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

Technology Programme Design

Key considerations for technology programme design

When you develop implementation plans to provide students with a comprehensive technology education, consider:

Image showing planning
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/s 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)

  • Ensure links are made to entry and destination programmes and develop reporting mechanisms to communicate progress data that supports seamless learning for students
  • Plan programmes with the aim of ensuring all students are working at a minimum of level 3 of The New Zealand Curriculum by the end of year 6
  • Draw from your existing pedagogical strengths to ensure you provide technology learning experiences that focus on progressing student learning in technology; and seek to increase your pedagogical content knowledge in technology
  • Develop your own knowledge and skills related to all eight achievement objectives of the technology learning area in ways that can support a broad range of contexts
  • Work with your local community to access available resources and expertise
  • Plan technology learning experiences that provide authentic contexts which allow for the development of key competencies and for supporting values education
  • Plan technology learning experiences that enhance student general literacy and numeracy
  • Plan to use technology contexts that encourage links to be made with other learning areas.

Years 7- 8 (NZC Level 4)

  • Ensure links are made to entry and destination programmes and develop reporting mechanisms to communicate progress data that supports seamless learning for students
  • Plan programmes with the aim of ensuring all students are working at a minimum of level 4 of The New Zealand Curriculum by the end of year 8
  • Draw from and expand your existing knowledge and skills to ensure provision of quality learning experiences for students in keeping with all eight achievement objectives and allowing for a broad range of contexts
  • Develop your pedagogical strategies to ensure effective use is made of specialist equipment, resources and facilities in ways that support progression based learning for students in technology
  • Plan technology learning experiences that provide authentic contexts which allow for the development of key competencies and for supporting values education
  • Plan technology learning experiences that enhance student general literacy and numeracy
  • Increase links between specialist technology and generalist classroom teachers to enhance programme planning and encourage links to other learning areas
  • Make clear links for your students to technology related careers.

Years 9- 10 (NZC Level 5)

  • Ensure links are made to entry and destination programmes and develop reporting mechanisms to communicate progress data that supports seamless learning for students
  • Plan programmes with the aim of ensuring all students are working at a minimum of level 5 of The New Zealand Curriculum by the end of year 10
  • Draw from and expand your existing knowledge and skills to ensure you provide quality learning experiences for students that are in keeping with all eight achievement objectives and allowing for a broad range of contexts
  • Develop your pedagogical strategies to ensure effective use is made of specialist equipment, resources and facilities to support progression based learning for students in technology
  • Work alongside other technology teachers within department or faculty to ensure coherency between learning experiences and coverage of a broad range of contexts as part of year 9 and 10 compulsory technology programmes
  • Plan technology learning experiences that provide authentic contexts which allow for the development of key competencies and for supporting values education
  • Plan technology learning experiences to enhance student general literacy and numeracy
  • Make clear links for students to technology related careers, and supporting students in their future learning and/ or career pathway planning.

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, and allow students a broad base for a range of choices in the future
  • Provide students with the opportunity to progress to Level 6 of The New Zealand Curriculum and gain Level 1 technology achievement standards
  • Recognise some students may benefit from initial technology courses running over two years in order to progress to curriculum Level 6 and gain NCEA Level 1 technology achievement standards.
  • Provide students in subsequent courses with the opportunity to progress to Level 7 and/or 8 of The New Zealand Curriculum and gain NCEA Level 2 and/or 3 technology achievement standards respectively
  • 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 to ensure you provide quality learning experiences for students that support achievement at levels 6, 7 and 8 of The New Zealand Curriculum
  • Draw from and expand your existing specialist knowledge and skills to ensure you provide quality learning experiences for students to support achievement within or across the four specialist categories of technology
  • Work alongside teachers from other learning areas to ensure students’ overall programmes are complementary, and that opportunities for cross curricula learning are maximised. For example, a chemistry course could be taken that supports students doing food technology
  • Ensure up to date understanding of requirements/desires of relevant industry and tertiary organisations that optimise future pathways for students
  • Make clear links for students to technology related careers and support students in exploring future education opportunities and/or career pathways
  • Use mentors from communities of technological practice and encourage students to work with real clients as appropriate.
  • See also - Learning programme design on New Zealand Curriculum Online.

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