Technology Programme Design
Key considerations for technology programme design
When you develop implementation plans to provide students with a comprehensive technology education, consider:
Coverage
- Incorporate all three strands into your programmes of learning.
- Plan contexts that enable robust, multilevel learning opportunities related to selected achievement objective.
- Be mindful that while no single teaching unit can focus on all eight achievement objectives, over time you should allow opportunities for students to progress their learning across them all.
Progression
- Use the Indicators of progression and progress outcomes to help you design a coherent structure for progression.
- Use the teacher guidance within the Indicators of progression for each achievement objective to support your planning.
Assessment and reporting
- Use the Indicators of progression and progress outcomes to support diagnostic, formative and summative assessment.
- Focus assessment and reporting on the achievement objectives and progress outcomes.
- Report on all eight achievement objectives as students move from one programme of technology to another.
Understanding national, local, and classroom curriculum differences
National Curriculum
The national curriculum for technology is the document provided by the Ministry of Education that sets out the direction for learning in technology. It includes the Technology Learning Area Statement and Achievement Objectives that progress from level 1-8 of The New Zealand Curriculum framework.
Download the Revised Technology Learning area PDF on New Zealand Curriculum Online.
School Local Curriculum
The school local curriculum for technology will be developed by all staff involved in the leadership and delivery of technology in the school. The school’s local technology curriculum will be recorded by way of technology programmes that guide all staff teaching within it. Technology programmes will be in line with the expectations within the national technology learning area, but will also take into account the needs and desires of the school community, the strengths of the teaching staff, and the interests and ability of the students.
See Leading local curriculum design in the revised technology learning area on New Zealand Curriculum Online.
Classroom Curriculum
The classroom curriculum for technology will be developed by classroom teachers to guide their teaching. The classroom curriculum will be recorded by way of learning experiences. Learning experiences developed will be in line with the school technology programme, but will also take into account the specific interests and abilities of the teacher or teachers and students within the classroom. The learning experiences may be structured into units where individual lessons are planned to manage the overall learning experience. Assessment (formative and summative), and reporting procedures, will be an integral part of the learning experiences, and evolve in partnership according to the needs of the students, whānau, and community.
Programme design at different curriculum levels
Years 1- 6 (NZC Levels 1-3)
- Create a plan that leads to students’ working at level 3 or above of The New Zealand Curriculum by the end of year 6.
- Plan technology learning experiences that:
- provide authentic contexts
- allow for the development of key competencies
- support values education
- enhance students’ literacy and numeracy.
- Use technology contexts that encourage links with other learning areas.
- Work with your local community to access available resources and expertise.
- Maintain links to entry and destination programmes.
- Have established means of communicating progress data.
- Develop your own knowledge and skills related to all eight achievement objectives of the technology learning area.
- Provide technology learning experiences that focus on progressing student learning in technology.
- Seek to increase your pedagogical content knowledge in technology.
Years 7- 8 (NZC Level 4)
- Create a plan that leads to students’ working at level 4 or above of The New Zealand Curriculum by the end of year 8.
- Plan technology learning experiences that:
- provide authentic contexts
- allow for the development of key competencies
- support values education
- enhance student literacy and numeracy.
- Provide a range of contexts.
- Ensure students have quality learning experiences and ones aligned with the eight achievement objectives.
- Support progression-based learning for students in technology.
- Make effective use of specialist equipment, resources, and facilities.
- Make clear links for your students to technology related careers.
- Maintain links to entry and destination programmes.
- Have established means of communicating progress data.
- Draw from and expand your existing knowledge and skills.
- To enhance programme planning and encourage links to other learning areas, make links between specialist technology and generalist classroom teachers.
Years 9- 10 (NZC Level 5)
- Create a plan that leads to students’ working at level 5 or of The New Zealand Curriculum by the end of year 10.
- Ensure students have quality learning experiences and ones aligned with the eight achievement objectives.
- Develop pedagogical strategies that:
- lead to the effective of specialist equipment, resources, and facilities
- support progression-based learning for students in technology
- allow for a range of contexts.
- Plan technology learning experiences that:
- provide authentic contexts
- allow for the development of key competencies
- support values education
- enhance student literacy and numeracy.
- Work alongside other technology teachers within department or faculty to ensure:
- coherency between learning experiences
- coverage of a range of contexts
- adherence to year 9 and 10 compulsory technology programmes.
- Make clear links for students to technology related careers.
- Support students in their future learning and/ or career pathway planning.
- Draw from and expand your existing knowledge and skills.
- Maintain links to entry and destination programmes.
- Have established means of communicating progress data.
Senior secondary courses (NZC Level 6, 7 & 8)
- Plan initial courses in technology that:
- are flexible enough to meet student interest across a range of technologies
- develop student capability
- allow students a base for a range of choices in the future.
- Give students the opportunity to progress to Level 6 of The New Zealand Curriculum and to gain Level 1 technology achievement standards.
- Recognise some students may benefit from initial technology courses running over two years to achieve this.
- Give students in subsequent courses the opportunity to progress to Level 7 and/or 8 of The New Zealand Curriculum and to gain NCEA Level 2 and/or 3 technology achievement standards.
- Consider offering opportunity for students to gain additional technology-related national certificates at NQF Level 1, 2, and/or 3 through technology courses from other providers such as ITO’s.
- Draw from and expand your existing knowledge and skills.
- Provide quality learning experiences that support achievement:
- at levels 6, 7, and 8 of The New Zealand Curriculum
- within or across the four specialist categories of technology.
- Work alongside teachers from other learning areas to:
- ensure students’ overall programmes are complementary
- provide opportunities for cross-curricula learning.
- Make clear links for students to technology-related careers.
- Use mentors from communities of technological practice.
- Encourage students to work with real clients as appropriate.
- Keep up to date on requirements and desires of relevant industry and tertiary organisations.
- Support students in exploring future education opportunities and/or career pathways.
See also - Learning programme design on The New Zealand Curriculum Online.