Designing & 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.
About this resource
Five snapshots are provided for this progress outcome. In the first, students design software to keep track of golf club members. In the second, students design an entry for the school’s annual wearable arts competition. In the third, students develop a system with basic functionality for recording farm data. In the fourth, students design a program for a new local pizza business. In the fifth snapshot, a student designs and codes a website to showcase her visual arts portfolio.
Designing and developing digital outcomes: Progress outcome 4
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 ensure they are fit-for-purpose and meet end-user requirements.
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 in 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.
As teacher and secretary of the college’s golf club, Mr Sims needs a way of organising membership details, subscriptions, and performance rankings for the club.
See Materials that come with this resource to download:
- Designing and developing digital outcomes: Snapshot 1, Progress outcome 4, Keeping track of club members (.pdf)
Ākonga from different specialist subjects work together to design an entry for the kura’s annual wearable arts competition. This activity combined a materials outcome with a digital one.
See Materials that come with this resource to download:
- Designing and developing digital outcomes: Snapshot 2, Progress outcome 4, Keeping a watch on your fitness (.pdf)
There are numerous contexts for this type of wearable technology. Explore relevant contexts with your ākonga.
The school farm has a shearing shed on the grounds. In consultation with the farm manager and the school network manager, Zoe has been given access to some computer equipment no longer needed by the school to develop a system with basic functionality for recording farming data.
See Materials that come with this resource to download:
- Designing and developing digital outcomes: Snapshot 3, Progress outcome 4, A computer for the shearing shed (.pdf)
Students in a year 11 class have been investigating systems in local businesses. Their aim has been to identify a need for increased efficiency that a design intervention could meet. They would then develop a basic digital program to respond to this need.
See Materials that come with this resource to download:
- Designing and developing digital outcomes: Snapshot 4, Progress outcome 4, Programming pizzas (.pdf)
Amber has been designing and coding a website to showcase her visual arts portfolio. During the process, she had to make decisions regarding the website’s design, layout, image file sizes, and file types, all of which have an impact on its usability and functionality.
See Materials that come with this resource to download:
- Designing and developing digital outcomes: Snapshot 5, Progress outcome 4, Designing a portfolio website (.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 and 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.
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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.
1 of 6Designing & developing digital outcomes Unpacking curriculum
Progress outcomes and exemplars for Designing and Developing Digital Outcomes.
2 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.
3 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.
4 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.
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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