The Technological Knowledge Strand Explanatory Papers Updated May 2010
Technological Modelling
Senior Primary/Intermediate (Years 5-8)
Possible learning experiences
The learning experiences suggested below have been provided to support teachers as they develop their understandings of the Technological Modelling component of the Technological Knowledge strand, and how this could be reflected in student achievement at various levels. There is no expectation that these would form the basis of any specific unit of work in technology. The learning experiences have been written in such a way as to support student learning across a range of levels. This stance reflects the majority of classrooms, where it is expected that students will demonstrate a range of levels of achievement.
Students could be provided with information about a range of models, including both functional models and prototypes, which have been used in the past development of specific technological outcomes.
Examples could be chosen from areas of interest to the students and might include such things as musical instruments, sporting equipment, cars, bikes, food products, clothing, etc. In groups, the students could identify what the purpose of each model might be and what particular characteristics of each model allowed it to fulfil its purpose. As a class, the students could discuss what things they would have to know if they were developing these models. Students identify the limitations of the model in terms of what it cannot provide information about.
Students are then encouraged to reflect on their current technological practice and undertake technological modelling of some form, to guide them in the next stage of their development. As part of this, they need to clearly identify the purpose of the modelling. That is, are they testing their design idea? (functional modelling) or the outcome itself (prototyping)? They also could be asked to explain why they choose the medium used, and how and from whom they would get feedback to inform their decision making. Students use their model and evaluate its effectiveness against its stated purpose.
Students achieving at level 2 could be expected to:
- describe different functional models and prototypes provided and identify the reason they were used;
- identify the design ideas being tested in particular functional models; and
- identify the specifications being used to test different prototypes
Students achieving at level 3 could be expected to:
- identify different forms of functional models and explain why they were selected;
- identify different examples of prototyping and describe how the evidence gained allowed people to decide if the prototype needed further work or not; and
- describe the choice of modelling they undertook and how this helped and/or hindered their decision making
Students achieving at level 4 could be expected to:
- explain a range of examples of technological modelling, and discuss how each allowed the technologists to determine both what could and what should be done;
- discuss examples of functional modelling and describe the specific information they generated to help make design decisions; and
- identify the information gained from their own technological modelling (either functional modelling or prototyping) and describe how it helped them decide what to do.
