Each month we'll offer you advice on any issues or general queries presented by our users of the T4W resources. Topics can cover anything to do with assessments, moderation, professional development, unit standards development, events linked to T4W, and more.

This month's topic: Level 3 engineering unit standards in schools - why doesn't Tools4Work offer high schools resources to aid delivery and assessment of units at this level?

I'm often asked whether Tools4Work will provide teachers with resources to support the delivery of Level 3 engineering unit standards in high schools. Quite simply this is not in our plan, and there are solid reasons for this.

Firstly, when we're talking about Level 3 units, we're talking about a higher level of learning where the learner must carry out and evidence competency in tasks you'd expect someone to do on the job.

Secondly it's very difficult (and often impossible) for schools to meet the accreditation requirements, or commercial competency, to successfully deliver engineering unit standards at Level 3. As a result very few high schools are accredited with commercial competency, and the reality is few schools ought to seek this out as a solution.

If you have students you believe will benefit from and are capable of completing Level 3 engineering unit standards while they're at school, I'd encourage you to look to the achievement standards that currently underpin the technology curriculum.


As you know the National Qualifications Framework (NQF) contains two types of national standards: achievement standards and unit standards. Credits from all achievement standards and all unit standards count towards NCEA.


Each standard registered on the National Qualifications Framework (NQF) describes what a learner needs to know or what they must be able to achieve.


Technology achievement standards are more theory based, covering a far broader range of knowledge requirements than unit standards. Unit standards focus on the specific knowledge and skill sets required to carry out particular task/s working within industry i.e. a more ‘hands-on' approach to learning.

I believe it would be more worthwhile to invest your time into making the technology achievement standards work for you and those of your students who show huge potential, and are advanced in both their learning and their understanding.

At worst your student/s will be exposed to the engineering sector in a broader context. At best they'll achieve to standards that are linked to the NCEA system and count toward possible university entrance.


If you need further help or advice on this matter, please contact me, Brian Lane - National Moderator, Schools, on 09 539 9817 during normal business hours.

If you have a query you'd like us to address in a future issue, email us at This e-mail address is being protected from spambots. You need JavaScript enabled to view it

For Naenae College students Zac Douglas and Heather Williamson, there's no doubt what career pathway they're embarking upon. Their work in mechanical engineering class in 2009 under the guidance of teacher Ian Munro will stand them in great stead for their respective futures.

Heather was a Year 13 student in 2009, and her project work has inspired and primed her for an exciting future learning a valuable trade.

"I made a two-stroke internal combustion motor. It has a lot of different parts which took most of the year to make," says Heather.

The engine was constructed using many different metals included steel, brass and cast iron. Special aircraft-grade aluminium was also used for some of the parts.

"We did some studies and tests on materials that could be used to produce working engines and learnt a lot about different machining processes.

"I think I have learnt some really good stuff and am hoping to do marine engineering in 2010," says Heather.

At the same time, Zac was busy applying himself to build a steam engine, learning fundamental skills and knowledge at the basis of all engineering trade training. Zac was one of Ian's Year 12 students last year.

"We fabricated almost all of the parts and it's fully functional. It was fun and we did lots of related studies to earn NCEA credits," says Zac.

Zac's gained a good understanding of the engineering and mechanical principles behind the project, and what makes the engine ‘tick'.

"It works by boiling water in a copper boiler heated by firelighters. The steam then goes into the cylinder forcing the piston down, which turns the crankshaft. It works a bit like a car motor, but there's no explosion taking place."

"I have learnt a lot this year through practical work and related studies, and am hoping to study mechanical engineering at Weltech in 2011," says Zac.

Ian says he is really proud of his students, and from 10 of his Year 13 students they've manufactured five running motors.

Not a bad effort for New Zealand's future engineers who will be hoping for a rewarding, productive and prosperous career in industry.

Click here to view Ian's YouTube video clip of the steam engine project.

Click here to view all of the project video clips from Naenae College's mechanical engineering class.

Top: Heather Williamson with her two-stroke internal combustion motor, which provides ample power for this propellor.
Bottom: Zac Douglas with his full functional steam engine he fabricated most of the parts for himself.