Vocational Pathways - Guidance for integrated learning programmedevelopment
NCEA Level 2 with a Vocational Pathways award in the Manufacturing & Technology (including ICT) Sector
This Programme uses the context- ‘Development of an ICT Product’*
Working party – The Skills Organisation ITO/Vocational Pathways team
This programme is only one example of a wide range of possible programmes specificto the Manufacturing & Technology(incorporating ICT) Sector (see other suggested contexts below).
It can be used by schools or tertiary providers working together with several of the Manufacturing and Technology sectors as listed in the graduate profile.
*ICT Product- A finished product available for sale that comprises hardware (electronics), software (embedded), mechanical components and a casing (where these are required for the finished productanda suitable user-interface (including a GUI - graphical user-interface)
Development of an ICT Product- an example of a Programme context within the Manufacturing & Technology Pathway
(NCEA Level 2 with Vocational Pathway Award)
The following example provides a possible framework for joint planning between secondary, tertiary providers and with available industry partners to develop a learning programme. Within this broad framework of guidance, an example of a specific context is identified- ‘The Development of an ICT Product’.
Learning Programme Development: It is expected that a learning programme developed within the Manufacturing & Technology pathway will offer a balance of skills and knowledge acquired through hands-on project work. These skills and knowledge should also be related directly to the workplace through work experience or other relationships or partnerships that will assist the student to transition into a career in this pathway.
Partners will need to work together to make sure this can happen.
Assessment Approach: Programme designers should select the assessment standards that meet the requirements of theparticular context that has been chosen. A list of Preferred and Alternative standards is provided for thespecific context ‘Development of an ICT Product’ (see Column 5 below). This context is intended asjustone example of a wider range of contexts that could be used as the basis for a programme within the Manufacturing & Technology Pathway.
The Skills Organisationis an industry training organisation (ITO) which sets standards, develops qualifications and arranges training for a wide range of industry sectors.
Some examples of other relevant and rich real-world contexts that could be selected from the larger context of Manufacturing & Technologyare:
‘Materials Magic’- processing technologies that transform materials (wood, plastics, resins, glass etc.) into an end-product.
‘Automation & Robotics’ e.g. industrial & assembly line robot technology in a modern manufacturing context.
‘Automotive Design’ e.g. the technology underlying the design and manufacture of cars/motorcycles/specialist vehicles etc.
‘Food Processing’- Modern techniques and procedures in the food development, preparation and baking industry.
‘Electric Vehicles’- The history, technology, and environmental and economic significance of this important and rapidly advancing field.
Graduate Profile
A Level 2 graduate from this specificManufacturing & Technology Vocational Pathway Programme (Development of an ICT Product) will have engaged in one or more of the following areas–electrical, electronics, software, telecommunications, mechanical engineering, ICT manufacturing processes.
Typical career categories in these sectors include:Analysts, Designers, Management, Quality Specialists,Other Specialist Roles, Engineers, End-User and Technical Support Roles, Sales and Marketing.
Typical career roles in these categories include: Electronics Engineer, Industrial Designers, Communications Specialist, Technician Engineer, Mechanical Engineer, Embedded Software Engineer, Web Architect, Technical Installer, Business System Analyst, Analyst/Programmer, Computer Service Engineer, Application Programmer, Data Modeller, Systems Engineer, EDP Auditor, Information Systems Manager, After-Sales Consultant, QA Test Analyst, Sales and Marketing Manager, Technical Writer, Database Analyst, Network Manager.
For more information on career opportunities refer to the Youth Guarantee website and Careers NZ.
Graduates will demonstrate introductory knowledge, skills and capabilities to:
- participate as an entry level employee in one of the Manufacturing & Technology Sector industries, with additional support; OR
- progress to industry training and work at Levels 3 or 4 in Manufacturing & Technology Industries; OR
- progress to further study at NZQF Level 3 or 4 to access tertiary study at Level 4 or above in Manufacturing & Technology Industries; OR
- access NCEA Level 3 with University Entrance and pre-requisites to access diploma and degree level study from Level 5 and above in Manufacturing & Technology Sector.
The main qualification outcome will be NCEA Level 2 whichincludes 60 Level 2 creditsL1 literacy and numeracy, plus 20 additional credits (usually from Level 1).
If the NCEA Level 2is made up of 60 Recommended Level 2 creditsfrom the Manufacturing & Technology Pathway, of which at least20 credits are from Sector Related standardsthen the student’sNCEA Level 2 will also be endorsed with that Vocational Pathway
NB: While gaining NCEA L2, another qualification can also be achieved in this Programme - the National Certificate in Electronics Technology (NCET Level 2), the content of which is foundational to many career roles in the ICT industry.
Broad learning outcomes
A Level 2 graduate from this specific Manufacturing & Technology Vocational Pathway programme (Development of an ICT Product)will demonstrate ability to:
- Develop ahigh-level understanding of the Manufacturing & Technology industry, with particular reference to sector requirements for the design and manufacture of an ICT product. This will include an appreciation of features such as the history of the ICT sector, the types of businesses operating in different parts of the sector andkey roles and responsibilities within the sector.
- Understand and use science, technology, English, maths and statisticsrelevant to this specific Manufacturing & Technology Programme to develop skills, knowledge and capabilities.
- Carry out practical tasks and activities in a workplace and in learning environments,using safe work practices, following instructions, and using problem solving strategies.
- Relate tostakeholdersin this sector and demonstrate effective listening and communication skills in both the learning environment and workplace context.
Connecting broad learning outcomes with coherent contextualised content:
By engaging in a coherent learning programme, students demonstrate understanding of key skills, concepts and knowledge from sector knowledge domains and NZ Curriculum learning areas - embedded in relevant Manufacturing & Technology Sectorcontexts:
Note: It is recommended if learners are to be engaged in the workplace that they be introduced tothe relevant employability, work-ready, and specialist sector skill valued by that workplace. These may include first aid, health and safety, computing (user) and preliminary customer service skills.
It is strongly recommended that learners who wish to engage with the sector obtain their full NZ Drivers Licence.
The learner should be able to demonstrate competency in unit standard 21912 (Apply safe working practices on an engineering worksite),this might begin within a school or tertiary provider’s workshop, prior to a site placement, and be completedin a work placement.
Introduction to broad learning outcomes:
To meet the broad learning outcomes above, students need to demonstrate knowledge, skills, capabilitiesfrom the following areas:
1:
Manufacturing & Technology sector content.(Knowledge, skills, capabilities and contexts) / 2:
NZ Curriculum content.
(Knowledge, skills, capabilities and contexts) / 3:
Embedded graduate capabilities / 4:
Delivery arrangements / 5:
Summative Assessment
(it is assumed formative assessment will be embedded in the learning programme)
Broad learning outcomes
introduction / Knowledge and skill contexts and content
This is a wide-ranging sector which is based on utilising developing technologies in the design and manufacture of products, together with the infrastructure that supports these, and the regulatory and marketing processes that guide the commercialisation of these products.
For the student to gain an appreciation of this complex industry sector, it is beneficial to focus on a single context, rather than several areas. The context chosen for this particular programme is a rapidly growing one, central to NZ’s economic development- the design and development of an ICT product.
Examples of ICT products could include smart household appliances (such as a washing machine), medical devices (such as the Fisher & Paykel Healthcare respiratory humidifier), software products (such as Xero’s accounting software), drone technology (such as UAV Solutions’ surveillance craft), robots (such as Rex Bionics’ walker for paralysed persons) etc.
Other products within the Manufacturing & Technology industry that are not ICT products could be: wheelbarrows, motor-mowers, loudspeaker cabinets, baked products etc. These product types could form the context for other Programme contexts within this Pathway and some suggestions are listed on page 1 of this document. / Learning area / subject contributions.
The relationship of this Programme to Level 7 of the NZ Curriculum, including the relationship with ideas from within Mathematics, English, Science, Technology, History, Geography, Economics and Business studiesform the educational basis for this Programme.
The NZ Curriculum informs the foundational learning needed for this Programme and establishes the relationship to the Key Competencies and literacy-numeracy requirements.
The Assessment component of this Programme draws on both NZ Curriculum-linked and Industry-linked assessment standards, which provide for the broad evaluation of the workplace-school continuum which this context represents. / Develop these with a practical/applied focus
Embedded graduate capabilities reflect values and behaviours that are identified by the sector as being desirable. These underpin the learning outcomesof Recommended and Sector-Related standards in the Manufacturing & Technology Pathway.
Embedded graduate capabilities, which include the Key Competencies of the NZ Curriculum, reflectthe existing and future qualities demonstrated by the learner and provide the foundation for the various measures referred to as-
‘employability skills’
(personal behaviours);
‘work-ready skills’
(related to specific broad competencies);
‘specialistskills’
(related to a specific sector or workplace). / Collaboration between tertiary and secondary educational providers, and with industry/business
Use flexible funding such as Gateway and STAR.
Use shared funding arrangements between schools, tertiary providers and industry.
Employ a selection of delivery arrangements that reflect an authentic industry connection.
Tap into the willingness of industry to engage with the community through mentoring,Youth Guarantee Networks, Gateway, Workchoice Trust, and established programmes such as Futureintech, TechHub and Bright Sparks (see links below).Also utilise industry presentations such as Just the Job, LEARNZ virtual tours etc.
Utilise facilities and tutelage opportunities in learning environments such as specialist departments within a school, polytech, PTE or commercial provider e.g. Makerspace(s), Gather workshops, Code Club(s) etc.
Select the best approach to contextual learning:
Industry -linked
-work placement or
work experience
-practical workshops and seminars
-Project-based
competitions e.g. Bright Sparks,
-mentoring programmes
-online links and resources
-industry visits (two-way)
-industry links initiatives
-conferences and meetings (online or face-to-face)
School-linked
-Project-based learning (minor and major project)
-Club or EOTC
-School workshop
-Classroom-based
Community-linked
-Makerspace(s),
-Study visit to supply
chain retailer or product end-
user
-community mentors
-Library programmes
Tertiary-linked
-Tertiary Institute
programmes
--Open Days / Assessment standards:unit and achievement
Use sufficient achievement and unit standards from Recommended and/or Sector-Related lists in the Manufacturing Technology (Incorporating ICT) Industries Pathway to meet the requirements for a Vocational Pathway award. Additional standards, where deemed appropriate, may be drawn from the NZQF.
Some standards may support achievement of a National or NZ Certificate within NCEA e.g. The National Certificate in Electronics Technology (NCET), Level 2.
Preferred Standards
These standards are considered central to the context for this specific Programme (Development of an ICT Product).
Alternative Standards
A selection of these standards could add additional value and breadth to this specific Programme.
Additional Standards
Additional standards may also be drawn from the current Manufacturing and Technology suite of Recommended and Sector-Related standards, if required.
Links to sites and industry initiatives / Youth Guarantee
Profile Builder
Youth Guarantee Networks
Careers NZ
The Skills Organisation
The Skills Organisation VP Tool
Bright Sparks
Competenz
Futureintech
E2E
TechHub
Workchoice Trust
Gather Workshops
Just The Job
Resources for AS
1:
Manufacturing & Technology sector content.(Knowledge, skills, capabilities and contexts) / 2:
NZ Curriculum content.
(Knowledge, skills, capabilities and contexts) / 3:
Embedded graduate capabilities / 4:
Delivery arrangements / 5:
Summative Assessment
(it is assumed formative assessment will be embedded in the learning programme)
Develop an understanding of the sector.
1.
Develop a high-level understanding of the Manufacturing & Technology industry, with particular reference to sector requirements for the design and manufacture of an ICT product. This will include an appreciation of features such as the history of the ICT sector, the types of businesses operating in different parts of the sector and key roles and responsibilities within the sector. / Introduction to the Manufacturing and Technology industry sector with a focus on the design and manufacture of an ICT product.
(‘An ICT product*’ covers a diverse range of outcomes, including household appliances, software applications and games, communications technologies and devices, robotics etc. ‘An ICT product’ does not include products like wheelbarrows, cakes, speaker cabinets etc., although these are products of the wider Manufacturing and Technology sector.
(*see definition on page 1).
Acquire an overview of the sector and of the entrepreneurship that drives its growth.
Gather information from company websites, site visits, company presentations at school (e.g. Futureintech ambassadors), articles and official information (e.g. TIN100 reports) that provides a ‘big picture’ of NZ’s ICT industry.
Starters for learning could be:
- What are the similarities and differences between this sector and the wider manufacturing sector?
- Compile case studies of at least two NZ hi-tech ICT companies that trace their history over all or most of their life, including the evolution of their products.
- Link these case studies to the entrepreneurs and innovators that are/were the motivators behind company growth.
Describe the processes that make an ICT company ‘tick’.
Selecting a company from your case studies, examine how key roles within it and its internal processes work together to create new ICT product.
Starters for learning could be:
- What roles and responsibilities exist to enable the design, manufacture and marketing of product?
- How do design and development teams collaborate, both within the team and with other design, development and production teams?
- What project development paradigms are used in this company to ensure timely delivery to market?
- How do the company’s processes adhere to local and international best practice and codes of compliance, including health & safety?
For at least two of the companies studied, prepare a description of one of their major products.
Starters for learning could be:
- What are the attributes of the product- what does it do and how does it achieve this?
- What are the key features of the product that make it distinctive and attractive to the market?
- What components and materials are selected for the product to enable this?
- What checks and balances need to be applied to ensure this product meets safety and compliance standards?
- How is the product marketed? What is it that makes good customer service, both sales and after-sales?
Form a picture of the potential of the ICT industry in the context of
-NZ’s future
This could be achieved through reports provided by the industry (print or on company websites), through Govt predictions and statistics, through articles by industry commentators.
- Your own (the student’s) future
Through this process the student will acquire an appreciation of the broad scope of the ICT industry, the roles within it and the possibilities for themselves if they should decide to progress within it.
These learnings may be recognised through evidence collected and collated that meets the requirements of the assessment standards selected from Column 5.
Note: some standards will be externally assessed. /
Introduction to the Manufacturing & Technology Sector with contributions from NZ Curriculum learning areas/subjects at Level 7.
English
Listening, Reading & Viewing
Processes & strategies
Integrates sources of information, processes and strategies purposefully, confidently, and precisely to identify, form and express increasingly sophisticated ideas.
Purposes and audiences
Shows a discriminating understanding of how texts are shaped for different purposes and audiences.
Ideas
Shows a discriminating understanding of ideas within, across and beyond texts.
Language features
Shows a discriminating understanding of how language features are used for effect within and across texts.
Structure
Shows a discriminating understanding of a range of structures.
Speaking, Writing and Presenting
Processes & strategies
Integrates sources of information, processes and strategies purposefully, confidently, and precisely to identify, form and express increasingly sophisticated ideas.
Purposes and audiences
Shows a discriminating understanding of how to shape texts for different purposes and audiences.
Ideas
Selects, develops and communicates sustained ideas on a range of topics.