NCEA Level 3 for 2019

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.

DDDO

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.

Snapshots PO6 CT.pdf

CT

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.

Snapshots PO8 DDDO.pdf

 

Webinar Content

NCEA Level Three Webinar is planned for 2020

Resources to Support NCEA Level Two

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

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

The intent of the new achievement standards
NCEA Level 3 Intent

NCEA Level Three Achievement Standards
https://www.nzqa.govt.nz/ncea/assessment/search.do?query=Digital+Technologies&view=all&level=03

NCEA Level Three Assessment Resources
http://ncea.tki.org.nz/Resources-for-Internally-Assessed-Achievement-Standards/Technology/Digital-technologies/Level-3-Digital-technologies-assessment-resources

NCEA Level Three Conditions of Assessment
http://ncea.tki.org.nz/content/download/6991/27428/file/DTHM_L3_CoA_V2_dec18.docx

Externals

The externals are now Common Assessment Tasks

Assessment Specifications - these change every year, please read

https://www.nzqa.govt.nz/ncea/subjects/assessment-specifications/digitaltech-l3/
 

Instructions and sample answers

DT&HM CAT Administration Instructions for Schools

91908 - Analyse an area of computer science

91909 - Present a reflective analysis of developing a digital outcome

 

Exclusions and Transition information

https://www.nzqa.govt.nz/nqfdocs/summaries/2018/nov18/revsumnov18-16.pdf

Development of dual learning area achievement standards in Digital Technologies and Hangarau Matihiko - Level 2 and 3 - NZQA
 

Process of aligning standards with Te Marautanga o Aotearoa (TMoA)

The standards were developed by expert writers and practitioners who have deep knowledge of both the New Zealand Curriculum (NZC) and TMoA. The standards were developed from first principles and no re-alignment was required.

Addressing credit parity

The standards were developed by expert practitioners who understand the work required to demonstrate the learning for each standard and are familiar with expectations for other domains. The credit allocation was made in alignment with this.

What has changed (summary)

These new achievement standards replace the existing Digital Technologies achievement standards. The standards were developed in this way because of significant sector and expert feedback that the prior composition of the Digital Technologies achievement standards did not best credential the important learning derived from the new Digital Technologies and Hangarau Matihiko curriculum content. This militated in favour of a reconfiguration of the standards. This was also required to ensure that the achievement standards were fit for purpose for use in Māori medium environments, which was better supported by standards which were usable across the traditional sub-areas of Digital Technologies (such as programming and electronics).

Transition

During the transition, it is strongly advised that teachers base programmes using either the new Digital Technologies and Hangarau Matihiko Achievement Standards or the Digital Technologies Achievement Standards that are being replaced rather than a combination of the two sets.

University Entrance

This section is being updated in accordance with the new Literacy guidelines being applied in April 2019.

This page was published on 28 Jan 2019.