Curriculum links: Level 5/6
The learning environment
In the planning and delivery of the Te Papa Souvenirs unit, the teacher:
- established an environment that encourages and supports student innovation, by:
- creating a busy but 'fun' classroom atmosphere.
- encouraging student interaction.
- selecting a suitably broad context and planning research and development processes to accommodate variety in possible outcomes and ensure individual engagement and ownership.
- providing opportunities for extensive skills building activity to extend the potential scope of individual development work.
- provided a context and an issue for students to undertake technological practice, by:
- selecting souvenirs as the broad context.
- working with local Futureintech Facilitator to select a high profile client/key stakeholder which established the issue
- ensuring that students determined potential consumer groups and opportunities as a class.
- ensuring that the final selection of the target audience and developed outcome was made on an individual basis
- supported student learning as they structure and plan activities as required to enable them to undertake their technological practice to develop an appropriate outcome, by:
- establishing an initial timeline (and re-negotiating this with students as the situation changed).
- making extensive use of whole-class activity in the research/exploration phase, such as in the development of the market survey.
- making selective use of templates to scaffold key aspects of learning and evidence gathering.
- having regular one-on-one consultation with students.
- encouraging individual reflection and ongoing planning.
- Supported students in accessing resources, by:
- providing equipment and materials to enable students to gain experience in areas such as screen printing, machine embroidery, hot plate plastic moulding, Fimo, felt and pewter work.
- planning and supervising class access to client establishment and to related tourist venues to thoroughly research the chosen context.
- ensuring regular access to key stakeholders.
- provided opportunities for students to access key and wider community stakeholders in a safe and appropriate manner, by:
- planning an initial whole-class visit to client establishment.
- arranging for regular visits from key stakeholders to meet with the class and discuss development work on an individual basis.
- developing and organising a market survey to be carried out on behalf of the class at the host establishment by a small group of students.
