Careers into the classroom
Barriers between subjects could come down as Forest View High School brings careers into the classroom.
Even the school production is being eyed as an opportunity, especially for creative industries pathway students.
Forest View is one of three schools held up as an example of how to use the Vocational Pathways career framework.
There are six categories – from manufacturing and technology to social and community services – and they help NCEA students study what will best prepare them for work in their chosen field.
The Education Review Office (ERO) looked at 35 secondary schools using the framework and said Forest View was one of three top examples.
The school was at a tipping point and looking at how make classroom activity match the pathways its students were on.
‘‘It is still early in the process but leaders are considering how to break down barriers between courses, and construct programmes based around meaningful activities,’’ the report said.
‘‘We don’t want students to get qualifications that are filled with meaningless or not very useful credits.’’ Ian Ferguson
‘‘One of the activities being considered is the school production, which provides opportunities for authentic learning contexts across a range of areas, particularly within the creative industries pathway.’’
In many other schools, only careers staff used vocational pathways, the report said.
Principal Ian Ferguson said the school was at the early stages but focused on quality qualifications.
‘‘We don’t want students to get qualifications that are filled with meaningless or not very useful credits.’’
Wood processing students already worked with the Kinleith mill and level 3 mechanical engineering students were with local firms one day a week.
ERO looked at 35 secondary schools and picked out Forest View, Hauraki Plains College and Flaxmere College in Hawke’s Bay as three top Vocational Pathways examples.
They had creative and progressive approaches which involved the whole school, chief review officer Iona Holsted said.
Challenges for schools evaluated included the perceived differing status of vocational and academic qualifications and the perception the framework was just being for students at risk of under achievement.
Forest View had connections with tertiary providers, other schools, workplace learning providers and employers.