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- Title: For Implementation
- Description: Materials and Processing Technology Learning Matrix
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- For Implementation.pdf
- Description: Materials and Processing Technology Learning Matrix
Past Matrices:
[ File Resource ]
- Title: Draft for Pilot 2023
- Description: Materials and Processing Technology Learning Matrix
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- Draft for Pilot 2023.pdf
- Description: Materials and Processing Technology Learning Matrix
[ File Resource ]
- Title: For Implementation
- Description: Materials and Processing Technology Learning Matrix
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-10/MPT%20Learning%20Matrix.pdf?VersionId=iAfH.CH_LuzfZB2askEvP1bCk79vUErV
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- For Implementation.pdf
- Description: Materials and Processing Technology Learning Matrix
[ File Resource ]
- Title: Draft for Pilot 2023
- Description: Materials and Processing Technology Learning Matrix
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-09/MPT%20Learning%20Matrix%202023.pdf?VersionId=SyaDVz60ow8iRmBEkaYKRl9dVl0AlYUo
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- Draft for Pilot 2023.pdf
- Description: Materials and Processing Technology Learning Matrix
What is Materials and Processing Technology about?
[ Video Resource ]
- Title: Materials and Processing Technology
- Description: Materials and Processing Technology Subject Expert Group members discuss their experiences in the Review of Achievement Standards
- Video Duration: 6 minutes
- Video URL: https://player.vimeo.com/video/571918742
- Transcript: In conversation with Tia Beaufort Kirsten Le Bon Michael Fleming Lauren May Transcript below: I think the biggest change for me is the clarity. Having everything up on the NCEA website
In conversation with
Tia Beaufort
Kirsten Le Bon
Michael Fleming
Lauren May
Transcript below:
I think the biggest change for me is the clarity. Having everything up on the NCEA website, where not just our subject, but all subjects have got the same playing field, right?
So we've got all our Standards in one place. You've got the course outlines, the teaching guides. Everything is in one place, easy to find, not just for teachers, but for students as well.
Given the process that we've gone through as part of the SEG, is that we took the curriculum and we identified what the big ideas were. Then from that envisaged what was the significant learning.
What is the learning that happens in our curriculum, that can't be left out?
We wanted to put a bit more emphasis on sustainability. That'll be a noticeable change for the teachers. But we also had to work to the critical perspective.
Another thing that will be noticed is the ability to reflect on New Zealand's culture and history with respect to technology in New Zealand. But not just Māori, if you've got different cultures in your classroom, they can bring their perspective into their practice.
There's an openness there, eh?
Definitely, and what we're dealing with on our land here in Aotearoa. All citizens of Aotearoa New Zealand.
Materials and processing, with the new Standards we have four, we know that. We have two internal and two external, we know that. But as Tia was saying this morning, the learning matrix is the key. Not the assessment matrix. That will be that shift and change. How those fewer Standards, and how that gets unpacked, can be quite exciting. Because we're trying to cater for that diverse range of disciplines.
What it really made us do is really get to the essence of technology education, regardless of the discipline, regardless of the context.
So what is technology?
It's that innovation, it's that creativity, it's that hands-on. What you'll see is, we've tried to encapsulate that with the resources, with the work that we've done.
For me, being Māori, just the starting point of an organisation like the Ministry of Education, coming out and saying mana ōrite, equity for Māori knowledge, is such a huge thing, not just for me. I think a lot of Māori, or all Māori out there will be, like they'll see that and be like, are you serious?
It'll be a scary thing for us and it's also a scary thing for everyone else. Because they're like, what is that? It's going to be a big challenge to get it right, and to make sure that we respect the culture, and then what comes out through there.
And change can be scary.
Absolutely, but let's embrace it, let's get amongst it. Let's be the trailblazers for our future learners, our learners now, our teachers now, our teachers into the future.
One of the challenges I suppose of our group is that we're working across those multiple disciplines and technology. Not just the workshop wood and metal. But we've got to make sure that we're also encompassing and thinking about electronics, and food, and textiles.
That's been a real challenge, but also an opportunity, I suppose. Everyone's got their own strengths and weaknesses, and I think we all work really well together.
The key for working on the SEG, I felt, is it's going to be challenging out there for teachers anyway with this shift and change. We feel that within bringing it and making sure, that we are constantly having this awareness of others.
Not always coming just with our biased way of knowing our trade or our skills. But also going, okay, what would it be like for the west coast teachers? What would it be like for these people that are in different areas of the country, not necessarily getting big departments?
And different deciles, I think that's been really key for me, building more empathy and open-mindedness. So I hope that we can deliver these assessments with that for other people to embrace.
I'm a practical person, so my advice is very specific. The first thing would be, look at the learning matrix, because that's your starting point. Don't start it looking at the achievement Standards. Don't go, oh, what does this mean? What does that mean?
Start at the learning matrix. Look at the significant learning points. Because we've written them to make them almost in student language. They're really easy, they should be easy to understand.
We're starting the shift away from teaching to assessment. We want to teach, and then small parts of the learning is assessed.
That's the goal.
Subject-specific terms can be found in the glossary.
Materials and Processing Technology is a hands-on, creative subject that encourages ākonga to explore the three strands of the technology curriculum through the design, development, and creation of fit-for-purpose outcomes. The practice of technology is grounded in intervention by design and ākonga will have multiple opportunities to demonstrate this.
Ākonga who study Materials and Processing Technology will develop knowledge about materials, techniques, and processes which are intrinsic to their application and use. They will learn to plan projects and develop specifications through design concepts and the use of briefs. They will create outcomes that address a need or opportunity.
Ākonga will cultivate life-long practical skills and learn to incorporate collaboration into their technological practice. They will also develop an understanding of sustainable practices through research and application.
As they study, ākonga will explore the importance of tikanga Māori and traditional Pacific practices to understand how technology outcomes impact on people. They will learn to appreciate this through consideration of mātāpono Māori, tukanga, manaakitanga, kaitiakitanga, rangatiratanga, whanaungatanga, kotahitanga, wairuatanga, and auahatanga.
Ākonga will also learn about health and safety, which is integral to the practice of this subject. And finally, ākonga will learn to use their knowledge, skills, and understanding to determine and evaluate the fitness for purpose of their outcomes.
Materials and Processing Technology allows ākonga to develop ways of thinking through experience alongside soft skills that can lead to a wide range of pathways. It allows ākonga the freedom to bring their entire, authentic selves to the outcomes they develop. They will explore their creativity, follow their passions, and flourish as technological designers, creators, and innovators, as they take these skills with them into their future.
The Learning Area’s whakataukī is:
Kaua e rangiruatia te hāpai o te hoe; e kore tō tātou waka e ū ki uta.
Do not lift the paddle out of unison; our canoe will never reach the shore.
The whakapapa and meaning of the Technology Learning Area whakataukī
The Technology Learning Area whakataukī offers the foundation and a framework for growing the understanding of technology practice. It tells the story of ākonga within Technology embarking on a shared journey, collaborating with others in harmony to achieve a goal.
In Materials and Processing Technology, the waka represents the development of the technological outcome. It is made by people, for people. Ākonga and kaiako work together to guide the waka to new destinations. Everyone in the waka has a role to play. We all come from different places, bringing diverse perspectives and unique skillsets to complete the team.
The waka is led by innovation. Sometimes we may set out on our journey with blue skies and calm seas, but skies can be deceiving, and tides can turn. Paddling in harmony, ākonga will use their skills to be innovative and adapt to new conditions while working towards their shared outcome. Together, ākonga will learn to use their knowledge and judgement to decide which is the best route to take and, with practice, they will become more independent and confident to chart their own routes.
The journey is the technological process. Ākonga will learn to calm the waters and be one with the environment, to read and respect their surroundings, know when to power through, and when to let the waters guide them to where they didn’t know they were meant to be. Their waka journey will teach ākonga to be more confident in their abilities. With the positive and reinforcing guidance of the kaiako/captain, they will be able to challenge their own thoughts and thinking. They will be bold of mind and innovative.
The shore represents the creation of the final outcome. The innovation and strategies used on the journey determine where you are going to land. A waka journey can teach ākonga to move out of their comfort zones, to take risks and explore the capabilities of themselves and their tools. In a waka, nothing is done alone, any risk is taken together. Before adapting processes, it is important to know and understand the conventions of your discipline — to know the rules before you start to break them. You must be aware of the technology, the technological practice, and how both are evolving.
Subject-specific terms can be found in the glossary.
Materials and Processing Technology is a hands-on, creative subject that encourages ākonga to explore the three strands of the technology curriculum through the design, development, and creation of fit-for-purpose outcomes. The practice of technology is grounded in intervention by design and ākonga will have multiple opportunities to demonstrate this.
Ākonga who study Materials and Processing Technology will develop knowledge about materials, techniques, and processes which are intrinsic to their application and use. They will learn to plan projects and develop specifications through design concepts and the use of briefs. They will create outcomes that address a need or opportunity.
Ākonga will cultivate life-long practical skills and learn to incorporate collaboration into their technological practice. They will also develop an understanding of sustainable practices through research and application.
As they study, ākonga will explore the importance of tikanga Māori and traditional Pacific practices to understand how technology outcomes impact on people. They will learn to appreciate this through consideration of mātāpono Māori, tukanga, manaakitanga, kaitiakitanga, rangatiratanga, whanaungatanga, kotahitanga, wairuatanga, and auahatanga.
Ākonga will also learn about health and safety, which is integral to the practice of this subject. And finally, ākonga will learn to use their knowledge, skills, and understanding to determine and evaluate the fitness for purpose of their outcomes.
Materials and Processing Technology allows ākonga to develop ways of thinking through experience alongside soft skills that can lead to a wide range of pathways. It allows ākonga the freedom to bring their entire, authentic selves to the outcomes they develop. They will explore their creativity, follow their passions, and flourish as technological designers, creators, and innovators, as they take these skills with them into their future.
The Learning Area’s whakataukī is:
Kaua e rangiruatia te hāpai o te hoe; e kore tō tātou waka e ū ki uta.
Do not lift the paddle out of unison; our canoe will never reach the shore.
The whakapapa and meaning of the Technology Learning Area whakataukī
The Technology Learning Area whakataukī offers the foundation and a framework for growing the understanding of technology practice. It tells the story of ākonga within Technology embarking on a shared journey, collaborating with others in harmony to achieve a goal.
In Materials and Processing Technology, the waka represents the development of the technological outcome. It is made by people, for people. Ākonga and kaiako work together to guide the waka to new destinations. Everyone in the waka has a role to play. We all come from different places, bringing diverse perspectives and unique skillsets to complete the team.
The waka is led by innovation. Sometimes we may set out on our journey with blue skies and calm seas, but skies can be deceiving, and tides can turn. Paddling in harmony, ākonga will use their skills to be innovative and adapt to new conditions while working towards their shared outcome. Together, ākonga will learn to use their knowledge and judgement to decide which is the best route to take and, with practice, they will become more independent and confident to chart their own routes.
The journey is the technological process. Ākonga will learn to calm the waters and be one with the environment, to read and respect their surroundings, know when to power through, and when to let the waters guide them to where they didn’t know they were meant to be. Their waka journey will teach ākonga to be more confident in their abilities. With the positive and reinforcing guidance of the kaiako/captain, they will be able to challenge their own thoughts and thinking. They will be bold of mind and innovative.
The shore represents the creation of the final outcome. The innovation and strategies used on the journey determine where you are going to land. A waka journey can teach ākonga to move out of their comfort zones, to take risks and explore the capabilities of themselves and their tools. In a waka, nothing is done alone, any risk is taken together. Before adapting processes, it is important to know and understand the conventions of your discipline — to know the rules before you start to break them. You must be aware of the technology, the technological practice, and how both are evolving.
Big Ideas and Significant Learning
This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Materials and Processing Technology Big Idea.
The Technology Learning Area, including its whakataukī, inform this subject's Significant Learning — learning that is critical for students to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts students should encounter in their Level 6 learning.
The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 6. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject.
There is no prescribed order to the Learning Matrix within each Level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context must relate to at least one Big Idea and may also link to other Big Ideas.
There are four Big Ideas in Materials and Processing Technology. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.
This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Materials and Processing Technology Big Idea.
The Technology Learning Area, including its whakataukī, inform this subject's Significant Learning — learning that is critical for students to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts students should encounter in their Level 6 learning.
The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 6. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject.
There is no prescribed order to the Learning Matrix within each Level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context must relate to at least one Big Idea and may also link to other Big Ideas.
There are four Big Ideas in Materials and Processing Technology. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.
Big Idea Body:
Authentic contexts allow ākonga to bring validity to the outcome. By placing learning in real-world contexts, ākonga will engage more meaningfully in learning that holds validity for the outcome they are creating. While considering cultural values, of their own and of the end user, ākonga will learn to measure the outcome for its fitness for purpose against the brief with specifications.
For outcomes to be fit for purpose, ākonga will need to use a brief that identifies a real-world need or opportunity. Ākonga will understand and use technological practice to address a brief with specifications. Through trialling and testing, ākonga will be encouraged to keep the end user in mind as they design and refine the outcomes they develop. Creation is an act of manaakitanga: showing care for the user by ensuring the outcome fits the need or opportunity it was developed for.
Authentic contexts encourage fit-for-purpose Materials and Processing Technology outcomes
Authentic contexts allow ākonga to bring validity to the outcome. By placing learning in real-world contexts, ākonga will engage more meaningfully in learning that holds validity for the outcome they are creating. While considering cultural values, of their own and of the end user, ākonga will learn to measure the outcome for its fitness for purpose against the brief with specifications.
For outcomes to be fit for purpose, ākonga will need to use a brief that identifies a real-world need or opportunity. Ākonga will understand and use technological practice to address a brief with specifications. Through trialling and testing, ākonga will be encouraged to keep the end user in mind as they design and refine the outcomes they develop. Creation is an act of manaakitanga: showing care for the user by ensuring the outcome fits the need or opportunity it was developed for.
Big Idea Body:
This is the journey that ākonga embark on. Where they develop rangatiratanga and understand the value of their own input. Through challenging their own thinking and existing perceptions, ākonga learn to mitigate problems and apply their learnings to future experiences. In Materials and Processing Technology, ākonga will do this by understanding and evaluating how materials are manipulated, transformed, combined, and formed according to their properties. This is an essential aspect to creating outcomes that demonstrate auahatanga.
Materials and Processing Technology gives ākonga opportunities to learn and use traditional and contemporary materials and techniques. Exploring and reflecting on the practice of others — especially traditional Māori and Pacific techniques — will empower ākonga to strengthen and expand their own practice. During this process, ākonga will gain and apply new skills and develop the confidence to make informed decisions. Reflecting on and analysing their own and others' outcomes will enhance their ability to innovate and explore.
Creative problem solving in Materials and Processing Technology develops innovation and resilience
This is the journey that ākonga embark on. Where they develop rangatiratanga and understand the value of their own input. Through challenging their own thinking and existing perceptions, ākonga learn to mitigate problems and apply their learnings to future experiences. In Materials and Processing Technology, ākonga will do this by understanding and evaluating how materials are manipulated, transformed, combined, and formed according to their properties. This is an essential aspect to creating outcomes that demonstrate auahatanga.
Materials and Processing Technology gives ākonga opportunities to learn and use traditional and contemporary materials and techniques. Exploring and reflecting on the practice of others — especially traditional Māori and Pacific techniques — will empower ākonga to strengthen and expand their own practice. During this process, ākonga will gain and apply new skills and develop the confidence to make informed decisions. Reflecting on and analysing their own and others' outcomes will enhance their ability to innovate and explore.
Big Idea Body:
Outcome development in Materials and Processing Technology is about the people, for the people. To be successful designers, ākonga will take other people and their needs, views, and values into consideration. Identifying and responding to the needs of people and the opportunities they present, within cultural, social, and environmental contexts, is an essential part of the development process.
Ākonga will learn how Materials and Processing Technology impacts on people by considering the mātauranga Māori principles of kotahitanga, whanaungatanga, manaakitanga, and kaitiakitanga. They will challenge their own views and knowledges as they consider the views and knowledges of their end user to create an outcome that will enhance their lives. Design led by cognitive empathy will unlock ākonga potential as they understand that each process is unique while exploring and addressing real-world personal, whānau, or community-based needs or opportunities.
Design empathy leads to Materials and Processing Technology outcomes that enhance people's lives
Outcome development in Materials and Processing Technology is about the people, for the people. To be successful designers, ākonga will take other people and their needs, views, and values into consideration. Identifying and responding to the needs of people and the opportunities they present, within cultural, social, and environmental contexts, is an essential part of the development process.
Ākonga will learn how Materials and Processing Technology impacts on people by considering the mātauranga Māori principles of kotahitanga, whanaungatanga, manaakitanga, and kaitiakitanga. They will challenge their own views and knowledges as they consider the views and knowledges of their end user to create an outcome that will enhance their lives. Design led by cognitive empathy will unlock ākonga potential as they understand that each process is unique while exploring and addressing real-world personal, whānau, or community-based needs or opportunities.
Big Idea Body:
Ākonga will learn about the importance of materials, techniques, and practices from a physical, functional, and sustainability approach. Sustainability in Materials and Processing Technology draws from and is guided by kaitiakitanga. Developing an understanding of sustainable practices should be derived from the responsibility we all have towards Aotearoa New Zealand, and as global citizens. Considering sustainability as part of their practice will guide ākonga towards responsible design. This will benefit their local and wider environment, not only for themselves, but also for the generations to come.
Sustainability underpins intervention by design in Materials and Processing Technology practice
Ākonga will learn about the importance of materials, techniques, and practices from a physical, functional, and sustainability approach. Sustainability in Materials and Processing Technology draws from and is guided by kaitiakitanga. Developing an understanding of sustainable practices should be derived from the responsibility we all have towards Aotearoa New Zealand, and as global citizens. Considering sustainability as part of their practice will guide ākonga towards responsible design. This will benefit their local and wider environment, not only for themselves, but also for the generations to come.
Key Competencies in Materials and Processing Technology
Materials and Processing Technology allows ākonga to utilise their thinking and creative skills, their interpersonal skills, and their self-management skills as they create outcomes for use by themselves and others. The curriculum key competencies are woven through the Materials and Processing Technology Significant Learning and Big Ideas.
Students will develop the following key competencies:
Thinking
Students of Materials and Processing Technology will:
- understand and apply a design process throughout the development and creation of a technological outcome
- identify end user(s) need, opportunity, and requirements to achieve fitness for purpose
- understand and develop knowledge of aesthetic, functional, and manufacturing considerations
- be curious about potential solutions to resolve issues
- understand, apply, and make informed decisions about techniques and processes in the development of an outcome
- critically investigate existing technological outcomes
- use a range of perspectives to evaluate outcomes
- demonstrate creative thinking and problem-solving skills.
Using language, symbols, and text
Students of Materials and Processing Technology will:
- learn and use specialist knowledge with confidence
- use discipline-specific terminology for clear communication during the development of an outcome
- use appropriate symbols and text when working with a variety of materials and developing outcome specifications
- communicate thoughts and ideas in a clear way for others to understand, be that through text, image, orally, or in other ways that are appropriate to the learner.
Relating to others
Students of Materials and Processing Technology will:
- keep in mind the end user(s) when developing an outcome for a purpose
- identify and consider a range of perspectives from Aotearoa New Zealand and the wider Pacific during development
- gather and provide stakeholder feedback throughout design, development, and testing to improve designs and technological outcomes
- understand the potential impact of materials and processing technologies on people and the environment
- work respectfully within a team.
Managing self
Students of Materials and Processing Technology will:
- plan to manage their time and resources effectively and sustainably
- develop an awareness of their own strengths and weaknesses
- have the courage to seek new information or try new techniques
- have the courage to explore different worldviews and knowledge bases, such as mātauranga Māori
- learn that failure is not negative, and is instead an opportunity to problem-solve and improve
- develop confidence through practising perseverance and resilience
- be aware of personal opinions and biases when engaging in collaborative work
- understand the importance of ethical practices within Materials and Processing Technology, and include these considerations in their work.
Participating and contributing
Students of Materials and Processing Technology will:
- communicate and collaborate with others around the development of an outcome
- draw upon personal, whānau, and community prior knowledge where appropriate and apply this knowledge to their work
- share knowledge and practices with their peers, for collaborative benefit
- understand that inquiry, action, and development processes may vary according to different knowledge systems such as mātauranga Māori
- take greater ownership of their work when it is founded in a social purpose.
Key Competencies
This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.
Materials and Processing Technology allows ākonga to utilise their thinking and creative skills, their interpersonal skills, and their self-management skills as they create outcomes for use by themselves and others. The curriculum key competencies are woven through the Materials and Processing Technology Significant Learning and Big Ideas.
Students will develop the following key competencies:
Thinking
Students of Materials and Processing Technology will:
- understand and apply a design process throughout the development and creation of a technological outcome
- identify end user(s) need, opportunity, and requirements to achieve fitness for purpose
- understand and develop knowledge of aesthetic, functional, and manufacturing considerations
- be curious about potential solutions to resolve issues
- understand, apply, and make informed decisions about techniques and processes in the development of an outcome
- critically investigate existing technological outcomes
- use a range of perspectives to evaluate outcomes
- demonstrate creative thinking and problem-solving skills.
Using language, symbols, and text
Students of Materials and Processing Technology will:
- learn and use specialist knowledge with confidence
- use discipline-specific terminology for clear communication during the development of an outcome
- use appropriate symbols and text when working with a variety of materials and developing outcome specifications
- communicate thoughts and ideas in a clear way for others to understand, be that through text, image, orally, or in other ways that are appropriate to the learner.
Relating to others
Students of Materials and Processing Technology will:
- keep in mind the end user(s) when developing an outcome for a purpose
- identify and consider a range of perspectives from Aotearoa New Zealand and the wider Pacific during development
- gather and provide stakeholder feedback throughout design, development, and testing to improve designs and technological outcomes
- understand the potential impact of materials and processing technologies on people and the environment
- work respectfully within a team.
Managing self
Students of Materials and Processing Technology will:
- plan to manage their time and resources effectively and sustainably
- develop an awareness of their own strengths and weaknesses
- have the courage to seek new information or try new techniques
- have the courage to explore different worldviews and knowledge bases, such as mātauranga Māori
- learn that failure is not negative, and is instead an opportunity to problem-solve and improve
- develop confidence through practising perseverance and resilience
- be aware of personal opinions and biases when engaging in collaborative work
- understand the importance of ethical practices within Materials and Processing Technology, and include these considerations in their work.
Participating and contributing
Students of Materials and Processing Technology will:
- communicate and collaborate with others around the development of an outcome
- draw upon personal, whānau, and community prior knowledge where appropriate and apply this knowledge to their work
- share knowledge and practices with their peers, for collaborative benefit
- understand that inquiry, action, and development processes may vary according to different knowledge systems such as mātauranga Māori
- take greater ownership of their work when it is founded in a social purpose.
Key Competencies
This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.
Connections
Materials and Processing Technology by its very nature has strong connections with all other subjects in the Technology Learning Area. At Level 1, other subjects in the Technology Learning Area include:
- Digital Technologies
- Design and Visual Communication.
What is learnt in the materials technologies classroom can feed from or into other subjects. These subjects include, but are not limited to:
Chemistry and Biology, and Physics, Earth and Space Science — the physical and functional attributes of materials are key to developing fit-for-purpose outcomes that function in the real world as intended.
Mathematics and Statistics — shared competencies include accuracy, tolerances, calculating quantities, and scaling.
English — shared competencies include communication of ideas, and interpreting and debugging instructions.
Social Studies — shared topics include impacts of technological advancements of and on society, and how the physical and social environments affect outcome development.
Visual Arts — shared topics include elements and principles of design, colour theory, and concept design presentation.
Numeracy — shared competencies include measurement and the application of numerical skills to make key developmental decisions.
Literacy — Materials and Processing Technology has a distinct glossary and way of communicating about the subject and ākonga learning.
Materials and Processing Technology by its very nature has strong connections with all other subjects in the Technology Learning Area. At Level 1, other subjects in the Technology Learning Area include:
- Digital Technologies
- Design and Visual Communication.
What is learnt in the materials technologies classroom can feed from or into other subjects. These subjects include, but are not limited to:
Chemistry and Biology, and Physics, Earth and Space Science — the physical and functional attributes of materials are key to developing fit-for-purpose outcomes that function in the real world as intended.
Mathematics and Statistics — shared competencies include accuracy, tolerances, calculating quantities, and scaling.
English — shared competencies include communication of ideas, and interpreting and debugging instructions.
Social Studies — shared topics include impacts of technological advancements of and on society, and how the physical and social environments affect outcome development.
Visual Arts — shared topics include elements and principles of design, colour theory, and concept design presentation.
Numeracy — shared competencies include measurement and the application of numerical skills to make key developmental decisions.
Literacy — Materials and Processing Technology has a distinct glossary and way of communicating about the subject and ākonga learning.
Learning Pathway
Materials and Processing Technology is an exciting, innovative, and creative subject where skills and knowledge are woven together to provide ākonga with transferable skills that can be applied to every aspect of their lives. Ākonga will engage meaningfully in the subject to help them become who they want to be, providing space to explore their interests and aspirations, and discover new ones.
Ākonga wishing to continue their Materials and Processing Technology journey will leave school with a solid foundation of technological literacy. They will be on the road to mastery through knowledge and understanding of materials and practices. This combination of practical skills and theoretical knowledge can lead ākonga to work experience, apprenticeships, and even the chance to set up their own businesses, as well as further education.
Engaging in Materials and Processing Technology equips ākonga with skills that can be of considerable advantage to any career. In Materials and Processing Technology, ākonga will learn to push boundaries and take risks by testing their practical skills in authentic contexts. Ākonga will develop critical thinking skills by experimenting with materials, exploring, and collaborating with others to make informed decisions. Ākonga of Materials and Processing Technology will be able to apply their convergent, divergent, creative, and analytical thinking to any aspect of life, to understand reasoning, and to use logical processes.
Regardless of where life may lead, Materials and Processing Technology teaches ākonga to be both disrupters of processes, and resilient and adaptable to disruption. Ākonga will be able to develop their lateral thinking skills to innovatively solve problems. They will learn to be considerate of others and able to see potential in situations to create unexpected but fit-for-purpose outcomes. Ākonga will learn to question both processes and their own assumptions, critiquing whether the way something has always been done is truly the best way forward.
In an increasingly globalised world, Materials and Processing Technology enhances ākonga cultural understanding and navigation. The experiential nature of the subject allows learners to develop tacit knowledge to do things that can't be explained in words. By demonstrating thinking through tangible practices, ākonga will not be restricted by language, allowing them to break down communication barriers to work with a wide range of people, both in Aotearoa New Zealand and around the world. They will be equipped to work with a diverse range of people as they are open minded and able to explore issues from multiple perspectives. These are all highly desirable traits recognised by whānau, the community, further education, and employers that will enable ākonga to become high functioning members in Aotearoa New Zealand society.
Materials and Processing Technology is an exciting, innovative, and creative subject where skills and knowledge are woven together to provide ākonga with transferable skills that can be applied to every aspect of their lives. Ākonga will engage meaningfully in the subject to help them become who they want to be, providing space to explore their interests and aspirations, and discover new ones.
Ākonga wishing to continue their Materials and Processing Technology journey will leave school with a solid foundation of technological literacy. They will be on the road to mastery through knowledge and understanding of materials and practices. This combination of practical skills and theoretical knowledge can lead ākonga to work experience, apprenticeships, and even the chance to set up their own businesses, as well as further education.
Engaging in Materials and Processing Technology equips ākonga with skills that can be of considerable advantage to any career. In Materials and Processing Technology, ākonga will learn to push boundaries and take risks by testing their practical skills in authentic contexts. Ākonga will develop critical thinking skills by experimenting with materials, exploring, and collaborating with others to make informed decisions. Ākonga of Materials and Processing Technology will be able to apply their convergent, divergent, creative, and analytical thinking to any aspect of life, to understand reasoning, and to use logical processes.
Regardless of where life may lead, Materials and Processing Technology teaches ākonga to be both disrupters of processes, and resilient and adaptable to disruption. Ākonga will be able to develop their lateral thinking skills to innovatively solve problems. They will learn to be considerate of others and able to see potential in situations to create unexpected but fit-for-purpose outcomes. Ākonga will learn to question both processes and their own assumptions, critiquing whether the way something has always been done is truly the best way forward.
In an increasingly globalised world, Materials and Processing Technology enhances ākonga cultural understanding and navigation. The experiential nature of the subject allows learners to develop tacit knowledge to do things that can't be explained in words. By demonstrating thinking through tangible practices, ākonga will not be restricted by language, allowing them to break down communication barriers to work with a wide range of people, both in Aotearoa New Zealand and around the world. They will be equipped to work with a diverse range of people as they are open minded and able to explore issues from multiple perspectives. These are all highly desirable traits recognised by whānau, the community, further education, and employers that will enable ākonga to become high functioning members in Aotearoa New Zealand society.
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Introduction to Sample Course Outlines
Sample Course Outlines are intended to help teachers and schools understand the new NCEA Learning Matrix and Achievement Standards. Examples of how a year-long Materials and Processing Technology course could be constructed using the new Learning Matrix and Achievement Standards are provided here. They are indicative only and do not mandate any particular context or approach.
Sample Course Outlines are intended to help teachers and schools understand the new NCEA Learning Matrix and Achievement Standards. Examples of how a year-long Materials and Processing Technology course could be constructed using the new Learning Matrix and Achievement Standards are provided here. They are indicative only and do not mandate any particular context or approach.
Assessment Matrix
Conditions of Assessment for internally assessed standards
These Conditions provide guidelines for assessment against internally assessed Achievement Standards. Guidance is provided on:
- specific requirements for all assessments against this Standard
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic.
Assessors must be familiar with guidance on assessment practice in learning centres, including enforcing timeframes and deadlines. The NZQA website offers resources that would be useful to read in conjunction with these Conditions of Assessment.
The learning centre’s Assessment Policy and Conditions of Assessment must be consistent with NZQA’s Assessment Rules for Schools with Consent to Assess. This link includes guidance for managing internal moderation and the collection of evidence.
Gathering Evidence
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints.
It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs, or film), or a portfolio of evidence.
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
Ensuring Authenticity of Evidence
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This must be in line with the learning centre’s policy and NZQA’s Assessment Rules for Schools with Consent to Assess.
Ensure that the student’s evidence is individually identifiable and represents the student’s own work. This includes evidence submitted as part of a group assessment and evidence produced outside of class time or assessor supervision. For example, an investigation carried out over several sessions could include assessor observations, meeting with the student at a set milestone, or student’s use of a journal or photographic entries to record progress.
These Conditions provide guidelines for assessment against internally assessed Achievement Standards. Guidance is provided on:
- specific requirements for all assessments against this Standard
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic.
Assessors must be familiar with guidance on assessment practice in learning centres, including enforcing timeframes and deadlines. The NZQA website offers resources that would be useful to read in conjunction with these Conditions of Assessment.
The learning centre’s Assessment Policy and Conditions of Assessment must be consistent with NZQA’s Assessment Rules for Schools with Consent to Assess. This link includes guidance for managing internal moderation and the collection of evidence.
Gathering Evidence
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints.
It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs, or film), or a portfolio of evidence.
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
Ensuring Authenticity of Evidence
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This must be in line with the learning centre’s policy and NZQA’s Assessment Rules for Schools with Consent to Assess.
Ensure that the student’s evidence is individually identifiable and represents the student’s own work. This includes evidence submitted as part of a group assessment and evidence produced outside of class time or assessor supervision. For example, an investigation carried out over several sessions could include assessor observations, meeting with the student at a set milestone, or student’s use of a journal or photographic entries to record progress.
The outcome created for this Standard may not also be assessed as the outcome for AS 92013 Experiment with different materials to develop a Materials and Processing Technology outcome.
Assessor involvement during the assessment event is limited to providing general feedback which suggests sections of student work that would benefit from further development or skills a student may need to revisit across the work. Student work which has received sustained or detailed feedback is not suitable for submission towards this Standard.
At least one image of the outcome must be presented as part of the evidence submitted for this Standard.
Examples of student submissions could include one of the following methods of presentation:
- a digital slide presentation (no more than 20 slides at size 12 font or bigger)
- a collection of scanned paper evidence (no more than 10 A3 sides of paper)
- a video or recorded oral presentation (3-4 minutes long)
- a combination of the above, totalling no more than the equivalent of 750-800 words.
Students should not be limited to these and decisions about format should be made in negotiation with the assessor.
Selection of evidence for submission is to be carried out by the student.
At the start of the assessment event, assessors need to provide students with commonly used resources, tools, and equipment to support development of an outcome.
Students may access search engines, word lists, spelling and grammar checkers, dictionaries, textbooks, and people, such as friends, family, or community members, who can support them but should not carry out any of the practical work.
Evidence for all parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language.
The outcome created for this Standard may not also be assessed as the outcome for AS 92012 Develop a Materials and Processing Technology outcome in an authentic context.
Assessor involvement during the assessment event is limited to providing general feedback which suggests sections of student work that would benefit from further development or skills a student may need to revisit across the work. Student work which has received sustained or detailed feedback is not suitable for submission towards this Standard.
At least one image of the outcome must be presented as part of the evidence submitted for this Standard.
Examples of student submissions could include one of the following methods of presentation:
- a digital slide presentation (no more than 20 slides at size 12 font or bigger)
- a collection of scanned paper evidence (no more than 10 A3 sides of paper)
- a video or recorded oral presentation (3-4 minutes long)
- a combination of the above, totalling no more than the equivalent of 750-800 words.
Students should not be limited to these and decisions about format should be made in negotiation with the assessor.
Selection of evidence for submission is to be carried out by the student.
At the start of the assessment event, assessors need to provide students with commonly used resources, tools, and equipment to support development of an outcome.
Students may access search engines, word lists, spelling and grammar checkers, dictionaries, textbooks, and people, such as friends, family, or community members, who can support them but should not carry out any of the practical work.
Evidence for all parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language.