Designing and developing digital outcomes Progress outcome 6
The progress outcome illustrations and exemplars show the breadth of students' expertise at that point on the learning progression for the digital technologies content in the Technology learning area.
About this resource
Five snapshots are provided for this progress outcome. In the first, students create a system for producing business invoices. In the second, a student designs an LED display to react to music played over Bluetooth. In the third, students expand data collection across a farm to monitor soil moisture, humidity levels, and water trough levels. In the fourth, students create a program to manage ticketing, revenue, and menu choices for an annual fundraiser. In the fifth snapshot, students design and build a system to help a local ecosanctuary monitor wildlife.
Designing and developing digital outcomes: Progress outcome 6
Within 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.
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
- creative digital media.
Progress outcomes: Snapshots
The progress outcomes describe the significant learning steps that students take as they develop their expertise in designing and developing digital outcomes.
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 student voice to surface 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.
Student Hemi works with a Young Enterprise that has designed and made iPhone cases with a 3D printer. They have approached Hemi to help them create a system for producing invoices.
See Materials that come with this resource to download:
- Progress outcome 6, Selling cellphone cases (.pdf)
Jarrod and Krish have been working across two specialist technological contexts: digital technology and designing and developing materials outcomes. A survey of the school’s three senior year groups identified that the most popular request was for a small Bluetooth speaker and amplifier for linking with students’ phones.
Jarrod explored the idea further with some of the students and decided that the device could include an audio-reactive LED matrix. The matrix would run a number of visualisation modes to react to the music via a microphone inside the speaker box.
See Materials that come with this resource to download:
- Designing and developing digital outcomes: Snapshot 12, Progress outcome 6, Designing a speaker box (.pdf)
The manager of the school farm featured in Snapshot 3 and Snapshot 8 now wishes to expand data collection and analysis across the farm to monitor soil moisture, humidity levels, and water trough levels using recently purchased Wi-Fi enabled technologies.
The redesigned network must also further improve student safety and connectivity while ensuring that students are not able to ‘hack’ the system.
See Materials that come with this resource to download:
- Designing and developing digital outcomes: Snapshot 13, Progress outcome 6, Farm connections (.pdf)
The school catering department holds an annual fundraiser in support of local charities. The department has asked the digital technology class to create a program to manage the sale of tickets and the collection of revenue and to produce PDF tickets electronically.
The program also needs to produce a spreadsheet giving the number of meals required for one lunchtime and two evening sittings, customers’ specific dietary requirements, and their table and seat numbers.
See Materials that come with this resource to download:
- Designing and developing digital outcomes: Snapshot 14, Progress outcome 6, Designing a flexible booking system (.pdf)
Student Finn designs and builds a system to help a local ecosanctuary monitor wildlife. The system needs a web-based interface so that staff and volunteers can remotely monitor the enclosures and a graphical function to make the best use of the data.
See Materials that come with this resource to download:
- Designing and developing digital outcomes: Snapshot 15, Progress outcome 6, Monitoring wildlife (.pdf)
An authentic technology curriculum needs to ensure that context and implementation reflect the bicultural partnership of Aotearoa New Zealand. This may include the use of te reo Māori, respectful inclusion of pūrākau, and engagement with contexts that are relevant and authentic to the rohe.
Designing and developing digital outcomes is an important human endeavour aimed at solving problems and improving the lives of human beings. In considering any technological issue, we also need to consider mātauranga Māori. This can include an exploration of the relevant Māori values and principles, for example:
- Manaakitanga: the process of showing respect and care: reciprocity between people, living things, and places
- Auahatanga: innovation and creativity
- Whanaungatanga: a sense of relationship, connection, and belonging
- Kotahitanga: unity, solidarity, and collective action
- Kaitiakitanga: guardianship, stewardship for living things and resources.
If we include an exploration of the relevant Māori values and principles as we begin to research and develop solutions to the problems we are solving, it will allow these to be addressed in an authentic and meaningful way.
The exemplars and snapshots above would be strengthened through the inclusion of mātauranga Māori and the exploration of values and principles underlying the issue as a starting point is one way of doing this authentically.
Heading
Designing & developing digital outcomes Unpacking curriculum
Progress outcomes and exemplars for Designing and Developing Digital Outcomes.
1 of 6Designing & developing digital outcomes – Progress outcome 1
The progress outcome illustrations and exemplars show the breadth of students' expertise at that point on the learning progression for the digital technologies content in the Technology learning area.
2 of 6Designing & developing digital outcomes – Progress outcome 2
The progress outcome illustrations and exemplars show the breadth of students' expertise at that point on the learning progression for the digital technologies content in the Technology learning area.
3 of 6Designing & developing digital outcomes – Progress outcome 3
The progress outcome illustrations and exemplars show the breadth of students' expertise at that point on the learning progression for the digital technologies content in the Technology learning area.
4 of 6Designing & developing digital outcomes – Progress outcome 4
The progress outcome illustrations and exemplars show the breadth of students' expertise at that point on the learning progression for the digital technologies content in the Technology learning area.
5 of 6Designing & developing digital outcomes – Progress outcome 5
The progress outcome illustrations and exemplars show the breadth of students' expertise at that point on the learning progression for the digital technologies content in the Technology learning area.
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