Technology

Game Development

Staff to contact: Shireen Buchler

Game Development is a subject that leads to exciting and high paying careers. Students who pursue Game Development learn to write computer code, create game assets, plan large scale projects and learn Computer Science concepts. The subject has courses at all three NCEA levels and the game projects developed by the students get increasingly complex as students develop these skills. With a motto of "make amazing things and the credits happen by themselves", we make amazing games in these courses.

level1-3_game_development.mp4

Game Development - NCEA Level 1 - 11COG

Programme Description : This is a level 1 Text Based Game Development course that introduces students to Python programming or extends those with some foundational knowledge. This is a technically challenging course designed for students who have completed a programming option at year 10 or who enjoy coding.

Learning Outcomes/Contexts:

Students will learn to write code in Python as they develop a number of text based games. Students will create a chasing game, a choose your own adventure game and some simple number games.

Students will then choose the style of text game that they wish to develop further into a game that is fun for their peers to play.

We will then look at computer science concepts and some coding theory. We will develop an understanding of different algorithms and how to determine their cost as well as how images are stored in binary and how these can be compressed in different ways.

Skills and Capabilities:

In this course we focus on fewer credits done well. We will be creating a project that we are proud of, learn resilience, learn to plan a large project and develop our problem solving skills.

Students will develop skills in application development, managing large projects, planning large projects, game design, user interface testing and programming using Python.

Cross Curriculum Links: Mathematics. Art, Graphics, Technology and Design

Possibly leads to : Computer Science, Mathematics, Computing.

Assessment Opportunities: Large project based assessment. Common assessment task held in class.

Contact: Shireen Buchler buchlers@mbas.ac.nz

Game Development - NCEA Level 2 - 12COG

Programme Description : This is a level 2 Arcade Game Development course with a large programming element. This is a technically challenging course designed for students who have completed a programming course at level 1 and who enjoy coding.

Learning Outcomes/Contexts:

Students will spend most of the year developing an arcade style game. They will write the code that drives the game. They will design and create the graphical and sound assets used in the game.

Students will create a unique arcade game that they can use to demonstrate design and coding skills during job interviews or other situations.

Students will learn to design for people and use “user experience methodologies” to improve their designs.

Skills and Capabilities:

In this course we focus on fewer credits done well. We will be creating a project that we are proud of, learn resilience, learn to plan a large project and develop our problem solving skills.

Students will develop skills in application development, managing large projects, planning large projects, game design, graphical user interface testing, programming using Python, image creation and short animation walk cycles.

Cross Curriculum Links: Mathematics. Art, Graphics, Technology and Design

Possibly leads to : Computer Science, Mathematics, Computing.

Assessment Opportunities: Large project based assessment. Common assessment task held in class.

Contact: Shireen Buchler buchlers@mbas.ac.nz

Game Development - NCEA Level 3 - 13COG

Programme Description : This is a level 3 Arcade Game Development course with a large programming element. This is a technically challenging course designed for students who have completed a programming course at level 2 and who code for fun.

Learning Outcomes/Contexts:

Students will spend most of the year developing an arcade style game. They will write the code that drives the game. They will design and create the graphical and sound assets used in the game.

Students will create a unique arcade game that they can use to demonstrate design and coding skills during job interviews or other situations.

Students will learn to design for people and use user experience methodologies to improve their designs.

Skills and Capabilities:

In this course we focus on fewer credits done well. We will be creating a project that we are proud of, learn resilience, learn to plan a large project and develop our problem solving skills.

Students will develop skills in application development, managing large projects, planning large projects, game design, graphical user interface testing, programming using Python, image creation and short animation walk cycles.

Cross Curriculum Links: Mathematics. Art, Graphics, Technology and Design

Possibly leads to : Computer Science, Mathematics, Computing.

Assessment Opportunities: Large project based assessment. Common assessment task held in class.

Contact: Shireen Buchler buchlers@mbas.ac.nz

Designing and Developing Digital Media Outcomes

Staff to contact: D Spyve

Designing and Developing Digital Outcomes is a subject that leads to exciting and high paying careers in many areas. Students who pursue Designing and Developing Digital Outcomes learn to create a variety of digital media, including web development, 3D modelling, animation, movie editing and special effects. Students select an area to develop further. The subject has courses at all three NCEA levels and the media projects developed by the students get increasingly complex as students develop the skills required. With a motto of "make amazing things and the credits happen by themselves", we make amazing media outcomes in these courses.

Level1-3_media_creation.mp4

Designing and Developing Digital Media Outcomes - NCEA Level 1 - 11COM

Programme Description : This is a level 1 digital media course that allows students to plan, design and develop a digital outcome. The outcome is negotiated and can be a web development project, 3D character modeling, movie special effects or some other media project negotiated with the teacher.

Learning Outcomes/Contexts:

Students will learn about design principles, managing large projects and the feedback and improvement cycle.

Students will be able to choose a context from a range of options. They will then develop skills within this context to produce an outcome.

Students projects may be

A website for a club or business
A 3D modelled character design for animation or game development.
A special effect for a movie
A short film edited and crafted

We will learn how to use the suitable software to create this outcome.

Skills and Capabilities:

In this course we focus on fewer credits done well. We will be creating a project that we are proud of, learn resilience, learn to plan a large project and develop our problem solving skills.

Students will develop skills in a selected group of digital media areas.

Cross Curriculum Links: Art, Graphics, Technology and Design, Programming, Web development, 3D modelling, digital movie effects, or film production.

Possibly leads to : Art, Design, Graphic Design, Computing, Movie Effects, Movie Making.

Assessment Opportunities: Large project based assessment. Common assessment task held in class.

Contact: Dean Spyve. spyved@mbas.ac.nz

Designing and Developing Digital Media Outcomes - NCEA Level 2 - 12COM

Programme Description : This is a level 2 digital media course that allows students to plan, design and develop a digital outcome. The outcome is negotiated and can be a web development project, 3D character modeling, movie special effects or some other media project negotiated with the teacher.

Learning Outcomes/Contexts:

Students will learn about design principles, managing large projects and the feedback and improvement cycle.

Students will be able to choose a context from a range of options. They will then develop skills within this context to produce an outcome.

Students projects may be

A website for a club or business
A 3D modelled character design for animation or game development.
A special effect for a movie
A short film edited and crafted

We will continue to develop the skills built in the level 1 course to create a quality project.

Skills and Capabilities:

In this course we focus on fewer credits done well. We will be creating a project that we are proud of, learn resilience, learn to plan a large project and develop our problem solving skills.

Students will develop skills in a selected group of digital media areas.

Cross Curriculum Links: Art, Graphics, Technology and Design, Programming, Web development, 3D modelling, digital movie effects, or film production.

Possibly leads to : Art, Design, Graphic Design, Computing, Movie Effects, Movie Making.

Assessment Opportunities: Large project based assessment. Common assessment task held in class.

Contact: Dean Spyve. spyved@mbas.ac.nz

Designing and Developing Digital Media Outcomes - NCEA Level 3 - 13COM

Programme Description : This is a level 3 digital media course that allows students to plan, design and develop a digital outcome. The outcome is negotiated and can be a web development project, 3D character modeling, movie special effects or some other media project negotiated with the teacher.

Learning Outcomes/Contexts:

Students will learn about design principles, managing large projects and the feedback and improvement cycle.

Students will be able to choose a context from a range of options. They will then develop skills within this context to produce an outcome.

Students projects may be

A website for a club or business
A 3D modelled character design for animation or game development.
A special effect for a movie
A short film edited and crafted

Building on the media skills learnt in the level 1 and level 2 courses, students will produce a final year project for their portfolios.

Skills and Capabilities:

In this course we focus on fewer credits done well. We will be creating a project that we are proud of, learn resilience, learn to plan a large project and develop our problem solving skills.

Students will develop skills in a selected group of digital media areas.

Cross Curriculum Links: Art, Graphics, Technology and Design, Programming, Web development, 3D modelling, digital movie effects, or film production.

Possibly leads to : Art, Design, Graphic Design, Computing, Movie Effects, Movie Making.

Assessment Opportunities: Large project based assessment. Common assessment task held in class.

Contact: Dean Spyve. spyved@mbas.ac.nz

Design and Visual Communication

Design and Visual Communication focuses on the three inter-related strands of graphics practice, structured design and visual communication where visual literacy and creative thinking are developed using a range of visual communication techniques. It can encompass both spatial and product design. The ability to communicate ideas in spoken, written and visual form along with the ability to logically problem solve are some of the most important life and vocational skills that a person can possess. These skills are essential for effective communication in a technological society.

Level 2 achievement standards are recommended standards to study in 4 of the 6 vocational pathways and are related standards in one of the remaining 2 pathways. This subject provides a pathway of learning with progression through to tertiary institutions where there are a number of exciting graduate and post-graduate courses. These lead to numerous very desirable vocations. To gain access to these educational and vocational opportunities it is very advantageous to study Design and Visual Communication at secondary school level.

Design and Visual Communication - NCEA Level 1 - 11DVC

Programme Description : DVC (Design and Visual Communication) also known as Graphics, is a challenging and creative environment for students interested in; design, graphic communication and computer aided design. Students are encouraged to generate creative and innovative solutions to solve design problems that are set in authentic contexts.

Students will develop their understanding of design and visual communication through exploring and presenting design ideas that can be customised to suit their interests. They will develop specific skills in researching, freehand drawing, rendering and CAD (computer aided design). They will also learn techniques to enhance and present their design ideas.

Throughout the year students will undertake and solve design tasks using specific design based tools and language. In this course an emphasis is placed on enhancing student’s visual literacy and inspiring a passion for the world of design. Students produce year long portfolios of work, there are no exams for DVC.

Learning Outcomes/Contexts: Level 1 students will be focussing primarily on; the development of freehand drawing skills, understanding design elements, using CAD software and learning how to present design ideas. Freehand sketching is the communication of ideas unassisted by the use of instruments. Two-dimensional (2D) and three-dimensional (3D) freehand sketches must be produced in proportion and clearly communicate design features. 3D freehand sketching methods learnt are isometric, oblique, planometric and perspective. Freehand sketches must show details of construction and/or design features, as appropriate (e.g. by use of sectional, detail and/or exploded views)

Students learn how to undertake development and show a coherent flow of design ideas through graphics practice. Students will; integrate design judgements into their work, use design principles; and incorporate their own tastes, values and views. Students then present their design solutions using Archicad CAD software.

Cross Curriculum Links: Building and construction, furniture, art, fasion/fabric, engineering, trades, computing (CAD)

Possibly leads to : Art, Architecture, building & construction, civil engineering, mechanical engineering, plumbing, electrician, landscaping, interior design, industrial design, fashion design, product design, advertising/promotional work/sign writing

Assessment Opportunities: There are no exams in DVC. Students produce a full year protfolio of work. Achievement standards are marked both internally (marked in school) and external assessment, where the external assessment is submitted and sent to Wellington to be marked,

Contact: Shireen Buchler buchlers@mbas.ac.nz

DVC Level 1 Spatial Design.mp4

Design and Visual Communication - NCEA Level 2 - 12DVC

Programme Description : DVC (Design and Visual Communication) also known as Graphics, is a challenging and creative environment for students interested in; design, graphic communication and computer aided design. Students are encouraged to generate creative and innovative solutions to solve design problems that are set in authentic contexts.

Students will develop their understanding of design and visual communication through exploring and presenting design ideas that can be customised to suit their interests. They will develop specific skills in researching, freehand drawing, rendering and CAD (computer aided design). They will also learn techniques to enhance and present their design ideas.

Throughout the year students will undertake and solve design tasks using specific design based tools and language. In this course an emphasis is placed on enhancing student’s visual literacy and inspiring a passion for the world of design. Students produce year long portfolios of work, there are no exams for DVC.

Learning Outcomes/Contexts: The DVC level 2 course further develops students’ design capabilities. Initially students explore a design movement of their choice and embed its influence into their own conceptual design work. They then explore practices specific to product or spatial designers through a major design project which is customised to reflect their personal interests.

Students are challenged to examine solutions to design problems in greater depth. Interspersed in the projects are exercises to advance students’ technical skills. The work done in these projects contributes to internally assessed standards and a portfolio for external assessment.

Design-focused students can complete an optional topic creating a presentation of their project. Technically oriented students can complete a set of working drawings for their project.

Cross Curriculum Links: Building and construction, furniture, art, fasion/fabric, engineering, trades, computing (CAD)

Possibly leads to : Art, Architecture, building & construction, civil engineering, mechanical engineering, plumbing, electrician, landscaping, interior design, industrial design, fashion design, product design, advertising/promotional work/sign writing

Assessment Opportunities: There are no exams in DVC. Students produce a full year protfolio of work. Achievement standards are marked both internally (marked in school) and external assessment, where the external assessment is submitted and sent to Wellington to be marked,

Contact: Shireen Buchler buchlers@mbas.ac.nz

DVC Level 2 Spatial Design.mp4

Design and Visual Communication - NCEA Level 3 - 13DVC

Programme Description : DVC (Design and Visual Communication) also known as Graphics, is a challenging and creative environment for students interested in; design, graphic communication and computer aided design. Students are encouraged to generate creative and innovative solutions to solve design problems that are set in authentic contexts.

Students will develop their understanding of design and visual communication through exploring and presenting design ideas that can be customised to suit their interests. They will develop specific skills in researching, freehand drawing, rendering and CAD (computer aided design). They will also learn techniques to enhance and present their design ideas.

Throughout the year students will undertake and solve design tasks using specific design based tools and language. In this course an emphasis is placed on enhancing student’s visual literacy and inspiring a passion for the world of design. Students produce year long portfolios of work, there are no exams for DVC.

Learning Outcomes/Contexts: The level 3 DVC course covers NCEA Level 3 and Scholarship. Students develop their own design briefs, which are based on an authentic situation, in the context of spatial or product design. They are challenged to generate innovative and creative design ideas and carry them through to a highly resolved design solution that communicates in depth design detail, function and appearance. Students are to demonstrate their understanding of; opportunities, constraints, legal and/or council requirements, antropometrics and environmental considerations.

Students may work in a range of different media, both paper based and digital. Alternatively they may choose to present 3D printed models. Final assessments are presented as a portfolio.

Cross Curriculum Links: Building and construction, furniture, art, fasion/fabric, engineering, trades, computing (CAD)

Possibly leads to : Art, Architecture, building & construction, civil engineering, mechanical engineering, plumbing, electrician, landscaping, interior design, industrial design, fashion design, product design, advertising/promotional work/sign writing

Assessment Opportunities: There are no exams in DVC. Students produce a full year protfolio of work. Achievement standards are marked both internally (marked in school) and external assessment, where the external assessment is submitted and sent to Wellington to be marked,

Contact: Shireen Buchler buchlers@mbas.ac.nz

DVC Level 3 Spatial Design.mp4

Hard Materials Technology

Staff to contact: G Fletcher

This course is designed to encourage students into vocations that include engineering related trades (industry training organisations) through to professional engineering (University Degrees). It has links to all 6 vocational pathways through Generic Technology achievements standards and industry training organisation unit standards. These give students the ability to effectively design a course for themselves that will best suit tertiary studies and vocations that they may desire.

Hard Materials Technology - NCEA Level 1 - 11MTE

Programme Description: This course is designed to build workshop competency and safe practice necessary for the senior Technology courses. Course content consists of skill building tasks as well as an in depth look at the design process where student’s creativity is challenged in a context that is yet to be co-constructed. Level 1 Achievement Standards will be the focus of this course.

Learning Outcomes/Contexts:

This design and build based course is designed to build workshop competency and safe practice necessary for the senior Technology courses. Project work consists of skill building tasks as well as a detailed focus on the design process where student’s creativity is challenged. Level 1 Achievement Standards will be the only form of assessment

Good attendance is paramount and theory tasks are to be completed at home to allow students to make the most of available workshop time. This is necessary for students to be successful.

Skills and Capabilities:

In Year 11 Hard Materials Technology you will take a step up from last year. The focus is now put on the design process and making an authentic product that addresses an issue that each student has identified. In Level 1 we begin to work on accuracy of measuring and cutting. Students will learn the use of the milling machines, centre lathes and will be introduced to MIG welding. There is a focus on design during this course that would suit students who have flexibility of thinking to work through and solve the design challenge. During this course students will have the chance to trial, test and evaluate many different techniques and justify the best outcome for their project.

Students taking this course will need to be self motivated and show a strong work ethic. Basic mathematics and literacy skills are essential. The skills learnt during this course lead perfectly on to Level 2 Hard Materials Technology.

Cross Curriculum Links: Technology, Physics for Trades, Science, Mathematics

Possibly leads to: Level 2 Hard Materials Technology

Assessment Opportunities: All students have the opportunity to demonstrate a range of skills through a variety of internal Achievement Standard assessments.

Contact: George Fletcher Email: fletcherg@mbas.ac.nz

Hard Materials Technology - NCEA Level 2 - 12MTE

Programme Description: This course offers students the opportunity to design and build a project under the context of recreation. This course is neither wood or metal focused but rather on the use of multi materials to achieve an outcome. This personalised course project and learning outcomes are negotiated with the teacher. Students engaging in this course will be working on three Level 2 Achievement Standards.

Learning Outcomes/Contexts:

This course offers students the opportunity to tailor their personalised course project and learning outcomes in negotiation with the teacher. Students engaging in this course will be working on Achievement Standards.

It is important that all University bound Achievement Standard students and students who wish to work on an individual project of their choosing discuss their ideas with the course teacher before the end of the previous year to determine costs and suitability. To comply with course requirements students must be self-motivated taking ownership of their learning, preferably being ready to start the year with ideas of projects that fall under the context of recreation. Deadlines throughout the year must be agreed with the teacher and met. Good attendance is paramount and theory tasks can be completed at home to allow students to make the most of available workshop time. This is necessary for students to be successful. Alternatively students will be set a project and Unit Standard assessments to complete.

Skills and Capabilities:

In Year 12 Hard Materials Technology you will take a step up from last year. The focus is now put on developing skills to follow the design process to work with a stakeholder and build your own project. The emphasis on the elements of design during this course would suit students who have flexibility of thinking to work through and solve the design challenge. During this course students will have the chance to trial, test and evaluate many different techniques and justify the best outcome for their project.

Students taking this course will need to be self motivated and show a strong work ethic. They need to have the ability to identify an issue in the context of recreation and work through the design process to solve this issue. Basic mathematics and literacy skills are essential. The skills learnt during this course lead perfectly on to Level 3 Hard Materials Technology.

Cross Curriculum Links: Technology, Physics for Trades, Science, Mathematics

Possibly leads to: Level 3 Hard Materials Technology, Gateway work placements, Employment opportunities

Assessment Opportunities: All students have the opportunity to demonstrate a range of skills through a variety of internal Achievement Standard assessments.

Contact: George Fletcher Email: fletcherg@mbas.ac.nz

Hard Materials Technology - NCEA Level 3 - 13MTE

Programme Description : This course is designed to further prepare students for an apprenticeship or focus students towards Tertiary training. This is not a course that focuses on wood or metal, it is a multi materials class that works across many areas of the Technology faculty.

Students engaging in this course will be working on Level 3 Achievement Standards.

Learning Outcomes/Contexts:

This course is designed to further prepare students for Tertiary training.

As in Level 2 students have the opportunity to tailor their personalised course project and learning outcomes in negotiation with the teacher.

Students engaging in this course will opt for Level 3 Achievement Standards. Students may work on a project of their choosing with consent from the course teacher. To comply with course requirements students must be self-motivated by taking ownership of their learning by being ready at the start of the year with a project design in mind. Predetermined deadlines that have been agreed upon with the teacher must be met throughout the year. Good attendance is paramount and theory work can be completed at home, to allow students to make the most of available workshop time. This will be necessary for students to be successful.

Skills and Capabilities:

In Year 13 Hard Materials Technology you will take a step up from last year. The focus is now put on further developing skills to design and build your own outcome using complex procedures. Students will be expected to have a solid understanding of the design process.The element of design during this course would suit students who have flexibility of thinking to work through and solve an issue using the design process. During this course students will have the chance to trial, test and evaluate many different techniques and justify the best outcome for their project.

Students taking this course will need to be self motivated and show a strong work ethic. They need to have the ability to choose a project and set a goal to achieve it. This course is not suited to students who have not done Level 1 and 2 Hard Materials Technology. Basic mathematics and literacy skills are essential. The skills learnt during this course lead perfectly on to tertiary level education.

Cross Curriculum Links: what other areas of study could this link to/ complement etc.

Possibly leads to: Tertiary education, Employment

Assessment Opportunities: All students have the opportunity to demonstrate a range of skills through a variety of internal Achievement Standard assessments.

Contact: George Fletcher Email: fletcherg@mbas.ac.nz

Hard Material (Wood)

Building and Construction Allied Trades Skills (BCATS) - NCEA Level 1 - 11BCATS

Programme Description : If you would like a vocation in the Construction and Infrastructure Sector based around trades, then this is the course for you.

It is an industry based pathway that will introduce and develop skill and knowledge that are used in various fields of the Building and Construction Industries. The course is open to, and would be of significant benefit to, any student in the senior school that has a desire to pursue work experience or an apprenticeship within this vocational sector and in particular building, plumbing or electrical. It forms part of the BCATS programme, designed specifically to provide a progressive pathway for secondary school students to integrate into a wide range of trade-related occupations.

Learning Outcomes/Contexts:

This course leads towards meeting the requirement for the BCATS qualification. It uses BCATS unit standards to gain credits at Level 1 and can lead towards National Certificates. Assessment is carried out through both internal assessment and external moderation.

The scope of the course covers

Materials

Safe working
Hand tools
Jointing, hardware and fixings systems
Along with completing practical tasks

Prerequisite: No prior knowledge is required

Skills and Capabilities:

Developing hand tools and fixed machinery capabilities, confidence and knowledge, at times working collaboratively with peers to achieve a successful outcome in the form of a completed project. Develop clarity of communication, adaptability, building a positive work ethic, develop the skills for time management. Perseverance, self–management, interpersonal skills, motivation, participation and contributing, respect for self, others, and the equipment used in the building and construction industries; identity and self-worth will be developed through planning and reflection in class time as well as practical activities.

Cross Curriculum Links: Mathematics, Physics for Trades.

Possibly leads to : Apprenticeship in a range of Allied Trades associated with the Building and Construction industry

Assessment Opportunities: : All internal assessments, with external moderation carried out by BCITO.

Contact: Dean Spyve (Woodwork Teacher) Email: spyved@mbas.ac.nz

BCATS VID.mp4

Building and Construction Allied Trades Skills (BCATS) - NCEA Level 2 - 12BCATS

Programme Description : This course further develops the skills and knowledge of hand tools, machines and equipment used in the Building and Construction industries. Students are required to complete two practical projects as well as the supporting theory paperwork to complete the course. This can be condensed into a shorter time period by doubling up on courses or can be spread over a longer time period to meet the student’s ability.

Learning Outcomes/Contexts:

The scope of the course covers

An extension of Level 1 content material
Theoretical and practical learning involved in a selection of trades of your choice

Prerequisite: Completion of the Level 1 course is advantageous but not essential.

Skills and Capabilities:

Working collaboratively, developing clarity of communication, adaptability, continuing to build a positive work ethic, further developing the skills for time management, perseverance when things are not going according to plan, self–management, interpersonal skills, motivation to achieve a quality product, participation and contributing in class to assist others, respect for self, others, and the environment; identity and self-worth will be developed through planning and reflection in class time as well as practical activities.

Cross Curriculum Links: Mathematics, Physics for Trades.

Possibly leads to : Placement in the Gateway program for practical experience in the chosen trade, apprenticeship with a local business.

Assessment Opportunities: All internal assessments, with external moderation carried out by BCITO.

Contact: Dean Spyve (Woodwork Teacher) Email: spyved@mbas.ac.nz

Construction Technology - NCEA Level 3 - 13CAR

Programme Description : Students study BCITO Level 3 Unit Standards which expects projects to have a range of complex building components included in the design and construction. There is a mixture of practical and theory units assessed through the presentation of a Diary of Work. Students need to discuss their programme with the teacher to construct a suitable project to meet assessment specifications. The choice of practical work is dependent upon the type of programme the student chooses and will be discussed with the teacher at the commencement of the year. All projects should be constructed on site at school, however there are provisions for the students to engage in a community based project.

Learning Outcomes/Contexts:

The scope of the course covers

An extension of Level 2 content material
Theoretical and practical learning involved in a selection of specialised trades of your choice

Prerequisite: Completion of the Carpentry Level 2 course is advantageous but not essential.

Skills and Capabilities:

Working as an individual or collaboratively, developing clarity of communication, adaptability, continuing to build a positive work ethic, further developing the skills for time management, perseverance when things are not going according to plan, self–management, interpersonal skills, motivation to achieve a quality product, participation and contributing in class to assist others, respect for self, others, and the environment; identity and self-worth will be developed through planning and reflection in class time as well as practical activities.

Cross Curriculum Links: Mathematics, Physics for Trades.

Possibly leads to : Placement in the Gateway program for practical experience in the chosen trade with a local business. Apprenticeship in a furniture or related specialised factory within the building industry.

Assessment Opportunities: : Internal assessments on the selected assessments chosen. External moderation carried out by BCITO.

Contact: Dean Spyve (Woodwork Teacher) Email: spyved@mbas.ac.nz

Textiles and Design

Textiles and Design - NCEA Level 2 - 12TEX

Programme Description : This course is designed for students who love all things textiles, design and sewing. A willingness to learn about all things sewing, where students will adapt concepts to suit their own needs and opportunities. It focuses on developing an understanding of textiles in our daily lives. Students will learn to appreciate the significance of the global textile industry, developing an understanding of fibres and fabrics and consumer relations that result from this. It is a chance for them to be creative in the production of their designs for the outcomes they will create.

Learning Outcomes/Contexts:

Use all sewing equipment competently.

Use design ideas to produce a conceptual design for an outcome.
Implement advanced procedures using textile materials to make a specified product with special features.
Demonstrate understanding of advanced concepts used to make textile products.
Make advanced adaptations to a pattern to change the structural and style features of a design.

Skills and Capabilities:

Developing flexibility of thinking, a resilience to try different ideas to a solution of a New Zealand based problem, working collaboratively, being prepared to justify reasoning for your solution, develop clarity of communication, adaptability, building a positive work ethic, develop the skills for time management. Perseverance, self–management, interpersonal skills, motivation, participation and contributing, respect for self, others, and the environment; identity and self-worth will be developed through planning and reflection in class time as well as practical activities.

Cross Curriculum Links: Art, Design and Visual Communication,

Possibly leads to : Creative arts and design, fashion design, interior design, industrial design, film and theatre art and design, creative design software, to name just a few.

Assessment Opportunities: both internal and external assessment, where the external assessment is submitted and sent to Wellington to be marked,

Contact: Sue Huntleigh-Smith suehs@mbas.ac.nz

Textiles and Design - NCEA Level 3 - 13TEX

Programme Description : This course is designed for students who love all things textiles, design and sewing. A willingness to learn about all things sewing, where students will adapt concepts to suit their own needs and opportunities. It focuses on developing an understanding of textiles in our daily lives. Students will learn to appreciate the significance of the global textile industry, developing an understanding of fibres and fabrics and consumer relations that result from this. It is a chance for them to be creative in the production of their designs for the outcomes they will create.

Learning Outcomes/Contexts:

Use all sewing equipment competently.
Use design ideas to produce a conceptual design for an outcome to address a brief.
select and prepare the pattern and fabric for formal garment construction;
select construction processes and techniques; and construct the garment.
undertake project management to support technological practice.
develop a conceptual design considering fitness for purpose in the broadest sense.
undertake a critique of a technological outcome’s design.
draft a pattern to interpret a design for a garment.

Skills and Capabilities:

Developing flexibility of thinking, a resilience to try different ideas to a solution of a New Zealand based problem, working collaboratively, being prepared to justify reasoning for your solution, develop clarity of communication, adaptability, building a positive work ethic, develop the skills for time management. Perseverance, self–management, interpersonal skills, motivation, participation and contributing, respect for self, others, and the environment; identity and self-worth will be developed through planning and reflection in class time as well as practical activities.

Cross Curriculum Links: Art, Design and Visual Communication,

Possibly leads to : Creative arts and design, fashion design, interior design, industrial design, film and theatre art and design, creative design software, to name just a few.

Assessment Opportunities: both internal and external assessment, where the external assessment is submitted and sent to Wellington to be marked,

Contact: Sue Huntleigh-Smith suehs@mbas.ac.nz

Textiles and Design - NCEA Level 1 - 11TEX

Programme Description : This course is designed for students who love all things textiles, design and sewing. A willingness to learn about all things sewing, where students will adapt concepts to suit their own needs and opportunities. It focuses on developing an understanding of textiles in our daily lives. Students will learn to appreciate the significance of the global textile industry, developing an understanding of fibres and fabrics and consumer relations that result from this. It is a chance for them to be creative in the production of their designs for the outcomes they will create.

Learning Outcomes/Contexts:

Use all sewing equipment competently.
Implement basic procedures using textile materials to make a specified product.
Demonstrate understanding of basic concepts used to make products from textile materials.
Make basic adaptations to a pattern to enable a design to fit a person or item.
Demonstrate understanding of design elements.

Use design ideas to produce a conceptual design for an outcome to address a brief.

Skills and Capabilities:

Developing flexibility of thinking, a resilience to try different ideas to a solution of a New Zealand based problem, working collaboratively, being prepared to justify reasoning for your solution, develop clarity of communication, adaptability, building a positive work ethic, develop the skills for time management. Perseverance, self–management, interpersonal skills, motivation, participation and contributing, respect for self, others, and the environment; identity and self-worth will be developed through planning and reflection in class time as well as practical activities.

Cross Curriculum Links: Art, Design and Visual Communication,

Possibly leads to : Creative arts and design, fashion design, interior design, industrial design, film and theatre art and design, creative design software, to name just a few.

Assessment Opportunities: both internal and external assessment, where the external assessment is submitted and sent to Wellington to be marked,

Contact: Sue Huntleigh-Smith suehs@mbas.ac.nz