Phase 2 Schools: Nelson

Nayland and Garin Colleges

Nelson's Nayland College and Garin College worked across the areas of food, materials and electronics and control to explore, among other things, links between literacy strategies and achievement in technology education.

In 2006 the cluster developed a levelled assessment matrix based on the Components of Technological Practice (COPs). This was used in the assessment of student work to identify the levels they were working at and the next steps for planning and teaching to progress students to the next level. In this way teaching programme revision effectively used the COPs as a standardised assessment tool so that student achievement and progression is transparent and easily tracked.

At Nayland College, professional development focussed on sharing teaching strategies for teaching aspects of Technology. Faculty meetings at Garin College were also used for this purpose. Teachers in the wider Technology department/faculty at both schools grew progressively more receptive to sharing ideas and strategies for teaching Technology as their confidence increased.

With an assessment matrix in place and better staff understanding of how to use it, improved processes for reporting of student achievement were developed in 2007, under a broad Technology banner rather than being based on a context area.

A generic unit of work – Memory Catchers – was collaboratively developed for Year 11 Technology, facilitated by Grant Miles, with the goal of making Technological Practice more authentic and realistic. and implemented at both Nayland and Garin College across both the Food and Materials contexts. This unit is experience-rich and not assessment driven,has an authentic context, and its activities aligned with the learning outcomes. It gave the opportunity to link community resources into the unit and this encouraged and enabled students to identify and use additional outside experts/practicing technologists within their own practice, resulting in more authentic practice and the gathering of naturally occurring evidence. It also allowed for multiple outcomes and more dynamic thinking and an appreciation of fitness for purpose in the outcomes produced.

The unit was trialled in 2006, then modified for 2007so students were provided with opportunities to gain a more in-depth knowledge of Technological Practice. Resources were also created to provide students with opportunities to have evidence for Level 1 NCEA, such as case studies, visiting speakers and experts, materials resulting from workshops conducted by Carol Pound.

Garin College has an ongoing relationship with Sealords leading to project work focussed on developing fish based products in the Year 13 Food technology class. "Working with a practicing technologist has been really good for student motivation," says Jo Calt of Garin College, "as they have a responsibility to a real company and have to meet their deadlines and expectations."

Work on developing literacy strategies was ongoing in both schools. PD within the technology departments took place, with strategies such as silent brainstorms, vocab squares, dice, think pair share, a climb implemented into junior technology programmes. Common wall displays for technological language were created for all technology classrooms and structured literacy activities was embedded into planning for Technology courses in 2007. This has resulted in increased fluency and recognition of subject specific vocabulary in visual diaries and in teacher/student dialogue.

At the beginning of 2007 an assessment matrix for planning student progression was developed, to be used across all areas of technology in both schools. The matrix was trialled at Year 9 using existing student work and teachers identified the content of each level using evidence from student practice.Units of work were planned to ensure that students were given the opportunity to progress through the levels. Exemplar material at each level was collected for a continuing resource.

Evidence collected at mid point and end of year indicated that students had both progressed and were performing at a higher level than in previous years.Work continues with the same model being used with Year 10 and looking towards including the new strands.

In both schools, formative assessment strategies were used more regularly and vigorously to provide more meaningful and timely feed back and advice. Alternative assessment schedules were also trialled.

Reflection

In the final Beacon report, the cluster noted the increased quality and effectiveness of teaching and learning in technology courses as a result of the initiative. As a result of the strategies put in place, student practice improved – they were more self driven, their stakeholders valued and used well, solutions were reflective of issue and visual diary content became more meaningful and less bulky.

"Being provided with professional readings and the time to debate these with colleagues and facilitator have hugely impacted on understandings of the theories underpinning the development of the technology curriculum.

"Ange Compton, through discussion and planning sessions has challenged our thinking and understandings of technology education and given us the confidence to continue moving forward within our own departments.

"Regular contact in meetings over the two years has allowed us to form relationships with a large number of practicing technology teachers and people at the forefront of technology education. We feel confident that this is a sustainable community.

"The food workshops facilitated by Carol Pound have been excellent and exceeded expectations. The workshops gave a greater understanding and access to knowledge of Food Technology especially in the areas of sensory, product development, food testing, processing and marketing. Working with Carol to develop units of work that include the many areas we have been exposed to through the workshops has provided opportunities for in depth knowledge.

"Beacon has also given us opportunities to be known in the wider community."