Rebecca Smye-Rumsby
Design . Technology . Project Teacher
e-Portfolio
Design for learning
Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures.
My
Learning
Journey
Practice
Creating tasks, activities and courses for Modules, SPINs, Projects and Hub in response to school-wide planning . Participating in 'speed-dating' sessions . Arranging co-teacher meetings to identify student progress and plan responsively . Actively engaging in Universal Design for Learning and foundation curriculum documents . Adapting and developing resources that have proven successful . Observe others' practices to inform my own . Continuously critiquing my own resources to support student independence and understanding.
Examples
FAN CLUB
With a focus on culture and diversity, students investigated how different countries have fashioned fans into functional and elegant cooling accessories. They looked into the stories behind the patterns, styles and symbols that are embedded within each culture and trialed some of the artisan techniques used to create and construct this handy artefact.
Fan Club Slideshow: Brief Development
Fan Club Slideshow: Student exemplar
LANTERN
With a focus on relationships, students looked into how different cultures have used lighting to celebrate and unite people, along with investigating the artisan techniques employed to create such pieces. During this term, they explored material properties to play with lighting effects and followed the design process to create their own unique lantern.
Lantern Slideshow: Material Performance
Lantern Slideshow: Student exemplar
FLAMINGO
In this SPIN, students designed a product to help people be safer on the roads. They followed the design process to identify a need or opportunity, and developed a product that can be worn in response to their brief. Skills developed in this class included research, sketching, model making, sewing and basic circuitry.
Road Safety: Exploring the problem
Road Safety: Product Anaylsis
Road Safety: Student exemplar
TAWHIRIMATEA
In this class, students used modelling and prototyping to create a kite. They took inspiration from kite designs from a range of cultures, to transform simple fabric into something that flies. They developed the functional and aesthetic aspects of their kite through on-going testing.
Tawhirimatea slideshow: Technological Modelling
Tawhirimatea slideshow: Student exemplar
Tawhirimatea slideshow: Student exemplar
'Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners.'
'Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners.
-2019 Project rubrics
Providing opportunities for project guides to make sense of progressions in learning and discuss what a student might look like in this context at each level of the New Zealand Curriculum from levels 4 to 8.
As Projects does not fit directly under a curriculum area, we have developed our assessment materials over time, based on experience and in consultation with subjects that feature aspects of project learning in their area. Examples of this would be Social Science's approach to values, perspectives and points of view in our inquiry phase, and also social responsibility in Physical Education.
LEVEL 2 DVC
DVC LEVEL 2 ASSESSMENT MATERIALS
AS91356
AS91340
AS91341
AS91342
AS91343
'Gather, analyse and use appropriate assessment information, identifying progress and needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required.
