VOCATIONAL PATHWAYS - CREATIVE INDUSTRIES CASE STUDIESyouthguarantee.net.nz/.../Creative-Industries-Case-studies-booklet.pdf · VOCATIONAL PATHWAYS - CREATIVE INDUSTRIES CASE STUDIES

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Ministry of Education

VOCATIONAL PATHWAYS - CREATIVE INDUSTRIES CASE STUDIES

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Contents VOCATIONAL PATHWAYS - CREATIVE INDUSTRIES CASE STUDIES ............................................................ 1

VIDEO COURSE SPARKS STUDENTS IMAGINATION .................................................................................. 4

FALLING IN LOVE WITH SCHOOL AGAIN .................................................................................................. 5

HANDS-ON EXPERIENCE KEY TO STUDENTS BEING WORK-READY ............................................................ 6

PEDDLING TO HIS POTENTIAL ................................................................................................................. 7

MOTIVATED TO MAKE A DIFFERENCE.......................................................................................................8

HAPPY BUILDING A BETTER FUTURE.........................................................................................................9

NOTE: Consent to share these Case Studies is valid for three years from the dates marked.

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Ministry of Education Case Study 23, December 2014

VIDEO COURSE SPARKS STUDENTS IMAGINATION

Gisborne Boys High Students at Gisborne Boys High School are learning while having fun in front or behind a video camera. Hayley Cochrane, Head of Radio and TV at the school, is teaching the boys how to express themselves through film and television. It’s exciting work and, while it’s happening, students are learning the importance of English, maths, design and graphics. Budgeting requires maths while scripting and dialogue are essential components of English. For almost two hours a week Hayley gets the students to immerse themselves in the practical work. After the planning and discussion phase, students have to hire a crew according to their budgets, organise schedules, find locations, check the copyright, write the script and direct and edit the video. Teamwork is crucial as each director must work with and inspire the best results from his crew. “It’s essential they manage themselves, work cooperatively with other students, share their skills and meet their deadlines,” Hayley says. Their videos are shown to the school and, for their efforts, they receive up to 21 Level 3 credits. One memorable video was shot and edited by senior prefect, Andrew Shelton, who wanted to explain to his peers the importance of being a good role model. Once it’s over the students “apply a critical lens to the film and write two assignments on the practical application and social implication of what they’ve done” Hayley explains. “It’s important that their videos relate to society,” she says. “Courses like the one Hayley is running helps these students earn their NCEA credits which means students are well-prepared to undertake further training, study or work, as they have a solid foundation to build on.” The size and significance of the classes has burgeoned so much this year that Hayley is applying to Gateway for funding to enable students to either study at Grey Street Studios in Tauranga or South Seas TV in Auckland in 2015. “Several former students have used the radio and TV classes as a pathway to a career in film production. In the last two years one student has become a freelance camera operator while another is a film editor,” Hayley says. “Journalism and film making are very viable pathways for our students and we want to give them the opportunity to experience what it is like while they’re still at school,” Hayley says. She also wants to include a radio component in the radio and TV course for 2015. In the past, two students have received Gateway funding to experience radio at Turanga Nui, a Māori radio station in Gisborne. One of them realised his future in broadcasting, attended the New Zealand School of Radio after he left Gisborne Boys High and now works for More FM. “I wanted to focus my attention on video making this year but, now we’ve achieved that, I can reintroduce a radio course in 2015.” Hayley received a BA from Waikato University and a Graduate Diploma in Teaching but she also took time out to work at South Seas TV where she majored in documentary directing and camera operating. Now these two passions are being channeled to find New Zealand’s next Toa Fraser or Taika Waititi.

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Case Study 32, March 2015 FALLING IN LOVE WITH SCHOOL AGAIN Hagley College, Christchurch Ezra is a girl with a lot of love. She loves performance, dance, singing, drawing, painting, and art. She also has a lot of love for her family, and her church. But last year what she didn’t love was school. The Year 13 student had relocated with her family to Christchurch. She didn’t settle and dropped out before completing NCEA Level 3. “The subjects were different. I wasn’t inspired and I just disengaged. I decided school wasn’t for me.” Ezra’s parents run a painting and labouring business and with “a ton of earthquake repair work to be done” it was a case of all hands on deck. Ezra started doing the admin and is now the business’ health and safety manager. But Ezra doesn’t want to work in her parents’ painting business forever. On attending a ‘Get a taste of Hagley – Do what you love in 2015’ open night, she had an inspiring conversation with Gavin Hewitt, Head Teacher for one of the College’s newest schools – the School of Animation and Digital Design. “I was thinking I’d like to do something with dance or music and I ended up having this awesome conversation with Gavin. At the School of Animation and Digital Design I found I could incorporate all my passions.” Gavin explains students can focus on subjects they are interested in. Due to the collaboration within the College, signing up for the Animation and Digital Design course means Ezra also works with students in the Hagley Dance Company, Hagley Theatre Company, the School of Fashion and the Writers’ Institute. “In the past we had only offered animation as a subject. This year we’ve taken in a step further and have turned it into a full-time course. There has been plenty of demand. The 20 spaces filled up within a couple of weeks,” says Gavin. Students on the Hagley School of Animation and Digital Design course work towards NCEA Level 3, and University Entrance. As well as the required numeracy and literacy components, the course covers 3D modelling, creature design, story boarding, animation, digital painting and illustration, character design, mechanical design, graphic design, type and image sequencing, compositing, camera skills, studio lighting and photographic compositing. It aligns to the Creative Industries and there is a clear pathway and links to further study at Auckland’s Media Design School, Massey University, CPIT Christchurch and AUT, Auckland. “We have a proud history of past students achieving national and international success as artists in the film and gaming industries. It’s great to be able to talk to students about where they could end up,” says Gavin. “We have people like Sir Richard Taylor from Weta talk to students about opportunities in the film industry but we can also tell them about former students like James Ellis and Tom Robinson who have both had art featured in Into the Pixel, a collection of video game art debuted at E3. (The Electronic Entertainment Expo is an annual international trade fair for the video games industry.) “Hearing from people successful in industry is very inspiring for our students.” Consequently Ezra is loving school again and can see a clear path to an exciting future. Following her parent’s lead as outreach workers she’ll be applying for an internship with ARISE church in 2016. “ARISE is very embracing of new ideas and with the skills I’m learning at the School of Animation and Digital Design I’ll be able to do productions and video. I feel very excited about what I’m doing and what I’ll be able to put out into the world,” she says.

Ezra

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Case Study 33, March 2015 HANDS-ON EXPERIENCE KEY TO STUDENTS BEING WORK-READY Hagley Community College, Christchurch Wellington concept artist Tom Robinson says the biggest barrier for graduates being work ready is a lack of industry experience. This barrier is exactly what the Ministry of Education’s Youth Guarantee Vocational Pathways initiative is aimed at addressing. By designing programmes around the six Vocational Pathways, schools can work in partnership with industry to offer students hands-on training to learn real life skills. This will make their learning more relevant, and may make securing employment easier as they will have real industry experience to draw upon. Students can also earn credits toward NCEA, helping them get their qualifications while doing something they enjoy. 27-year-old Tom works for Wellington company, PikPok, a developer and publisher of iOS, Android and computer games. He says schools have come a long way in the subjects and programmes they offer since he was a student. He is pleased that the animation night class at Hagley College, which inspired his career, has now developed into a fulltime programme, with good links to relevant tertiary providers such as Auckland’s Design School and Massey University in Wellington. The Hagley College Animation and Digital Design School covers Tom’s field of expertise – concept art – which is a form of illustration used to convey an idea, most commonly in films, video games, animation or comic books before it is put into the final product. “What is important when we hire people at entry level is that they are able to demonstrate a high level of artistic skill. A personal portfolio should showcase talent, passion, and enthusiasm should be evident. Being able to communicate and fit into a team is also important,” Tom says. Gavin Hewitt, Head Teacher for Hagley College’s School of Animation and Digital Design says this type of feedback from industry is exactly why there is collaboration within the college and why the ‘schools within a school’ initiative works so well. Students in the Animation and Digital Design course work closely with the Hagley Dance Company, Hagley Theatre Company, the School of Fashion and the Writers’ Institute. He explains: “This year Fashion Design students are developing costumes with a WW1 and WW2 theme. Animation and Digital Design students will take videos of the costumes and add 3D effects. As well as leaving school with NCEA Level 3, and University Entrance these animation students have a portfolio of work, a reel, a short film, supporting material and motion title sequences. Fashion students also have an amazing DVD of their work.” Gavin says due to the nature of the film business and its need for secrecy, there are challenges to working directly with industry, but both he and Tom agree there is an amazing online community, where you can learn anything and people are passionate and generous in sharing their skills. It was Gavin who introduced Tom to ‘Behind the Scenes - Lord of the Rings’. “I saw people using their hands, drawing and sculpting and it created a mental link. It really excited me and I began seeing art as a serious career opportunity. I was always the kid doodling all over my text-books but it was this that opened my eyes to a world of professional artists and high calibre artwork.” Now, compared to Tom’s time at school, the link to a successful creative pathway is much clearer. Students at Hagley’s Animation and Digital Design School can study what they enjoy, get hands-on, relevant experience with the added knowledge it is exactly what industry is looking for.

Wellington concept artist Tom Robinson

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Ministry of Education Case Study 4, September 2014

PEDDLING TO HIS POTENTIAL

Otumoetai College Otumoetai College Year 11 student Kieran is on track for a bright future thanks to Vocational Pathways and BMX. The 15 year-old has been riding competitively since age four and has his eyes firmly on a place in New Zealand’s Olympic team but he also has a clear plan beyond BMX. “I’m realistic and most riders are done by about 25 years old. My other goal is to study Engineering at University.” The ambition was sparked in Year 10 when Kieran, who is of Ngaterangi decent, was nominated by his science and maths teachers for the ‘BEAMS’ (Business, Engineering, Architecture, Medicine and Science) programme at Auckland University. BEAMS are interactive workshops, run by the Equity Office for Māori and Pacifica students across a range of faculties, including Engineering. Kieran says the University was clear on requirements. He needed to study math in Year 10, and both math and physics in Year 11 to qualify for a place. This requirement was the foundation for Kieran’s subject selection in Year 11. Otumoetai College also implemented the Ministry of Education’s Vocational Pathways this year. The Vocational Pathways provide a clear framework for vocational options, supports better programme design, careers advice, and improves links between education and employment. Kieran says: “Vocational Pathways has helped to formalise and finalise my aspirations of Engineering. I might specialise in Civil, but am still working on this part of my pathway.” Deputy Principal Bruce Farthing says Vocational Pathways is an excellent innovation to initiate discussion with students. He says the College is using the Vocational Pathways profile builder in conjunction with academic mentoring and online progress reporting with great success. The profile builder is a tool which you can use to plan your study options. The Vocational Profile is another tool which then shows a student’s record of achievement. It is a visual graph that shows learner achievement against the six Vocational Pathways - Primary Industries; Services Industries; Social & Community Services; Manufacturing & Technology; Construction & Infrastructure; and Creative Industries. Learners are able to identify their progress and identify where they need to raise their level of achievement when planning their courses and check that course selections provide the pathways needed to achieve their goals. Farthing explains: “We are seeing a marked difference on previous years. Staff are mentoring for engagement. Students are more engaged and focused. Students are asking better questions when considering their options and our careers advisors are booked out. With progress at the touch of a button all involved can see what needs to be done for students to achieve their goals. This is no small task in a school of more than 2,000 students. We are also getting great feedback from parents on how motivated students are.” Kieran says he is on his way to achieving a Vocational Pathway Awards in the Manufacturing and Technology and Creative Industries pathways. To achieve the Vocational Pathways Award, the learner must achieve NCEA level 2 with 60 level 2 credits from the Recommended Assessment Standards for a Vocational Pathways sector of which 20 must be sector related. Learners can achieve more than one Vocational Pathways Award if they complete more than one Vocational Pathway.

Otumoetai College Year 11 student Kieran

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Case Study 11, September 2014 MOTIVATED TO MAKE A DIFFERENCE Otumoetai College Television drama series NCIS has inspired Otumoetai College student Ellie to want to study forensics at the University of Otago. The Year 11 student, who is also a keen artist, has used Vocational Pathways to clarify her aspirations and set a path to make sure she achieves her goals. “Vocational Pathways has formalised the direction I am heading. At one stage I was considering becoming an Animal Control Officer or a Customs officer, however I realise now that I am more scientific. It’s nice to be creative but I see my art as a hobby.” The Vocational Pathways provide a clear framework for vocational options, supports better programme design, careers advice, and improves links between education and employment. Ellie is also highly motivated in other areas of school life, working towards a Break Free Expedition to Mexico where Otumoetai College raises funds to build houses for the poor. “All my spare time is taken up with fundraising. Each student needs to raise $4000 and Otumoetai College an additional $20,000 to build the two houses. I wanted to experience a different country and make a difference while doing it. But it has made subject selection hard for next year as I have to choose between Spanish and art.” Deputy Principal Bruce Farthing says Vocational Pathways is an excellent innovation to initiate discussion with students. He says the College is using the Vocational Pathways profile builder in conjunction with academic mentoring and online progress reporting with great success. “Learners are able to identify their progress and identify where they need to raise their level of achievement when planning their courses and check that the course selections provide the necessary pathways needed to achieve their goal,” says Bruce. “We are seeing a marked difference in comparison to previous years. Students are more engaged and focused; they are asking better questions when considering their options and our careers advisors are booked out. With progress at the touch of a button, all involved can see what needs to be done for students to achieve their goals. This is no small task in a school of more than 2,000 students. We are also getting great feedback from parents on how motivated students are.”

Otumoetai College student Ellie

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Case Study 6, September 2014 HAPPY BUILDING A BETTER FUTURE Tikipunga High School Herepainga, or Pai as she is better known, is a talented artist and keen carpenter. Her aspiration for the future is to be happy. Pai, of Ngati Hine decent, is at Tikipunga High School in Year 13 and what is making her happy at school is that she can do the things she loves: art and carpentry. Pai does this through Te Taitokerau Trades Academy and NorthTec. She is getting the qualifications she needs for her future. By year-end Pai can achieve vocational pathway awards in both ‘Construction and Infrastructure’ and ‘Creative Industries’. Pai has recently exhibited her work and even sold a piece. “I’m fiercely independent and enjoy learning practical things so I can do them for myself. When I started the building programme, I found I was really good at it and I thought this would be a ‘mean’ job. With my art, my teachers encouraged me to apply and it’s been great.” Trades Academy learning differs from traditional school subjects. Students will spend most school periods involved in their Academy work, be it practical or theory orientated. In Pai’s case she spends 15 hours a week on the art programme, five of these at the NorthTec Campus as well as 10 hours doing carpentry at Tikipunga High School. At Tikipunga High School the carpentry group has been involved in a couple of major builds. The school joined forces with local iwi, Ngatiwai who provided the resources needed for students to build an actual three-bedroom, re-locatable house. Last year they also rebuilt the 'Manse' at local marae - Pehiaweri. Real builds are able to happen because the tutor is also a certified builder. Students act as his workforce. They do all aspects of the build - theory and practical, as part of the Secondary-Tertiary Programme (STP). It works like an apprenticeship with students completing Level 1 to 4 credits onsite. Credits include traditional subjects for NCEA, like English and math, but these are taught in a contextualized way. Pai enjoys the hands on work and experience part of the programme. She doesn’t enjoy the theory, but when it is presented in a way that she can relate to her work, and then the learning is both fun and relevant. Pai says she is now the dedicated handywoman at home. She also enjoys trade-talk with her brother-in-law, a builder in Christchurch, and her older brother, who also did the carpentry programme at Tikipunga and who is now working locally as a bricklayer. Pai says the programme has opened up more options and possibly a job for the future. “I find seeing something evolve in front of me and being part of that process really satisfying. I’d like to do a carpentry apprenticeship so I can learn more before going out on my own. That’s me – independent!”

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CONTACT LIST:

VIDEO COURSE SPARKS STUDENTS IMAGINATION

Gisborne Boys High Contact: Hayley Cochrane, Head of Radio and TV, Gisborne Boys High School (06-868-8159 or 0272-500-156)

FALLING IN LOVE WITH SCHOOL AGAIN

Hagley College, Christchurch Contact: Hagley Community College School of Animation and Design Head Teacher, Gavin Hewitt (03 364 5173) Hagley Community College Principal Brent Ingram, (03 364 5173) Ezra Taulamana, (027 399 6202)

HANDS-ON EXPERIENCE KEY TO STUDENTS BEING WORK-READY

Hagley Community College, Christchurch Contact: Concept Artist for PikPok, Tom Robinson, 027 788 8519 Hagley Community College School of Animation and Design Head Teacher, Gavin Hewitt (03 364 5173) Hagley Community College Principal Brent Ingram, (03 364 5173) PEDDLING TO HIS POTENTIAL Otumoetai College Contact: Deputy Principal Bruce Farthing (07 576 2316) MOTIVATED TO MAKE A DIFFERENCE Otumoetai College Contact: Deputy Principal Bruce Farthing (07 576 2316) Ellie Robinson (07 548 0911) HAPPY BUILDING A BETTER FUTURE Tikipunga High School

Contacts:

Joanna Smith (021 506 050)

Greg Mason, Tikipunga High School (027 242 1637 or 09 437 3299)

Herepainga (Pai) Rawiri (022 174 9381)

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