Technology achievement and learning objectives

The specialist areas provide the 'specialist knowledge and skills (SKS)' learning objectives that supplement the curriculum at level 6, 7 and 8.

It is important that students and teachers recognise and make sense of the many connections that exist within and across these components.

• Progression in technology
• Indicators
• Context elaborations
• Assessment for qualifications
• Interpreting the achievement/learning objective codes in this guide
• Level 6 technology achievement objectives
• Level 6 technology learning objectives
• Level 6 specialist areas of technology learning objectives

Progression in technology

Progression in the achievement objectives for each strand is described in the indicators of progression and visually represented in the learning progression diagrams.

Progression from curriculum levels 6 to 8 in specialist knowledge and skills in technology is generally described as moving from basic, to advanced, to complex.

Students move from:

• simple to more complex knowledge and skills
• guided to increasingly independent sophisticated practice
• basic understandings to integrating and synthesizing ideas
• a focus on specific examples to identifying and generalising connections and links across different examples
• big-picture (macro) views to more detailed (micro) observation of specific examples
• basic awareness to assessing and appreciating aspects of technological developments.

Indicators

Indicators are examples of the behaviours and capabilities that a teacher might expect to observe in a student who is achieving at the appropriate level. Teachers may wish to add further examples of their own.

Learn more:

• Techlink: Technology indicators of progression
• Techlink: Learning progression diagrams

Context elaborations

Context elaborations are possible contexts for learning, with a suggestion of how they might be used with the focus achievement or learning objectives.

The listed context elaborations are examples only. Teachers can select and use entirely different contexts in response to local situation, community relevance, and students’ interests and needs.

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Assessment for qualifications

At the time of publication, the aligned level 1 achievement standards were registered by NZQA for use in 2011, level 2 will be registered for use in 2012, and level 3 in 2013.

Please ensure that you are using the correct version of the standards by going to the NZQA website.

Full information on the draft standards and the alignment process can be found on TKI: Alignment of NCEA standards with The New Zealand Curriculum.

Interpreting the achievement/learning objective codes in this guide

For convenience, all technology achievement and learning objectives have been given a two-part code:

• a self-explanatory 4-letter prefix for the specialist area (for example TECH for generic technology objectives)
• the curriculum level (6) linked by hyphen to the ordinal position of the achievement or learning objective (for example, TECH 6-1).

Level 6 technology achievement objectives

• TECH 6-1: Planning for practice
  Students will critically analyse their own and others’ past and current planning practice to make informed selection and effective use of planning tools and use these tools to develop a completed outcome.
• TECH 6-2: Brief development
  Students will justify the nature of an intended outcome in relation to the need or opportunity and justify specifications in terms of key stakeholder feedback and wider community consideration.
• TECH 6-3: Outcome development and evaluation
  Students will critically analyse their own and others outcomes to inform the development of ideas for feasible outcomes and through ongoing experimentation, trialling and functional modelling select, justify and develop a final outcome which is evaluated against the brief in terms of its fitness for purpose.
• TECH 6-4: Technological modelling
  Students will understand the role and nature of evidence and reasoning when managing risk through technological modelling TECH 6-5: Technological products.
• TECH 6-5: Technological products
  Students will understand how materials are formed, manipulated and transformed indifferent ways, depending on their properties and understand the role of material evaluation in determining suitability for use in a product.
• TECH 6-6: Technological systems
  Students will understand the implications of subsystems for the design, development and maintenance of technological systems.
• TECH 6-7: Characteristics of technology
  Students will understand the interdisciplinary nature of technology and the implications for maximising possibilities through collaborative practice.
• TECH 6-8: Characteristics of technological outcomes
  Students will understand that some technological outcomes can be perceived as both products and systems and how these outcomes impact on other outcomes and practices and on people’s views of themselves and possible futures.

Level 6 technology learning objectives

These learning objectives are derived from the specialist Body of Knowledge (BoK) - Technology Specialist Knowledge and Skills (PDF 229KB).

• TECH 6-9: Knowledge of basic issues in design
  Students will understand basic issues in design.
• TECH 6-10: Knowledge of basic concepts and techniques related to human factors in design
  Students will understand basic concepts and techniques related to human factors in design.
• TECH 6-11: Knowledge of basic manufacturing concepts and techniques
  Students will understand basic manufacturing concepts and techniques.

Level 6 specialist areas of technology learning objectives

The learning objectives for the specialist areas of technology are derived from the Technology Specialist Knowledge and Skills (PDF 229KB). In some cases, the learning objectives in this guide do not exactly match the wording of the Body of Knowledge. They have been reworded to more clearly communicate their intentions.

Learning programmes in technology are based around a selection of achievement and learning objectives. This selection can be drawn from the full range of generic and specialist technology objectives.

• CONT 6-1: Knowledge of basic techniques used to build or make objects
  Students will demonstrate understanding of basic techniques used to build or make objects.
• CONT 6-2: Implement basic procedures to build or make objects
  Students will implement basic procedures to build or make an object.
• INFO 6-1: Knowledge of basic concepts in digital information
  Students will identify the role of digital tools and systems for managing information.
• INFO 6-2: Implement basic procedures in digital information
  Students will be able to use digital systems and tools to manage information.
• INFR 6-1: Knowledge of basic concepts in digital infrastructure
  Students will demonstrate understanding of the functions of common individual components of digital infrastructures.
• INFR 6-2: Design, implementation and evaluation of infrastructure
  Students will be able to choose components for a desktop computer for a specified purpose.
• INFR 6-3: Construct basic digital infrastructure environments
  Students will be able to build, configure, maintain and manage digital hardware and networks.
• MDIA 6-1: Knowledge of basic concepts in digital media
  Students will demonstrate understanding of digital media types, their distinguishing characteristics and the ethical considerations related to digital media.
• MDIA 6-2: Implement basic procedures in digital media
  Students will use digital media tools to create a quality digital media outcome.
• ELEC 6-1: Knowledge of basic concepts in electronics
  Students will demonstrate understanding of basic electronics concepts and components.
• ELEC 6-2: Implement basic interfacing procedures in electronics
  Students will develop electronic circuits and software for them, resolving basic interface issues.
• ELEC 6-3: Implement basic techniques in constructing an electronic and embedded system
  Students will use basic techniques in constructing electronic devices.
• ELEC 6-4: Design and analyse systems to solve problems using electronic and software elements
  Students will design and analyse systems to solve simple problems.
• GRAP 6-1: Graphics practice
  Students will initiate, explore and develop design ideas applying visual communication and design techniques in response to a brief.
• GRAP 6-2: Design principles and processes
  Students will demonstrate knowledge of design principles and processes and influential designers.
• GRAP 6-3: Visual communication
  Students will demonstrate knowledge and skills in fundamental visual communication techniques.
• PROC 6-1: Knowledge of basic processing technology
  Students will demonstrate understanding of basic techniques involved in processing materials.
• PROC 6-2: Implement basic procedures in process technology
  Students will implement basic processes to make a product.
• PRCS 6-1: Understanding of basic concepts in computer science
  Students will demonstrate understanding of basic concepts from computer science and software engineering.
• PRCS 6-2: Devise an algorithmic structure for a basic task
  Students will select and design data types, data structures, algorithms and program structures for a program to meet specified requirements and evaluate user interfaces.
• PRCS 6-3: Implement basic procedures in programming
  Students will read, understand, write and debug software programs using appropriate programming language, tools and software development processes.
• PRPS 6-1: Understanding of preservation, packaging and storage
  Students will demonstrate understanding of basic concepts used in the preservation, packaging and storage of products.
• STRM 6-1: Knowledge of basic concepts related to structures and machines
  Students will demonstrate understanding of basic concepts related to structures and machines.

Last updated October 31, 2011

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