|Faculty Leader||Debbie Morrow||DTG & Jnr Tech|
|Assistant Faculty Leader||
|Alex Grant||Jnr Tech|
New Zealand's future relies on encouraging young New Zealanders to pursue careers with a technological focus. Technology education not only gives all students a level of technological literacy but also provides senior secondary students with an educational foundation for technology-related careers.
Technology in the New Zealand curriculum is a dynamic and future-focused framework for teaching and learning in technology. It gives students challenging and exciting opportunities to build their skills and knowledge as they develop a range of outcomes through technological practice. They bring together practical and intellectual resources in creative and informed ways to engage with the many technological challenges of today's world and of those in the future.
Junior Technology – learning vital skills
The junior Technology programme at St Mary’s College covers a range of technological areas such as Materials Technology, Design and Visual Communication and Digital Technologies. As well as creating and producing student-orientated technological outcomes, the students learn vital skills such as communication, self-management, participation and safety.
Diverse and multi-skilled
As Technology is such a diverse and multi-skilled subject it is easy to incorporate the New Zealand curriculum into our learning experiences. Technology has natural and fluid relationships with other subjects such as the Sciences, the Arts, Mathematics, and Social Sciences.
Design and creation
Current Year 7 and 8 projects incorporate a range of technological areas through creating functional hand puppets and designing and producing a graphic children’s book using digital technologies. Year 9 students spend time in the individual technological areas designing and modelling a perfume bottle, a magazine, and creating unique bag designs for a stakeholder.
Choosing a project
Year 10 students can choose an option subject from:
- Design and Visual Communication, where the focus is on graphic, product and spatial design
- Materials Technology, where students explore ways to apply design to materials, research elements and principles of design, study designers’ work and explore and develop a product suitable for interior design, or
- Digital Technologies, where students learn about a range of software, and generate websites, promotional material and media design.
Senior Subjects (11 to 13)
Design and Visual Communication – NCEA
Design and Visual Communication is an NCEA course for Years 11, 12 and 13. One or two major projects are completed throughout the year for internal assessment and a selection of work will be used for the external assessments at the end of the year.
Sketching, rendering, CAD model making and a variety of technical drawing skills will be developed throughout the course. This subject is for students who have a flair for design and attention to detail.
Digital Technologies for future knowledge
The course in Digital Technology aims to help students develop their knowledge and skills in the use of a wide range of computer software and digital technologies. These include the formatting, integration and presentation of digital information for the communication of ideas. Digital skills enable students to participate in a future knowledge society. Students develop original digital media outcomes, while learning skills in computer graphics, desktop publishing, animation, web design, digital video and digital audio.
Fashion and Interior Design – practical creativity
This programme is offered to Years 11, 12 and 13 and gives students the opportunity to explore creative design through sketching and modelling, and develop construction skills using textiles. Two projects are completed during the year, and students have the option of working in fashion or interior design.
Conceptual design projects
The first project involves the exploration and development of a conceptual design. The students are able to develop their construction skills in the first outcome explored which is usually a half or full-scale model. The second project should include more detailed materials research and investigation prior to the construction of a full-size prototype. The ongoing research and development is good evidence for an external achievement standard.
Taking ownership of learning
We believe it is important for students to take ownership of their learning, and we aim to provide many opportunities for students to make personal decisions and individualise their projects.