This technology project has rich links to the key competencies.
Key Competencies: Halo Project
Nigel Rowland: The halo project is a very rich project for the key competencies. The language, symbols, and texts part was just used extensively (just) in the manufacturing language that we use for our flowcharts. The symbols that we were drawing from the start and finish with decision making. The autographic drawings that they were working from to keep some specifications. All of the language was new to a lot of the students as well, they had to come up to speed quite quickly and it was a really great vehicle to practice that. I think in any manufacturing process when you’ve got a team working together to a single end that they’ve all got to get on, we’ve got no room for arguments or disagreements, we’re just working together as a team. Some students did struggle on some of the parts but it was great to see other people leaving their stations and going over and helping them get through that.
What about working in a team, how did that go down?
James: I think that worked quite well.
Campbel: It made it easier, because you could learn from each other's mistakes and then kind of make it better, then improve from it.
James: You could help each other out as well.
Campbel: If one person didn’t know something you could rely on someone else to help you out and get the job done.
Nigel Rowland: We had bottlenecks as well, where they came across problems where the wood had split, or was out of spec, that created bottlenecks. So we had to adjust the work force to go and work on the bottle neck to free it up. That meant that they had to really look out for each other and work together and work as a really efficient team.
Moayad: We had each table make one piece or two pieces of the box, so we had one table do sides, top and then we had one table put everything together. After that everyone made their own box so you had to go through all of the steps. You had to make every single piece and then put them together.
Bridget Palmer: I think it's onwards and upwards. Nigel and his class are going to make weta boxes next year. Weta boxes are absolutely fantastic for forest health indicators. Putting a weta box as we have in the past in protected reserves, if weta are in those boxes we know that the rodent numbers are low. In that respect we know that there is enough food for kiwi and other wildlife in those protected areas.
Renewable energy: Solar panels (03:46)
Students developed a brief for their project based on an authentic context.
Year 13 students embraced an opportunity to work alongside the special education centre.
Year 13 students explain their water powered turbine.
Renewable energy: Wind turbine (04:08)
A year 13 student and his teacher discuss their energy-saving project.
Dave Dobbin inspires his year 13 students to learn about renewable energy.
Input from the community helped this school project to grow.
A great story prompted students to get behind a community project.
Values: Halo project (02:23)
Year 11 students deepened curriculum understandings through helping their community.
Year 13 students discuss their solar water heating project.