Purpose
Achievement Criteria
Explanatory Note 1
Develop a Materials and Processing Technology outcome in an authentic context involves:
- creating a fit-for-purpose outcome for a person, whānau, or community using a brief with specifications.
Refine a Materials and Processing Technology outcome in an authentic context involves:
- applying stakeholder feedback to inform the development of the outcome for a person, whānau, or community
- explaining decisions that inform the improvement of the outcome's fitness for purpose.
Evaluate a Materials and Processing Technology outcome in an authentic context involves:
- analysing how stakeholder feedback informed the development of the outcome for a person, whānau, or community
- evaluating the outcome against the brief with specifications for fitness for purpose in the actual or modelled intended environment.
Explanatory Note 2
A brief is a statement of intent that identifies the purpose, end user, and actual or modelled intended environment in the authentic context when developing an outcome, considering fitness for purpose. Students can use the brief provided by the teacher and further develop it or generate their own.
Specifications are short statements of intent that are precise and measurable. They must include the physical and functional requirements of the outcome. Specifications are evaluated and explained as either met or not met.
In Materials and Processing Technology, an outcome demonstrating fitness for purpose is one that addresses the requirements of a brief with specifications, and considers the end user(s) and context.
Explanatory Note 3
For the purpose of this achievement standard, stakeholder feedback is used to inform the development of an outcome.
Stakeholder feedback is documented verbal or written information sourced first-hand. Sources of stakeholder feedback could include the end user, or people or groups that have expertise, experience, or a combination of both in this area. More than one stakeholder must be consulted.
Explanatory Note 4
In Materials and Processing Technology, an authentic context refers to a real-life situation within which an outcome can be developed. The situation or use of the outcome will be familiar to students.
Explanatory Note 5
Decisions that inform the improvement of the outcome do not have to result in successful improvements.
Shared Explanatory Note
Refer to the NCEA glossary for Māori, Pacific, and further subject-specific terms and concepts.
This achievement standard is derived from the Technology Learning Area at Level 6 of The New Zealand Curriculum: Learning Media, Ministry of Education, 2007.
Conditions of Assessment
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.
Unpacking the Standard
Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation.
We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.
Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation.
We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.
The intent of the Standard
This Achievement Standard assesses the ability of ākonga to create a Materials and Processing Technology outcome in an authentic context that addresses a brief with specifications for a person, whānau, or community, and is fit for purpose.
Developing an outcome gives ākonga the opportunity to collaborate and share their learning with their peers, whānau, and the community, celebrating and acknowledging their success.
The brief used by ākonga will include a conceptual statement that defines the ‘W’s and H’ — the who, what, when, where, why, and how of the process and outcome. It will also address physical and functional attributes, as well as specifications. The initial brief with specifications can be provided by the teacher and further developed by ākonga, or generated by ākonga.
Ākonga will create a Materials and Processing Technology outcome in an authentic context using a brief with specifications. An authentic context is a real-life situation or use, and can be authentic to the end user, ākonga, or both. Using authentic contexts brings meaning and self-determination to ākonga learning and helps them see how they will use these skills and knowledges in the world beyond school.
They will apply practical skills through technological practice, and utilise stakeholder feedback to improve the outcome, whilst following appropriate processes during its development. Ākonga could also use design thinking as a tool during development. Design thinking is a human-centred approach to design innovation. Ākonga could use a five-step process (empathise, define, ideate, prototype, test), rangahau, wānanga, talanoa, or any other method of design thinking or technological practice.
Finally, ākonga will evaluate their outcome in the actual or modelled intended environment for fitness for purpose. The modelled intended environment is a computerised or scale-model representation, or a real-life simulation, of the environment in which the outcome will be used.
Making reliable judgements
Ākonga will demonstrate their ability to use and develop a brief with specifications, a skill that is essential in the development and creation of Materials and Processing Technology outcomes.
While the goal is for an outcome to be fit for purpose, ākonga may still reach higher levels of achievement through evaluation of a partially fit-for-purpose outcome.
Ākonga should seek feedback from relevant stakeholders throughout the design process. Stakeholder feedback needs to be purposeful, reliable, and informative and should be gained from first-hand sources. This could include people, or groups of people, that have expertise, experience, or a combination of both in this area. More than one stakeholder should be consulted at more than one point during development.
At higher levels of achievement, ākonga will apply stakeholder feedback to develop their outcome. They will explain their decisions and reflect on how stakeholder feedback informed the development. Finally, ākonga will evaluate their outcome against the brief with specifications in the environment it is intended for or, if that is not possible, in a modelled environment.
Collecting evidence
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.
To document their thinking and ideas, ākonga are encouraged to build digital folders at the start of the year to add to and curate throughout development. Teachers should make sure that ākonga will collate evidence to meet the requirements of the standard. Collecting evidence at the time of development will ensure sufficient supporting evidence is available to be assessed and will be a true representation of the practice and process.
Possible contexts
A Materials and Processing Technology outcome is a completed physical item that could be constructed in the context or contexts the ākonga is studying, for example, hard materials, textiles, food technology, and electronics.
The intent of the Standard
This Achievement Standard assesses the ability of ākonga to create a Materials and Processing Technology outcome in an authentic context that addresses a brief with specifications for a person, whānau, or community, and is fit for purpose.
Developing an outcome gives ākonga the opportunity to collaborate and share their learning with their peers, whānau, and the community, celebrating and acknowledging their success.
The brief used by ākonga will include a conceptual statement that defines the ‘W’s and H’ — the who, what, when, where, why, and how of the process and outcome. It will also address physical and functional attributes, as well as specifications. The initial brief with specifications can be provided by the teacher and further developed by ākonga, or generated by ākonga.
Ākonga will create a Materials and Processing Technology outcome in an authentic context using a brief with specifications. An authentic context is a real-life situation or use, and can be authentic to the end user, ākonga, or both. Using authentic contexts brings meaning and self-determination to ākonga learning and helps them see how they will use these skills and knowledges in the world beyond school.
They will apply practical skills through technological practice, and utilise stakeholder feedback to improve the outcome, whilst following appropriate processes during its development. Ākonga could also use design thinking as a tool during development. Design thinking is a human-centred approach to design innovation. Ākonga could use a five-step process (empathise, define, ideate, prototype, test), rangahau, wānanga, talanoa, or any other method of design thinking or technological practice.
Finally, ākonga will evaluate their outcome in the actual or modelled intended environment for fitness for purpose. The modelled intended environment is a computerised or scale-model representation, or a real-life simulation, of the environment in which the outcome will be used.
Making reliable judgements
Ākonga will demonstrate their ability to use and develop a brief with specifications, a skill that is essential in the development and creation of Materials and Processing Technology outcomes.
While the goal is for an outcome to be fit for purpose, ākonga may still reach higher levels of achievement through evaluation of a partially fit-for-purpose outcome.
Ākonga should seek feedback from relevant stakeholders throughout the design process. Stakeholder feedback needs to be purposeful, reliable, and informative and should be gained from first-hand sources. This could include people, or groups of people, that have expertise, experience, or a combination of both in this area. More than one stakeholder should be consulted at more than one point during development.
At higher levels of achievement, ākonga will apply stakeholder feedback to develop their outcome. They will explain their decisions and reflect on how stakeholder feedback informed the development. Finally, ākonga will evaluate their outcome against the brief with specifications in the environment it is intended for or, if that is not possible, in a modelled environment.
Collecting evidence
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.
To document their thinking and ideas, ākonga are encouraged to build digital folders at the start of the year to add to and curate throughout development. Teachers should make sure that ākonga will collate evidence to meet the requirements of the standard. Collecting evidence at the time of development will ensure sufficient supporting evidence is available to be assessed and will be a true representation of the practice and process.
Possible contexts
A Materials and Processing Technology outcome is a completed physical item that could be constructed in the context or contexts the ākonga is studying, for example, hard materials, textiles, food technology, and electronics.
Standard Exclusions
This Standard has exclusion(s). Standards that recognise the same or similar learning outcomes as other Achievement or Unit Standards need to be excluded to prevent ‘double dipping’. Where two or more Standards assess the same learning outcome, those Standards are specified in the Exclusions List. You can only use credits gained from one of these Standards towards your NCEA qualification.
Click here for the exclusions list for the new NCEA Level 1 pilot Standards.
Standard Exclusions
This Standard has exclusion(s). Standards that recognise the same or similar learning outcomes as other Achievement or Unit Standards need to be excluded to prevent ‘double dipping’. Where two or more Standards assess the same learning outcome, those Standards are specified in the Exclusions List. You can only use credits gained from one of these Standards towards your NCEA qualification.
Click here for the exclusions list for the new NCEA Level 1 pilot Standards.