Four year 8 students from Northcross Intermediate collaborated, researched, and worked across the curriculum to design and create a plant-monitoring, self-watering system for keeping the school's indoor plants healthy.
In this video ICT Tutor Kawana Wallace describes the rationale and use of the exit and entry portfolios and how they were developed.
The digital technologies teacher, principal, and students discuss the success of the approach used to engage students, and in particular girls, in digital technologies.
Erena Mikaere-Most from Ngāti Rangi Trust and Principal Kim Basse discuss their collaboration and the impetus for this project.
Julie McMahon and Mark Greenfield discuss the application of electronics and the internet of things at St Hilda’s Collegiate and King's High School.
Year 13 students discuss their solar water heating project.
This technology project has rich links to the key competencies.
Year 11 students deepened curriculum understandings through helping their community.
A great story prompted students to get behind a community project.
Christine Elder and Stephen Newnham share insight into seamless tracking of progress.
Dean Gordon shares how visits within the local community created understanding of the made and natural worlds.
Andrea Robertson and Lisa Hocking share how mathematics and science were incorporated into their technology learning.
Andrea Robertson describes the richness of their "amazing flight inquiry" – incorporating EOTC and learning in technology, literacy, and numeracy.
Julie Clement considers how resources influence the authentic experiences for her students.
Julie Clement shares how a design focus has engaged her students.
Margaret van Meeuwen explains how a cycle of self-review has enhanced delivery of curriculum.
At Diocesan School planning focuses on technology components for years 7–10, and establishing scholarship potential in year 13.
James Mawson explores cars as technological outcomes with his year 2 class.
Kathy Chandler and her year 1–2 students discuss technological outcomes and what technologists do.
Students in years 1 and 2 discuss with their teacher why technologists make things out of different materials.
New entrants explore what technology is with teacher Jill Harper.
Moira Patterson explains technological systems and shares examples to inspire.
Year 8 students talk about the functional modelling of their designs for mirrors and how they are fulfilling the brief.
Two year 8 students describe their functional modelling of their designs for organisers.
Two year 8 students describe their ideas about the types of specifications that would have been given for two famous outcomes.
A year 8 student describes how she went about creating an initial brief for her organiser.
Rozeanne Donald shares insight into planning with a purpose.
Rozeanne Donald explains the key to planning is to work backwards.
Year 12 students talk about the issues that they have selected for their projects.
Year 10 students describe some of the attributes for the snake skates they are developing.
Steve Andrew and students talk about using their knowledge to test materials for their projects at year 12.
Students in year 10 describe manipulating, forming, and transforming materials.
Christine Elder sees opportunities in her local community to share technology learning with her year eight students.
Noeline Stewart shares how her secondary students collaborated on a fundraising venture with a local primary school.
Students make community connections through their technology projects.
Noeline Stewart and Hasting Girls' High School students share about developing products for community projects.
Moira Patterson and Naomi Laycock show the importance of engaging students in hands-on experiences.
Cheryl Pym describes the power of providing authentic experiences to engage students.
Claire Wood and a year 8 student talk about unpacking examples of technologists' practice to grow curriculum understandings.
Carol Rimmer explains how indicators of progression are woven into programmes of learning.
Carol Rimmer outlines the programme planning she uses to provide students with broad knowledge.
Ritu Sehji upskilled through a Royal Society fellowship, allowing her to make industry links.
Technology teachers build knowledge by sharing and discussing their ideas.
Kimi Whiting shares her experience of transitioning from year 13 to studying design at university.
Kimi Whiting shares how tertiary study has changed her thinking around identity.
Wendy Nealle describes the Fab Academy qualification and how digital fabrication – makerspaces and hackerspaces – opens up opportunities for students.
Pip Kirikiri shares her career journey in the food industry.
Matt Spencer of Walter Findlay outlines the quality measures taken at checkpoints during the production process.
Fran Edwards of Cedenco Foods explains the thorough testing required to meet customer specifications.
A year 13 class connects with a fabric printing company to outsource their printing.
Wellington Girls' College connects with Fab Lab at Massey University.
Judy Delbridge broadens thinking around data collection, allowing her students to produce creative results.
Cheryl Pym discusses how to approach student progress tracking within programme planning.
Cheryl Pym explores the features of literacy within technology.
Cheryl Pym shares the benefits of providing strategies to understand words.