NCEA Level 3 for 2019
Remember that we now have a curriculum for the Revised Technology learning area, This should be the focus of any curriculum planning and development.
Schools will be expected to fully integrate the revised learning area into their curriculum by the start of the 2020 school year.
DDDO Progress outcomes 4–6 and CT Progress Outcomes 6-8 set out the learning expected for students engaging in more intensive and specialised digital technologies programmes for NCEA 1, 2, and 3. For this reason, they are directly aligned with levels 6–8 of the curriculum.
DDDO
Snapshots
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 the student voice to show 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.
Snapshots PO6 CT.pdf
CT
Snapshots
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 the student voice to show 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.
Snapshots PO8 DDDO.pdf
Resources to Support NCEA Level Two
Webinar Content
Julie McMahon (HOD Technology, St Hilda's College) and John Creighton (HOF Technology, Burnside High School) discuss these revised assessment tools and how they can be utilised in programmes of learning.
http://technology.tki.org.nz/Teacher-education/Technology-Online-webinar-recordings/NCEA-levels-2-and-3-digital-technologies-standards
The NZQA Page you need to Bookmark!
https://www.nzqa.govt.nz/ncea/subjects/digital-technologies/levels/
NCEA Matrix L1-3
Revised Digital technologies Matrix
Teaching and Learning Guides
https://seniorsecondary.tki.org.nz/Technology/Digital-technologies
The intent of the new achievement standards
NCEA Level 3 Intent
NCEA Level Three Achievement Standards
https://www.nzqa.govt.nz/ncea/assessment/search.do?query=Digital+Technologies&view=all&level=03
NCEA Level Three Assessment Resources
http://ncea.tki.org.nz/Resources-for-Internally-Assessed-Achievement-Standards/Technology/Digital-technologies/Level-3-Digital-technologies-assessment-resources
NCEA Level Three Conditions of Assessment
http://ncea.tki.org.nz/content/download/6991/27428/file/DTHM_L3_CoA_V2_dec18.docx
Externals
The externals are now Common Assessment Tasks
Assessment Specifications - these change every year, please read
https://www.nzqa.govt.nz/ncea/subjects/assessment-specifications/digitaltech-l3/
Instructions and sample answers
DT&HM CAT Administration Instructions for Schools (updated to v4 9 July 2019)
91908 - Analyse an area of computer science
91909 - Present a reflective analysis of developing a digital outcome
UE Literacy 2019
91908, Analyze an area of computer science. 3 Credits, writing credits.
91632 Demonstrate understanding of complex techniques of information systems in an organisation. 4 credits. External, reading and writing credits
91636 Demonstrate understanding of areas of computer science. 4 credits. External, reading and writing credits
91638 Demonstrate understanding of complex concepts used in the design and construction of electronic environments. 4 credits. External, writing credits
91641 Demonstrate understanding of wide area network technologies. External, 4 credits, reading credits
From https://www.nzqa.govt.nz/qualifications-standards/awards/university-entrance/literacy-requirements
Exclusions and Transition information
https://www.nzqa.govt.nz/nqfdocs/summaries/2018/nov18/revsumnov18-16.pdf
Development of dual learning area achievement standards in Digital Technologies and Hangarau Matihiko - Level 2 and 3 - NZQA
Process of aligning standards with Te Marautanga o Aotearoa (TMoA)
The standards were developed by expert writers and practitioners who have deep knowledge of both the New Zealand Curriculum (NZC) and TMoA. The standards were developed from first principles and no re-alignment was required.
Addressing credit parity
The standards were developed by expert practitioners who understand the work required to demonstrate the learning for each standard and are familiar with expectations for other domains. The credit allocation was made in alignment with this.
What has changed (summary)
These new achievement standards replace the existing Digital Technologies achievement standards. The standards were developed in this way because of significant sector and expert feedback that the prior composition of the Digital Technologies achievement standards did not best credential the important learning derived from the new Digital Technologies and Hangarau Matihiko curriculum content. This militated in favour of a reconfiguration of the standards. This was also required to ensure that the achievement standards were fit for purpose for use in Māori medium environments, which was better supported by standards which were usable across the traditional sub-areas of Digital Technologies (such as programming and electronics).
Transition
During the transition, it is strongly advised that teachers base programmes using either the new Digital Technologies and Hangarau Matihiko Achievement Standards or the Digital Technologies Achievement Standards that are being replaced rather than a combination of the two sets.
University Entrance
Subject: Digital Technologies
All these standards can be used to make up the subject doimain an approved subject for University Entrance.
91632, 91633, 91634, 91635, 91636, 91637, 91638, 91639, 91640, 91641, 91642 (DigiTech), and 91627, 91628, 91629, 91630, 91631 (DVC) and 91620, 91621, 91622, 91623, 91624, 91625, 91626 (CMT) and 91643, 91644 (Processing Tech), and 91608, 91609, 91610, 91611, 91612, 91613, 91614, 91615, 91616, 91617, 91618, 91619, 91836, 91837, 91838 (Hangarau)
This page was last modified on 28 Jan 2019.
