What is Materials and Processing Technology about?
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 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 and outcomes impact on people, hapū, and iwi. They will learn to appreciate this through consideration of the mātauranga Māori principles of kotahitanga, whanaungatanga, manaakitanga, kaitiakitanga 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 soft skills and a way of thinking through experience. 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.
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 curriculum, including its Whakataukī, inform this subject's Significant Learning – learning that is critical for ākonga 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 education. 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 or our canoe will never reach the shore.
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 ākonga are particularly interested in. This context or topic 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.
The technology design process directs ākonga thinking toward fitness for purpose in the meeting of human needs and being of service to the greater good. All outcomes are created for a purpose. Ākonga will learn how Materials and Processing Technology impacts on people by considering the following mātauranga Māori principles: kotahitanga, whanaungatanga, manaakitanga, and kaitiakitanga. Exploring their own and others' worldviews will influence their approach to creative problem-solving. Completed outcomes also have an impact on the end user, and ākonga will gain an awareness of this which they can use to refine their practice. Finally, ākonga will understand that each process is unique as they explore and address authentic personal, whānau, or community-based needs or opportunities.
Understanding and evaluating how materials are formed, manipulated, transformed and combined according to their properties is an essential aspect to creating outcomes that demonstrate auahatanga. Materials and Processing Technology gives ākonga opportunities to learn and master the use of 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 strengthen their ability and courage to innovate and explore.
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, use, and apply design thinking principles to address a brief and develop specifications. These will be evaluated to determine whether an outcome is fit for purpose. Through 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.
Ākonga will learn about the importance of materials selection from a performance, aesthetic, and sustainability approach. They will understand how manaaki whenua (caring for the land) and manaaki tangata (caring for the people) shape sustainable design, and consider the impact of economic factors on outcome development. Developing understanding of sustainable practices should be derived from the responsibility we all have towards Aotearoa New Zealand, and therefore ākonga should consider people, the environment, and economic factors in outcome development.
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 in Materials and Processing Technology will:
- understand and apply a design process throughout the development of a technological outcome
- identify user 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 in 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 in Materials and Processing Technology will:
- keep in mind the user when developing an outcome for a purpose
- understand that te ao Māori has a unique perspective within Aotearoa New Zealand, as they develop their outcomes
- identify and consider a range of perspectives from Aotearoa New Zealand and the wider Pacific to influence their own design
- gather and provide feedback throughout design, development, and testing to improve designs and technological outcomes
- understand how Materials and Processing Technologies may be called into the service of different cultures, impacting people and the environment
- work respectfully within a team.
Managing self
Students in 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 in 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.
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 connections with other learning areas. Technology could be considered to be at the heart of learning as what is learnt in the technology classroom can feed from or into other subjects. Examples of connections can be found in the following subjects; however, this list is not exhaustive and links can and should be made broadly across teaching and learning.
- Other Technology subjects
- Science (Chemistry, Biology, and Physics)
- Mathematics
- English
- Social Studies
- Art and Design.
Introduction to Sample Course Outlines
Sample Course Outlines are being produced to help teachers and schools understand the new NCEA Learning and Assessment Matrices. Examples of how a year-long Materials and Processing Technology course could be constructed using the new Learning and Matrix and Achievement Standards are provided here. They are indicative only and do not mandate any particular context or approach.
More detailed sample Teaching and Learning Programmes will be developed during piloting.
Assessment Matrix
Conditions of Assessment for internally assessed standards
This section provides guidelines for assessment against internally assessed Standards. Guidance is provided on:
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic
- any other relevant advice specific to an Achievement Standard.
NB: Information on additional generic guidance on assessment practice in schools is published on the NZQA website. It would be useful to read in conjunction with these Conditions of Assessment.
The school's Assessment Policy and Conditions of Assessment must be consistent with the Assessment Rules for Schools With Consent to Assess. These rules will be updated during the NCEA review. This link includes guidance for managing internal moderation and the collection of evidence.
For all Achievement Standards
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. Care needs to be taken to offer 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.
It is also recommended that the collection of evidence for internally assessed Standards should not use the same method that is used for any external Standards in a course, particularly if that method is using a time-bound written examination. This could unfairly disadvantage students who do not perform well under these conditions.
A separate assessment event is not needed for each Standard. Often assessment can be integrated into one activity that collects evidence towards two or three different Standards from a programme of learning. Evidence can also be collected over time from a range of linked activities (for example, in a portfolio). This approach can also ease the assessment workload for both students and teachers.
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.
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This needs to be in line with school policy. For example: an investigation carried out over several sessions could include teacher observations or the use of milestones such as a meeting with the student, a journal, or photographic entries recording progress etc.
Evidence for assessment is developed and gathered using a portfolio over a period of ten to twelve weeks. The evidence for assessment is generated during the development and creation of an outcome. The brief may be given by the teacher and later refined by the ākonga as required. Ākonga should be given choice in choosing preferred method(s) of presenting the portfolio.
Ākonga should choose one of the following methods of presentation:
- a digital slide presentation (no more than 20 slides at size 12 font or bigger), or
- a collection of scanned paper evidence (no more than 10 A3 sides of paper), or
- a video or recorded oral presentation (3–4 minutes long), or
- a combination of the above, totaling no more than the equivalent of 750– 800 words.
Ākonga should not be limited to these and decisions about format should be made in negotiation with the teacher. At least one image of the outcome should be presented as part of the evidence for this Standard.
Teachers should provide feedback and feedforward throughout teaching and learning, as well as milestone check points, to guide ākonga towards completing the assessment.
Evidence for assessment is developed and gathered using a portfolio over a period of ten to twelve weeks. The evidence for assessment is generated during the development and creation of an outcome. The brief may be given by the teacher and later refined by the ākonga as required. Ākonga should be given choice in choosing preferred method(s) of presenting the portfolio.
When using diverse materials, it is expected that ākonga include at least one item normally used in the discipline and one item not normally used in the discipline.
Ākonga should choose one of the following methods of presentation:
- a digital slide presentation (no more than 20 slides at size 12 font or bigger), or
- a collection of scanned paper evidence (no more than 10 A3 sides of paper), or
- a video or recorded oral presentation (3–4 minutes long), or
- a combination of the above, totaling no more than the equivalent of 750–800 words.
Ākonga should not be limited to these and decisions about format should be made in negotiation with the teacher. At least one image of the outcome should be presented as part of the evidence for this Standard.
Teachers should provide feedback and feedforward throughout teaching and learning, as well as milestone check points, to guide ākonga towards completing the assessment.