Purpose
Achievement Criteria
Explanatory Note 1
Demonstrate understanding of sustainable practices in the development of a Materials and Processing Technology design involves:
- using sustainable practices in the development of a design for a person, whānau, or community.
Examine sustainable practices in the development of a Materials and Processing Technology design involves:
- refining the use of sustainable practices in the development of the design for a person, whānau, or community
- applying stakeholder feedback to make decisions about sustainable practices.
Evaluate sustainable practices in the development of a Materials and Processing Technology design involves:
- evaluating decisions about sustainable practices in the development of the design for a person, whānau, or community
- evaluating how stakeholder feedback informs decisions about sustainable practices.
Explanatory Note 2
As part of the evidence provided, students must include discussion of kaitiakitanga in the context of applying sustainable practices for the environment during the development of a design. Examples of ways students can fulfil their responsibility towards the environment include:
- the selection of materials
- the economic use of materials
- the appropriate disposal of waste materials.
Explanatory Note 3
A Materials and Processing Technology design does not need to result in a final outcome.
Explanatory Note 4
The design will be developed using a design process.
A design process can involve:
- ongoing research
- developing initial concept designs
- refining the initial concept designs during the creation of the design.
Explanatory Note 5
For the purpose of this achievement standard, stakeholder feedback is used to inform the development and selection of sustainable practices for a design.
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.
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.
External Assessment Specifications
The External Assessment Specifications are published by NZQA and can be found on their website using this link:
NZQA Materials and Processing Technology
Useful Pages
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 explore the importance of using sustainable practices, for both today’s and future generations, during the development of a design for a person, whānau, or community.
Sustainable practice is an enduring competency which is integral to any design process. It is about applying sustainable practices during the development of the design to make sure sustainability is considered from the start of the outcome development.
Ākonga must include discussion of kaitiakitanga as they consider and apply these sustainable practices. This will help them to become more responsible designers and understand how their actions can affect the world around them.
Making reliable judgements
This Standard does not require the design to be developed into a physical outcome.
To attain this Standard, ākonga must include discussion of kaitiakitanga in the context of applying sustainable practices for the environment during the development of the design. Examples of ways ākonga can fulfil their responsibility towards the environment include:
- the selection of materials
- the economic use of materials
- the appropriate disposal of waste materials.
Investigation into sustainable practices will lead ākonga to apply a critical eye to their design. The aim of this reflection is to get them to make improvements to their design in order to meet the requirements of sustainable practices and those of the end user.
Ākonga will appraise their design through the evaluation of decisions made about different aspects of sustainable practices in the development of the design and in response to stakeholder feedback.
Kaiako will support ākonga to make selections of images from their learning to curate a portfolio that will be submitted to NZQA in Term 4. A design brief can be provided by kaiako and further developed by ākonga, or generated by ākonga.
Ākonga should seek stakeholder feedback 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.
While the goal throughout design development is for improvements to be made, these decisions for improvement do not have to be successful.
Collecting evidence
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 design could be 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 explore the importance of using sustainable practices, for both today’s and future generations, during the development of a design for a person, whānau, or community.
Sustainable practice is an enduring competency which is integral to any design process. It is about applying sustainable practices during the development of the design to make sure sustainability is considered from the start of the outcome development.
Ākonga must include discussion of kaitiakitanga as they consider and apply these sustainable practices. This will help them to become more responsible designers and understand how their actions can affect the world around them.
Making reliable judgements
This Standard does not require the design to be developed into a physical outcome.
To attain this Standard, ākonga must include discussion of kaitiakitanga in the context of applying sustainable practices for the environment during the development of the design. Examples of ways ākonga can fulfil their responsibility towards the environment include:
- the selection of materials
- the economic use of materials
- the appropriate disposal of waste materials.
Investigation into sustainable practices will lead ākonga to apply a critical eye to their design. The aim of this reflection is to get them to make improvements to their design in order to meet the requirements of sustainable practices and those of the end user.
Ākonga will appraise their design through the evaluation of decisions made about different aspects of sustainable practices in the development of the design and in response to stakeholder feedback.
Kaiako will support ākonga to make selections of images from their learning to curate a portfolio that will be submitted to NZQA in Term 4. A design brief can be provided by kaiako and further developed by ākonga, or generated by ākonga.
Ākonga should seek stakeholder feedback 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.
While the goal throughout design development is for improvements to be made, these decisions for improvement do not have to be successful.
Collecting evidence
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 design could be in the context or contexts the ākonga is studying, for example, hard materials, textiles, food technology, and electronics.
Standard Exclusions
This Standard has one or more exclusions, or Standards that assess the same or similar learning. These Standards are excluded against one another to prevent assessing the same learning twice. You can only use credits gained from one of these standards towards your NCEA qualification.
Find out more about the NCEA Level 1 Exclusions List.
Standard Exclusions
This Standard has one or more exclusions, or Standards that assess the same or similar learning. These Standards are excluded against one another to prevent assessing the same learning twice. You can only use credits gained from one of these standards towards your NCEA qualification.
Find out more about the NCEA Level 1 Exclusions List.