Tracking

 I like to track the work that my students complete as we go so I can have an eye over everything and know what needs some focus. We use Hapara Workspaces as a whole school and the workspace itself creates a spreadsheet of the work on that particular workspace. I don't tend to use these as I like to have everything in one place for all my classes.

I list out all the tasks for a standard / project and then link the students work from the workspace. This spreadsheet is shared with the whole class so they can see where they are up to. As I get the links from the workspace, only the individual student and me has access to their work they can't see each other's work.

Link to copy of this year's spreadsheet (names have been removed). There are tabs along the bottom for all my senior classes.

As a Creative Arts Department, we needed to make sure that we were entering all the students in  our classes for a "full" course that enables them the ability to achieve enough credits in our subjects for a 1/5 of their NCEA requirement.

To this end, a spreadsheet has been set up that includes all of the subjects, student names and the standards. Totals are kept and then we can see at a glance that all of our students are being offered enough credits in their courses.

Link to a copy of this spreadsheet (with the names and student details removed)

As the students are completing work and results are coming in, they are being recorded on this same spreadsheet and graphs drawn. This gives a visual guide to who is doing well and who might need some extra support across the whole department. 

The colour codes on the results are something that I have been using for a few years now. Pink - NA, Green - A, Blue - M and Yellow - E.

I have also just started tracking how many credits are being achieved by each student in graph from. There is not much there at the moment but this will give a visual guide as to how each course is going in terms of how many credits each student is achieving.

This spreadsheet has been shared with management so they can see at a glance how the Creative Arts Department is doing overall over the year.

Feedback to Big Ideas Planning

 I have been using a Big Ideas planning template to think about the first project my year 11 students will be doing with the new NCEA Level 1 DVC standards when we get back to school. Link to blog post here.

I had a great online email, Google comments conversation with Pip Osborne (NCEA Implementation Facilitator), where she looked through my planning and gave me some really useful feedback.

These are the comments from my original planning doc. Link to altered planning doc

This is the information that I was sent with examples of student work using Maori Myths as the influence.

"Here is the examples of student work where they took the Māori Myth on a journey. They are all just aspects of the projects but might help as exemplars. They were all excellence endorsement students just FYI – except the Tane Mahuta example, that was an achieved."

Link to doc

Year 11 Planning 2024 - Big Ideas Planning

 2024 is the year we have to start to work on the new standards for NCEA Level 1. We had a great session in the Technology department at the end of the year with AIMHI technology support, Alison Fowkes. 

I had been looking at the new standards and reading the support material for a while and had decided which of the sample course outlines I am gong to use to support my planning. 

I printed this out and noted my thoughts all over it - link to presentation - this print off was part way through last year and there have been changes to the version that is now on the website. This does not bother me too much as it is a guide not a script.

I then converted this into an overall year view of what is to happen when. There is not details of content on this version, it is just to see where I am slotting everything into the year. Link to document

When we had our AIMHI support day, I showed my overall year planning. Alison shared a template that could be used to think about the "Big Ideas" to make sure that everything is covered within a project idea. I converted this template from paper into a Google Drawing - link to template here

I then used this to think about the Big Ideas for the first project of the year which will be designing seating.

Link to planning document

TOD - Planning for DVC NCEA Level 1 2024

 Today we were given time on Teacher only Day to plan for next year when the new NCEA Level 1 standards start.

Prior to the day, I had found some useful links and saved them onto Google Keep

Design and Visual Communication
https://ncea.education.govt.nz/technology/design-and-visual-communication?view=assessment

Materials and Processing Technologies
https://ncea.education.govt.nz/technology/materials-and-processing-technology?view=assessment

Electronics - Level 2 Unit Standards
https://www.nzqa.govt.nz/framework/explore/domain-full.do?frameworkId=278802

Understanding NCEA Changes
https://ncea.education.govt.nz/understanding-how-ncea-requirements-are-changing#:~:text=guidance%20as%20well.-,In%202024%3A,a%20new%2060%2Dcredit%20qualification

I has also prepared the standards into breakdown sheets similar to how I have them on my class site at the moment.

Year 11 2023 example - AS91067 - where it is on the class site

I always find making these sheets extremely useful as it makes sure that I am preparing work up to excellence level. As this is the case, I thought this would be a good thing to do with the new standards.

Here are the prepared documents.

DVC Level 1.1 9000 (internal)

DVC Level 1.2 9001 (internal)

DVC Level 1.3 9002 (external)

DVC Level 1.4 9003 (external)

Before I could start these, I looked at the 3 suggested course outlines that are on the website. I printed these off so that I could read them properly and decided to look in depth at two of them. 

Link to Annotated Course Outline 1

Link to Annotated Course Outline 2

My next steps are to choose one of the course outlines, make sure it is adapted and suited to me and my students and then fill in the standard breakdown sheets with the types of activities that we could do next year.

The course will consist of the two internal standards and one of the external standards for a total of 15 credits for the year. 

The students do 5 Level 1 courses over the year so this will give them a potential of 75 credits, where they will only need 60 to pass NCEA Level 1.

Planning for AS91068 - Undertake development of design ideas through graphics practice

 Planning for AS91068 - Undertake development of design ideas through graphics practice.

The whole project is broken down using the explanations on the standard. This ensures that i am planning for the highest levels. This is also useful for the students to know what they have to do for each level.

Link to doc here

This then gets laid out onto the class website, with links through to all the tasks, the standard, NZQA exemplars and the clarification. Each task page has instructions, reading and examples to support them through what they have to do.

Link to class site

The students work on Hapara Workspaces, so the templates and help are also put onto a workspace that we use to hand in the work.

Link to the workspace is here. - (as of writing this, this workspace is a definite "under construction" )

The good thing about this standard is that I can attach another couple of standards to the project - the Design Brief standard (AS91044) - link to work for that here. I can also do the rendering standard (AS91066) with this project too, when they are showing form, texture and materials on their design ideas. (another pile of "in process" planning here )

The external that i enter the students into for this course is AS91063. It is all about their freehand sketching through the design process.

I make sure I build in lots of opportunities for doing this. Here is the examples that I make to guide them. The designs are leading out from AS91067, so really all this work is one massive project.

As you can see, this planning was built around one standard but includes a lot of other elements that means the students can pick up more credits for the work that they do.One extended project that has 5 standards attached to it.

Tracking Achievement - Year 12 - When the first credits are entered.

 To help me to see if my intervention is having any measurable effect this year, I have been looking at the stats from previous years. I have already looked at when the credits were entered last year - Blog post here.

What I next wanted to check on was when the first credits for the students were entered into Kamar for NCEA Level 2 DVC.  This will indicate at what point in the year that the work was being completed.

I looked at the monthly spreadsheets that are generated by Mrs Moore over the last 4 years to see when the first credits appeared for the Year 12 students in DVC.

The students are doing really well considering that out of the 26 students, only 9 of them did NCEA Level 1 DVC last year.  Of those 9, 6 of them have got their first credits in already.