Technology Indicators of Progression
The Indicators of Progression provide support for teachers to interpret the Achievement Objectives (AOs) for each strand of the technology curriculum within The New Zealand Curriculum (NZC) (2007). There are three matrices, each focused on one of the three strands of the technology curriculum, describing the eight levels of the NZC. Each matrix:
- restates the Achievement Objectives for each level;
- provides guidance to teachers on what they could do to support student learning at each level; and
- provides indicators of what students should know or be able to do at each level.
The Teacher Guidance highlights the importance of the teacher's role in supporting student learning. It also acknowledges how the nature of teaching needs to change to ensure students are able to take more responsibility for their learning as they progress from levels 1-8 of the NZC. This has been emphasised by using the following terms to denote this shift in responsibilities from teacher to student.
Provide is used when the teacher takes full responsibility for introducing and explicitly teaching new knowledge/skill or practices.
Guide is used when the teacher assumes students will have some level of understanding/competency to draw from but continues to take the majority of the responsibility for developing these understandings further.
Support is used when the balance shifts towards the student taking more responsibility for their learning, drawing from their past learning to consolidate and extend their understandings. In this case the teacher plays a more supportive role through questioning and challenging students to support them in their learning.
The Teacher Guidance also uses the term ensure to denote 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.
The Indicators describe generic understandings and capabilities that students should be able demonstrate consistently if they are to be considered to have met the related achievement objective. The indicators for each level should be viewed 'collectively' as indicating the AO at that level. Partial and/or inconsistent student demonstration of the indicators shows that additional and/or further consolidation learning experiences need to be provided to the student. This will ensure that future learning provides the opportunities necessary for the student to demonstrate the achievement described by all of the indicators at that level. It is expected that teachers will contextualise the indicators by re-phrasing them into appropriate language for the unit being studied, and the students they are teaching. By doing this the indicators can be used as targeted learning goals and assessment tools inside the classroom to plan for, guide, and acknowledge student learning.
The Teacher Guidance and Indicators have been developed through classroom research and refined through subsequent trialling. They are provided to guide formative and summative assessment practices, planning decisions and the development of effective and efficient reporting mechanisms for multiple audiences, including the students, their caregivers, and future teachers both within and across schools.
All three matrices will be periodically reviewed as implementation of the three strands proceeds and further development work in technology is undertaken.
You can use the navigation table below to quickly jump to a particular indicator:
