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Ministry of Education.
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Delivery - year 2

Trialling of the new programme of learning had gone well. The team, when reflecting on the work they'd done, could see the huge progress they had made.

"Now we're talking about technology" Deidre says, "Whereas before we were just talking about management – management in classrooms or specific skills-based areas. That has really been put aside and the focus is on that technological practice and the nature and knowledge strands, and creating those connections between the rooms so that when the students arrive in one room they're making the connection to where they've been previously and that's been the really successful thing."

Adding in the other strands

Having focused on the technological practice strand, the team added the nature of technology and technological knowledge strands to their programme. During the year they continued to explore the components of these strands. They discussed how best to fit them into their programmes. The year 8 rubric was adapted to reflect that students were coming in with more technology knowledge than before.

A significant timetable change allowed teachers more time to deliver their programmes to the Oamaru Intermediate classes. Instead of taking six 10-hour technology rotations, each class was instead allocated 14 hours in each of art and materials outcomes – fabrics and resistant. 

The client school timetable was also changed so that instead of coming for two days on two consecutive weeks, they now have four whole days in a row. Richard says the advantage is that instead of having to bring students up to speed at the beginning of each lesson, the whole day provides a concentrated session. The students are "just on a roll" over the four days. "I think it's moving a lot better. They have an intensive time and then go. Their learning is more structured and the feedback I'm getting from students is that it's working a lot better." He adds that the whole-day sessions also suit the client school teachers. The teachers can focus on their programmes without frequent interruptions as students go to technology.

The intermediate hosted a meeting for primary school principals where the team discussed what they'd been doing and showed them the workbooks. This was very successful because at that stage most of the principals weren't aware of all the changes. 

Rotations

Art room.

Art room.

Art

Sue has continued to develop an art programme in which students follow a technological process throughout their work. Year 8 students created a variety of prints during a programme of learning. It involved them in learning specific art skills and included technology aspects such as the design process and working for a stakeholder.

Year 7s worked together on a new programme of learning: From clay to play. It was part of a local youth initiative project which involved them in working with the community. The students spent a day of exploration identifying Oamaru images with a personal significance. Each student chose one as the basis for a conceptual design. The students then did functional modelling of their final design in paint. They made a clay tile and transferred their design, creating a glazed tile that was displayed in the community. 

Materials outcomes – resistant

Russell decided that the client school year 8s would each carve a patu that was unique to themselves.

He trialled a garden wind-ornament programme of learning with the intermediate year 8s. The trial worked well. The students came up with a great variety of outcomes.

The year 7 trial salad servers programme of learning had proved successful. Russell decided to do this for a second year with a focus on the technological products component. The students discussed, for example, the properties of different types of wood. The students used macrocarpa but Russell extended the programme of learning by introducing plastic. He gave them the option of making another kind of kitchen utensil in acrylic.

Testing fabrics.

Testing fabrics.

Materials outcomes – fabrics

Paula's year 7 students developed their own aprons. This context also introduced them to the technological products component when they looked at the suitability of materials for their purpose. The whole class was captivated watching Paula burn fabric samples. The students observed with keen interest as they blazed, smouldered, or oozed.

The year 8 students designed and developed their own bags. 

Paula is enthusiastic about the work her team did and the PLD she has received since joining them. "I've learnt so much since I've been here and I think my knowledge has increased three-fold". She comments that just talking with her colleagues and working through ideas was valuable. It helps with knowing if she's on the right track. Paula notes that in discussions with her year 8 students she can see just how much knowledge they absorbed as year 7s in that first trial year.

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