These Technology resources are all based on the new curriculum document. The achievement objectives and key competencies have been adapted from there.
All Technology units have a focus on activities and knowledge relative to Moriori, Rekohu and New Zealand's history.
Technology units are currently being developed around the themes of weapons and tools.
Consider this: How would you have created the instruments (pictured), without the assistance of electricity (and a grinder) or metal tools?
How would you catch your seafood without metal hooks?
How would you make clothes using only the material available in the environment?
How would you build a shelter or make fire, or build a canoe using only the resources in the surrounding environment?
How would you make an adze out of stone and polish it to a mirror finish?
What would you use to create decorative carvings such as those found on momori rakau, or at Nunuku's cave?
It doesn't seem that hard does it......?
Below, are links to the Technology unit planners (unit-plan templates) for eachof the levels 1-8. Simply delete those achievement objectives not needed and fill in the Specific Learning Outcomes.
* * * * * * * All resources are free * * * * * * *
The links in the following drop-down list will take you directly to an online version of the unit plan template. Use your browsers back button to return to here. (You will find a link on the template page to download an MSWord version of each template).
These unit plan templates can be adapted to suit your needs or used as they are. For the MSWORD version of each template, select from the following drop-down list and click "go." This wll bring up the Open or Save As dialog box. Select save as.
Below are the completed unit plans that are focused on Moriori topics or Rekohu.
What is technology about?
People use technology to expand their possibilities, intervening in the world through the development of products, systems, and environments. To do this, they apply available intellectual and practical resources. Technology is continually changing. It is influenced by and in turn impacts upon the cultural, ethical, environmental, political, and economic factors of the day, both local and global.
Why study technology?
The aim is for students to develop a broad technological literacy that will equip them to participate in society as informed citizens. To develop such literacy, students need to experience and explore a wide range of technologies in a variety of contexts. These include control, food, communications, structural, dynamic, and biorelated technologies, along with creative design processes and materials.
Technology education connects students with a range of employment opportunities, particularly
those that are enterprising and innovative by nature.
How is the learning area structured?
Students develop their technological literacy by learning in three interrelated strands: technological
practice, technological knowledge, and the nature of technology. A balanced teaching and learning
programme for students will integrate all three strands, although specific units of work may focus
on one or two at a time.
Technological practice. Students undertake practice and examine the practice of others.
Outcomes may consist of conceptual designs, working models, prototypes, final outcomes,
or multi-unit production. Where appropriate, students develop these in collaboration with other
stakeholders. Technological practice includes:
-identifying and investigating issues, existing knowledge, and solutions;
-generating ideas, developing briefs, and organising and managing resources and time;
-carrying out informed and critical evaluations;
-developing and communicating outcomes;
-understanding and taking into account ethical considerations, legal requirements, protocols, the needs of and potential impacts on stakeholders, the development site, and where the outcome will be used.
Technological knowledge. Students develop an understanding of products, systems, and environments, including the way things work individually and together as part of an overall outcome. Technological knowledge includes understanding of:
-resources, their part in enabling the success of a technological outcome, and their current and long-term availability and viability;
-the way things work individually and together as part of an overall outcome;
-appropriate ethics, legal requirements, protocols, and the needs of and potential impacts on stakeholders and the site of the development and outcome location.
Nature of technology. Students explore the characteristics of technology as a field of human enterprise. This involves an understanding of:
-historical and contemporary technological developments in terms of their intellectual, social, technical, and environmental impacts and implications;
-the ways in which individual and group beliefs, values, and ethics can constrain or encourage technological development;
-the characteristics of technological knowledge;
-the integration and transformation of knowledge in the course of technological development.