TKI main navigation
New Zealand Curriculum Online navigation
Technology
New Zealand curriculum – draft 2006–2007
-
Report to Technology Writing Group: Summary of feedback and recommendations for change (PDF, 204.93 kB)
This report summarises the feedback on the draft technology curriculum (2006) and makes recommendations for the technology curriculum writing group. - The New Zealand curriculum: Draft for consultation 2006 (PDF, 2.24 MB)
- Technology curriculum learning area introduction (PDF, 455.46 kB)
- Technology curriculum achievement objectives (PDF, 2.04 MB)
Recently released technology curriculum background papers:
- Quick guide to the draft technology curriculum (Word, 40.50 kB)
- Discussion document: Background information on the new strands (Word, 94.00 kB)
-
Discussion document: Design ideas for future technology programmes (Word, 105.50 kB)
In technology, students explore how people intervene in the world by developing products, systems, and environments to expand their possibilities.
A key finding from 10 years of classroom practice and research was the importance of students carrying out technological practice. To support this and to achieve the aim of technology education, which is to develop students' technological literacy, it was proposed that the three strands be redefined as 'nature of technology', 'technological knowledge' and 'technological practice'.
Combining aspects of the existing strands into a single strand called 'technological practice' aims to give students a broader understanding of technology. It was suggested that parts of the existing strands be further developed into two new strands: 'technological knowledge' and 'nature of technology'.
Draft achievement objectives for the 'technological knowledge' and 'nature of technology' strands were developed following research. We published the achievement objectives for these strands separately.
It was also suggested that the current requirement for schools to deliver a specified number of technological areas be replaced with the expectation that students experience a broad range of technology-related contexts. This would give schools the flexibility to develop innovative programmes that reflect their unique communities.
