Purpose
Achievement Criteria
Explanatory Note 1
Experiment with different materials to develop a Materials and Processing Technology outcome involves:
- exploring the properties of different materials through experimentation
- creating a purposeful outcome informed by the exploration.
Examine different materials to develop a Materials and Processing Technology outcome involves:
- investigating the properties of different materials through ongoing experimentation incorporating stakeholder feedback
- refining the use of materials in the creation of the purposeful outcome informed by the investigation.
Evaluate different materials to develop a Materials and Processing Technology outcome involves:
- analysing the properties of different materials for the creation of the purposeful outcome
- justifying the use of materials in the creation of the purposeful outcome.
Explanatory Note 2
The term materials encompasses all items, ingredients, and components that a Materials and Processing Technology outcome could be made from.
Explanatory Note 3
In Materials and Processing Technology, experimentation refers to trying out ideas or methods for the purpose of discovery.
Examples of experimentation with different materials include:
- transforming by altering the structure
- combining by mixing materials
- manipulating materials without changing their structure or composition
- forming to create a new material.
Explanatory Note 4
For the purpose of this achievement standard, stakeholder feedback is used to inform the exploration and selection of materials for a purposeful 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 5
A purposeful outcome has to meet a need or opportunity identified for a person, whānau, or community.
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 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.
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 experiment with different materials by exploring their properties in the development and creation of a purposeful outcome.
Ākonga are encouraged to be innovative in their experimentation with materials. This experimentation should be the inspiration for what they do with the materials.
Making reliable judgements
This Standard is an opportunity for ākonga to use their imagination with materials and bring ingenuity to what they can do with them. Through experimentation, ākonga develop the ability to understand the properties of the materials, in the way they learn best. This self-determination over their own learning helps develop a deep and meaningful understanding of, and connection with the materials.
Ākonga will query processes as they explore materials’ properties. Starting questions could include:
- What can traditional or contemporary materials do?
- How can they be experimented with — what is the result?
- How can this knowledge be used in the development and creation of a purposeful outcome?
Ākonga will have the opportunity to deepen their exploration of materials’ properties by carrying out ongoing investigations guided by their own curiosity and stakeholder feedback. This experimentation will help them to make deliberate choices regarding the selection and use of materials for their 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.
Collecting evidence
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.
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.
Materials used in this Standard can be familiar to the context, unfamiliar to the context, or a combination thereof.
The initial experimentation with materials can, and is encouraged to, be done collaboratively. This allows ākonga to learn together and from each other, as well as be in a strong position to both give and receive immediate first-hand feedback. However, ākonga should individually record all evidence.
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, electronics.
The intent of the Standard
This Achievement Standard assesses the ability of ākonga to experiment with different materials by exploring their properties in the development and creation of a purposeful outcome.
Ākonga are encouraged to be innovative in their experimentation with materials. This experimentation should be the inspiration for what they do with the materials.
Making reliable judgements
This Standard is an opportunity for ākonga to use their imagination with materials and bring ingenuity to what they can do with them. Through experimentation, ākonga develop the ability to understand the properties of the materials, in the way they learn best. This self-determination over their own learning helps develop a deep and meaningful understanding of, and connection with the materials.
Ākonga will query processes as they explore materials’ properties. Starting questions could include:
- What can traditional or contemporary materials do?
- How can they be experimented with — what is the result?
- How can this knowledge be used in the development and creation of a purposeful outcome?
Ākonga will have the opportunity to deepen their exploration of materials’ properties by carrying out ongoing investigations guided by their own curiosity and stakeholder feedback. This experimentation will help them to make deliberate choices regarding the selection and use of materials for their 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.
Collecting evidence
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.
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.
Materials used in this Standard can be familiar to the context, unfamiliar to the context, or a combination thereof.
The initial experimentation with materials can, and is encouraged to, be done collaboratively. This allows ākonga to learn together and from each other, as well as be in a strong position to both give and receive immediate first-hand feedback. However, ākonga should individually record all evidence.
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, 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.