Pahiatua
Tararua College and The Bush Primary Schools' Technology Centre
Diana Eagle: For Food Technology to be taken seriously in the school environment, the definition between Food Technology and Home Economics based courses needs to widen and become separate. A new culture needs to develop within schools – one that acknowledges that a senior Food Technology course can complement the high status science courses like Physics and Chemistry by giving students the opportunity to apply their science knowledge in Technological Practice.
These two schools are in the unique position of being situated physically together, with a new Technology suite built at Tararua College in 2002 to provide both schools with one facility. The schools have a consulting technologist who has been visiting since the Technology Centre opened.
In their Beacon Practice initiative, Diana Eagle from Tararua College and Jacquey Neilson from the Bush Technology Centre worked to improve the quality of their Year 7-13 Food Technology programmes. Their aim was to show how Food Technology can be taught through to senior levels in a workable, seamless way – without the common perception of it being 'just cooking' or 'about healthy eating'. The Tararua Chocolates case study is a good example of this philosophy and approach.
"We wanted to plan programmes that ensure student progression in Technological Practice, technological knowledge and the nature of technology," says Diana. "Students need the opportunity to choose courses that will increase their interest in Food Technology, open up their career options and motivate them for further study in this important area.
"Part of our project was to enhance our technological knowledge and skills with the help of local practising food technologist Carol Pound. Her involvement kept me challenged to plan units of work that interest and motivate students and move them on in their technological literacy. Carol helped me to realise the vast wealth of experience and knowledge there is out there in the community and how it can be used by teachers if you are willing to give it a go. While Carol's focus was in the secondary school we were able to bring it back to the primary level in Jacquey's programme. Carol was able to spend time with Jacquey and introduce concept that connect all the way up the curriculum levels.
"Building a relationship with Carol helped me to forge links with a well established New Zealand company to such an extent that their food technologists have been my Scholarship students' clients for the past three years, and we've made contacts within Massey University and the dairy industry. They all provide the high level of technological knowledge that I as the teacher may be lacking, introducing things like ethical considerations and testing procedures appropriate for their project and practice."
"Carol's experiences are now helping others in the industry to see that working with us in the classroom can have two-way benefits and help them to see what is going on in schools. Not only will schools benefit from these resource people but it must also help the profile of our subject in making industry more aware of the value of technology as a viable subject in our schools."
For an in-depth case study of the working relationship between Diana and Carol, see BP642 Links with a practicing food technologist.
Jacquey says was "blown away" by the things she has been able to do through the Beacon Practice initiative."Observing secondary students in the classroom helped me gauge what to aim for," she says. "I had the opportunity to look at the planning at the secondary level right through to Year 13, even critique it sometimes. There was the opportunity to discuss planning at all levels to ensure the building of skills and knowledge so that Diana and I avoided repetition."
"I now have a much deeper understanding of the technology curriculum and the literacy involved in it. This then leads to constructive planning which scaffolds to a seamless progression for students and myself, which then links to student progression in technology. Students will now go into Year 9 better prepared for Food Technology both in classroom routines and in technological literacy and practice due to the commonality in routines we have developed."
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