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9/2/2023 10:34 AM  |  Materials and Processing Technology  |  https://ncea.education.govt.nz/technology/materials-and-processing-technology

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  • What is Materials and Processing Technology about?
  • Big Ideas and Significant Learning
  • Key Competencies in Materials and Processing Technology
  • Connections

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  • Description: Materials and Processing Technology Learning Matrix
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Materials and Processing Technology Learning Matrix
Materials and Processing Technology Learning Matrix
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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

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.

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.

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.

Title: Outcomes are developed to respond to people’s needs through Materials and Processing Technology practice

Big Idea Body:

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.

Big
Idea

Outcomes are developed to respond to people’s needs through Materials and Processing Technology practice

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.

Title: Purposeful outcomes encourage auahatanga in Materials and Processing Technology practice

Big Idea Body:

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.

Big
Idea

Purposeful outcomes encourage auahatanga in Materials and Processing Technology practice

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.

Title: Authentic Materials and Processing Technology contexts inspire fit-for-purpose outcomes through manaakitanga

Big Idea Body:

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.

Big
Idea

Authentic Materials and Processing Technology contexts inspire fit-for-purpose outcomes through manaakitanga

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.

Title: Sustainability through kaitiakitanga underpins ethical intervention by design in Materials and Processing Technology practice

Big Idea Body:

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.

Big
Idea

Sustainability through kaitiakitanga underpins ethical intervention by design in Materials and Processing Technology practice

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.

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 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.

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 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.

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.
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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.

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.

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.

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.

1.1
Develop a Materials and Processing Technology outcome for an authentic context

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.

1.2
Transform, manipulate, or combine different materials in the development of a Materials and Processing Technology outcome

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.

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