Designing and developing digital outcomes exemplars
Progress outcome 3
In authentic contexts, students follow a defined process to design, develop, store, test, and evaluate digital content to address given contexts or issues, taking into account immediate social, ethical, and end-user considerations. They identify the key features of selected software and choose the most appropriate software and file types to develop and combine digital content.
Students understand the role of operating systems in managing digital devices, security, and application software and are able to apply file management conventions using a range of storage devices. They understand that with storing data comes responsibility for ensuring security and privacy.
Exemplar nine: Reflecting on a game design
Exemplar ten: Our changing digital society
Exemplar eleven: Designing a logo and business card
Exemplar twelve: Designing a road safety game
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). Exemplars 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.