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) |
|---|---|
| Outcome development and evaluation Technological knowledge Nature 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) | Construction and mechanical technologies Design and visual communication Downloads Indicators of progressions: All specialist areas 2018 (PDF, 456 KB) Digital technologies update
The technology learning area has been revised to strengthen
The digital technologies learning objectives and indicators of
See Computational thinking: Progress outcomes and exemplars |
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.
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.
Related videos
Programmes to ensure a broad technological literacy (04:01)
Carol Rimmer outlines the programme planning she uses to provide students with broad knowledge.
Using the indicators of progression in a secondary school (03:44)
Carol Rimmer explains how indicators of progression are woven into programmes of learning.
Planning for technology at primary (03:59)
Jude Black and Diana Comp describe their approach to planning at Green Bay Primary.
Reviewing programme planning in years 7–13 (03:23)
At Diocesan School planning focuses on technology components for years 7–10, and establishing scholarship potential in year 13....
Growing teacher knowledge of the technology curriculum in primary (03:41)
Jude Black and Moira Patterson describe the technology-focused professional learning at Green Bay Primary.