Bikkie Time
Technology Unit Planner
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| Learning links [3] | |||
| Focus on: Key Competencies [4] Relating to others: • Give students the opportunity to work effectively together to develop a quality marketable outcome. Using language symbols and text (using literacy strategies): • To encourage reading as a means to gain knowledge and skills this with understanding can be used to enhance student practice. Give students the opportunity to confidently read and interpret recipes to develop quality outcomes. Introduce students to the use of flow sheeting in developing a system for a multi-unit batch production process for a biscuit outcome. Participating and contributing: • Give students the opportunity to: feel part of a common goal; to understand roles and responsibilities; contribute appropriately as a group member; make connections with others and to create opportunities for others in the group; understand that the success and/ or failure of the outcome will affect everyone involved. |
Focus on: Principles [5] Learning to learn: • Introducing knowledge and skills which can be stored as a "toolbox" for future application within student practice and beyond this unit of work. • Encouraging planning and reflection within the class's Technological Practice within a supportive learning environment. Inclusion: • Students feel included and valued in their individual participation within the group and class environments for a common goal. |
Focus on: Values [6] Community and participation for the common good: • The whole class should to be involved and feel part of the process and have ownership of the final outcome. Integrity: • Involving students being responsible, accountable and act ethically within group/s and class activities; during the final manufacturing process; and within the stakeholder/ market environment. Excellence: • To encourage students to aim high and to persevere in the face of difficulties in developing a quality outcome fit for purpose. |
Focus on Pedagogies [7] Creating a supportive learning environment: • Students learn best when they feel accepted and when they are able to be active, visible members of the learning community. Teaching as inquiry: Focus Inquiry: • Establishing a base line and direction to determine what my students have already learned and what they need to learn next. |
| Focus on: Context specific skillS/ knowledge [8] • Develop technological knowledge, skills and understandings related to Technological Practice from analysing existing Technological Practice and products. • Develop knowledge and skills in recipe formulation for functional modelling and prototyping related to biscuit making. • Develop knowledge and skills in testing methods to establish and test desirable attributes – product analysis, sensory and storage and product testing. • Develop knowledge and skills in authentic stakeholder consultation, focus group discussions and feedback analysis. • Develop safe, hygienic, ethical practices in developing a biscuit outcome. • Develop knowledge, skills and understandings of HACCP and production processes for food production. • Develop, test and carry out a multi-unit batch production process for a biscuit outcome to ensure quality assurance – same quality product every time. • Work together as a class to develop a product which is of a marketable quality through multi-unit batch production. |
Focus on: Components of Technology underpinning The unit [9] |
| Technological Practice [10]: Level 5 • Brief development – develop a class description of the biscuit outcome, including a need or opportunity to address, a conceptual statement, and key attributes defined into performance specifications that reflect authentic stakeholder feedback. • Planning for practice – class planning with opportunities to use a variety of planning tools to manage resources and to reflect and revise for ongoing planning at key progress points. • Outcome development and evaluation – develop a marketable biscuit prototype through idea generation, modelling, stakeholder feedback, and use the information gained to select and develop the biscuit outcome that best addresses the specifications. |
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| Technological Knowledge [11]: Levels 4 and 5 • Technological modelling – use of testing procedures and prototyping for ongoing refinement of biscuit outcome and to ensure its suitability for multi unit production. • Technological products – investigate and analyse existing biscuit products to develop understanding that in selecting ingredients performance properties must align with the desired performance specifications for that product. • Technological systems – to understand that control mechanisms can work in ways to enhance the fitness for purpose of technological systems by maximising the desired outputs and minimising the undesirable outputs. Also to understand that interfaces between subsystems have an important role in enabling the technological system to work effectively as a whole. |
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| Nature of Technology [12]: Level 3 • Characteristics of Technology – develop understanding of how social and environmental issues impact; and how technological knowledge is validated by the success of an outcome. • Characteristics of Technological Outcomes [13] – develop understanding of meeting fitness for purpose through clearly defined physical nature and functional nature requirements. |
Footnotes:
3. LEARNING LINKS: Diana had to decide what the focus for the unit of work would be in relation to the Learning Links. Since this is a class project with emphasis on working together to develop an quality outcome, it was clear that the foci would be selected from the key competencies, (to support related values and underlying principles), that related to working towards a common goal. She decided that two or three of each were plenty to focus on through the delivery of a unit. She realised that although all of these should be covered within a two year programme it would not be effective teaching to try to focus on all in one unit.
Diana understood that the focus would need to be given to these learning links within teaching and assessment strategies. Although she had tended to just "tick the box" to show what a unit covered in the past – she realised with a more focussed approached there needed to be some thought given to specifically describing these learning links in relation to the learning experiences.
4. KEY COMPETENCIES: Refer to The New Zealand Curriculum (2007), page 12. Learning experiences should be developed to provide opportunity for students to use and enhance these competencies in their work.
5. PRINCIPLES: Refer to The New Zealand Curriculum (2007), page 9.
6. VALUES: Refer to The New Zealand Curriculum (2007), page 10. Learning experiences should be developed to provide opportunity for students to explore and enhance these values in their work.
7. EFFECTIVE PEDAGOGY: Refer to The New Zealand Curriculum (2007), pages 34 and 35. These selected pedagogies are to ensure teaching approaches taken have a positive impact on student learning; and the teacher can inquire into the impact of the teaching on the students.
8. CONTEXT SPECIFIC SKILL/KNOWLEDGE: The teacher thought about the skills and knowledge that were needed to support the unit of work. As this is a class activity the teacher recognised the need to use this unit to introduce and develop specific class wide knowledge, skills and understandings that could then be further built on in units of work focussing on individually developed outcomes.
9. COMPONENTS OF TECHNOLOGY: Diana examined the three strands to see where the existing unit of work aligned with the The New Zealand Curriculum (2007). This allowed her to work out where the class level would be aimed for each strand. She realised that 'One size would not fit all', meaning that the level for each strand had to be determined by student prior knowledge and experiences. Just because it has been considered that Level 5 aligns with Year 10 student achievement did not mean that the these Year 10 students would be able to taught at this level. Technological Knowledge covers some AOs from Level 4 and 5 while the Nature of Technology aligns to Level 3. Some of the Components of Technology and the context specific knowledge and skills interrelate – this is colour highlighted to show how.
10. Technological Practice: Although the opportunity is class driven the focus will be to encourage individual students to develop specifications for brief development.
11. TECHNOLOGICAL KNOWLEDGE: To develop desirable key attributes for this analysing existing products was considered important. However, the main focus for this unit is the development of an outcome for multi-unit batch production.
12. NATURE OF TECHNOLOGY: The teacher saw this class activity as a valuable opportunity to introduce case study material to develop knowledge and understandings from outside Technological Practice. The focus for this is the "Gluten Free cookie" case study.
13. CHARACTERISTICS OF TECHNOLOGICAL OUTCOMES: The teacher also recognised that there may be teaching and learning opportunities related to defining and identifying the terms – physical nature and functional nature.
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