Designing and developing digital outcomes progress outcomes and exemplars
Progress outcome 2
In authentic contexts and taking account of end-users, students make decisions about creating, manipulating, storing, retrieving, sharing, and testing digital content for a specific purpose, given particular parameters, tools, and techniques. They understand that digital devices impact on humans and society and that both the devices and their impact change over time.
Students identify the specific role of components in a simple input-process-output system and how they work together, and they recognise the "control role” that humans have in the system. They can select from an increasing range of applications and file types to develop outcomes for particular purposes.
Exemplar five: Video of a system
Exemplar six: Scavenger hunt
Exemplar seven: Superhero robot
Exemplar eight: Digital debate
The progress outcomes describe the significant learning steps that students take as they develop their expertise in designing and developing digital outcomes.
The diagram above shows the alignment between levels 1–5 of the New Zealand Curriculum and the progress outcomes for designing and developing digital outcomes. The uneven spacing of the progress outcomes reflects the different learning and time required for each outcome and is based on data collected during the development of the digital learning progressions.
Progress outcomes 4–6 set out the learning expected for students engaging in more intensive and specialised digital technologies programmes for NCEA 1, 2 and 3. For this reason, they are directly aligned with levels 6–8 of the curriculum.
The exemplars above illustrate the teaching and learning for DDDO progress outcomes 1–3 (levels 1–5). Snapshots that provide examples for levels 6–8 will be available early 2018.
- Read more about the new technology curriculum content here: Digital technologies in The New Zealand Curriculum.