Brennan Natoli grew up in the world of manufacturing. His father and grandfather were always in the shop building. While Natoli wasn’t creating projects himself, he was in the room with them, he said.

“I went to college. I changed my major a few times, and I ended up majoring in industrial design,” Natoli said. “I just kept getting pulled toward school teaching and working with kids…It’s the best job. I feel lucky every day.”

Natoli is now in his twelfth year of teaching – his fifth at Swampscott, where he was hired to build the Innovations Manufacturing Pathway Program.

Innovation Pathways is a state-funded initiative that brings vocational-style work back into traditional public schools. Swampscott is one of nearly 100 school districts that have earned the Innovation Career Pathways designation, according to the Department of Education.

“It shows you what life outside of here could look like,” Natoli said. “I try to give students experiences that I kind of had and wanted as a kid.”

Advanced manufacturing is a series of courses focused on engineering, technology, manufacturing and design. Students take Natoli’s Advanced Manufacturing and Design 1, 2 and 3 courses, along with two AP courses. They also have the opportunity to take college courses at North Shore Community College and complete a 100-hour internship or community-based design project.

There were 13 students who graduated from the manufacturing pathway program last year. Natoli said nine went on to pursue engineering- or manufacturing-related fields after high school.

“I think a lot of students are trending that way if they take my classes,” Natoli said. “I’m trying to show students that manufacturing isn’t just one thing.”

Natoli’s classes are open to both pathway students and those who take them as electives. In addition to the three manufacturing and design courses, Natoli also offers a capstone class.

“We do a little bit of everything in the world of manufacturing,” Natoli said. “It’s really broad, but we touch on everything. We do a lot of design work, a lot of 3D design, a lot of sketching, a lot of design. We take students through the design process and we have to solve a problem.”

In the introductory class, Natoli said he starts students with “mini builds,” which are “almost like arts and crafts with cardboard and plastic.” From there, students move on to the laser cutter, 3D printer and other machines.

Students complete projects such as wooden toy cars, which are later donated. Projects become more complex as students gain confidence with the tools and advance through the courses. By the end of Advanced Manufacturing and Design 1, students are able to create items like tablet or cellphone stands.

Other projects include lanterns, tic-tac-toe games, candy dispensers and coasters that fit into custom containers. Natoli said the coasters often spark creativity, with some students designing pizza ovens or furniture pieces to hold them.

“They have to go through the steps, think about how they’re going to do it, sketch the ideas, come up with the prototype and make it,” Natoli said. “It requires more critical thinking than just ‘here are the steps, here’s the materials, go make it.’ The goal by the end of the course is that they can see the world within problem solving lines.”

Manufacturing students have also collaborated with groups outside their own class. For example, the Discovery Points program partnered with manufacturing students to create signs that were later sold.

“I don’t want to be this little island,” Natoli said. “I want to show the school what we do in the shop, not just keep what happens in the shop stays in the shop. We can make things for the school and community.”

Once students understand the mechanisms, Natoli said he enjoys giving them the freedom to create projects that interest them and to see that “anything’s possible.” His classroom features items like guitars and skateboards.

“A few students have realized what we have here. What the opportunity is,” Natoli said. “It’s just really cool to see the students kind of find their path, because I feel like when you hear manufacturing it’s not like a sexy software. A lot of people are turned off by that…but then they realize ‘oh, this is similar to art but I’m building a physical product.’ It’s cool to see a student really realize ‘oh, manufacturing isn’t just the typical robotics kid coding.’ It can be jewelry making. It can be furniture making. It can be a guitar…I think of it as functional art.”