Information for parents about Technology Education
Technology: Levels 1-8
In this project, Year 13 student, Kevin Anderson designed and constructed a portable wind turbine small and light enough to be packed into a car for his client who wanted a renewable power source for his laptop and mobile phone while camping for long periods.
See Portable wind turbine student showcase.
Primary school, Intermediate school, Junior secondary school, Senior secondary school
At Primary School
At this age, most children are working at level 1 or 2 of the curriculum.
Level 1
Students have to describe the outcome they are developing and identify the characteristics it should have, taking account of the need or opportunity and the resources available.
Students outline a general plan and describe steps they have to do to complete their goal and list the resources they need. They may use drawings or models or speech to do so.
Level 2
Students investigate a context to develop potential outcomes. They evaluate these and develop the most appropriate solution using appropriate materials. Students explain the outcome they are developing and describe the attributes it should have, develop a plan that identifies key stages and resources available. Their teacher will help them develop the skills and knowledge required to achieve their outcome. Lastly, they evaluate their final outcome in terms of how it addresses the need or opportunity.
Example: St Margaret College Primary School, Market Day
The Primary School at St Margaret's College decided to raise funds for World Vision. To do this students' planned to organise a twilight market where merchandise made in technology classes would be sold to the school community. A brainstorming session on saleable items that classes could create ensued. It was decided that the Year 1-2 classes would design unique wrapping paper, the Year 3 class would produce Christmas cards and decorations, the Year 4 class would construct further decorations, the Year 5 class would create a Christmas DVD, and the Year 6 class would make general gift cards. The students developed their specifications from surveying stakeholders on their preferences. All classes needed to plan effectively as their items needed to be ready in time for the market day to maximise sales opportunities. Sales from the Market Day raised $5,500 for World Vision.
Read more in the case study BP637 Market Day.
Intermediate School
At this age, most children are working at level 2 or 3 of the curriculum.
Level 3
Students describe an intended outcome, explaining how it addresses a need or opportunity they recognise. They describe the key attributes that will be important in the development and evaluation of their project. They develop a plan identifying the key stages and resources required by the project and use this plan to assess its progress. The outcome is assessed as to how well it addresses the problem.
Example: Bush Primary School Technology Centre Year 7, Value Added Noodles
Students in this class replaced the instant noodle flavouring pack with one of their own creation. They studied a deconstruction of a packet of noodles, discussed how several ingredients can combine to make different flavours, and the use of additives. The class then did the same to a packet of dehydrated instant soup.
With a greater understanding of alternatives, students then looked at different forms of flavouring, using foods that could be dehydrated and freeze-dried. This was an essential consideration for packaging. The effect of dehydration on the flavour of food was tested by rehydrating with both hot and cold water and then taste tested.
Finally the class evaluated their completed noodle project against the brief specifications and their personal goals.
Read more in the case study BP623 Value Added Noodles.
Junior Secondary School
At this age, most children are working at level 3 or 4 of the curriculum.
Level 4
Students must justify their decisions. They have to identify and describe the key attributes required by their project's stakeholder. They have to learn the social skills of working with people outside of the classroom. Students create models based on feedback from their stakeholders, and use these models to create a solution. Students are then asked to consider how well their product fulfils the needs of the project and what could they do better.
Example: Havelock North High School Year 10, Remote-controlled Electronic Robot
In this unit students were introduced to electronics through the construction and programming of a remote-controlled robot. Students started the unit by learning the knowledge and skills that would need for the project, including use of demonstration kits, process and output boards, electronic circuits, and PICAXE microcontrollers.
The class was then presented with their project– develop an electronic moving toy that will entertain young children, suitable for use with the supervision of a babysitter. Students wrote their initial brief and investigated and developed a range of concepts. Ongoing stakeholder evaluation led into the final development phase with the production of a working drawing and flowchart showing the sequence for manufacture, with quality control checks structured into the process. Students then completed their project with a final evaluation of both their solution and the practice they followed.
Read more in the case study BP609 Remote Controlled Electronic Robots.
Senior Secondary School
At this age, many students' work is based on levels 5 to 8 of the curriculum. In years 11–13, students work with fewer contexts in greater depth.
Level 5
Students must justify an intended outcome in relation to the need or opportunity. They research ideas for feasible outcomes and use the information gained to develop the outcome that best addresses the specifications. Finally, they evaluate the final outcome's fitness for purpose.
Level 6
Students must justify an intended outcome in relation to the need or opportunity in relation to key stakeholder feedback and wider community considerations. They must undertake critical analysis, ongoing experimentation and functional modelling, and trialling to develop feasible outcomes.
Finally, they will evaluate this outcome's fitness for purpose using feedback from stakeholders.
Level 7
Students must justify an intended outcome in relation to the issue to be resolved and justify specifications in terms of key stakeholder feedback and wider community considerations.
They must critically analyse their own and others' outcomes to develop ideas for feasible outcomes. They will undertake critical evaluation of ongoing experimentation and functional modelling, stakeholder feedback, and trialling. They will use the information gained to select, justify, and develop an outcome.
Finally, they will evaluate this outcome's fitness for purpose using feedback from stakeholders and demonstrating a critical understanding of the issue.
Level 8
Students must justify the nature of an intended outcome and the issue to be resolved. They will outline specifications in terms of key stakeholder feedback and wider community considerations.
They must critically analyse their own and others' outcomes to develop ideas for feasible outcomes. They will undertake critical evaluation of ongoing experimentation and functional modelling, stakeholder feedback, and trialling. They will use the information gained to select, justify, and develop an outcome.
Finally, they will evaluate this outcome's fitness for purpose and justify the evaluation using feedback from stakeholders and demonstrating a critical understanding of the issue.
Example: Tauranga Boys' College, Year 12/13, Product Technology Course
Students selected their own client and the product they wanted to develop. The Year 12 students were given a choice of two broad contexts to work within– Leisure Time or Personal Time. The Year 13 students were free to choose their own context. Students had access to the computers on which they could create models and well-presented portfolios.
The class researched various ways of satisfying their clients requests, including the current available options, alternative materials and costs, time constraints, as well as what was achievable with facilities available and their personal skill set.
Some high quality products were produced for this unit such as a skateboard rail, a laptop stand, a wind generator, and a possum plucker. The students continually sought client feedback and used those insights to refine their prototypes to best service the clients' requirements.
Read more in the case study BP638 Product Technology Course.
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