The Technological Knowledge Strand Explanatory Papers Updated May 2010
Technological Systems
Junior Primary (NE-Year 4)
Possible learning experiences
The learning experiences suggested below have been provided to support teachers as they develop their understanding of the Technological Systems component of Technological Knowledge, and how this understanding 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 explore a range of familiar technological systems (such as an electric jug, a windup toy, yoghurt maker, television, computer, fish tank, popcorn maker, washing machine, torch, pacemaker, etc.) and identify the components of the system and what it has been designed to do. Teachers could lead a discussion about technological systems and explore what they have in common with, and how they differ from, natural systems, for example, the digestive system, and social systems, for example, the lunch ordering system at school.
The teacher and students could select an example from the familiar systems above and together discuss what the inputs, outputs, and transformation processes are. They could also explore how the system ensures that the transformation occurs in a controlled fashion. In pairs, the students could select their own example and identify its inputs and outputs, controls, and transformation processes. Allowing students to use the systems would aid these explorations, as would being able to pull some apart where appropriate.
As part of class discussions, students could suggest definitions for a technological system to enable them to distinguish technological systems from non-technological systems and begin to explore why the same technological outcome may be referred to as a technological system or a technological product.
Students achieving at level 1 could be expected to:
- identify the components of a system and how they connect to each other; and
- identify the inputs and outputs of a system and that a transformation of some sort has occurred.
Students achieving at level 2 could be expected to:
- describe the change that has happened to an input for the output to be produced in a simple system; and
- describe the role each component has in the transformation of the input to output in a simple system.
