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Ministry of Education.
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Indicators of progression

Indicators of Progression

The indicators of progression define the learning objectives at each level of the curriculum. They describe the knowledge, skills, and understandings students should be demonstrating when achieving at the specified level.

  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


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

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

Design in technology


Technical areas

Construction and mechanical technologies

Design and visual communication

Digital technologies

Processing technologies


Indicators of progressions: All specialist areas 2018 (PDF, 272 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.  

Learning progression diagrams

This series of learning progression diagrams presents indicators in schematic form for each component. You can see how the curriculum builds on earlier learning at every level.

The indicators and diagrams are useful for planning programmes, supporting formative and summative evaluations, and supporting reporting.

Learning progression diagrams

Using the indicators of progression

Teachers can use the indicators as a guide. The indicators must be interpreted within the context of the focus if you are using them with students. The indicators can then serve as learning outcomes and provide a solid basis for planning, teaching, and assessing.

Teacher guidance: Provide, guide, and support
A teacher guide accompanies each set of indicators. Content in the guide 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 is responsible 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, and the teacher remains primarily responsible for continuing to develop these.
  • Support – the students take primary responsibility for their own learning as they draw on all their previous experiences and extend their understanding. The teacher is supportive rather than directive.

Indicators for the specialist areas of technology

In the senior school years, teachers can use learning objectives for the specialist areas in conjunction with NZC achievement objectives or instead of them. Teachers are encouraged to use both.

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