Teamwork & Goal Setting
To provide students with the skills and knowledge required to reflect on experiences with a range of people, cultures and communities, work collaboratively and effectively in a team, and develop and reflect on relevant learning and career goals.
- Learning Outcomes
- 1. Participate actively in informal meetings
2. Contribute relevant ideas, information and opinions to group discussions
3. Identify team roles and responsibilities
4. Reflect on and evaluate personal learning experiences
5. Identify and set personal and career goals
6. Reflect on and evaluate experiences with people, cultures and communities
- Overview of Content:
CONSTRUCTION AND INFRASTRUCTURE/ MANUFACTURING AND TECHNOLOGY/ PRIMARY INDUSTRIES
Students are involved in project based activities while working within pathway groups that incorporate teamwork and naturally occurring evidence to;
- Critically think through an appropriate team approach to effectively achieve a task
- Use hazard hierarchy systems and site specific safety requirements in tool box
By collaborating with client and community, and being aware of cultural needs/wants, students can, in relation to job scenario and through collaborative tasks:
- Identify their learning strengths, where they can contribute in project tasks and
develop further skills
- Reflect on clients, community and cultural needs and how they could be accommodated
- Prepare presentation of project design, costs and project time frame
- Examine possible risks from prior experience and task prediction
- Use portfolio and digital media to reflect on the success and learnings from the project
- Discuss and explore the role definition of a tradesman to guide learning and career goals.
- Teaching and Learning Strategy
- The predominant teaching and learning method for this programme is Project-Based Learning.
Students will gain knowledge, skills and attitudes by participating in a project or projects over an extended period of time. These projects will give students the opportunity to investigate and respond to an engaging and complex problem, issue, question or challenge. Each project will include the following:
- Specific vocation pathway knowledge and skills
- Sustained inquiry
- Authenticity and real-world context
- Student voice and choice so students have control of key aspects of the project
- Reflection where both tutors and students reflect on their learning and the effectiveness
of their inquiry
- Critique and revision including giving, receiving and using feedback to make improvements
- Public product where students have the opportunity to present to people beyond
The project based learning will also be supported with face to face and web-supported sessions including: tutor demonstrations, tutorials, discussions, teamwork activities, self-directed learning, practical workshops and assignments.
- Assessment Criteria
- Students must attempt all components of the portfolio and may resit any component once. To pass the module, students must achieve a pass grade for all components of the portfolio.
Students may also be eligible to apply to NZQA for the Assessment Standards associated with each project successfully completed.
- Learning and Teaching Resource
- Selected Readings from:
Cottrell, S. (2003). The study skills handbook. (4th ed.). London, United Kingdom: Palgrave
Study Guides for learning, studying, critical thinking: http://studygs.net/index.htm