Introduction to ICT and Digital Technologies in New...

Introduction to ICT and Digital Technologies in New Zealand Guidance for developing a contextualised learning programme for NCEA Level 1 and Level 2 in the Manufacturing and Technology Vocational Pathway

This document provides guidance to schools and tertiary providers who wish to develop programmes using the Vocational Pathways

GuIDaNCe DoCumeNT

2 years, fulltime 160 creditsGraduate with NCEA Level 2

Pathway to Level 3–6 industry skills OR

Pathway to Level 3–7 industry professional study

Draft august 2013

2

An IntroductIon to Ict And dIgItAl technologIes In new ZeAlAnd

PuRPoSeVocational Pathways programmes are expected to provide learners with foundation knowledge, skills and competencies that enable them to successfully transition to further education, training and employment within a particular vocational pathway.*

PRINCIPLeSProgrammes of learning and courses are learner centred.

Programmes of learning and courses comprise coherent knowledge and skills.

Programmes of learning are within a coherent learning pathway, leading to New Zealand qualifications and employment.

INTeNTIoNIt is intended that Vocational Pathways provide:

• acurriculum-ledframeworkforlearning,ratherthantraditionalassessment-drivencoursedesign

• contextualisedlearningprogrammesthatimprovecoherencebetween learning content and competency development

• contextualisedlearningprogrammesthatintroducelearnerstoanunderstanding of and direction towards broad employment sectors

• contextualisedlearningprogrammesthatmostlikelyrequirecollaborative or joint delivery approaches between schools and tertiary providers

• contextualisedlearningprogrammesthatareintendedassecondary-tertiary programmes to better meet the needs of 15–19 year old learners.

ReLevaNCe foR LeaRNeRSthe learner should be able to say:

• Icanseehowallthelearningisjoinedupandconnectedtogetherinside the contexts for learning – it all makes sense to me!

• Ifindthatlearninginthesesocialcontextshelpsmehavebetterconversations with my peers and with adults.

• Iamgainingamuchbetterunderstandingofthedifferenttypesofjobs in the Manufacturing and technology pathway, and the study I will need to do to follow this pathway.

• Ifinditmoreinteresting,andlearnmore,havingteachersandtutorsfromdifferentsubjectsandareasworkingtogethertoteachdifferentparts of the whole learning context.

• IcanseemoreclearlywhyIneedtoworkharderatmyEnglish,Mathsand science, as they contribute greatly to the achievement level in my overall learning.

• ItisinterestingseeingthatlotsofwhatIamlearningaboutcomesfrom the working worlds of industry and employment.

* But they contain sufficient generic material to allow learners to migrate credits to any other pathway should their interests change.

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CoNTeNTS

Purpose 4

Essential components of a programme 5

Benefits for learners 6

Key competencies 7

Collaborative delivery methods and pedagogy 9

Guidance for collaborative programme delivery by educational partners/providers 11

Planning a contextualised learning programme by starting with citizenship contexts 12

Planning an NCEA Level 1 Assessment Programme 14

Planning an NCEA Level 2 Assessment Programme 15

Vocational Pathways Award 16

Foundation for Further Learning 17

Foundation for Further Learning Principles 18

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A two year programme Introduction to ICT and digital technologies in New Zealand

• Provideslearnerswithentrytoindustry-skillsorientatedstudy programmes at Levels 3–4 and above, and for industry professional study programmes at Levels 3–7 and above.

• Introduceslearnerstoabroadrangeofopportunitiesand careers, skills, knowledge and practices, social issues, realities and risks, across an employment sector.

• Isbroadenoughtoofferdiversityandinterest,contained enough for delivery as a learning programme, and manageable as a defined part of a wider sector.

• IsseenascrediblewithintheManufacturingandTechnology(RED).

• Isseenaseducationallysoundandviable,anddeliverable by educators.

• Emphasisescollaborationbetweenpartnerorganisations, where joint delivery improves choice of learning environments and more efficient utilisation of resources.

• Emphasiseswell-organisedteamplanningandteaching between partner organisations for coherent andeffectivedeliveryofallaspects.

• Staircaseslearnersbyprovidingmeaningfulentrytoindustry Level 3–4 and above programmes, and to industry Level 3–7 and above professional programmes.

• Includesadequateacademicsupportandmentoringfor all learners. this may include support for literacy, numeracy and language learning.

• Includesholistic“wraparoundsupport”asrequired.Forexample, pastoral, hauora and social support.

PrinciplesFoundation for Further Learning principles help guide providers when developing or reviewing programmes of learning.

foundation for further Learning ProgrammesThis document provides guidance for a contextualised learning programme

PuRPoSe of ThIS DoCumeNT

Programmes of learning and courses are learner centred. Programmes of learning and courses comprise coherent knowledge and skills.Programmes of learning are within a coherent learning pathway, leading to New Zealand qualifications and employment.

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essential components of a programme

essential components of a contextualised learning programmeProgramme planning is done collaboratively across components for delivery

Contextualised learning includes the following essential components: • Ways of thinking, content knowledge, skills and practices from curriculum/discipline-based subjects

(theoreticalfundamentalsrequiredtosupportlaterlearningareincluded).

• New Zealand curriculum:English,scientific,mathematicalandtechnologicalknowledgeandskillsareembedded within this learning

• Literacy, numeracy and language support may be required for learners to access this programme.

• Learnersaretaughtandactivelyengagedwithinreal life contexts and industry-related projects where possible.

• Theexerciseandstrengthening of key competenciesisembeddedwithinproject-basedlearning.

• Overarching citizenship learning contexts integrate this learning within contemporary societal issues across the ICt and Digital technologies industries in New Zealand.

• Learnersareintroducedtotheapplication ofscientific,technological(includingdesign)andsocialscienceprinciples, knowledge, skills and practices in the context of ICt and Digital technologies in the New Zealand environment.

• Shared planning and delivery.Educatorsworkingtogetheracrosstheprogramme,collaborateandexplicitly design the programme before delivery. they use the essential components below when planning. During delivery they continually make explicit connections between the components and continually help each learner to make meaning of the learning in the programme.

Suggested contexts for learning use suggested contexts, or develop your own approach

Industry/tertiary valued content use relevant industry/tertiary resources and other inputs

Curriculum valued content use achievement objectives to initiate design of content and approach

Key competencies Embeddedthroughproject-basedlearning,andwork-integratedlearningexperiences

Educators plan collaboratively to develop a 2-year learning programme





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Benefits for LearnersLearners will:1. achieve NCea Level 2 or equivalent in a vocational Pathway

• Agraduategainsentrytoindustry-skillsorientatedstudyprogrammesatLevels3–4andabove,andtowardsindustryprofessional study programmes at Levels 3–7 and above.

• AgraduateachievesNCEALevel2whichincludesliteracy(10credits)andnumeracy(10credits)atLevel1orabove;and

• 60Level2creditsfromtheRecommended assessment standards for a particular Vocational Pathways sector, including 20 Level 2 credits from Sector-Related standards for the same sector.

• MayalsobeeligibleforaVocationalPathwayawardinManufacturingandTechnology.

• MayalsobeeligibleforNCEALevel2courseendorsement.

• MayalsobeeligibleforNCEALevel2certificateendorsement.

2. Graduate, prepared for higher learning• Agraduatevocationalprofilewillshowonthelearner’sNZQArecordofachievement.

• AgraduatefromaLevel2“IntroductiontoICTandDigitalTechnologiesinNewZealand”VocationalPathwaysprogramme will have their foundation for Higher Learning knowledge, skills and valued competencies acknowledged.

• AgraduatewillachieveNCEALevel2throughstudyatLevel7ofTheNewZealandCurriculumandinrelevantindustryknowledgeandskillsatNewZealandQualificationsFrameworkLevel2orhigher.

• AgraduatewillbeabletomeaningfullyprogresstoindustryLevel3–4skillsorientatedprogrammesORtoindustryLevel3–7(andabove)professionalprogrammes.

3. have key competencies strengthened, prepared for higher learning and be able to say• IamabletoactivelymanagemyownselfandmakechoicesinmylearningthatcontributepositivelytoallthetasksI

do. I am able to get to where I am meant to be at the correct times and keep myself and others safe.

• Iamabletoactivelylisten,makingsenseofinformationinmylearning.Iamabletoactivelyuseandsharetheknowledge, skills and practices I have learnt, thinking about, discussing and sharing ideas and information. I understand that the constructive choices I make in my tasks help improve the quality of work done together.

• IamabletocommunicateandunderstandattherightlevelforachievementatNCEALevel2,usingwords,number,images, movements, metaphor, or technologies appropriately.

• Iunderstandmyrightsandmyresponsibilitiesandamabletobeactivelyinvolvedinateaminwhicheachpersonplaystheirparttosolveproblemsanddevelopsproductsthatmeetotherpeoples’needs.

• IhavedevelopedastrongersenseofwhoIam,whoIwanttobeintheworldandhowIwanttocontributetosociety.

4. have pathways from education towards employment made clearer• Iseewhatfuturecoursesandqualificationsareavailabletomeaftercompletingthisprogrammeoflearning.

• IunderstandhowthisprogrammeoflearningcanleadmetofutureemploymentasIhaveagoodunderstandingof the kinds of job available in this pathway – now and for the future. (these should include regional and national employmentopportunities.)

• Iunderstandhowmykeycompetenciesarebeingdevelopedinthisprogrammeandhowtheyarevaluedbyfutureemployers in the Manufacturing and technology pathway.

• Iunderstandhowandwhysubjectknowledge,skillsandpracticesareimportantinthisprogrammeandhowtheycontribute to the world of work across the Manufacturing and technology sector.

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Key CompetenciesKey Competencies contribute to the graduate profile dimensions

Managing self Thinking Using language, symbols and text

Relating to others Participating and contributing

self motivation

time

travel

Money

gear

safety

self respect

Make sense of information, ideas and experiences

attention

Curiosity

Make decisions

shape actions

Make meaning of codes of communication and of knowledge

understand and use symbolic systems of language – oral/aural/ written/visual

Words

Number

Images

Movements

Metaphor

technologies

actively listen

Recognisedifferentpoints of view

Negotiate

share ideas

actively involved

Contribute appropriately in a group

Make connections with others

Create opportunities for others

Are reliable, resourceful, resilient, enterprising

Can get to where they are meant to be, at the right time

Are able to ask questions

Can challenge assumptions or perceptions

Are able to understand a range of communication codes

Can choose which code/notation to use atdifferenttimes

Areabletoworkco-operatively as part of a team

Can share ideas and information

Have a sense of belonging and the confidence to participate in new situations

Can balance rights, roles and responsibilities

NOTE

Key Competencies are embedded within learning programmes and are recognised in a graduate profile.

the Key Competencies are taken from New Zealand Curriculum 2007.

This document also outlines the Principles, Vision, Values, Effective Pedagogy, Official Languages and the 8 Learning Areas.

TheNewZealandCurriculumprinciplesforplanningandmanagingprogrammedesignanddeliveryareasfollows:Highexpectations; TreatyofWaitangi;Culturaldiversity;Inclusion;Learningtolearn;Communityengagement;CoherenceandFuturefocus.


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Contextualised learning for all learners

CoNTexTuaLISeD LeaRNING PRoGRammeS emPhaSISe CoLLaBoRaTIve DeLIveRy

Programme design engages with

learners – their needs, potential, interests,

cultural perspectives, achievement history, etc.

Collaborative & joint

delivery partnerships

Learner achievement, retention & successful transitions

Leadership & curriculum

management teams

Knowledge & skill development

through contextualised

learning

Teaching teams inside &

across settings

Contextualised learning

programmes

Educators

Work- integrated learning

experiences across sites

Continuous learning &

assessment fed forward &

back

Relevant learning

experiences & coherent curriculum

with connections to employment

sectors

Respectful, healthy &

safe working relationships

suPPort

lead

to

to deVeloPsu

PPor

tsu

PPor

tsth

rough

suPPort

to deVeloP ProVide

encourage Where

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Collaborative delivery methods and pedagogy

Collaborative delivery partnerships (between organisations withinaregionalNetwork)

• providegreaterchoiceoflearningenvironments–workshops,workplace,onthejob,laboratories, classrooms

• providewiderrangeofhighqualityspecialistexpertise,resourcesandequipment• provideopportunitiestomaximiseuseofspecialistfacilities,andminimiseunnecessary

expenditure.

Collaborative teaching team

• supportedbysystemsacrossandbetweenorganisations• plansprogramme,teachesanddeliversasateam• provideseffectiveandcoherentdeliveryofallaspects• interactiveICTpedagogiesareoptimisedwherepossibleandinclude‘blendeddelivery’.

Contextualised learning

• project-basedlearning• problem-solving• reallifeandindustryrelatedcontexts• culturalcontexts.

Learner centred • engagewithlearners’potentialandneeds• engagewithlearners’interestsandculturalperspectives• engagewithlearners’achievements,attitudesandbehaviouralhistories,etc.

Project-based learning

• embedprojectsfrom/inreallifecontexts• buildproductswherepossible,foractualclients• ORbuildvirtualsimulations.

Problem solving • useproblem-basedscenarios• useactualsituationsinrealtime• ORusevirtualsimulations.

Skills development • introducedtoawiderangeofskillstoexplore• skillsaretaughtandpractisedwithrepeatopportunitiesregularlyprovided.

Work-integrated learning experiences

• visitstoarangeofrelevantindustrysites• meetarangeofindustryemployeesacrosslevelsoftheindustry• useavailablefundingmechanismstosupportwork-integratedlearningexperiences(eg.

GatewayandSTAR).

Relationship building • respectisappliedinalldirectionsandatalltimes;toandfromteacherandlearner,betweenlearners etc

• identity,languageandcultureareaffirmed• feedforwardandfeedbackarecontinuous• honestmistakesareaffirmedasaddingtolearnerknowledge,putdownsareactively

discouraged• approvalandhonestfeedbackarevalued.

Special education needs

• teachingenvironmentsaremodifiedtoincludealllearners(eg.UniversalDesignforLearning)• learningdifficultiesand/orproblematicbehavioursleadtoappropriatelearnersupport.

Health and Safety • personalphysicalandculturalhealthandsafetyiswellmanaged• physicalandculturalhealthandsafetyofothersiswellmanaged• groupphysicalandculturalhealthandsafetyiswellmanaged• physicalandculturalhealthandsafetyofothers(visitorsandworkplaces)iswellmanaged.

Learning and assessment feedback

• allformativefeedbackisregular,ontime,inmanageablechunks,nextstepsareclearlyidentified• allsummativefeedbackishonest,identifiesnextsteps,setsachievablechallengesandgoals.

Reflective practice • educatorsconstantlyreflectonwhatisgoingwellandnotsowellandadjustmentsareconstantly made.

Specialist collaboration

• additionalspecialistcomponentswithinprogrammeswillneedtobewellplannedanddelivered;eg.Maths,computing,technology,communication,biology,chemistryandphysicswithin an Introduction to ICt and Digital technologies programme will be required to support learners on an Industry Professional pathway.

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a collaborative team plansprogramme design and delivery

Resources Leadership & curriculum management teams from each partner provide system and leadership support

Learning programmedesigned by the teaching team

Delivery approachesrespectful and safe methods agreed

Teaching team negotiates who does what, when. (specialist and support aspects areplanned)

Resources teaching team negotiates facilities, equipment, time

Learnersinterests, engagement and achievement

prioritised

assessment programmedesigned by the teaching team for each learner

meaningful connectionsto workplace and industry experiences, and with community stakeholders

Guidance for programme delivery between providers

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Guidance for collaborative programme delivery by educational partners/providersKey dimensions are:

• Learningprogramme–planning–programme–courses–units.Reflectivepracticebehavioursareembedded to support constant improvement – barriers, opportunities, etc are regularly considered.

• Plandifferentsettingsfordifferentlearningexperiences.

• Assessmentprogramme–planning–moderation.

• Workplace,community,industryexperiences/links/visits.

• Resources–leadershiporcurriculummanagementteams–providesysteminvestment and system support.

• Resources–staffing–team–whodoeswhat,whenandhow.

• Resources–facilities–equipment–materials–tools.

• Deliverymethodsandstrategies–respectfulrelationships–feedforwardandfeedback–project-based learning – problem solving – rich contexts for learning – discipline knowledge – skills exploration and skills teaching – special education needs support.

• Specialistrequirements–planforteachingandsupportneededaboveandbelowtheaverage.

• Personal,culturalcontextsandidentitysupportandgrouphealthandsafetyareplannedfor.

Working across secondary and tertiary interface:Providersworkingtogetheracrossthesecondary-tertiaryinterfacewillneedtolearnfromeachotherabouttheirdifferentdeliverysettingsandapproaches.

to make a range of new programmes available to meet a wider range of learner needs, commitment is requiredfromleadershiporcurriculummanagementteamstoinvestintheirstaff,tore-thinkdeliverystructures and business support, and support mutually informing professional learning.

Considerhowpositivedifferencescanbeutilisedtomoreeffectivelyandefficientlymeetawiderrangeoflearner needs, and promote a wider range of choice for learners.

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Planning a contextualised learning programme by starting with citizenship contexts

• Considertheinterests,currentabilitiesandfutureneedsofyourlearners;designandplanaprogrammetoaddress and support these.

• Maintainacoherentbalanceofthekeydimensionsofcontextualisedlearningprogrammesaspresentedonpage5.

• Theseexamplecontextsmaynotbethemostusefulorrelevant.Beconfidenttointroducecontextsofyourown.

• Developyourassessmentprogrammeasaconsequenceofyourlearningprogrammedecisions.

• Belowareexamplesoflearningcontextsforan“IntroductiontoICTandDigitalTechnologiesinNewZealand”programme.

manufacturing and Technology – Introduction to ICT and Digital Technologies in New ZealandOverarching citizenship learning contexts integrate learning within broad contemporary societal issues for the ICt and digital technologies sector in New Zealand.

Examples of Learning contextsNote: these are examples of learning contexts. When planning a programme consider the interests, current abilities and future needs of your learners and design and plan a programme to address and support these. Maintain a coherent balance of the key dimensions of integrated curriculum presented above. they may not all be useful or relevant. Be confident to introduce contexts of your own.

Your assessment programme should develop as a consequence of your learning programme decisions.

Extending Human Capability – an introduction to the history of ICT development

• Introduce the history of human desire to extend personal capability – through myth, science fiction, actual techniques etc.

• Exploretheopportunitiesandrisksthatcomefromthedesiretoextendhumancapability.

Introduction to recent, controversial ICT developments

• Introduce the contemporary history of ICt developments made feasible by the development of the computer-1980to2013.

• Explorethetechnicalfeats,feasibilitychallengesandethicaldebatesthathavearisen.• Investigate a case study of an ICt implant and prosthetic – google glasses/surgical implants – feasibility

challenges, opportunities and ethics.

Introduction to managing data and information systems

• Introduction to data management, data management systems, personal information ethics/requirements.

Introduction to computer programming

• Introduction to concepts of applied mathematics.• Introduction to programming logic, languages, algorithms. • Understandthekindofproductsthatresultfromprogramming;eg.Word,Googlesearch,Smartphoneapp• Develop basic skills in a programming language.

Explore 3D printing in manufacturing

• Explore3Dprinting–ICTmanufacturingtechniquesforproductmanufacturing.3Dprintingofmanufactured products is now feasible owing to significant technological advances.

• ExploretheinterfacebetweenotherareasoftechnologicaldevelopmentandICTthathasmadethispossible.• ExploreNewZealandcapacitytomakeeconomicadvancesinthisarea.

Explore game design • Exploregamedesignandtheprogrammesandtechniquesusedtodevelopthese.(Findhighqualityusefulexamples).

• ExploretheworkofNewZealandcompaniesandleadersingamedesign–Xbox/multiplayer/etc

Explore 3D ICT software programmes for animation and film making and a selection of products

• Explorecontemporarytrendsin3Dfilm,animatedfilmorgamedesign.• Investigate techniques used to design and to develop new features for film and game. • Investigate the New Zealand gaming and film industries.

Explore the role of digital media • Exploretheroleofdigitalmediaforpresentationdesignandwebsitedevelopment.• Exploretheuseofdesign-basedsoftwaretodevelopthepresentationfaceforarangeofmanufactured

products.

Introduction to digital media applications and software programmes

• Explorearangeofdigitalmediasoftwareprogrammesavailable,includingtheirapplicationacrossaselectionof products.

• Selectseveralprogrammesanddevelopskillsinusingthem,withinproject-basedlearning

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The World Wide Web – explore current provision and consider future possibilities

• ExplorethehistoryoftheWorldWideWeb.• Explorecurrentprovision.• Explorefuturepossibilities.

Explore role of electronics within ICT and manufacturing

• ExplorethehistoryofelectronicswithinICT,inparticularthecontributionofelectronicsandnanotechnologies, to the development of ICt devices, products and systems.

Cyborgs and thingsExplore role of robotics within ICT and Manufacturing

• ExplorethehistoryofroboticswithinICT,inparticularthecontributionofroboticsandnanotechnologiestothe development of ICt devices and systems.

• Exploretheconsequencesofchangingfaceofmanufacturing,changingtheroleofwork.

Discuss and debate privacy and copyright issues in ICT

• Discuss and debate privacy and copyright issues in ICt with reference to personal information, film and music.

Explore the role of good design • What are generally agreed principles of good design? • Describehow‘gooddesign’principleshavebeenappliedinanICTrelatedproductyouhaveresearched.• Hastheapplicationofthisproductinsituresultedina‘fullysustainable’impactontheenvironment?Justify.

Explore the relationship between cultural capital and access to digital literacy

• the current debate about digital literacy assumes all learners have access to digital devices. Is this the case?• the current debate about digital literacy assumes all schools can provide learners equal access to digital

devices. Is this the case?

Investigate current and future trends for hardware and software systems

• Exploretheroleofhardwareandsoftwaresystemswithinlargeandsmallorganisationsandbusinesses.• What are the major components of a system?• Whatelseisrequiredtomakethisaneffectivesystem?• Learn about the ICt hardware and software system inside one business or organisation. Present your findings.

Explore the role of science fiction in development of ICT products – past or present

• StarTrek and other science fiction has provided inspiration for ICt product developments.• analyse one recent example.

Consider future opportunities for ICT product development from science fiction

• Consider a possible future ICt product that might be developed from a sci fi example.

Evaluate the current status of ICT in New Zealand’s infrastructure developments

• How does New Zealand compare with other countries in terms of our ICt infrastructure?

Explore the mathematics (and physics) involved in Computer Numeric Controlled (CNC) ICT machinery and ICT virtual tools

• Howismathematics(andphysics)utilisedinCNC,ITCmachineryandICTvirtualtools?Provideanexample.


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Planning an NCea Level 1 assessment Programmean introduction to ICT and Digital Technologies industries in New ZealandGuidance towards an assessment programme for NCEA Level 1Select appropriate achievement and/or unit standards from the suite of Recommended and Sector Related standards from the Manufacturing and Technology pathway (Remember–only80creditsarerequiredforNCEALevel1).

Guidance to educatorsNCEA Level 1 programmes introduce learners to a pathway. This programme introduces learners to the flavour of the Manufacturing and Technology pathway.

Level1standardsdonotdirectlycontributetoanNCEALevel2VocationalPathwayaward,(although20Level1creditscanbecountedtowardsNCEALevel2).

an assessment programme can be tailored for each individual learner, as all the standards from across the Manufacturing and technology pathway are available. some grouping strategies may be used to keep this manageable for educators. activities to strengthen key competency development should be embedded within learning programmes and contribute towards the graduate profile.

Insert the relevant Level 1 standards from the Manufacturing and Technology pathway, below. At the appropriate time, select only those standards necessary to:

• assessthedesirableaspectsofthelearningprogramme

• assesseachlearner’slearningwhentheyarereadyforassessment

• meetrequirementsforNCEALevel1.

Subject area

Name of standard Credits Assessment standard number

Insert the relevant Level 1 standards from the Manufacturing and Technology pathway

examPLe

15

Planning an NCea Level 2 assessment Programmean introduction to ICT and Digital Technologies industries in New ZealandGuidance towards an assessment programme for NCEA Level 2Select appropriate standards from the suite of Recommended and Sector Related standards from the Manufacturing and Technology pathway (Remember–only80creditsarerequiredforNCEALevel2).

Guidance to educatorsNCEA Level 2 programmes continue to introduce learners to a pathway. This programme continues to introduce learners to the flavour of the Manufacturing and Technology pathway.

AllLevel2standardscancontributetowardsNCEALevel2.RecommendedandSectorRelatedLevel2standardsdirectlycontributetoanNCEALevel2VocationalPathwayaward.Anassessmentprogrammecanbetailoredforeach individual learner, as all the standards from across the Manufacturing and technology pathway are available.some grouping strategies may be used to keep this manageable for teachers and tutors. activities to strengthen key competency development should be embedded within learning programmes and contribute towards the graduate profile.

Insert the relevant Level 2 standards from the Manufacturing and Technology pathway, below. At the appropriate time, select only those standards necessary to:

• assessthedesirableaspectsofthelearningprogramme

• assesseachlearner’slearningwhentheyarereadyforassessment

• meetrequirementsforNCEALevel2

• makeavailableopportunitytogainaVocationalPathwayaward(seedetailsonpage16)

• makeavailableopportunitytogainacourseendorsement,oracertificateendorsement (seedetailsonpage16).

Subject area

Name of standard Credits Assessment standard number

Insert the relevant Level 2 standards from the Manufacturing and Technology pathway

examPLe


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Primary industries

social and

community services

services

industries

Manufacturing

and technology

cons

truc

tion

and

in

fras

truc

ture

level 2

level 3

NCealevel 1

Requirements for a vocational Pathway award in the manufacturing and Technology pathway are:

NCea Level 2• achievesNCEALevel2whichincludesliteracy(10credits)

andnumeracy(10credits)atLevel1orabove;and

• achieves60Level2creditsfromtheRecommended assessment standards for a particular Vocational Pathways sector, including 20 Level 2 credits from Sector-Related standards for the same sector.

meet NCea Literacy and Numeracy requirementsthese can be met in the following ways:

Literacy requirement

a minimum of 10 credits through either:

• specified achievement standards available through a range of subjects and english for Academic Purposes

• unit standards(minimumof10credits)or

unit standards – package of three literacy unit standards (minimum of 10 credits – allthreearerequired).

Numeracy requirement

a minimum of 10 credits through either:

• Achievementstandards–specified achievement standards available through a range of subjects (minimumof10credits)or

• Unitstandards–packageofthreenumeracy unit standards (minimum of 10 credits – allthreearerequired).

Course endorsement(This is an additional recognition of achievement available)

students will gain an endorsement for a course, if, in a single {school} academic year, they achieve:

14ormorecreditsatMeritorExcellenceand at least 3 of these credits are from externally assessed standards, and 3 credits from internally assessed standards.

Note:Thisdoesnotapplytophysicaleducation,religiousstudiesandLevel3visualarts.

Certificate endorsement(This is an additional recognition of achievement available)

Ifastudentgains50creditsatExcellence,theirNCEAwillbeendorsedwithExcellence.

Likewise, if a student gains 50 credits at Merit (or Merit and Excellence),theirNCEAwillbeendorsedwithMerit.

vocational Pathways awardA Vocational Pathway award may be gained within the Manufacturing and Technology Pathway, as a result of achieving in the ‘ICT and Digital Technologies’ programme.

=

Meet the nceA Literacy and Numeracy requirements

gain 60 Level 2 credits from the recommended standards

including

at least 20 Level 2 credits from the sector-related standards

http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/literacy-and-numeracy/level-1-requirements/lit-num-subjects/



http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/literacy-and-numeracy/literacy-and-numeracy-unit-standards/





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Continue Vocational Pathway

Level 4– 6 Industry skills courses

ORLevel 7–10 Industry

professional courses

Level4–6Certificates& Diplomas

ORLevel 7–10 Degrees &post-gradgraduatedegrees

at Polytechnic or university

at university or Polytechnic

Continue Vocational Pathway

Level 3–4 Industry skills courses &

qualificationsOR

Level 3–7 industry professional courses

& qualifications

NCEA Level 3 or NZQF Level 3 industry qualification

60Level3creditsPlus 20 credits from elsewhereonNZQFframework

UniversityEntrance Towards Industry professional courses

ORNCEALevel3orequivalent Towards Industry skills courses

Introduction to Vocational Pathway

Level 2

NCEA Level 2 or equivalent

60Level2creditsPlus 20 credits from elsewhereonNZQFframework

through a collaborative partnership between School,Polytech,PTE

Introduction to Vocational Pathway

Level 1

NCEA Level 1

80Level1credits

at school

Programme Ages 15–16 approx

Ages 16–17 approx

Ages 17–18 approx

Ages 18–19 approx

Ages 18–24 approx


foundation for further Learning Pathways advice and guidance | Progression to qualifications

Staircasing from Level 1

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Principlesfoundation for further Learning principles help guide providers when developing or reviewing contextualised learning programmes for vocational Pathways at NZQf Level 1 and Level 2.

PRINCIPLe 1: Programmes of learning and courses are learner centred. How do educators:

1 explicitly plan for, deliver and assess in response to the prior knowledge and skill, and previous experiences, learners bring to the course?

2 use this knowledge to inform teaching decisions about what learners need to learn or do next?

3 design the learning environment to be inclusive for all learners, including those with moderate education needs?

Noteresource:UniversalDesignforLearning

4 explicitly plan approaches to teaching and learning deliverythatrespectalllearners’currentneeds,potential,interests, desires, cultural views including world views, and ethnic/gender perspectives?

5 explicitly plan approaches to teaching and learning and assessment delivery that respect the identity, language and culture of all learners, ensuring delivery and assessment is conducted through respectful and caring relationships with every learner?

6 explicitlyplanapproachestoteachingandlearningandassessment delivery that include a targeted focus on improving achievement outcomes for Māori and Pasifika learners, learners with special education needs, and learnersfromlowsocio-economicbackgrounds?

7 explicitly investigate the literacy and language needs, and/or numeracy knowledge and skill needs of all learners prior to, or at commencement of, every course, and explicitly provide relevant support, actively managing this through all course delivery and assessment?

8 proactivelyensurepastoralorbroadersocialsupportisplanned for and available as required?

PRINCIPLe 2: Programmes of learning and courses comprise coherent knowledge and skills. How do educators:

1 use the Vocational Pathway sector descriptors to guide development of programmes and courses that are educationally coherent and robust, and also situated within a broad vocational employment context?

2 plan programmes that provide a coherent body of systematically organised discipline knowledge and skills, practices and competencies which progress within courses and throughout the programme?

Note:Disciplineknowledgewouldbedrawnfromrelevantsciences,English,technologies,mathematics,design,socialsciences,arts,languagesetc.

3 plan courses that provide a coherent body of specialist knowledge and skills, practices and competencies from an employment sector that is embedded in a relevant and engaging context?

Note:Project-basedlearningisausefulstrategytoimprovelearnerengagementandhelpsthemeffectivelydemonstratewhattheyhavelearntwithinVocationalPathwayscourses.

4 deliver and assess the coherent body of specialist knowledge and skills, practices and competencies from this employment sector’sparticularfieldofpractice?

5 deliver and assess the coherent body of systematically organised discipline knowledge and skills, practices and competencies at regular intervals in courses throughout the programme?

6 planpartnershipsthateffectivelydeliverdifferenttypesofknowledgeinthesitesmostappropriateforlearningdifferenttypes of knowledge and skills, practices and competencies?

Note:eg.workshop,workplace,classroom,laboratory,other

7 planforandsupportthedevelopmentoflearners’genericcompetencies, by explicitly embedding opportunities to practiseandreflectontheseabilitiesandskillsthroughoutallcourses?

Note:Competenciesaresuchthingsas:relatingwelltoandwithothers;effectivelymanagingone’sowndaily/weeklyschedule;usingarangeofthinking skills, using appropriate spoken language and communication skills within a work or study environment.

8 plandeliveryapproachesthatsupportlearnerstodeveloptheir citizenship understanding by introducing them to discussionsofissuesthataffectasectorandthewidersociety,introduce the importance of interdisciplinary thinking, and provide opportunities for personal progression within sectors, and beyond?

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PRINCIPLe 3: Programmes of learning are within a coherent learning pathway, leading to New Zealand qualifications and employment. How do educators:

1 situate course learning within broad life/world contexts, using the Vocational Pathway sector descriptions where possible?

2 plan clear and authentic connections within and between programmes, within and between courses and towards next destinations?

3 situate their programmes within a learning pathway that is transparent to the learner, has clear and achievable next steps to study or employment and includes genuine progression links to next qualification steps?

4 present their programmes and qualifications to learners, their family and whānau, within current and authentic market opportunities for future employment, study or training?

5 demonstrate their programmes lead every learner enrolled towardsworthwhilequalificationsfromNCEALevel2toNZQFLevel4,withoptionsforfurtherprogress?

6 demonstratethatthequalificationstheyofferarerecognised across New Zealand?

Note:Inaddition,allorganisationshavearangeofsupportsystemsavailabletoassistlearnersandtosupporttutorsandteacherswitheffectivedeliveryofthesedimensions.

www.youthguarantee.net.nz

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