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| students participate in teacher-led activities to develop, manipulate, store, retrieve and share digital content in order to meet technological challenges. | students make decisions about creating, manipulating, storing, retrieving, sharing and testing digital content for a specific purpose, given particular parameters, tools, and techniques | to design, develop, store, test and evaluate digital content to address given contexts or issues | In authentic contexts, students investigate and consider possible solutions for a given context or issue | with support, students investigate a specialised digital technologies area (for example, digital media, digital information, electronic environments, user experience design, digital systems) and propose possible solutions to issues they identify | students independently investigate a specialised digital technologies area and propose possible solutions to issues they identify |
| follow a defined process to design, develop, store, test and evaluate digital content to address given contexts or issues | With support, they use an iterative process to design, develop, store and test digital outcomes | They independently apply an iterative process to design, develop, store and test digital outcomes that enable their solutions, | They work independently or within collaborative, cross-functional teams to apply an iterative development process to plan, design, develop, test and create quality, fit-for-purpose digital outcomes | ||
| they identify digital devices and their purposes and understand that humans make them. | They understand that digital devices impact on humans and society and that both the devices and their impact change over time. | taking into account immediate social, ethical and end-user considerations for an outcome | , identifying and evaluating relevant social, ethical and end-user considerations for an outcome | identifying, evaluating, prioritising and responding to relevant social, ethical and end-user considerations for an outcome | create quality, fit-for-purpose digital outcomes that enable their solutions, synthesising relevant social, ethical and end-user considerations as they develop digital content. |
| They use information from testing and apply appropriate tools, techniques, procedures and protocols to improve the quality of the outcomes and to ensure they are fit-for-purpose and meet end-user requirements. | They use information from testing and, with increasing confidence, optimise tools, techniques, procedures and protocols to improve the quality of the outcomes. | ||||
| They apply evaluative processes to ensure the outcomes are fit-for-purpose and meet end-user requirements | |||||
| Students integrate in the outcomes they develop specialised knowledge of digital applications and systems from a range of areas, including: network architecture; complex electronics environments and embedded systems; interrelated computing devices, hardware and applications; digital information systems; user experience design; complex management of digital information; and creative digital media. | |||||
| , they can identify the inputs and outputs of a system, and they understand that digital devices store content, which can be retrieved later. | Students identify the specific role of components in a simple input-process-output system and how they work together, and they recognise the “control role” that humans have in the system. | They identify the key features of selected software and choose the most appropriate software and file types to develop and combine digital content. | |||
| They know how to use some applications | They can select from an increasing range of applications and file types to develop outcomes for particular purposes. | ||||
| Students understand the role of operating systems in managing digital devices, security, and application software | |||||
| and are able to apply file management conventions using a range of storage devices. | |||||
| They understand that with storing data comes responsibility for ensuring security and privacy. |
Level 4 – Progress Outcome 2 (Year 9)
In authentic contexts and taking account of end-users, students participate in teacher-led activities to develop, manipulate, store, retrieve and share digital content in order to meet technological challenges. In doing so, they identify digital devices and their purposes and understand that humans make them. They know how to use some applications, they can identify the inputs and outputs of a system, and they understand that digital devices store content, which can be retrieved later.
http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Technology/Progress-outcomes#collapsible2
Level 5 – Progress Outcome 3 (Year 10)
In authentic contexts and taking account of end-users, students make decisions about creating, manipulating, storing, retrieving, sharing and testing digital content for a specific purpose, given particular parameters, tools, and techniques. They understand that digital devices impact on humans and society and that both the devices and their impact change over time.
http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Technology/Progress-outcomes#collapsible2
Students identify the specific role of components in a simple input-process-output system and how they work together, and they recognise the “control role” that humans have in the system. They can select from an increasing range of applications and file types to develop outcomes for particular purposes.
Level 6 – Progress Outcome 4 (Year 11)
In authentic contexts, students investigate and consider possible solutions for a given context or issue. With support, they use an iterative process to design, develop, store and test digital outcomes, identifying and evaluating relevant social, ethical and end-user considerations. They use information from testing and apply appropriate tools, techniques, procedures and protocols to improve the quality of the outcomes and to ensure they are fit-for-purpose and meet end-user requirements.
http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Technology/Progress-outcomes#collapsible2
Level 7 – Progress Outcome 5 (Year 12)
In authentic contexts and with support, students investigate a specialised digital technologies area (for example, digital media, digital information, electronic environments, user experience design, digital systems) and propose possible solutions to issues they identify. They independently apply an iterative process to design, develop, store and test digital outcomes that enable their solutions, identifying, evaluating, prioritising and responding to relevant social, ethical and end-user considerations. They use information from testing and, with increasing confidence, optimise tools, techniques, procedures and protocols to improve the quality of the outcomes. They apply evaluative processes to ensure the outcomes are fit-for-purpose and meet end-user requirements.
http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Technology/Progress-outcomes#collapsible2
Level 8 – Progress Outcome 6 (Year 13)
In authentic contexts, students independently investigate a specialised digital technologies area and propose possible solutions to issues they identify. They work independently or within collaborative, cross-functional teams to apply an iterative development process to plan, design, develop, test and create quality, fit-for-purpose digital outcomes that enable their solutions, synthesising relevant social, ethical and end-user considerations as they develop digital content.
http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Technology/Progress-outcomes#collapsible2
Students integrate in the outcomes they develop specialised knowledge of digital applications and systems from a range of areas, including: network architecture; complex electronics environments and embedded systems; interrelated computing devices, hardware and applications; digital information systems; user experience design; complex management of digital information; and creative digital media.