Curriculum | Marlborough Technolo

Learning at MTC

Why Technology is important

With its focus on design thinking, technology education supports students to be innovative, reflective and critical in designing new models, products, software, systems and tools to benefit people while taking account of their impact on cultural, ethical, environmental and economic conditions.

The aim is for students to develop broad technological knowledge, practices and dispositions that will equip them to participate in society as informed citizens and provide a platform for technology-related careers. Students learn that technology is the result of human activity by exploring stories and experiences from their heritage, from Aotearoa New Zealand’s rich cultural environment, and from contemporary examples of technology. As they learn in technology, students draw on and further develop the key competencies.

How technology Teaching is structured at Marlborough Technology Centre

The Technology learning area has three strands: Technological Practice, Technological Knowledge, and Nature of Technology. These three strands are embedded within each of five technological areas:

computational thinking for digital technologies
designing and developing digital outcomes
designing and developing materials outcomes
designing and developing processed outcomes
design and visual communication.

At Marlborough Technology Centre students learn in all five technological areas, developing their knowledge and skills in context. By offering a variety of contexts, teachers help students to recognise links between technological areas. We teach the 5 concepts across 8 different subjects.

Hangarau Hoahoa Pūeru | Textiles Technology

Aim

In Textiles Technology, students learn to apply design thinking to address an opportunity towards constructing a textile product. Through a series of steps, students will investigate, explore, develop and model their prototype against the material properties.

Practical skills include drawing, pattern cutting, sewing and embellishment techniques. Students will become creators of Fashion and Textiles, rather than consumers.

Competencies

This subject focuses on the key competencies of managing self over a short timeframe to achieve success. Using technological language and process to follow the design process. Accessing both critical and creative thinking skills.

College Pathways

Business, Creative Industries, Fashion and Textiles Design.

Hangarau Matihiko | Digital Technologies

Aim:

Hangarau Matihiko | Digital Technologies is to equip students with foundational skills, knowledge and confidence in robotics, coding, manufacturing, and electronics. By participating in Digital Technologies, students learn how to solve real-world problems through being creative and collaborative. We focus on students building their skills so they can be innovative creators of digital solutions, moving beyond solely being users and consumers of digital technologies. In Digital technologies we focus on two areas of the curriculum; Computational thinking (CT) and Designing and developing digital outcomes (DDDO). Computational thinking enables students to express problems and formulate solutions in ways that means a computer can be used to solve them. In computational thinking, students understand that digital applications and systems are created for humans by humans. Within designing and developing digital outcomes students develop increasingly sophisticated understandings and skills for designing and producing quality, fit-for-purpose, digital outcomes.

Competencies

This subject focuses on the key competencies of thinking and using language, symbols, and texts.

College Pathways

Digital Technology, Computer Science, Mathematics

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Mātai Hangarau Koiora - Biotechnology

Aim

In Mātai Hangarau Koiora | Biotechnology students learn to combine scientific methods with design thinking. Hands-on exploration and the use of living organisms or parts of living organisms, to develop new products with the intent to improve or enhance. Through a series of steps, students will investigate, explore, analyse, develop and produce their prototype outcome. Outcomes are directly related to the world around us and have a focus on health and environmental wellbeing.

Practical skills include innovative thinking, an investigative mind, teamwork and communication skills, attention to detail and analytical skills.

Competencies

This subject focuses on the key competencies of thinking, specifically through a scientific lens. A high level of participating and contributing and self management. Relating to others when considering the effects of society, the environment and history regarding choices they will be making for product development.

College Pathways

Food Science, Science and Agricultural

Hangarau Rawa Ōkiko | Resistant Materials

Aim

In Hangarau Rawa Ōkiko/Resistant Materials we expose students to a range of materials such as wood, acrylic and thermoplastics. They learn traditional ways of working with materials using hand tools, power tools and are also exposed to more modern methods such as a laser cutter.

Projects include aspects of design where students learn to consider alternate outcomes and make decisions about which best suits their needs. Students learn about the properties of materials, how and why things work, how things are made, designing for a specified environment and designing for a stakeholder. An emphasis on safe working and correct use of the equipment is embedded in the programme.

Competencies

This subject focuses on the key competencies of thinking and managing self, specifically through a production and manufacturing process. This includes safe use and appropriate selection and application of hand tools, machines and processes to practically realise an idea.

College Pathways

Hard materials, Carpentry, Metal work, Engineering

| Media

Aim

In Media students learn about the Technology Design Process by creating and modifying a digital video outcome. Not all technological products must be a physical item. A digital file that is crafted, stored and shared is also a very complex technological outcome. In media this is the key goal, to create a quality video product to share as a "Live Broadcast".

Media is embedded with systems knowledge, particularly "black box" technology, where inputs and outputs are key to creating and modifying a great media product.

Competencies

Media is embedded with the key competencies of Managing Self and Relating to Others. A great media outcome relies on the team working individually and collectively to achieve a quality product. There is a vast range of vocabulary also specific to the media context.

College Pathways

Digital Technology, Design Technology, Media Studies, Performing Arts

Hangarau Kai | Food Technology

Aim

Food Technology is where food, art, technology and science (STEAM) integrate. Students learn to design, create and problem solve to address a specific brief, while developing appropriate culinary knowledge and skills. A focus on health and safety procedures, nutrition and Hauora are followed to ensure the food that we prepare is safe to eat and nourishes the body for overall well being. Along the way students get to complete sensory analysis through trialling and testing and developing a new product to build their toolkit.

Competencies

This subject focuses on the key competencies of developing confidence, creativity, practical skills, independence and technological literacy. Students refine their design through feedback and prototyping. Aspects of managing self to ensure timelines are met and key decisions are made to ensure a successful outcome. Students gain key skills through a range of practical and theoretical opportunities.

College Pathways

Food Technology, Science, Product Design, Food Safety, Food Manufacturing

Hoahoa ā-rorohiko | Design

Aim

Design Technology is an area where students learn to encompass the ideation, exploration and communication of design ideas. The development of potential outcomes that serve a specific purpose, provide innovative possibilities, and can be informed by design heritage and a designer’s perspective. Through a series of open briefs, students will investigate, explore, develop and model their prototype. Practical skills include drawing, digital outcomes and the manipulation of a variety of materials. Students design their own unique voice that draws from their personal experiences, cultures, values, and perspectives as well as those of other people.

Competencies

This subject focuses on the key competencies of thinking creatively and critically. Using language, symbols and text as a visual format is vital to design thinking.

College Pathways

Design and Visual Communication, Hard Materials, Textiles