Teacher guidance
This Internal Assessment Activity meets all of the requirements of the Achievement Standard. It may be used unchanged, or can be adapted by the teacher. If adaptations are made, teachers need to ensure that all achievement levels can be met in the activity and are reflected in the Assessment Schedule. Assessor judgements need to align with the Achievement Standard.
This Internal Assessment Activity meets all of the requirements of the Achievement Standard. It may be used unchanged, or can be adapted by the teacher. If adaptations are made, teachers need to ensure that all achievement levels can be met in the activity and are reflected in the Assessment Schedule. Assessor judgements need to align with the Achievement Standard.
The outcome produced for this Standard may not be assessed for AS92004 Create a computer program.
Teachers can guide ākonga to identify an authentic opportunity to demonstrate kaitiakitanga. Their outcome could be developed for a range of reasons, but learners should choose something that’s meaningful and relevant to them. Prior teaching should expose ākonga to the concepts associated with kaitiakitanga. Ākonga might have opportunities to link this assessment to learning from other subjects. For example, there may be cross-curricular connections to concepts ākonga are learning in Science, such as the ways in which different parts of ecosystems are interconnected. You may also wish to support students to connect with local kaitiaki, kaumātua, hapū, or iwi to discuss issues local to your area as a whole-class activity.
Here are some suggestions for exploration of this theme.
- Recognising there is an urgent need to preserve our environment for present and future generations.
- Reminding ākonga of the part they play in the design and development of these new technologies to preserve the environment.
- Critiquing the impact of technology on society and the environment.
- Discussing new technologies being developed with kaitiakitanga at the heart of the development.
Wherever possible, it is a good idea to give learners a choice in what type of digital technologies outcome they create. This can encourage higher levels of engagement and ownership over their outcomes.
Ākonga will need to present evidence of specifications, user requirements, and fitness for purpose. This evidence should be seen within their outcome, and supplementary evidence will be required. This evidence can take a range of forms and does not have to be written.
When ākonga trial their outcomes with other people, this can be done in a group setting in a range of different ways. Where appropriate, talanoa or wānanga may be used. When wānanga or talanoa are used, this should happen in a culturally safe way — facilitated by a teacher, or ākonga with teacher support.
The outcome produced for this Standard may not be assessed for AS92004 Create a computer program.
Teachers can guide ākonga to identify an authentic opportunity to demonstrate kaitiakitanga. Their outcome could be developed for a range of reasons, but learners should choose something that’s meaningful and relevant to them. Prior teaching should expose ākonga to the concepts associated with kaitiakitanga. Ākonga might have opportunities to link this assessment to learning from other subjects. For example, there may be cross-curricular connections to concepts ākonga are learning in Science, such as the ways in which different parts of ecosystems are interconnected. You may also wish to support students to connect with local kaitiaki, kaumātua, hapū, or iwi to discuss issues local to your area as a whole-class activity.
Here are some suggestions for exploration of this theme.
- Recognising there is an urgent need to preserve our environment for present and future generations.
- Reminding ākonga of the part they play in the design and development of these new technologies to preserve the environment.
- Critiquing the impact of technology on society and the environment.
- Discussing new technologies being developed with kaitiakitanga at the heart of the development.
Wherever possible, it is a good idea to give learners a choice in what type of digital technologies outcome they create. This can encourage higher levels of engagement and ownership over their outcomes.
Ākonga will need to present evidence of specifications, user requirements, and fitness for purpose. This evidence should be seen within their outcome, and supplementary evidence will be required. This evidence can take a range of forms and does not have to be written.
When ākonga trial their outcomes with other people, this can be done in a group setting in a range of different ways. Where appropriate, talanoa or wānanga may be used. When wānanga or talanoa are used, this should happen in a culturally safe way — facilitated by a teacher, or ākonga with teacher support.
Assessment schedule
[ File Resource ]
- Title: DT 1.2b Assessment Schedule
- Description: Digital Technologies 1.2b Assessment Schedule
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2024-12/DT%201.2b%20Assessment%20Schedule.docx?VersionId=o8X6jQxXx_D4qifAFjKCaR38Cc7yD0KP
- File Extension: docx
- File Size: 57KB
- DT 1.2b Assessment Schedule.docx
- Description: Digital Technologies 1.2b Assessment Schedule
