Technology External Assessment workshop

Professional Learning and Development initiative funded by the Ministry of Education and NZQA

Session 2 AS 91363Presenters

Carl Burr - Burnside High SchoolMalcolm Howard – Team Solutions

May 2015

Level 7 NZC linking to 91363Component - Knowledge of design

Reminder the focus of this component is • understanding the way informed, creative

and critical development of new ideas is achieved and how these are realised into feasible outcomes.

Progression

Initially students learn basic concepts relating to ‘What is design?’ and how or why something may be described as a ‘good’ or ‘bad’ design. Students progress to advanced concepts relating to sustainable design and innovation as currently understood, and to complex concepts relating to future focused themes, principles of good design, and making judgements of a design’s quality in the context of its use.

Specific to Level 7

The level 7 learning objective (LO) is Students will demonstrate understanding of advanced concepts in design

Teacher guidanceAll teachers actions relate to • developing students critical analysis of

design decision making in context• designing for lifecycle• Feasibility of design and compromises in

decision making within context of design cycle

As a result of teaching (ie the indicators)

Students can:• explain the relationship between lifecycle

design, innovation and sustainability • explain how lifecycle analysis is

undertaken and how this determines the focus for design intervention

• discuss the competing priorities and compromises made as a result of lifecycle analysis when developing a sustainable technology.

In context!

Level 7 Teaching and Learning Guide

• Open the file in the folder teaching and learning guides open the file DET 7-1

• Read and discuss key ideas with your group

http://seniorsecondary.tki.org.nz/Technology/Achievement-and-learning-objectives/Level-7

Linking across the programme of learning

Linking to other objectives• Brief Development• Conceptual Design• Technological Modelling• Technological Products• Characteristics of Technological

Outcomes• Demonstrate understanding of

/implementing effective manufacturing processes

Activity 1

• In groups• Defining sustainability placemat activity• Compare to this range from web• What does the standard say?

AS 91363Sustainability refers to the responsible management of resources to support the capacity to endure within environmental, social, and economic dimensions.

Activity 2 Using diagrams to support student writing and understanding

• Using the supplied diagrams• Select one from each of the categories

(Sustainability and life cycle analysis ) • Explain why this diagram would support

your students produce evidence of their understanding at all levels of the standard

• Explain to your group why this is your choice

Key ideas for Level 2 AS 91363

Todays Menu• Programme design• Start in the right place.• Use the right tools

– LCA– Venn Diagram

• Literacy and student evidence structure• Don’t let the students get off track.• Focus on areas that can be influenced by

the designer.• Incorporate compare contrast model

Programme Design

• Context and subject area can impact on where evidence is generated.

• DIT – Which media is appropriate? • Materials. - Standard is about selecting

materials not manufacturing them.• Students to concentrate on areas that

they can influence.• Select existing products and contexts that

the students can duplicate in their own Tech Practice.

Starting in the right place• THIS IS A BIGGEE – to many students

are talking about the wrong things.– Definition of sustainability- EN3– Recycling should not be the focus.

• Concentrate on decisions made by the designer which impact on the sustainability of a product.

• Have a clear understanding where the evidence is to be generated by the student.

• The products being critiqued have been “designed to be sustainable”

LCA and Venn Diagram• Analyse existing products.

– LCA in outline– Use Venn to investigate areas of interest

• Viable• Bearable• Equitable

• Explore compromises and dilemmas.• Discuss possible rationale for design

decisions that impact on the sustainability of the product.

• Integrate findings into own Tech Practice.

Literacy and evidence structure.• Literacy expectations increase from Level

1.– Explain needed for Achieved.

• Provide guidance on evidence structure and not specific questions. (headings rather then questions)

• The Venn Diagram lends itself to an integrated report structure (vs individual pillars)

• An emphasis on the discussion related to compromises and dilemmas.

• Concentrate on the summary, evaluation conclusion, findings, evaluation

There are many ways to do this:The good ones include.• Explore alternatives.

– How different design choices can lead to varying levels of economic, environmental or societal benefit.

– Looking beyond the explicitly stated – EN 5• Balance the debate/discussion

– Too many submissions are all about the environment.

– When are equitable, or viable, or bearable, tolerable?

– Is two out of three fine? Compromise – when and why

– Can you have different priorities in different aspects of the LCA?

There are many ways to do this:

The so-so ones include.• Exploring the manufacturing processes of

materials. -How cotton is made, or how a blast furnace works may warrant a comment but not six pages of “cut and past plus a bit”.

• Utopian perspective that does not consider economic implications. I choose gold because of its conductive properties and aesthetic appearance.

• A critique on ‘high tech’ outcomes that do not relate to, or inform, Tech Practice. How is an iphone designed in a sustainable way? Can students adequately explain the rationale for viable/bearable design decisions and relate this to their Practice?

Focus on areas of influence• Use the Venn diagram to inform design

decisions within each area of the lifecycle.• This could include

– To decrease size and transportation costs some disassembly is

– To offset the impact of changing styles and trends I have …

– To improve maintainability, sacrificial parts within the …

– The increased material costs are off set by …– Whilst the most environmental conscious option is … I

doubt whether people will be prepared to pay double. Therefore …..

– I have included extra fabric to allow for future adaptations and alternative use in order to ….

– Whilst costs are higher for these techniques and processes the increased durability and useable life means that ...

Fine print, assumed knowledge and “by the way” stuff.• Stuff learnt in 1.10 is also relevant.

– Use same model (existing products and own practice).– Higher achievement relates to reasoning and thinking

skills.– This Standards relates to exploring influences,

competing priorities and decisions made when designing a product that is sustainable.

• Generic and “cut and paste”. (background noise).• Exemplars are imperfect (students created them)• Read assessment reports. • Using LCA and Venn diagrams equals

Achievement. • The culmination of the report, and the

summation. is where the evidence for Merit and Excellence is normally found.

Activity 3 What does the student work look like

Step up from Achieved to Merit to Excellence

Activity 4 Where does sustainability fit into your programme design?

Reflection #2 & Lunch