April 2006 | December 2005 | October 2005 | September 2005 | August 2005 | July 2005 | June 2005 | May 2005 | April 2005 | March 2005
It is proposed the draft curriculum will be published mid 2006 and distributed to all schools. Following this, the project will enter a consultation phase in which the Ministry of Education will be seeking feedback until late 2006.
The learning area introduction has been refined further.
The results of a major research paper on technological knowledge and the nature of technology strands are due at the end of June. Initial responses have been positive. The content resonates with senior secondary technology teachers who have provided some initial feedback. This feedback process will continue.
The writing group will meet in July 2006 to work on draft achievement objectives in technological knowledge and the nature of technology strands.
A recent joint meeting of teachers not previously involved in the New Zealand Curriculum Marautanga Project and members of the writing group further refined the language of the emerging draft technology essence statement. This has now been sent to Learning Media for editing. Invited primary and secondary teachers at this meeting were very supportive and positive about the proposed changes, and engaged actively with the writers in the rewording process. A draft curriculum will be published in 2006 for feedback and trialling.
Research is continuing with technologists to identify the 'nature of technology' and 'technological knowledge', and initial ideas are being explored further ready for testing in classrooms next year.
The emerging curriculum is currently undergoing various audits. Some of these audits are to ensure that the following future-focused themes are apparent:
Other audits are concentrating on diversity, Māori in the mainstream, ESOL (English for speakers of other languages), financial literacy, and special education.
A draft curriculum will be published in 2006 for feedback and trialling.
The achievement objectives for the 'Technical Knowledge' and 'Nature of Technology' strands are currently being developed.
Technology advisers are running workshops on the draft material in their regions, and the feedback is positive.
If you have any questions about the achievement objectives or would like to provide feedback on them, please contact Heather Bell, Senior Adviser, Ministry of Education, email: [email protected].
The emerging curriculum is currently undergoing various audits to identify cross-disciplinary connections, and to ensure that the following future-focused themes are apparent:
The writing team will get together at the end of October to consider information from the audits.
The third draft of the essence statement has been written by the writing group. Research from many groups has been used to develop draft achievement objectives for the strand familiar to everyone, technological practice and these objectives are now available for comment.
A cross-sector hui held in Wellington at the beginning of this term generated positive feedback about the direction the essence statement is heading. Sectors involved were tertiary technology programme providers, teachers from primary and secondary schools, technology sector groups, and the writing group. The consultation hui was followed by two days of revision work by the writing group on the second draft, and we now have draft three and objectives for technological practice available online for your feedback.
Research is being conducted in the compulsory and tertiary education sectors, and with tertiary and industry technologists, into what the strands – the 'Nature of Technology' and 'Technological Knowledge' look like. This research project will develop initial indicators of learning for these two proposed strands which the writing group will draft into achievement objectives. These draft objectives will be available for consultation towards the end of next year.
There have been a number of meetings throughout the country. These gave teachers the opportunity to provide feedback on the draft essence statement.
Feedback has been sought on the place of communication skills (graphics) within the technology curriculum.
Meetings took place in July with university staff and technology teachers to generate discussion and input into the current draft essence statement.
A meeting (July 2005) with the New Zealand Curriculum Marautanga Project Technology writing team further developed the draft essence statement.
A revised matrix of technological practice indicators of progression is now available on Techlink – 'Technology indicators of progression: Emergent to level eight'.
National consultation is being conducted in the form of advisers' meetings and curriculum project online website but there is limited feedback to date.
A revised matrix of technological practice indicators of progression is now available on Techlink.
Technology Education Facilitators/Advisers Hui was held in May 2005. Discussions with the industry and business technology communities in May 2005.
Graphics hui (June 2005) to clarify for teachers the evidence they need to have their students produce to meet the requirements of the different achievement standards for NCEA graphics levels 1–3.
Meeting (July 2005) with university staff and technology teachers to generate discussion and input into the current draft essence statement.
Meeting (July 2005) with the NZCP Technology writing team to further develop the draft essence statement.
Examples of national and internationally published research on technological education include:
A new site has been developed, Curriculum Marautanga Project Online – Technology, to provide information and a feedback facility for the technology community.
The reference group reviewed the draft essence statement (March 2005 version) in light of the feedback that has been received. The group will also draft achievement objectives.
Feedback has been sought on the place of communication skills (graphics) within the technology curriculum.
The reference group met on 12–13 April 2005.
There have been a number of meetings throughout the country. These gave teachers the opportunity to provide feedback on the draft essence statement.
The next reference group meeting will take place on 25–26 July 2005.
A meeting with a wide sector group is proposed for July to inform and seek debate about the current direction of the statement.
A contract has been let to prepare technology practice objectives for the next reference group meeting to develop further.
Research into 'Technological Knowledge' and 'The Nature of Technology' will inform the review. This will take place in classrooms during 2005–2006.
The
Technology essence statement, March 2005 (version 1) (Word, 33 KB)
has been developed, with a first cut of three potential strands.
There has been substantial feedback via direct correspondence, face-to-face meetings, and Curriculum Project. This feedback has been generally constructive and positive about the shift in emphasis. Language/jargon is a significant issue and reflects the need to communication concepts that are not widely understood. Teachers have clearly signalled the need for high-quality support materials.
There will be detailed consultation during 2005 with graphics and computing teachers. Most of the discussion has been around years 9–11. It is hoped that key learning in these two areas will inform technology education at all levels.
The undertaking given to teachers is that: what is quality learning in technology now will remain so after the review. The emphasis currently given to technological practice will remain and the change highlights areas in the current curriculum that are poorly understood and/or under theorised.
The reference group met on 12–13 April 2005 to review the draft essence statement in light of the feedback that has been received. The group also planned to draft achievement objectives.
There have been a number of meetings throughout the country. These gave teachers the opportunity to provide feedback on the draft essence statement.
Feedback has been sought on the place of communication skills (graphics) within the technology curriculum.
Two position/briefing papers have been written.
The previous meetings of 19 August 2004 and 4 October 2004 have built on feedback from a wider group of teachers, teacher educators and tertiary technologists.
Hui held over two days – 28 primary and secondary teachers plus 22 others including advisers, teacher educators, tertiary technologists and industry groups (these industry groups are involved in linking technology with technology education).
Meetings with groups of teachers in Nelson, Auckland, Christchurch, Hamilton, Whangarei, Wellington, Gisborne, Tauranga, and Pahiatua discussing the New Zealand Curriculum Marautanga Project as it relates to technology education and the draft essence statement.
Meetings with industry and tertiary technologists around the draft essence statement.
Published on: 13 Sep 2007
