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AO/LOs

Curriculum strands

Specialist strands

AOs/LOs by level

Technological practice (TP)

6-1 | 6-2 | 6-3

7-1 | 7-2 | 7-3

8-1 | 8-2 | 8-3

Technological knowledge (TK)

6-1 | 6-2 | 6-3

7-1 | 7-2 | 7-3

8-1 | 8-2 | 8-3

Nature of technology (NT)

6-1 | 6-2

7-1 | 7-2

8-1 | 8-2

Design in technology (DET)

6-1 | 6-2

7-1 | 7-2

8-1/2

Manufacturing (MFG)

6-1 | 6-2

7-1 | 7-2

8-1/2

Technical areas (TCA)

8-1 

Construction and mechanical technologies (CMT)

6-1 | 6-2 | 6-3 | 6-4

6-5 | 6-6 | 6-7

7-1 |  7-2 |  7-3 |  7-4

7-5 |  7-6 |  7-7

8-1 | 8-2 | 8-3 | 8-4

8-5 | 8-6 | 8-7

Design and visual communication (DVC)

6-1 | 6-2 | 6-3

7-1 | 7-2 | 7-3

8-1 | 8-2 | 8-3

Digital technologies (DTG)

6-1 | 6-2 | 6-3 | 6-4

6-5 | 6-6 | 6-7 | 6-8

6-9 | 6-10 | 6-11 | 6-12

7-1 |  7-2 |  7-3 |  7-4

7-5 |  7-6 |  7-7 |  7-8

7-9 |  7-10 |  7-11 |  7-12

8-1 | 8-2 | 8-3 | 8-4

8-5 |  8-6/7 | 8-8 | 8-9

8-10 |  8-11 | 8-12

Processing technologies (PRT)

6-1 | 6-2 | 6-3

7-1 | 7-2 | 7-3

8-1/2 | 8-3


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Achievement and learning objectives

The New Zealand Curriculum specifies three strands for technology. In addition, there are six specialist strands. The three technology strands and six specialist strands set the direction for learning in technology at curriculum levels 6, 7, and 8. 

Achievement and learning objectives

Achievement objectives are described for the eight components defined under the three technology curriculum strands. Achievement objectives describe what students should understand or be able to do at curriculum levels 6, 7, and 8.

Learning objectives are defined for the 29 specialist knowledge and skill components. Learning objectives describe what students should understand or be able to do, with respect to specialist knowledge and skills at curriculum levels 6, 7, and 8.

It is important that students and teachers recognise and make sense of the many connections within and across the technology achievement and learning objectives.

See AOs/LOs by level for individual AOs and LOs.

Each achievement/learning objective includes a set of indicators, teacher guidance to support students, contexts for teaching and learning, and assessment guidelines.

All achievement/learning objectives have been given a three-part code consisting of:

  1. the strand
    (Curriculum strands: TP for technological practice, TK for technological knowledge, NT for nature of technology; Specialist strands: DET for design in technology, MFG for manufacturing, TCA for knowledge of technical areas, CMT for construction and mechanical technologies, DVC for design and visual communication, DGT for digital technologies, and PRT for processing technologies)
  2. the curriculum level
  3. the ordinal position of the achievement objective (1st, 2nd, 3rd, and so on) as listed in the Curriculum, or of the learning objective to reflect its position in the list of components.

Scroll down to learn more about the strands, curriculum progression, indicators, and teacher guidance for technology.

Read more about technology in The New Zealand Curriculum.

Strands

Curriculum strands

The New Zealand Curriculum specifies three strands for technology at levels 6, 7 and 8.

Achievement objectives are described for the eight components, defined under the three technology curriculum strands. Achievement objectives describe what students should understand or be able to do at curriculum levels 6, 7, and 8.

Read more about the curriculum strands and component descriptors.

Specialist strands

In addition to the curriculum strands, there are six specialist strands with 29 components.

Learning objectives are defined for the 29 specialist knowledge and skill components. Learning objectives describe what students should understand or be able to do, with respect to specialist knowledge and skills at curriculum levels 6, 7, and 8.

Read more about the specialist strands and component descriptors.

Indicators

Indicators (descriptive indicators, as used in the other teaching and learning guides) are examples of specific 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.

Progression

Progression information describes the nature of expected student learning for the achievement and learning objectives.

Teacher guidance

This section acknowledges how teaching approaches need to be adjusted to ensure that students take increasing responsibility for their learning. As students progress to curriculum level 8, the student gains more autonomy in the selection of the context for their learning and the development of outcomes.

Contexts for teaching and learning

These include suggestions of contexts and how they might be used with the focus achievement/learning objective.

Some context examples may be provided as samples only. Teachers are expected to select and use appropriate contexts in response to local situation, community relevance, and students’ interests and needs.

Assessment for qualifications

Support material for assessment, including reference to the associated technology achievement standard(s).

What’s new?

The abbreviations for the achievement and learning objectives are a way of assisting you to navigate around the technology learning area. At level 8 there are some changes in the specialist strands.

Last updated April 18, 2016



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