NZ entrepreneurs
  • Products and their impact on society

(De Bonos black and yellow hat)


Images of markets/galas

Entrepreneurs stories

2 ... to identify our key stages and resources

Students given teacher brief

Brainstorm possible resources (people, materials, equipment)

Identify basic key stages that students might be involved in

Brainstorm ideas for Technological Outcomes for the market day – ideas generation

Discuss possible constraints, limitations that may need to be put on the Technological Outcome or the practice used to develop it (ie needs to be able to be made inside 4 hours, all student must play and active role in making the technological product etc.)

3 ... draft a flowchart that shows the process to be undertaken to develop their product Look at Technological Practice – identify key stages used/followed (e.g. identifying a need or opportunity, identify key stakeholders, drafting a brief, generating design ideas, testing design ideas .....) Initial flowchart plan identifying possible key stages and resources needed to produce possible outcomes Flowchart / Graphic organiser
4 ... how functional modelling helps us evaluate our design concepts

Undertake to explore potential products that could be made for the market day ...
Use functional modelling to test 3 design ideas for a product (e.g. talking to their partner about the concept, drawings the concept, making a card board mock-up of the concept)

What does each tell me? How can I the information obtained from functional modelling? How has my functional modelling helped me decide which concept to further develop?

Students identify and record how functional modelling was used to test concept ideas, and what information was gained from this Graphic organiser / Worksheet
5 ... identify the impact of some products on the wider community

Students explore a range of products (Technological Outcomes) (possibly of NZ entrepreneurs) through class based discussions. What does impact mean? What are the impacts of these products? Impact on...?

Use 50 ways to look at a Big Mac Box questions

6 ...decide on the product they will develop for sale at the market day Using findings from technological modelling to decide on which design idea will be further developed into a product that can be sold at the school market day    
7 ... create a brief

Write a  that includes:

  • a 'conceptual statement' which describes what the product is that is to be made and why it is being made

'attributes' required for the product

Brief to focus on answering questions such as:

  • What will it be used for?
  • What will it look like?
  • What will it be made out of?
  • Where will it be used?
  • Who will use it?
  • Why am I making it?
8 ...think about the possible impacts of ours outcomes on our community

Students discuss the product they intend to make. Refer to discussions in session 4. What does impact mean? What are the impacts of these products? Impact on...?

Record via a Plus Minus Interesting (PMI)

Use 50 ways to look at a Big Mac Box questions

PMI of our class outcomes impacts on our community PMI
9-10 ... create our product to address our brief Students work through the process of creating their product(s)    
7-10 ... review our progress through our key stages Students have opportunities while undertaking their Technological Practice to review their key stages Review flowchart plan identifying possible key stages and resources needed to produce their outcomes. Record review in different colour. Flowchart / Graphic organiser

Return to top ^