Year 9 Tech Module Marks

Reflection after this module:

- ALOT of writing and info interpretations

- The only reason the kids got through this is becuase they are a streamed class - this programme will not work with a few of the other classes

- For the lower ability classes, I will need to create a more practical programme

- The lower ability classes will also need more hands on stuff, as opposed to self directed, intuitive interpretations of info

- I will upload the new programme when I get to it

Overall:

This class coped really well with the literacy of the Brief development technology strand. It is a boring topic to teach, and the students really struggled to understand the concept that THEY are writing the brief. It would have been better to have an external person come into the class with a problem that they have, and then get the students to begin the process from there - more authentic.

I thought that authenticity would mean relating the project to the students context, ie: Levin. This was not the case, and in fact, the students were confused alot of the time as they kept asking me 'what shops are these going to?' or 'how much money is the shop going to pay us?'.

It was interesting to see the difference a streamed class can make on a project. I have had no trouble with them and feedback - they understand it and act on it immediately - and they seem to gather the overall hollistic idea of the learning.

In the feedback forms, some students even said that they had learnt how to create a brief, which was the entire point of the project - AWESOME!

For the next group that learns this process, I will get a person to act as a prime stakeholder, and the students can take notes - instead of reading about the stakeholder. This is suggested in the 'teaching strategies' section of the curriculum - Genius.

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