the work that I did. Whereas, sometimes in industry, people would suggest you take shortcuts and that just wasn’t me. “After a year at the institute, I did another year and I think it went on for about five years, so I got tenure and stayed there for 30 years – tutoring in automotive engineering and working for the academic division overseeing quality control
the confidence to step up. “I favour a group philosophy regarding teaching. We all work together for the good of one another. Creating a culture of support has been a big part of my teaching, highlighting the importance of learning as a group. The most successful apprenticeship is to work as a team. “Creating a culture of support has been a big part of my teaching, highlighting the importance of learning as a group.” “Many boys still contact me – mainly regarding vehicles – for some advice after they move on from College. I am glad that they feel they can do so,” he says. “My classes have always focused on learning, along with sharing experiences, and I see a lot of value in bringing back Old Boys so that they can talk to students about their careers.” Gavin adds that many of his students have come from a farming background and make the most of their engineering skills. “One of my greatest compliments came from a mother who told me that ‘my son doesn’t even check with us now about doing a job on the farm – he just knows it will be all right’.”
Gavin says even if boys do not go into trades, “I get a lot of feedback from boys at university that they are the only person in the class who can fabricate the things they design”. “I think that is what is so great about engineering – it is all-encompassing. Some of the most successful people gaining degrees start off in apprenticeships. Equally, when I was at the polytechnic, about 20% of our applicants had already been to university. “I want boys to leave school with strong practical skills. Because we do industry-level standards, they are assessed at trade level. Often when College boys go for interviews, the employers cannot believe that they already have those skills and are operating at the higher level. During their time at school, boys have built trailers, go-karts, motorbikes, a wine press, and a mini-jetboat. In Year 13, they can choose a personal project. We often held Sunday workshops so that boys could focus on their projects.” As for Gavin, “I always plan to practise my craft and trade – and never stop”. “I have built up a good workshop at home and am involved in classic car racing. I have built cars and components for people, and now have an opportunity to finish work on my own car, a Toyota MR2. I also have a boat and plan to go fishing, produce food on my lifestyle block, and be more involved in the lives of my grandchildren.”
for all the trades courses. “It was good to see so many
different courses and styles of teaching in areas that I wasn’t familiar with. So, my role exposed me to many other teaching methods. During my time at Christchurch Technical Institute, I also gained more qualifications and a greater array of skills. However, by 2009, l was ready for a new start and spent three years working as an auto body specialist before moving to the College role.” For Gavin, one of the highlights of his time at Christ’s College has been “introducing a positive apprenticeship culture”. While technology is compulsory in Year 9, many boys are now opting to continue to develop their engineering skills while still at school. “Our Mechanical Engineering programme at the school is a fantastic way to learn,” Gavin says. “We have been able to guide boys into highly successful careers in a range of trades as more students recognise the crucial role of apprenticeships. “I have always aimed to give boys the skills they need, including developing the right attitude and behaviour for the workplace and
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