Reading for Identification in DVC

 My Year 11 DVC class are currently starting their seating designs. They have already looked at their design influence (the has to look at either Frank Gehry, Frank Lloyd Wright or Antoni Gaudi - Link to planning here ). They now have to think about their second design influence, which has to be Māori inspired. We looked at Matariki as a starting point for this influence and I gave them this presentation to start them off on their research.

After they had done their general reading, they had to decide on one star in the Matariki cluster and find the story of that star / character. This story was to be copied and pasted onto a Google doc and then they had to read it and highlight where something was mentioned that they could then find as an image.

They then had to find images to go with the story and put it all on the same doc ready for printing.

This is my example.

After their document was printed out, the students had to cut everything out and arrange it on a page in the sketchbooks.

We kept the highlighted areas on the written sections as it made clear the parts of the story that they were focusing on.

From here, the students have been drawing the images from their research. I think that drawing the images and not just using them to look at for inspiration, gives a greater insight into the shapes and forms as you are making stronger connections in the brain by physically working with them.

What we are on with now is design development. The students have their initial sketches based on the design elements of their chosen designer. They now have to take those initial ideas and use the drawings from their Matariki stories to inspire how the development goes.

Year 11 Visual Art Trip to Auckland Museum - Planning for AS91912

 My Year 11 Visual Art class are currently working on AS91912. So far, we have looked at the school Taonga and have done some research and sketches to do with that. Blog post here

We have recently been on a class trip to the Auckland Museum marae. We had a great guided tour around the marae in the museum, where he told us all about the history of that marae, whose it was, why it was built and why it was there in the museum. We were also given the opportunity to have a go at weaving tukutuku.

After the guided tour, we had another hour looking at all the artefacts and sitting and drawing some of them. This was the first experience for the students of drawing while there are other people / members of the public walking round being able to see what they were doing. I was very proud of how well they coped with this as this can be quite a confronting experience.

Since getting back to the classroom, we have been focussed on getting 2 sketchbook pages completed to record this work.

The planning for this is on the class website here.

I have updated the sketchbook pages tracking page with my examples so the students know where they should be up to.

I have also started the assessment page with the presentation template that the students are going to use to submit their completed work. Everything has to be submitted digitally this year so we will have to be very careful to take good quality photographs.

Here is my example so the students are clear what they have to do with their work when it is completed.

As the students use Workspaces for the rest of their classwork in other subjects, I have made a workspace for them to record their evidence onto. I will use this one workspace for all 3 standards this year as they all have to be submitted digitally. Link to workspace page

Visual Art Planning - AS91912

 The theme for our work on this standard is Taonga. I am going to be breaking this down into these sections

1. School Taonga
2. Personal Taonga
3. Maori Taonga

We have started on school taonga first as we are lucky to have a sculpture out the front of the school and a school marae. We started this standard bt drawing these first so I could get the students drawing straight away as they start level 1 Visual Art.

We sat outside, in the shade under the trees, drawing the main sculpture in front of the school.

As a class we have broken down what we see as a taonga. We spoke about what is at school and the students came up with the ideas on the diagram, We then spoke about what could be included in the personal list and thype of thing they could use. When they write this one up they have to bulk out the idea with how it applies to them.

We were then lucky to have a visit from Mrs Moore who is one of our deputy principals. One of the things that she is in charge of is the school archive. She came and spoke to us about all the things around the school that we treasure.

This presentation shows the notes that were made while Mrs Moore was talking and the images we looked at at the same time.

Pages that we have worked on so far are included here in this presentation. This standard is a research based standard but I want them to include some drawings too.

The first job was to present the diagrams in a clear way, with details of what they are thinking about for their personal taonga.

The students then had to cut out the photos and there drawings and arrange them into a double page spread in their A3 sketchbook. Then they had to decide which notes to use to annotate the images.

Here is the link to my Visual Art class site - this is DEFINITELY a work in progress as this is completely new this year.

I have been putting photographs of my sketchbook pages on this page so the students can have access to my examples all the time. I have been working on them at the same time as them so they can see the progress.

Our next steps are -

1. Visit to the Auckland Museum where we are getting a guided tour round the marae and then time to draw in the artefact exhibition.
2. Taking / finding pictures of personal taonga and doing some drawings from them
3. Printing patterns from our own cultures that can be used as page backgrounds.
4. Analysis of how these areas of research intersect to where we are personally.

These will all be translated into more pages in our A3 sketchbooks ready for the 8 pages we need for this assessment.

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.

Staff PLD August 1st 2017 - Culturally Responsive and Relational Pedagogy

Teacher Only Day 27th March 2017

We had our teacher only day today.
The focus was on:-

• Culturally Responsive Pedagogy with Stephen Rowe
• Wide and Deep Reading with Aaron Wilson
• An introduction to "Understanding Behaviour - Responding Safely"

Here are my notes. They were hand written on an iPad app called Notes Plus and exported out as images.