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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).

Indicators of progression: NZC components (levels 1–8)

Indicators of progression: Specialist areas (levels 6–8)

Technological practice

Planning for practice

Brief development

Outcome development and evaluation

Technological knowledge

Technological modelling

Technological products

Technological systems

Nature of technology

Characteristics of technology

Characteristics of technological outcomes

Downloads

Indicators of progression: Complete set by strand (PDF, 2 MB)

Indicators of progression: Complete set by level (PDF, 318 KB)

Design in technology

Manufacturing

Technical areas

Construction and mechanical technologies

Design and visual communication

Digital technologies

Processing technologies

Downloads

Indicators of progressions: All specialist areas 2018 (PDF, 456 KB)

Digital technologies update

The technology learning area has been revised to strengthen
the positioning of digital technologies in The New Zealand Curriculum.

See Technology in the NZC.

The digital technologies learning objectives and indicators of
progression have been replaced with learning progressions in the two
technological areas: computational thinking for digital technologies and designing and developing digital outcomes.

See Computational thinking: Progress outcomes and exemplars
and Designing and developing digital outcomes: Progress outcomes and exemplars.

You can still access the digital technologies indicators of progression
in this PDF:

Indicators of progression: Digital technologies 2012 (PDF, 282 KB)

.  

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.

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