NZC – Technology Phase 3 (Years 7–8)

During Year 7

During Year 8

During Year 7

During Year 8

Design thinking 

• Technological outcomes are products, systems, or both, which are created for a purpose and carry social, ethical, and environmental impacts. 
• Design principles and design frameworks are used together to guide the development of fit-for-purpose outcomes. 
• Planning tools help organise steps and resources during ideation (the process of developing and refining ideas) and making. 
• Clarity of purpose and relevance derive from stakeholder values, historical influences, and cultural contexts. 
• Measurable specifications provide valid criteria for judging how outcomes are fit-for-purpose. 
• Fit-for-purpose can be considered against broad attributes (e.g. reliability, efficiency, usability, safety, cost-effectiveness, sustainability). 
• Bagless vacuum cleaner — James Dyson (1947–) redesigned the vacuum cleaner in 1993 using design thinking, making it bagless and using cyclonic separation to maintain suction. 

Spatial and product design 

• Ideation, modelling, testing, and refinement result in quality and sustainable spatial and product designs. 
• The relationship between form (aesthetics) and function (performance) is shaped by design constraints and by cultural contexts, which guide choices about shape, materials, and meaning to ensure outcomes are relevant and respectful. 
• Divergent thinking and convergent thinking (narrowing down ideas, analysing options, and selecting the most effective solution based on evidence, constraints, and criteria) serve different roles in generating and evaluating options. 

Design thinking 

• Design decisions consider purpose, stakeholder needs, constraints, and ethical, cultural, and environmental implications. 
• Different design frameworks suit different briefs and can be justified against context and constraints. 
• Collaboration and co-design can strengthen design processes to ensure fit-for-purpose outcomes. 
• Specifications include performance measures, tolerances, and constraints that enable reliable testing and evaluation.  
• Furniture design — Charles and Ray Eames (1907–1978, 1912–1988) pioneered ergonomic furniture design with the Eames Lounge Chair (1956). Their work balanced comfort, style, and usability, influencing modern product design. 

Spatial and product design 

• Incorporating cultural narratives into spatial and product design means deliberately using stories, symbols, and design traditions from specific communities to influence form, function, and material choices. 
• Planned obsolescence in spatial and product design influences user experience, sustainability, and lifecycle impacts. 
• Technical drawings and symbols communicate how parts fit and operate together (e.g. using exploded views and assembly notation). 
• Critique uses evidence to justify spatial and product design refinements across iterations. 
• Logos — Paul Rand (1914–1996) created iconic logos for IBM, ABC, and UPS, blending usability with branding to make graphic design functional and memorable. 

Developing outcomes 

• Applying a design framework using detailed drawings with notes (annotated sketches), models, and plans to test and refine ideas against criteria, safety, and sustainability 
• Co‑constructing briefs with people who have an interest in or are affected by the design (stakeholders) and using planning tools to organise tasks and track progress 
• Applying principles of form, function, accessibility, and usability during development and evaluating outcomes against specifications 
• Designing and developing an outcome through spatial and product design, materials, foods, biotechnology, systems, or digital tools 

Spatial and product design 

• Communicating design ideas using freehand sketches, scaled 3D drawings, and simple diagrams with notes 
• Improving design drawings by using feedback 
• Generating a wide range of design ideas using brainstorming and sketching techniques, exploring different forms and functions, and iteratively refining concepts before selecting them for development 

Developing outcomes 

• Working iteratively with stakeholders to test assumptions, surface constraints, and justify design direction and framework choice 
• Analysing existing solutions to explain and respond to user experience, balancing performance, feasibility, and context 
• Evaluating how practical adjustments to a design or system (e.g. adding human oversight, limiting automated functions, or improving the quality of input data) can increase fairness, accuracy, and reliability 
• Designing and developing an outcome through spatial and product design, materials, foods, biotechnology, systems, or digital tools 

Spatial and product design 

• Producing production-ready technical drawings that meet industry standards, including accurate dimensions, conventions, and exploded views, so stakeholders and manufacturers can understand how the product will be made 
• Selecting and applying design approaches in response to a spatial or product design brief, ensuring the outcome fits its intended local context (e.g. cultural relevance, environmental conditions, user needs) 

During Year 7

During Year 8

During Year 7

During Year 8

Fit-for-purpose 

• Designing for comfort and ease of use (ergonomics) and usability principles underpin comfort, safety, and accessibility. 
• Models that test function (functional modelling) and digital tools (e.g. CAD/CAM) support exploration and evidence‑based decisions. 

Materials technology 

• Specific performance properties (e.g. strength, flexibility, conductivity) and ingredient attributes (e.g. flavour, texture, heat stability) affect how well an outcome works and how sustainable it is. 
• Composition and structure determine performance properties and inform suitable joining and forming methods when making outcomes.  
• Velcro (hook-and-loop fastener) — George de Mestral (1907–1990), inspired by burrs in his dog’s fur, designed a reusable fastening system showing how observation drives innovation in 1941. 

Food and processing technology 

• Ingredient attributes and processing choices shape sensory qualities, nutritional value, and overall success of a food product. 

Biotechnology  

• Biotechnology uses controlled biological processes (e.g. controlled fermentation when making kombucha) to achieve intended outcomes. 

Fit-for-purpose 

• User testing and ergonomic data provide evidence for decisions about fitness for purpose. 
• Modelling approaches are assessed for accuracy, efficiency, and waste reduction. 

Materials technology 

• Manufacturing consists of controlled processes that transform materials to meet specifications. 
• Analysis of failure informs redesign, including the selection of biodegradable or recycled materials where appropriate. 
• Circular saw — Tabitha Babbitt (1784–1853) created the circular saw in 1813. Her invention improved materials’ technology and usability, making wood cutting faster and safer. 

Food and processing technology 

• Reliable, unbiased, and valid results (fair testing) are used in the evaluation of food products. 
• Using the human senses (sensory profiling) can be used to evaluate food outcomes. 
• Objective measures generate specifications and support comparison of food outcomes. 
• Processing methods can be evaluated for nutritional value, their alignment with cultural practices and values (cultural connectedness), and their potential for innovation. 

Biotechnology  

• Biotechnology presents benefits and risks for health, environment, and society that require informed evaluation. 
• EasiYo Yoghurt Maker — Len Light (New Zealand) (date unknown) developed a simple home yoghurt-making system in 1992, using sachets and a thermal container, making fresh yoghurt easy and convenient. 

Fit-for-purpose 

• Planning and carrying out manufacturing using appropriate tools and safety procedures 
• Using functional modelling and CAD/CAM to check design intent, accuracy, and material efficiency 
• Designing and making an authentic outcome, one that meets a given brief, using selected materials or ingredients and applying appropriate tools and techniques to ensure it is functional, safe, and fit-for-purpose 

Materials technology 

• Selecting materials and ingredients based on properties and feasibility 
• Refining outcomes against a brief and suggesting usability improvements 

Food and processing technology 

• Processing ingredients with suitable tools and techniques for an intended outcome 
• Reviewing procedures for efficiency, sustainability, and cultural appropriateness 

Biotechnology 

• Following established methods to control biological processes and achieve consistent, safe results 

Fit-for-purpose 

• Conducting user tests and ergonomic trials 
• Justifying material and method choices with evidence, including simple mathematics or statistics where relevant 
• Operating modelling tools and processes accurately and safely to produce outcomes that meet a brief and minimise waste 
• Designing and making an outcome that meets a given brief, using selected materials or ingredients and applying appropriate tools and techniques to ensure it is functional, safe, and fit-for-purpose 

Materials technology 

• Running iterative tests during manufacturing to improve quality and performance 
• Specifying biodegradable or recycled materials where suitable, diagnosing failure, and proposing redesign actions 

Food and processing technology 

• Creating detailed descriptions of essential and measurable characteristics (product specifications) using sensory profiling and objective tests 
• Comparing processing methods for nutritional impact, alignment with cultural practices and values (e.g. traditional preparation methods, such as pickling, smoking, fermenting, tikanga Māori – hangi), and potential for innovation

Biotechnology 

• Refining methods to improve quality and reduce environmental impact while maintaining safety 

During Year 7

During Year 8

During Year 7

During Year 8

Systems thinking 

• Systems comprise interacting components in mechanical, electronic, and digital domains. 
• Complex systems are made up of smaller systems (subsystems) that each perform a specific function and work together to achieve an overall purpose. 
• Black boxes, systems, and subsystems respond to inputs and contexts through feedback and control loops. 
• Standard symbols represent components and connections at a basic level. 

Physical systems 

• Electrical outcomes use electrical energy to perform work, while electronic outcomes control and process information. 
• Basic circuits combine inputs and outputs to control electricity. 
• Mechanical motion types and structural forces (compression, tension, shear, torsion) describe how systems move, use, and resist loads. 
• Electric fence — Bill Gallagher (1911–1990), a Waikato farmer, improved livestock management by using conductivity, making farming and animal control more efficient in 1937. 

Systems thinking 

• System diagrams explain subsystems, feedback and control loops, and input–process–output relationships. 
• Digital hardware, software, and networks interoperate to process and share information. 
• Iterative improvement uses user feedback and performance data to enhance reliability and usability. 

Physical systems 

• Voltage (electrical pressure), current (flow of electricity), and resistance (opposition to flow) describe behaviour in electronic systems and control how circuits work. 
• Component values and colour codes support accurate selection. 
• Integrated electro‑mechanical systems transform energy and materials through mechanisms, structures, and controls. 
• Discontinuous automatic control — Irmgard Flügge-Lotz (1903–1974) pioneered discontinuous automatic control, foundational for modern aircraft control systems (notable in systems engineering). 

Systems thinking 

• Building and testing simple systems that incorporate feedback, control, and basic accessibility features 
• Representing system functions and connections with standard symbols 
• Deconstructing an everyday system to identify interactions between electronic, mechanical, and structural components 
• Assembling a simple circuit with a switch and output 

Physical systems 

• Investigating simple machines and mechanisms to show how movement or force changes 
• Examining how structures support loads and use and resist forces 

Systems thinking 

• Producing annotated system diagrams that explain subsystems, reliability risks, and input–output transformations 
• Selecting components using data sheets and colour codes 
• Building a controlled circuit 

Physical systems 

• Integrating electro‑mechanical elements (e.g. motor‑driven mechanisms) and document mechanisms, forces, control methods, and connections using appropriate conventions 

During Year 7

During Year 8

During Year 7

During Year 8

Computational thinking 

• Algorithms, rules that check if something is true or false (conditions), and data representation in binary underpin reliable digital systems. 
• Debugging identifies and corrects errors to improve reliability. 
• First instructions for a machine to do calculations — Ada Lovelace (1815–1852), an English mathematician who wrote the first algorithm intended for Charles Babbage’s (1791–1871) Analytical Engine in 1843, making her the world’s first computer programmer. 

Digital technologies 

• Creating and managing digital content and systems requires attention to security, usability, and responsiveness. 
• Mis-, dis-, and malinformation can be amplified by intelligent systems, affecting accuracy and causing harm. 

Futures literacies 

• Artificial intelligence (AI) systems use data and algorithms to make predictions or decisions, and their outputs can be biased or limited. 

Computational thinking 

• Different algorithms, including those using loops and conditions, can solve the same problem with varying efficiency. 
• Binary encodes text, images, and sound. 
• File formats and code compression affect quality and size. 
• Data can be organised and visualised (e.g. bar, line, pie) to reveal patterns, trends, and outliers; different questions need different chart types and scales. 

Digital technologies 

• Metadata improves the organisation and searchability of digital content. 
• Biased or incomplete training data affects the behaviour of intelligent systems. 
• Interface feedback (visual, audio, haptic) supports interaction and user adaptation. 
• Metadata — Stuart McIntosh and David Griffel (1921–2015, and date unknown) coined the term while developing a data management system at MIT. Metadata forms the backbone of modern information systems, search engines, and AI. 

Futures literacies 

• Artificial intelligence (AI) can positively or negatively affect people and society, so its benefits and risks (e.g. saving time through automation versus reducing quality or fairness) require ethical consideration. 
• Deep learning and neural networks — Geoffrey Hinton (1947–) pioneered deep learning and neural networks, which power modern AI systems. 

Programming 

• Writing simple programs that implement structured steps and if–else logic 
• Locating and fixing logic or input errors 
• Organising small data sets using agreed rules 
• Using visual tools to represent binary 

Digital technologies 

• Creating, storing, and manipulating digital content, applying secure practices and basic encryption 
• Evaluating content and tools for accuracy and bias 

Futures literacies 

• Identifying examples of AI in everyday tools and explaining their purpose 

Programming 

• Creating programs using loops and conditions 
• Comparing solution approaches for effectiveness 
• Manipulating data using binary and structured methods 
• Collecting or selecting a small dataset, cleaning and transforming it (basic types, remove duplicates), and creating appropriate visualisations with clear labels 

Digital technologies 

• Choosing appropriate file formats and code compression for a purpose 
• Using metadata to manage content 
• Identifying examples of mis-, dis-, and malinformation in digital content, explaining why they are misleading or harmful and describing strategies (e.g. cross-checking sources, using fact-checking tools) to reduce their impact 
• Analysing how feedback modalities support interaction and how systems adapt to users 

Futures literacies 

• Evaluating when AI is suitable or unsuitable for a task, considering accuracy, fairness, and context