Te Kete Ipurangi Navigation:

Te Kete Ipurangi
Communities
Schools

Te Kete Ipurangi user options:


Ministry of Education.
Kaua e rangiruatia te hāpai o te hoe; e kore to tātou waka e ū ki uta

Indicators of progression

The indicators of progression unpack the achievement objectives for each level of the curriculum, describing the knowledge, skills, and understandings that students should be demonstrating when achieving at the specified level. Indicators of progression are provided for:

  • each of the eight components within the technology curriculum (at levels 1–8)
  • the learning objectives for the specialist areas of technology (at levels 6–8).

Learning progression diagrams

This series of diagrams presents the indicators for each component in schematic form, showing how, at each level, the curriculum builds on earlier learning. Like the indicators themselves, the diagrams can be used as a tool for programme planning, to support formative and summative assessment, and as a basis for reporting.

Learning progression diagrams

Using the indicators of progression

The indicators have been written for the guidance of teachers. This means that if they are being used with students their meaning must be interpreted within the focus context. They can then serve as learning outcomes and provide a sound basis for planning, teaching, and assessment.

Teacher guidance: Provide, guide, and support

Each set of indicators is accompanied by a teacher guidance section that suggests appropriate ways teachers can support student learning.

The deliberate use of provide, guide, and support in the teacher guidance sections signals that as students' capacity for self-management increases, teachers can progressively reduce the level of scaffolding provided.

  • Provide – the teacher should take full responsibility for introducing and explicitly teaching new knowledge, skills or practices.
  • Guide – the students have a level of understanding and competency on which they can draw but the teacher remains primarily responsible for continuing to develop these.
  • Support – the students take primary responsibility for their own learning, drawing on all their previous experiences to consolidate and extend their understanding. The teacher is supportive rather than directive.

Indicators for the specialist areas of technology

In the senior school years learning objectives for the specialist areas can be used in conjunction with NZC achievement objectives or instead of them. Teachers are encouraged to use both.

Return to top ^