Digital Technologies Level three Malcolm Howard Regional Technology Facilitator Central North Region Team Solutions – The University of Auckland November 2012

Aims for this session To develop understanding of the level three digital technologies standards To focus on the teaching and learning required to prepare students for assessment using the level three digital technologies standards

Techlink posters for digital technologies

NCEA level 1 DT workbook

NCEA level 1 DT workbook

What’s new? Final draft standards Draft level 8 curriculum support material Key messages for 3.41 to 3.46 Scholarship standard UE and the approved subjects list Literacy implications for level 3 Resources on TKI Other resources

Reflecting on the morning session Student centred programmes Looking at data Focus on a programme of work rather than on individual standards Looking for other assessment options (eg Generic technology or DVC)

Final draft standards Final Draft! Published 30 th September 2012 Have registration numbers, but not registered Available on TKI at standards/Technology/Level-3-Technology

The draft matrix at level 3

Starting point – the curriculum! Level three achievement standards are based on level eight objectives (AOs and LOs) The digital technologies standards 3.40 to 3.51 are based on level eight learning objectives (LOs) The generic technology standards 3.1 to 3.14 are based on level eight achievement objectives (A0s)

LOs, teacher guidance, indicators

AOs, teacher guidance, indicators

Activity – curriculum support material Familarise yourself with the draft level 8 curriculum support material

Key messages about the standards support/Senior-Secondary/Key-Messages/Index.htm

Key messages - activity In pairs/groups choose a standard you are interested in and review the key messages

Key messages – (3.40) An information system within an organisation Think local and accessible Five key concepts to cover Merit and excellence expanding on these concepts The report – see assessment specifications Literacy support (explain, discuss, evaluate)

Key messages – (3.41) Relational database Embedded in a digital outcome (DI, DM, other) Design and construct All of the complex techniques EN6 One table changed from another application Design elements and formatting Data access permissions Accuracy, independence, efficiency (two aspects)

Key messages – (3.42) Conditions of assessment – evidence in a form negotiated with the teacher Fitting it into a programme of work What makes it a complex outcome Outcomes plural Presenting content across different media types Design elements Specific legal/ethical/moral Literacy support eg how to discuss

Key messages – (3.43) Integration of media types Complex procedures in a media type Data integrity and testing Legal, ethical Accuracy, independence Efficiency of resources

Key messages – (3.44) Select two areas Three aspects (key problems, examples of practical applications, algorithms/techniques) Emerging feedback from level one about reports based on authentic learning experiences Assessment specifications Canterbury University resources

Key messages – (3.46) One standard – designing and implementing Text-based, Object-orientated, GUI, event based A complex program (EN5) Comprehensive testing with documented cycles of incremental development Documented with comments Efficiency (concise, flexible, robust..)

Key messages – (3.47) A new external at level 3 Report – see assessment specifications Changes from draft standard – now numbers of concepts not specified A selection of complex software concepts (number not specified) Microcontrollers must be covered plus a selection of complex hardware concepts (number not specified)

A focus on the teaching and learning Knowing the student The assessment task ?

Example – computer science

Example – digital media Complex tools Standards and conventions Integration of media types Presenting content across different media types Data integrity and testing Legal, ethical, moral Accuracy, independence, efficiency

Activity In pairs/groups choose a standard you are interested in and review the key information. What is the teaching and learning needed to prepare students for assessment using that standard?

Key sources of information The curriculum support material√ The actual standard √ The key messages document √ Conditions of assessment (for internals) Assessment specifications (for externals) Assessment resources Exemplars (where available) Other resources eg on NZACDITT

Activity – COAs & draft resources Check the conditions of assessment document Explore the assessment resources folder on the CD to look at the draft assessment resources for level three (available on TKI). Discuss and share approaches to level three programmes, assessment tasks, teaching and learning strategies…

Scholarship Key criteria (common to all subjects) The student will demonstrate aspects of high level: analysis and critical thinking integration, synthesis and application of highly developed knowledge, skills and understanding to complex situations logical development, precision and clarity of ideas.

Scholarship Explanatory notes for technology: About technological experiences from all three strands of the technology curriculum: Technological practice Technological knowledge Nature of technology So a scholarship report in 2013 will look different!

Scholarship – the 3 strands Technological Practice Technological Knowledge Nature of Technology Brief DevelopmentTechnological Modelling Characteristics of Technology Planning for Practice Technological Products Characteristics of technological Outcomes Outcome Development and Evaluation Technological Systems

Scholarship - fitness for purpose

Activity - Scholarship Look at the level 8 achievement objectives for technology. What could you include from each strand in the teaching and learning programme?

Literacy Level 2 and 3 standards count for NCEA level 1 literacy requirement Now need to pass the NCEA level 1 literacy requirement to pass NCEA level 2 (2013) and level 3 (2014) Level 3 standards that count for UE literacy from 2014

Level 3 standards that count towards NCEA level 1 literacy and numeracy from 2013 LiteracyNumeracy Genericallnone CMT3.24, 3.25none DVCnone Digitalall3.41, 3.46 Processingbothnone

Level 3 standards that count towards UE literacy from 2014 StandardReadingWriting 3.5, 3.6, 3.7, 3.10noyes , 3.14yesno 3.40, 3.44yes 3.47noyes 3.50yesno Note – no level 2 technology standards count for UE.

Generic technology standards Technological practice Technological knowledge Nature of technology Other (design, manufacturing, special topic)

L3 technological practice Brief development (3.1), project management (3.2), conceptual design (3.3), prototype(3.4) A client is not required Context considerations Fitness for purpose in its broadest sense

3.4 – develop a prototype Internal (6 credits) This standard is about developing a prototype considering fitness for purpose in its broadest sense.

Activity - fitness for purpose

3.5 – technological modelling External (4 credits) This standard is about emonstrating understanding of how technological modelling supports technological development and implementation

3.7 – technological systems External (4 credits) This standard is about demonstrating understanding of operational parameters in highly complex technological systems.

3.7 technological systems Explanatory note 3 defines a complex system (changes inputs to outputs through more than one transformational process). Explanatory note 4 defines a highly complex system (highly complex systems include self regulatory and intelligent technological systems).

critique an outcome’s design External (4 credits) This standard is about undertaking a critique of a technological outcome’s design.

3.10 Critique of an outcome’s design The concept of good design Judgement criteria (eg aesthetic quality, accessibility, functionality, affordability, emotional resonance…) Design decision making influenced by values, tastes, views held by individuals, groups and/or collectives

3.14 – technical area Internal (4 credits) This standard is about an investigation of the application of a technical area to a specific field.

Activity – draft L3 generic technology standards Discuss the draft level three generic technology standards and how they may be included in a level three digital technologies programme. Refer to the resources provided Note the draft standards are on the CD if you want to refer to them.

Sources of information WhatAvailable yetWhere to find it / where it will be Level 8 learning objectivesNoTechlink StandardsYes – final draftTKI Assessment specifications (for externals) NoNZQA Conditions of assessment (for internals) Yes – final draftTKI Assessment resourcesYes - draftTKI for internals ExemplarsNoNZQA Key messagesYes (some)Techlink

The teaching programme

Activity – planning the year Teaching programme. What will you do and when? Assessment programme. What standards will you use and when? Use the blank 2013 calendar if you wish.

Were the aims for this session met? To develop understanding of the level three digital technologies standards To focus on the teaching and learning required to prepare students for assessment using the level three digital technologies standards