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.

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 11 - 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 1 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 11 students in DVC.

I showed this diagram to my Year 11 class this afternoon. I explained what I was doing and why and explained what the diagram meant. I showed them where they were on it and pointed out how well they were doing when you compare that point to the last 4 years, back to 2017. I told them I was proud of them and they should be proud of themselves for the effort they have put in.

The rest of the lesson was spent with those students who haven't got the credits yet asking what they needed to do and the rest of the class asking what the next set of work was worth. A lot of excitement and a fair bit of focus considering it was P6! I hope they feel empowered by this good start and feel like they can do it the rest of the year.