Digital Technologies Curriculum

Remember that we now have a curriculum for the Revised Technology learning area, This should be the focus of any curriculum planning and development.

Schools will be expected to fully integrate the revised learning area into their curriculum by the start of the 2020 school year.

DDDO Progress outcomes 4–6 and CT Progress Outcomes 6-8 set out the learning expected for students engaging in more intensive and specialised digital technologies programmes for NCEA 1, 2, and 3. For this reason, they are directly aligned with levels 6–8 of the curriculum.

Snapshots

The progress outcomes that span years 11–13 are illustrated by snapshots that highlight aspects of students' expertise at that point on the learning progression.

The purpose of the snapshots is to illustrate the sophistication of a student's conceptual understanding through insights into their thinking. Each snapshot comprises a brief description of the learning task and a few insights into what the student knows and can do as they work on the task.

The "insights" in the snapshots use the student voice to show their thinking and the sophistication of the actions they take as they apply their understanding to the components of the learning task.

The snapshots are not assessment tasks and they don't fully describe students' responses to the kind of specialist, complex learning tasks that should form a typical digital technologies learning programme in years 11–13.

Attached to this(future): Snapshots PO4 CT.pdf

Snapshots
The progress outcomes that span years 11–13 are illustrated by snapshots that highlight aspects of students' expertise at that point on the learning progression.

The purpose of the snapshots is to illustrate the sophistication of a student's conceptual understanding through insights into their thinking. Each snapshot comprises a brief description of the learning task and a few insights into what the student knows and can do as they work on the task.

The "insights" in the snapshots use the student voice to show their thinking and the sophistication of the actions they take as they apply their understanding to the components of the learning task.

The snapshots are not assessment tasks and they don't fully describe students' responses to the kind of specialist, complex learning tasks that should form a typical digital technologies learning programme in years 11–13.

Attached to this (future): Snapshots PO6 DDDO.pdf

Resources to Support NCEA Level One

The NZQA Page you need to Bookmark!
https://www.nzqa.govt.nz/ncea/subjects/digital-technologies/levels/

NCEA Matrix L1-3
Revised Digital technologies Matrix

Units of Work
The Ministry of Education has developed units of work to support teachers who are new to NCEA Level One as well as well as support current teachers.

These teaching and learning programmes have been developed to support the new level 6 digital technologies curriculum. Developed by experienced digital technologies teachers, they are complete with resources, teacher notes, student work samples and assessment task/s. Teachers are encouraged to use and adapt these to suit the context of their own school communities. These programmes have been trialled in classrooms in 2018.

http://seniorsecondary.tki.org.nz/Technology/Digital-technologies/Teaching-and-learning-programmes

DT and HM Online

The Ministry of Education has worked with Auckland University to make six online learning modules to support the new Digital Technologies and Hangarau Matihiko curriculum content for those at the senior secondary levels – both teachers and students.

Three modules for level 1 will be available in 2018, with three more available for term 1, 2019.

The following three modules are available now:
AS91886 Demonstrate understanding of human computer interaction
AS91887 Demonstrate understanding of compression coding for a chosen media type
AS 91886 Te Tangata me te Rorohiko (Human Computer Interaction).

In development and soon to be released
AS91885 – Demonstrate understanding of search and sorting algorithms - Due end of January
Te reo Māori adaptation of AS91887 – Demonstrate understanding of compression coding for a chosen media type - due End of January
AS91880 – Develop a digital media outcome = Due end of February
http://seniorsecondary.tki.org.nz/Technology/Digital-technologies/DT-and-HM-Online-for-NCEA

Teaching and Learning Guides
https://seniorsecondary.tki.org.nz/Technology/Digital-technologies

The intent of the new achievement standards
NCEA Level 1 Intent

NCEA Level One Achievement Standards
https://www.nzqa.govt.nz/ncea/assessment/search.do?query=Digital+Technologies&view=all&level=01

NCEA Level One Assessment Resources
http://ncea.tki.org.nz/Resources-for-Internally-Assessed-Achievement-Standards/Technology/Digital-technologies/Level-1-Digital-technologies-assessment-resources

NCEA Level One Conditions of Assessment
http://ncea.tki.org.nz/content/download/6930/27206/file/DTHM_L1_CoA_Draft_V1.pdf

NZQA Level One Preliminary Clarification
Updated Jan 2019. As a result of trialling, the following information is available to assist teachers when assessing Level 1 Digital Technologies standards. Clarifications documents will be developed when sufficient material has been submitted through the external moderation process. Further assessment support can also be found on tki, or using the links on this page.
https://www.nzqa.govt.nz/ncea/subjects/digital-technologies/clarifications/level-1/level-1-preliminary-information/

NCEA Level One Literacy

The following standards have Literacy level one attached.

91877
91878
91879
91880
91881
91884
91885
91886
91887

The externals are now Common Assessment Tasks

Externals

Assessment Specifications - these change every year, please read
https://www.nzqa.govt.nz/ncea/subjects/assessment-specifications/digitaltech-l1/

Instructions and sample answers
DT&HM CAT Administration Instructions for Schools

NCEA Level 1

91886 - Demonstrate understanding of human computer interaction|

Sample answers (PDF, 838KB)

91887 - Demonstrate understanding of compression coding for a chosen media type

Sample answers (PDF, 501KB)

This page was published on 25 Jan 2019.