Lesley Pearce National Technology Coordinator HETTANZ May 2013

1. consolidate Lesley Pearce National Technology Coordinator HETTANZ May 2013

2. Learning Intentions • To challenge our thinking about programme design • To consolidate what we know about brief development and develop new strategies for teaching and learning • To create using knowledge of compositional principles

3. PROGRAMME DESIGN

4. Activity • Write down all the skills/knowledge you teach in your present unit of work with a year 11 class

5. What skills are employers looking for? Activity: Read the job descriptions List the skills that are required. Discuss how we are developing them in our programmes of work.

6. Food technologist • You will need to have excellent communication and organisational skills, as well as the ability to work within a team or off your own initiative. This role would suit a Food Technology Graduate with a passion for food and a desire to learn. • Tasks may include: • modifying existing products and processes and developing new ones; • checking and improving quality control procedures in your own and suppliers' factories, from the raw material stage through to the finished product; • researching current consumer markets and latest technologies to develop new product concepts; • selecting raw materials and other ingredients from suppliers; • preparing product costing’s based on raw materials and manufacturing costs to ensure profitable products; • addressing issues of safety and quality; • auditing suppliers or managing internal audits; • helping prepare and/or leading external site audits; • coordinating launches of new products or running trials alongside/together with product development; • dealing with any customer complaint investigations or product issues; • implementing and managing the site quality management system; • reviewing end-to-end supply chains; • compiling/checking/approving product specifications and labelling; • undertaking long-term projects with other departments, e.g. reducing waste by improving efficiency; • working on packaging innovation and technology; • reviewing food supply, security and sustainability. • liaising and cooperating with technical and commercial colleagues in procurement, sales and technical services, and marketing and distribution, and also with official food inspection and hygiene agencies (this takes up a considerable proportion of time on the manufacturing side)

7. Sous Chef • We are now seeking a Sous Chef to join our professional and fun team in the kitchen. This role will suit a real team player with strong communication skills who is creative, positive and customer focussed. You will be someone who has a natural passion for food, strives for quality, and has a good amount of experience under your belt.• You will have an excellent understanding of English.• You will be flexible to work evenings and weekends.• You will be able to work well under pressure; you will be well organised and quick around the kitchen.• You will be a team player (there’s no ‘I’ in healthy).

8. Industrial DesignersCharacter• Excellent at creatively solving complex design problems with elegant, simple solutions.• Good mechanical/structural aptitude and knowledge of various materials and their associated manufacturing processes.• Strong visual communication and form development skill.• Knowledge of ergonomic principles.• Proficient in all phases of product development: ideation, sketching, concept development,• 3D modelling and rendering and a clear understanding of the manufacturing process. • Self-motivated and entrepreneurial.• Prepared to go the extra mile to see a project through to completionQualifications:• 3+ years of post-graduate, professional design experience.• Bachelor's degree in Industrial Design or Product Design. • Proficient in SolidWorks for design modelling.• Competency in 3D Studio Max for design visualisation. • Competency in Adobe CS. • Competency in Microsoft PowerPoint, Excel and Word would be beneficial.• Digital Sketching with a Wacom and Sketchbook Pro a plus.• Ability to communicate fluently in English.

10. NZCwhat skills are we expected to develop in our students?

11. Thinking Technologically:the Explorer, the Investigator, the Skeptic, the Finder-outer

12. Possible Teaching Sequence

13. Context refers to the wider social and physical environment in which technological development occurs. Contexts may include: storage, afterschool snacks, outdoor living, sustainable energy, sport, educational software, street wear, portability, furniture. • The context allows students to explore a broad range of issues both current and future

15. Issue • An issue in Technology refers to a specific subset of a context that will enable students to identify a need or opportunity. For example: • E.g. The issue in ICT programming was to develop educational programmes.

18. Compelling Learning

19. Domain Knowledge and Skills

20. Textiles: Domain Knowledge and Skills

21. Processing: Domain Knowledge and Skills • Measuring/shaping/forming • Health and safety • Selecting and using equipment/tools • Understanding properties of food • basic concepts used in food processing • testing, and safety procedures -the role of tests in processing operations • processing operations • quality control during the processing • the differences between processing food products in a classroom and in industry • mixing, extracting, separating, or growing • heating, cooling, or reacting • Safe disposal of biologically active material culturing by plating • Controlling of enzymes • Packaging • Preservation methods

22. Nature of TechnologyCharacteristics of TechnologyCharacteristics of Technological outcomes

23. Keep, chuck, change and create! • What are the strengths of your current curriculum and what needs to be developed? • How are you incorporating the three strands, knowledge and skills to develop student technological literacy? • How well does your school based curriculum meet the statutory aims of the national curriculum? • Does your curriculum reflect local contexts and meet the needs, interests and aspirations of all your learners? • How might your curriculum reflect local contexts and meet the needs, interests and aspirations of all your learners? • How might your programme be developed to improve the motivation and engagement of learners and raise standards? • Are there assumptions about how you use time, resourcesand approaches to planning that could or should be challenged or improved?

24. Technology Scholarship2013 Lesley Pearce National Coordinator, Team Solutions, The Auckland University

25. Learning intention • To develop an understanding of the scholarship alignment and the student evidence required to be successful

26. Attributes…. • A competent thinker • A problem-solver • Actively seek, use and create knowledge • Reflects on your own learning and extrapolate • Draws on personal knowledge and perception and insights • Can ask questions and challenge the basis of assumptions and perceptions • Have intellectual curiosity • Can convincingly communicate Yes to the above than scholarship is for you

27. If given the tools, strategies and encouragement to do it - we can do it

28. NZQA resources http://www.nzqa.govt.nz/qualifications-standards/awards/scholarship/scholarship-subjects/scholarship-technology/sample-resources/

29. Outcome description for Technology Scholarship “The student will use knowledge of technology to demonstrate synthesis, integration, justification, and critical reflection on technological experiences.”

30. Technological experiences across all 3 technology strands • Undertaking Technological Practice to develop a technological outcome(s) that is justified as fit for purpose in the broadest sense and shows elements of elegance and/or originality • Demonstrating understandings of concepts underpinning Technological Knowledge • Demonstrating understandings of the Nature of Technology

31. A range of technological experiences can also include • developing and critiquing case studies • debating technological issues • undertaking observations • using technology • generating new knowledge

32. Fitness for purpose in its broadest sense • refers to the ‘fitness’ of the outcome itself as well as the practices used to develop the outcome. • These practices may involve consideration of such things as sustainability of resources used, treatment of people involved in manufacture, ethical nature of testing practices, cultural appropriateness of trialling procedures, determination of lifecycles and / or ultimate disposal.

33. Where do we start? • Level 8 technology curriculum • Work within all three strands of the curriculum • You do not have to be assessed in all three strands but evidence of understanding is expected

34. Technological Literacy Subject Specific Skills Nature of Technology Know why Technological Knowledge Know that Technological Literacy Subject Specific Knowledge Technological Practice Know how

35. Vital Context and Issue Exploration • The curriculum says the context is the over riding focus • The issue is a sub set of the context Scoping, exploring, researching is essential

36. Technological Practice • Authentic issue with a broad range of key and wider stakeholders • Conceptual statement justifies nature of outcome and why such an outcome needs to be developed • Explain, justify own practice to resolve issue • Innovative and elegant practice and outcome

37. Elegance • Elegance refers to such attributes as: ingenuity, simplicity, polish, and optimisation • Demonstrated elegance refers to the polish or refinement of the practice and /or the outcome.

38. Example of elegance: the RAK

41. Originality • Originality refers to attributes such as: inventiveness, innovation, and unconventionality • Shows originality refers to some aspect of your practice or the developing outcome