New learning in digital technologies | Hangarau Matihiko will equip our young people for this digital future. For the first time, learning in digital technologies is explicit within the learning area. As of 2018, Digital Technologies | Hangarau Matihiko is reinforced from year 1 in the New Zealand curriculum and Te Marautanga o Aotearoa.
We empower digital technologies | Hangarau Matihiko in the Technology and Hangarau learning areas of the New Zealand curriculum and Te. How can we reflect digital technology learning in the name of the Technology Learning Area. Progression outcomes clearly describe the significant steps learners take as they progress in Digital Technologies from school entry to the end of year 13.
We have only designed progress outcomes for digital technologies – learning in other technology areas continues to be defined by achievement targets.
The New Zealand Curriculum
What is technology about?
Why study technology?
Learning area structure
The Five Technological Areas
Students demonstrate increasingly critical, reflective and creative thinking when they evaluate and critique technological outputs in terms of the quality of their design, their fitness for purpose and their impact and impacts on society and the environment. They become increasingly skilled at applying their growing knowledge of design principles to create innovative and actionable outcomes that realize opportunities or solve current and future-focused real-world issues. They also develop an understanding of the systems, processes and techniques used in product manufacturing and gain experience in using them, along with associated quality assurance procedures, to produce prototypes or multiple copies of a product.
Students increasingly demonstrate critical, reflective and creative thinking as they evaluate and critique technological outputs in terms of their design quality, their fitness for purpose and their wider impacts. They become increasingly adept at applying their growing knowledge of design principles to create desired and achievable outcomes that solve real-world issues.
The Three Strands of Technology
Students draw on their knowledge of design to understand that designers identify the qualities and potential of design ideas in terms of broad design principles (aesthetics and function) and sustainability, and that they are influenced by people, society, environment, history , and technological factors.
Progress Outcomes
Outcome Statements
Computational thinking for digital technologies
Progress Outcome 1
Progress Outcome 2
Progress Outcome 3
Progress Outcome 4
Progress Outcome 5
Progress Outcome 6
Progress Outcome 7
Progress Outcome 8
In addition to the progress outcomes, the learning progressions are defined by two statements of outcomes, which represent the skills, knowledge and attitudes of a digitally proficient learner at the end of Year 10, and of a learner on track to specialize in one or more areas of digital technologies at the end of year 13. These draft Statements of Outcomes form the basis of the revised NCEA Level 1 Achievement Standards for Digital Technologies. Students can analyze a range of areas in computer science (e.g. formal languages, network communication protocols, complexity and tractability, artificial intelligence, graphics and visual computing, big data) in terms of how the area is supported by the key ideas of algorithms, data representation and programming.
They can evaluate how the synthesis of these key ideas is effectively applied in developing real-world applications. They can implement algorithms by creating programs that use input, output, sequence, loops, and selection using comparison operators and logical operators. Students can use an accepted software engineering methodology to design, develop, document and test a complex computer program.
Students can explain/document their programs and use an organized approach to testing and debugging. Students understand how computers represent different types of data using binary digits and can use variables of different data types in their programs. To help you understand the progress scores, we have provided a number of sample examples that illustrate the learning that the progress scores describe.
Cheryl-Ann responds to the task of getting the bee to the hive by breaking the problem down into a set of precise instructions. The class is studying bees as part of a school-wide science study on insects and has been investigating the way bees collect pollen from different plants and take it back to their hive. Students are given a grid and asked to create a set of instructions for a bee to follow to collect pollen from each flower and take it to the hive.
PROGRESS OUTCOME 1 EXEMPLAR Progress Outcome 1
The teacher decides to connect the study of the bees with the other work they have been doing in giving and following instructions. The set of instructions Harry creates demonstrates that he can break down the task of getting a bee into a hive and collecting pollen along the way into stages that involve sequencing and repetition. Harry then tests his instructions on a template his teacher has put into the introductory programming environment.
He makes an input error on his first try, so he uses a simple error correction strategy of counting squares to make it work. Students are given a grid and asked to make a set of instructions that the bee follows to collect pollen from each flower and take it to the hive. The teacher then places the grid template in an introductory programming environment (Scratch Junior) so that students can test their instructions.
PROGRESS OUTCOME 2 EXEMPLAR
They completed an activity that involved animating the individual letters of their name during which the teacher noticed that most students programmed the letters to activate only once and kept clicking the start button to repeat actions. The teacher then facilitated a whole class discussion using examples of students' work from the animated letter activity. The students note that it is frustrating to click the 'go' button or the individual sprites to animate the letters each time.
Working in pairs, they were given a pattern card similar to the one below and asked to write as few instructions as possible for their partner to recreate the pattern. Using their new knowledge of loops, students are asked to create an animated character that moves to music using the block-based program Scratch. The animation should show choreographic repetition of dance movements in order to have the same sequence of movements.
PROGRESS OUTCOME 3 EXEMPLAR
PROGRESS OUTCOME 4 EXEMPLAR
I need to use the code blocks that are in Scratch to make the computer run my program Thinking Computational Thinking for Digital Technologies: Sample Exemplars.
Designing and developing digital outcomes
Given some parameters/criteria and tools and/or techniques, they are able to make decisions (largely independently) to create, manipulate, store, retrieve, share and/or test content (developed for a specific purpose) within a basic system. Understanding that digital devices evolve/change over time and the influence/impact they have on people/society. Understanding the particular roles of the components in a basic input, process, output system and how they work together.
They work through an iterative process to design, develop, create, store, test and evaluate digital content that meets its purpose. Able to work independently through an iterative process to design, develop, create, store, test and evaluate digital content that meets its purpose.
Note
Select the appropriate software and file types for particular purposes based on key features, and justify the selection. Understand the role of operating systems in managing personal computer hardware, security, and application software. Students can use a range of software to develop and combine digital content to create a result.
They can go through an iterative process to design, develop, create, store, test and evaluate digital content that fulfills the purpose. They will recognize social and end-user considerations relevant when developing digital content. Students can work independently or within collaborative, cross-functional teams to effectively apply a sophisticated, iterative development process to develop high-quality, appropriate digital outputs that meet design specifications.
They will synthesize the social and end-user aspects that are important to the outcome of digital content development. They will be able to make decisions (mostly independently) about the appropriate tools/techniques, software and file types to use in the development of digital outputs and will be able to explain their decisions. Students understand the role of operating systems in managing PC hardware, security, and application software.
The Remaining Technological Areas
Social SciencesLevel Two
TechnologyLevel Two
Planning for practice
Brief development
Outcome development and evaluation
Technological modelling
Technological products
Technological systems
Characteristics of technology
Characteristics of technological outcomes
Social SciencesLevel One
TechnologyLevel One
Social SciencesLevel Five
TechnologyLevel Five
Social SciencesLevel Three
TechnologyLevel Three
Social SciencesLevel Four
TechnologyLevel Four
Understand how government systems in New Zealand work and affect people's lives and how they compare to another system. Understand how the Treaty of Waitangi is responded to differently by people at different times and places. Understand that people move between places and how this has consequences for the people and the places.
To understand how the ideas and actions of people in the past have had a significant impact on people's lives. They analyze their own and foreign design practices to inform the selection and use of design tools. Use them to support and justify design decisions (including those related to resource management) that will guide the development of the deliverable to completion.
Describe specifications that reflect key stakeholder feedback and that will inform the development of an outcome and its evaluation. Analyze their own and others' outcomes to inform the development of ideas for achievable outcomes. Undertake continuous functional modeling and evaluation that takes into account feedback and testing from key stakeholders in the physical and social environments.
Use the information obtained to select and develop the output that best addresses the specifications. Understand how evidence, reasoning, and decision making in functional modeling contribute to the development of design concepts and how prototyping can be used to justify continuous refinement of results. Understand how people's perceptions and acceptance of technology influence technological developments and how and why technological knowledge is codified.
Social SciencesLevel Six
TechnologyLevel Six
Characteristics of technological outcomes
Social SciencesLevel Seven
Technology Level Seven
Social SciencesLevel Eight
Technology Level Eight
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Glossary of Terms
