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Curriculum structure

New digital technologies progressions

Computational thinking for digital technologies

Computational thinking enables a student to express problems, and formulate solutions in a way that means a computer (an information processing agent) can be used to solve them.

  • Students develop computational and algorithmic thinking skills, and an understanding of the computer science principles that underlie all digital technologies. They become aware of what is, and is not, possible with computing, so they are able to make judgments and informed decisions as citizens of the digital world.
  • Students learn core programming concepts and how to take advantage of the capabilities of computers, so that they can become creators of digital technologies, not just users. They will develop an understanding of how computer data is stored, how all the information within a computer system is presented using digits, and the impact that different data representations have on the nature and use of this information. 

Designing and developing digital outcomes

Students understand that digital applications and systems are created for humans by humans.

  • Students develop increasingly sophisticated understandings and skills related to designing and producing quality, fit-for-purpose, digital outcomes.
  • They develop their understanding of the digital information technologies that people need in order to locate, analyse, evaluate, and present digital information efficiently, effectively, and ethically.
  • They become more expert in manipulating and combining data, using information management tools to create an outcome.
  • They become aware of the unique intellectual property issues that arise in digital systems, particularly approaches to copyright and patents.
  • Students also become more aware of how to build, install, maintain, and support computers, networks, and systems so that they are secure and efficient.
  • Students develop knowledge and skills in using different creative digital technologies to create digital content for the web, interactive digital platforms, and print. They construct digital media outcomes that integrate media types and incorporate original content.
  • They also learn about the way electronic components and techniques are used to design digital devices, and become increasingly skilled in integrating electronic components and techniques to assemble and test an electronic environment. 

Digital technologies has changed from achievement objectives to progress outcomes.

Digital technologies progress outcomes

These are the significant learning steps in a student’s learning journey. They explicitly state the critical learning (not “left to chance” learning). This is different to achievement objectives which are more of a broad statement and imply that every year a student will step up their learning. Most of the time, the learning between each progress outcome is varied because it takes longer for the student to grasp that critical knowledge and/or skill. This explains the gaps in the progress outcomes. 

Work towards progress outcomes in computational thinking for digital technologies and designing and developing digital outcomes should build each year in order to ensure learners achieve all of the significant learning steps, while recognising that progress outcomes are not aligned directly to curriculum levels.

Last updated December 11, 2017



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