Designing and developing digital outcomes progress outcomes and exemplars
Progress outcome 1
In authentic contexts and taking account of end-users, students participate in teacher-led activities to develop, manipulate, store, retrieve, and share digital content in order to meet technological challenges. In doing so, they identify digital devices and their purposes and understand that humans make them. They know how to use some applications, they can identify the inputs and outputs of a system, and they understand that digital devices store content, which can be retrieved later.
Exemplar one: Vacuum cleaners
Exemplar two: Turning on the TV
Exemplar three: Animating a song
Exemplar four: Bottle-cap music
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.