Hmmmm... lets look at how we should start our portfolio so that we can identify it as work towards your course outcomes.
At the bottom of each of your blog pages you will see a symbol of a pencil. This is the button to access the text editor. Within this editor we may link, paste text, insert images and insert video.
There is also some text feature functions and a spell checker.
I've been able to bring in the declaration pages for the Small Craft Course document from the student drive by simply using Copy ,Paste from an open MS Word document. Once the document is in the editor you can reformat to some extent.
Assessment
Sheet
Declaration:
This
is my own work and represents my learning in this assessment. Any information sourced from elsewhere has
been appropriately acknowledged and referenced.
I have and will continue to maintain the privacy of any person I have
referred to in this assessment and have sought their permission to have their
information shared here. I acknowledge a copy of my work may be used for
moderation purposes. I have a copy of
the work I have presented in this assessment.
Signed: Date:
Student
Course aim: To enable students
to develop capabilities, technical knowledge and practical skills in the
processes and techniques of construction, and collaboratively construct a small
craft.
Learning outcomes:
By successfully completing
this course students will be able to:
1
|
Create from a given plan
a small craft
|
2
|
Develop an effective team
environment
|
Assessment:
Weighting
|
Nature
of assessment
|
Learning
Outcomes
|
100
|
Portfolio of evidence
|
1,2
|
Topics
Included but not limited to small craft types; Team responsibility; plan
reading; processes used in construction; terminology; flow chart of production;
selection and handling of materials; cutting lists; use of hand tools; use of
machinery; variety of joints; required finish for project quality; fixing
methods; personal and project safety and housekeeping skills.
Learning and teaching approaches:
The foundation of the
learning and teaching approaches are the 15 principles of teaching, learning
and assessment.
Lecture, tutorials,
practical exercises, small group teaching
Learning resources required:
Gougeon, A. M. (2005). The
Gougeon brothers on boat construction: wood and west system materials (5th
ed.). Bay City, MI: Gougeon Brothers Inc.
Learning resources recommended:
Jackson, A., & Day, D.
(2005). Collins complete woodworker's manual (Rev. ed.). London:
Collins.
New Zealand Technical
Correspondence Institute. (1980). Woodworking machinery. Wellington:
Government Print.
Laboratory / Practical resources
Theory & resource room
Power tools and specialised hand tools
CAD Lab
I.T.
Internet
Workshop / Practical resources
Access and use of machinery and workshops
·
NZQA Level 4 Descriptor
|
||
·
Tasks and Procedures
|
·
Learning Demand
|
·
Responsibility / Accountability
|
·
The student is able to carry out processes that
·
require a wide range of technical or scholastic skills
·
offer a considerable choice of procedures
·
are employed in a variety of familiar and unfamiliar contexts …
|
·
… employing
·
a broad knowledge base incorporating some theoretical concepts
·
analytical interpretation of information
·
informed judgement
·
a range of sometimes innovative responses to concrete but often
unfamiliar problems …
|
·
… and applied
·
in self-directed activity
·
under broad guidance and evaluation
·
with complete responsibility for quantity and quality of output
·
with possible responsibility for the quantity and quality of the
output of others.
|
