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Ministry of Education.
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Indicators: Learning Objectives

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.

Indicators of Progression

Indicators of Progression (Indicators) support teachers to interpret the Learning Objectives (LOs) for each specialist knowledge and skill technology component.


  • provide an overview statement that:
    • explains the focus of the Learning Objectives 
    • has overview statement about student progression from curriculum levels 6–8.
  • restate the Learning Objectives for each level
  • provide guidance to teachers on what they could do to support student learning at curriculum levels 6–8
  • provide indicators of what students should know or be able to do at curriculum levels 6–8
  • indicate the achievement standard(s) that align to the Learning Objective at curriculum levels 6–8.

Teacher Guidance

Teacher Guidance highlights the importance of the teacher’s role in supporting student learning. In addition, it acknowledges the need for changing the nature of teaching so students can become more responsible for their own learning as they progress from curriculum levels 6-8 of the NZC. The following terms denote this shift in responsibilities from teacher to student.

Provide, Guide, Support

Provide – teacher takes full responsibility for introducing and explicitly teaching new knowledge/skill or practices.

Guide – teacher assumes students already have some level of understanding or competency and continue to take responsibility for developing these understandings.

Support – the emphasis shifts from teacher to students who take more responsibility for their learning and who past knowledge to strengthen and extend their understandings. Using questioning and challenging as a method of supporting students, the teacher plays a more supportive role.


The Teacher Guidance also uses the term ensure.

Ensure – denotes when the teacher plays a monitoring role to check that conditions critical for learning are present. For example, in "planning for practice" and "outcome development and evaluation", the teacher must ensure an appropriate brief is available to guide student work.

What the Indicators of Progression describe

The Indicators describe specific understandings and capabilities students should be able demonstrate consistently. Once this occurs, students are likely to have met the related learning objective.

Consider the indicators at each level "collectively" and consider them as indicators of the Learning Objective at that level.

NOTE: At this stage of developing indicators for the Learning Objectives, the teacher guidance is based on the "best" guidance we have available as to how to support learning at curriculum levels 6–8. It is envisaged that these will be refined later using classroom informed evidence that demonstrates what students "know" and "can do".

Learning Objectives of the specialist Knowledge and Skills strands

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

Achievement Objectives of the three curriculum strands

Indicators of Progression – Achievement Objectives (A4, by strand) (PDF, 3 MB)

Indicators of Progression – Achievement Objectives (A3, by strand) (PDF, 2 MB)

Indicators of Progression – Achievement Objectives (A3, by level) (PDF, 1 MB)

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