Principles, Values, and Key Competencies
In this section the work of students and teachers has been related to the new curriculum. This unit was planned and delivered prior to the release of the 2007 New Zealand Curriculum.
Principles – Learning to learn
The alternative assessment schedule, with its ongoing teacher/student discussion on progression, encouraged students to reflect on their own learning processes rather than concentrating on the final outcome.
Values
The Hillcrest and Katikati ICT teachers encouraged excellence in their students' work through their development of an alternative assessment schedule. Students were assessed at defined checkpoints during their project and were able to provide evidence in a variety of ways, such as written, audio, visual and verbal. This allowed better monitoring of their progress and intervention where necessary, resulting in a higher quality outcome.
Students needed to consider their own and other people's values when developing their outcomes; this included reflecting on wider social, cultural and aesthetic values in the community.
Key Competencies
Thinking
In order to encourage students to reflect on their learning they were given a Components of Practice diagram, to help them understand the concepts and applications of good technological practice.
Using Language, symbols, and texts
Students were able to use text, sketching and drawing, and electronic technology when documenting their progression throughout the project. All cluster members encouraged their classes to use ICT such as video and audio clips, PowerPoint presentations and screen dumps.
Managing self
Frequent discussion with teachers, regarding their progress, allowed students to fulfil expected criteria and therefore see themselves as capable learners and to become more self-motivated in their work. Malcolm ensured his Year 12 students had ownership and control of their project through having the opportunity to identify their own issue and a wide choice of media/programs to use in the project and for documentation.
Relating to others
Jenny's Year 11 class shows how students related to others as they learned to communicate with stakeholders, justify their design decisions and understand social issues affecting their project.
Participating and contributing
Students participated in their school community through their working relationship with others in the class, as when Katikati College Year 12 student John asked his peers to review his final prototype. Students also contributed to the wider community through their consultation with stakeholders throughout their project development.
