Term 2 cluster workshops

1. Term 2 cluster workshops Lesley Pearce Technology National Coordinator The Auckland University

2. Learning intentions • To use a Teaching as Inquiry approach to review level 1, 2011 • To develop a deeper understanding of the assessment expectations of the level 1 and 2 externals • To develop literacy and language strategies to support student achievement in Technology education.

3. Evaluation form Please ensure you fill in the evaluation form Thank you

4. Ministry Goals System wide shift targeted at middle leaders specifically focusing on: • Ensuring the success of every student – specifically Maori, Pasifica and special needs to develop competencies and qualifications for future pathways – The Youth Guarantee • NZC, NCEA implementation • Teachers to attend to language demands – literacy and language knowledge and skills

6. Level 1 Key messages • National and Auckland external results for level 1 Technology

7. What inquiry did you do? • 2011 NCEA data • Against National and Auckland results? • Against Maori and Pasifika achievement? • Against other subjects?

8. Teaching as Inquiry

12. 2011 NCEA results for all of NZ Same percentage of students NA for internals and externals. Are you concerned that the percentage of excellence at internals is so much higher than the external result?? Internals 23% gained excellence against 4.7% gained excellence for externals

13. National External Level 1 Technology results Are you concerned with the low scores in excellence? NA = 35.3% are you concerned?

14. 12.1% History students gaining excellence nationally in the externals 8.9% English students gaining excellence 4.7% Technology students gaining excellence Why do you think this is the case?

15. Auckland External Level 1 Technology results Auckland schools are doing slightly better than compared to all schools

16. Maori Students External Level 1 Technology results Not many sitting the externals! Not achieved results are they acceptable at 53.64%? Lower excellence rate is that acceptable?

17. Pasifika Students External Level 1 Technology results Not Achieved results at 63.7%. Why? However results for 1.10 NA lower than National results and excellence % higher than average

18. Teaching as Inquiry • Integrate theory and classroom practice • Understand teaching as Inquiry model • Develop capacity to embed teaching as inquiry into school culture • Lead Inquiry within own context

19. Using the Teaching as Inquiry model Use an inquiry approach to focus your planning in relation to literacy: • What literacy knowledge and skills do the students need to complete this task? • What are the students' literacy strengths? What evidence informs this? • What are the students' literacy learning needs? What evidence informs this?

20. Deliberate attempts at teaching literacy • Teachers need to be able to use a range of deliberate acts of teaching in flexible and integrated ways within literacy-learning activities to meet the diverse literacy learning needs of our students. • These deliberate acts include modelling, prompting, questioning, giving feedback, telling, explaining, and directing.

21. Describe, explain, discuss • Do we have a common understanding of their meanings regarding NCEA? • Activity

22. describe • means to give an account of something, to say what it looks like or what it does, to give details about these things. The features or characteristics of something are part of a description, and a definition often includes a description.  A description answers the questions "what is it like?" and "what does it do?

23. explain • means to give a reason or reasons – an explanation answers the question "why?" or "how does that work?" If the text includes "because" or "so that", it will be to explain something.

24. discuss • Means to examine something in detail so as to reach a decision. This usually means that more than one perspective is put forward and actively considered. So as part of discussions we may get "compare and contrast"

28. Authenticity • Plagiarism - ensure students are not just copying and pasting information from the Internet or other sources • The specifications say students can use information from external sources as long as they reference it and then do something with it. “Information from external sources can become authentic evidence of understanding only where the candidate does one or more of the following: • interprets the information • paraphrases the information • uses the information • relates the information • comments meaningfully on the information.”

29. 1.5 Excellence: risk management Not just about ‘doing’ modelling – students have to show their understanding of what decisions were made as a result of the modelling

30. 1.6 • How materials enable products to function • Restrict students to demonstrate understanding about just a couple of materials in depth rather than many materials at a superficial level • Students who related this to their own project work seemed to have most success

31. 1.7 • demonstrating understanding of the role of subsystems within technological systems • Terminology - technological system, subsystem, feedback • two subsystems need to be identified within the technological system and then understanding of at least two subsystems had to be carried through the report • To get better than an achieved grade students had to be able to explain how control and feedback allow subsystems to function

32. 1.10 • choose the right context • compare the context they have selected with their own technological practice this naturally leads to a discussion • identify how the design elements have been used - just by identifying the elements will not get a student an achieved. • For excellence students need to clearly discuss how the design elements identifies have impacted on the quality of the product or image

33. 1.40 • teach students the importance of making their own interpretation of sourced material and understand the importance of referencing sources of information • Some students didn’t achieve simply because they didn’t cover everything that was asked for. The report needed to cover: • Key features of operating systems • Key features of application software • File management procedures • Ethical issues related to management of information

34. 1.44 • cover the three basic concepts of computer science set out in the standard • relate their understandings to a specific context

35. 1.30 • a set of sketches that "tell a story" about the design concept, including the details • sketching techniques that look at various views, angles, showing what is underneath or how the design functions, is constructed and assembled • It is not about classroom exercises and observational drawings

36. 1.31 • how a multi-view orthographic instrumental drawing can show surface features • include some sketching of their own designs to supplement the instrumental drawing(s) lets the examiner know it is their idea • show the technical details of their design - they have a better chance to do this with a more complex design

37. 1.32 • cut-away, sectional and exploded drawing techniques • Encourage the use of an overlay which can show hidden features or sections of the paraline drawing • student work is accurate with measuring and line-work, get them to use the right pencils and clean set squares • show a body of related drawings (exploded, sectional or cut-away views) so that design features are explained • choose the best view for their paraline drawing to maximise the information presented to the viewer

38. Group activity • What questions/sentence starters, linking words would you guide students with?

39. For example • The outcome’s main purpose is… • The outcome’s main target market is … you can tell this by… • The outcome meets its specifications in the following ways … • The following things combine to ensure the outcome can… e.g. … • The outcome does not meet its specifications in…because… • To improve on this outcome …needed to considered …because … • This outcome is effective because…

40. Level 2 • Key messages for the externals

41. 2.5 Could or should happen Risk management Different forms of modelling with different stakeholder groups

42. 2.6 • understanding the relationship between performance properties of materials and performance specifications of a product. • How material evaluation procedures are undertaken to access suitability for a product also the knowledge and techniques used to support material selections. • Evaluate tensile strength, ability to be manufactured, viscosity, acoustics, stability, weatherproofing, nutrition, ductability etc • subjective testing techniques (sensory testing) and some are objective techniques (crease resistance, durability, absorbency, nutritional value etc.)

43. 2.7 • Understanding of reliability and redundancy in technological systems • Literacy: • Identify tech systems • Redundancy refers to the inclusion of additional components to duplicate a function, which provides back up • Reliability, a systems ability to perform consistently and maintain its expected functions when operated

44. 2.10 • understandinghow designers have to consider lifecycle considerations (through analysis/priorities/compromises) to determine the focus of design interventions when designing sustainably. It is about the relationships between life cycle, innovation and sustainability in design

46. 2.40 • Information management within an organisation Cover all 5 aspects required: • File management considerations • Ethical/legal issues and procedures and conventions for privacy and permission • Back up procedures and conventions • Role of an information system • Input, storage, retrieval and manipulation of data

47. 2.44 • Computer science • Data representations • Encoding • Usability heuristics

48. 2.30 • functional and aesthetic details of design can be visually communicated through techniques • celebrate all design generation from scribbles to polished detailed designs • discourage students from pre-determining the final outcome • Annotations are not a requirement but may enhance the design thinking

49. 2.31 • 2D orthographic with technical details.Set of related drawings to show shape and form. Series of drawings/pages that shows important aspects of the design e.g. part and assembly or plan, elevation, section. TheUse engineering and architectural conventions

50. 2.32 • Must be a perspective instrumental projection drawing (Parallel and/or angular). Conventions must be included: picture plane, station point, eye level lines, ground level lines, VP’s, height lines. For excellence students may need several perspective drawings to show ‘selecting a view point that enables the detail of the design features to be shown e.g interior and exterior of a design