Introduction
Background: In 2004 the three Year 13 Technology classes at Havelock North High School were assessed against the NCEA Level 3 achievement standards for the first time. Teachers found that some students had difficulty in the step up to this level, particularly in client selection and interaction. They decided to integrate the classes in the first term of 2005 with all students working with one teacher (Carol Rimmer) and a common class client. As a result all students were provided with a common framework for selecting and working with clients that they could apply in the rest of the year's work. The resulting improvement in student practice, outcomes and documentation encouraged teachers to repeat this strategy with the two wood- and metal-based technology classes in 2006. More…
Pre-planning: Year 13 metal technology specialist Jeff Arnold taught the combined class for the first term of 2006. Jeff worked with Carol Rimmer to refine his understanding of the nature of the step up in expectations in student practice from Level 2 to Level 3. Jeff selected Edges, a local picture framing company, as the common client and started planning for the initial visit and the ongoing interaction. More…
Delivery: Students first established the key milestones for the project, established a client profile and developed a range of questions for the first class visit to the client's business premises. Client responses were then discussed by the class and each student chose an issue to address. Key stages in development process were confirmed, initial key factors determined and an initial brief with draft specifications formulated.
As the unit progressed students made a number of out-of-school visits to explore the practice of a range of local technologists. After concept development and client feedback, a 'chosen concept' was finally established after further client input.
Working drawings were produced and a storyboard created to assist in the modelling of the conceptual design, final brief and specifications to the client. More…Outcomes: By the end of the first term, all students understood the relevant processes relating to identifying a client issue and interacting effectively with the client, and had identified a client for their project work over the remainder of the year. More…
What Next? Although Jeff is firmly convinced of the benefits of using this approach to teach students how to interact effectively with a client, he is looking to make further refinements for 2007 to better suit the needs of students - particularly in the area of advanced skills development. More…
