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Ministry of Education.
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What next for year 10?

"This year in the year 10 course we're expected to do a lot more... a lot more thinking and explaining what we're doing... and we're doing more recording of our work compared to year 9."

Year 10 student

The year 9 class moved into a new year 10 programme that was rolled out across the whole department.

In creating this new programme, the team had identified and come up with solutions for a number of issues. In year 10 there were two terms of compulsory technology. These were offered as single terms occurring in any order and at any time of the year. This made it impossible to ensure progression because of the random nature of timetabling. The ten-week time slot in each term also made it difficult to advance knowledge and skills. Many students did not have time to complete their projects.

Changing the timetable to ensure progression

The team negotiated a two consecutive term course in one of the following technological areas: designing and developing materials outcomes (resistant and textiles), designing and developing digital outcomes, computational thinking for digital technologies, designing and developing processed outcomes, and design and visual communication. The new 20-week course divides into three parts:

A – Basic knowledge and skill building - technological knowledge

B – Technological practice

C – Nature of technology.

Carol had trialled this approach and found it changed student outcomes dramatically. The extra time enabled her to extend the top students and develop the less able.

Refining technology competencies

It was felt that the technology cycle established for year 9 needed to be refined for year 10 to further reflect the dynamic nature of technological practice. The team developed a new one that included flow-through practice of research, planning, and evaluation.

The team developed a new set of key technology competencies that scaffolded the generic technology competencies, domain knowledge and skills through from year 9. From this they developed the new unit outlines:

Y10 outline designing and developing digital outcomes (PDF, 67 KB)

Y10 outline fabric (PDF, 41 KB)

Y10 outline designing and developing processed outcomes (food) (PDF, 45 KB)

Y10 outline metal (PDF, 100 KB)

Y10 outline wood (PDF, 48 KB)

Assessment criteria

For year 10 common technology assessment criteria were again used across domain areas. Assessment information was available from year 9 to provide continuity for both teachers and students. Students received an end-of-module report at the end of the second term. The year 10 assessment schedules linked grade 3 to level 4 of the Curriculum and to the indicators of progression for technological practice. There are five schedules based on the following criteria:

  • Brief development
  • Planning for practice
  • Outcome development and evaluation
  • Domain knowledge criteria
  • Domain skills criteria

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