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Ministry of Education.
Kaua e rangiruatia te hāpai o te hoe; e kore to tātou waka e ū ki uta

Beacon Practice Technology Project Phase 3 Update

Alfriston College

Belinda Matthews teaches Technology and Enterprise at Alfriston College. She has been at the school for nine years, following time at Beachlands School, Wesley Intermediate and Pukekohe Intermediate. Belinda was awarded a Royal Society Endeavour Fellowship, during which she worked with New Zealand Dairy Foods. Belinda is keen to ensure that her students’ technological practice is authentic and not “token”, and, having experienced working in the food industry, she now has food technologists visiting her classroom and working with students.

Teaching snapshot:Technology teaching in a 3 day episode

Belinda Matthews

Birkenhead College

Jeff Thomas has a background in the hospitality, travel, and tourism industries and spent time working overseas. He is a UK trained chef. On returning to New Zealand in 2001 he taught English as a Second Language and also completed a degree in Linguistics/Language teaching and Italian. After gaining a Graduate Teaching Diploma from the College of Education, Auckland University, in 2007 Jeff taught at Alfriston College and in 2013 moved to Birkenhead College. He teaches Year 10 Food Technology, Year 11/12 Food and Nutrition and Year 13 Hospitality.                   

Teaching snapshot: Making the most of classroom walls  
Teaching snapshot: Batch production in food practical classes 

Jeff Thomas

Carmel College

After gaining a BSC – Home Economics degree from the University of Natal, South Africa, Annaliese Seedall worked in the fashion industry as a buyer and designer for companies in South Africa, London and Zimbabwe. She moved to New Zealand in 2004 and initially worked with a bridal company before joining Rangitoto College as an auxiliary assistant to clarify that teaching was something she would enjoy. Annaliese completed a Graduate teaching Diploma in 2009 and taught at Rangitoto College before moving to Carmel College in 2011 where she teaches Years 7-10.

Teaching snapshot: Reverse Brief Development - Bacon Sundae 
Teaching snapshot: Activities for building technological products knowledge 
Teaching snapshot: Bandanas and beanies  

Annaliese Seedall

Coastal Taranaki School

Sally Laing has taught at Coastal Taranaki School for four years, working with Year 5-13 students across many contexts with a focus on Materials (Resistant and Soft) and Food Technology. She also teaches Design and Visual Communication to senior students. Sally was a specialist children’s nurse in England before retraining in Technology. She did an Art and Design degree in 3D Design (metals) and worked at a fachhochschule (University of Applied Sciences) in Germany for a year. Sally worked as a self-employed jeweller/designer in New Zealand before training as a teacher. She still creates jewellery and models her own Technological Practice to her students. Sally wants to explore how aspects of understandings related to both the Nature and Knowledge strands can be more fully integrated into Year 5, 6, 7, 8, 9 and 10 units in a progressive manner.

Teaching snapshot: Discovering what functional modelling is – and why it's so important
Teaching snapshot: Colour on metal: Design and functional modelling in year 6 
Teaching snapshot: Nests for the school production
Teaching snapshot: Introducing technology to juniors

View examples of Sally's work.

Sally Laing

Columba College

Dorothy Hutton has been teaching years 1–2 and year 6 at Columba. She has a background in teaching Music, through her private business and in various schools. She says that, "as a parent and teacher it’s important to explore Technology fully with children, and it’s so easy for Technology to be part of everyday ‘teachable moments’." Dorothy says she didn’t have huge strengths in terms of curriculum understandings for Technology but has grown in confidence after being involved in the research into Technological Literacy.

Teaching snapshot: Is food a technological outcome?
Teaching snapshot: Exploring technology with junior students
Teaching snapshot: Technological modelling in tie-dying
Teaching snapshot: Technological practice and producing a newspaper
Teaching snapshot: Exploring food packaging
Teaching snapshot: Introducing technological systems
Teaching snapshot: Recycling coffee sacks
Case Study: Tracking coverage and learning across a school

Dorothy_Hutton_Columba_College

Cheryl Pearson graduated in 2000 and taught at Tokoiti Primary School in Milton, moving to Columba College 18 months later. She is currently teaching Year 2/3 students, a great age group she says: “Because it seems to be a time when things ‘click’ for many children in terms of their initial learning”. Cheryl is enthusiastic about teaching Technology and Visual Arts, and says that Technology is a learning area where thinking skills can really be developed. She has been involved with the research into Technological Literacy and has looked at how to make Technology more visible within her units of work – a key aspect being the use of Technology terminology and exploring ways of making Technology accessible for young children.

Teaching snapshot: Technological systems in a toys context
Case Study: Tracking coverage and learning across a school 

Cheryl Pearson

Riccarton High School

Gill Mandley, HOD Food and Fabric, teaches Food and Textiles Technology. She taught in the UK before coming to New Zealand ten years ago.  Gill was awarded a Royal Society of New Zealand Science, Mathematics and Technology Fellowship, and was based with host Westland Milk Products in Hokitika for the first two terms of 2012.  Gill wants to explore how aspects of understandings related to both the Nature of Technology and Technological Knowledge strands can be more fully integrated into her Year 9 and 10 units. She plans to use the knowledge gained from her Fellowship experience to enhance student activities associated with the Technological Products component in particular.

Teaching snapshot: Technological Products in Food Technology
Teaching snapshot: Industry knowledge leads teachers to reassess teaching programmes 
Teaching snapshot: Technological products and outcomes in food technology 

Gillian Mandley

St John's College (Hamilton)

Technology teacher Steve Andrew originally qualified as a motor mechanic and worked in the automotive industry for a number of years before moving into teaching in 1989. He started teaching Workshop Technology and says he felt comfortable making the transition into Design Technology courses because of the freedom it gave teachers and the ownership it gave to students.  From 2003, with the introduction of the new Technology curriculum, Steve began incorporating new material into his programmes and in 2006 he joined the Beacon Practice Project Phase 2.

Teaching snapshot: Display boards
Video resources: Teaching strategies: Engaging with technological products
Skateboard Development Project - planning section

Steve Andrew

Silverstream (South) Primary School

Andrea Robertson teaches a Year 3/4 class at Silverstream (South) Primary School. She moved from the Otago University College of Education where she worked in pre-service Technology and, before that, in an advisory role in e-learning and assessment.  Andrea is interested in e-learning and digital technologies, noting that they naturally integrate into teaching and learning. She teaches Technology within an inquiry model and says that, as far as possible, she tries to ensure “that there is independent learning going on. Student-led outcomes are key to learning.”

Teaching snapshot: Muesli bars unit
Case study: Tech systems for year 3-4 students: Hydroponics
Case study: Nightlights as technological systems
Case study: A dairy farm as a technological system

Andrea Robertson

South Otago High School Junior Technology Centre

Christine Elder trained as a Home Economics teacher, and later taught part-time when her children were young.

She took a full-time position at the Technology Centre (then Balclutha Technology Centre, on a different site) at the time when the new Technology curriculum came out, so worked through the changes involved with that. Christine says she was somewhat isolated at the old site, and attended a TENZ conference as a way of associating with “like-minded” people. She re-established the Southern Region TENZ committee and says networking has been a huge part of her professional development. Christine teachers Year 7/8 students and says this age groups is prepared to have a go at anything. “They’re creative and want to learn, so you can ‘catch them’ and enthuse them about their learning.”

Student showcase: Figurines
Teaching snapshot: Developing figurines in a technological products unit
Teaching snapshot: Mask making
Teaching snapshot: Introducing shared planning and recording from year 7
Case study: Technology booklet

Christine Elder

 Te Kura o Otangarei

Ngapoko Ashford began teaching in 2006, and started at Te Kura o Otangarei in 2007 where she has taught various age groups. She enjoys the whole process of teaching Technology, and says that the challenge in teaching Technology is to ensure that rather than showing students ‘what to do’ teachers are encouraging them to find out ‘by doing’. “Keeping Technology alive for my students is important, and using everyday items as technological items. It’s good to see them excited and that crosses over into their other learning”.

Teaching snapshot: Teaching technological systems to junior students
Teaching snapshot: Teaching technological modelling to junior students 
Teaching snapshot: Exploring modelling in practice and materials understandings: Creating a shade house 

Ngapoko Ashford

Karen Crosbie has been teaching at Te Kura o Otangarei for three years, and previously taught at various Northland schools.  She is studying part-time at the University of Auckland, and is currently taking papers about educating underachieving children.  Karen says the aspect she most enjoys about teaching Technology is the oral language: “The talking about what we’re doing is key for my students. And their success makes it all worthwhile. It’s great for them to see their success and it encourages them to achieve and try their hardest.”

Teaching snapshot: Teaching technological systems to junior students
Teaching snapshot: Teaching technological modelling to junior students

Karen Crosbie

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