Vocational Pathways - Guidance for integrated learning programme development
NCEA Level 2 with a Vocational Pathways award in the Manufacturing & Technology (including ICT) Sector
This Programme uses the context- ‘Development of an ICT Product’ *
Working party – The Skills Organisation ITO/Vocational Pathways team
This programme is only one example of a wide range of possible programmes specific to the Manufacturing & Technology (incorporating ICT) Sector (see other suggested contexts below).
It can be used by schools or tertiary providers working together with several of the Manufacturing and Technology sectors as listed in the graduate profile.
*ICT Product- A finished product available for sale that comprises hardware (electronics), software (embedded), mechanical components and a casing (where these are required for the finished product and a suitable user-interface (including a GUI - graphical user-interface)
Rationale – programme example includes:
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a fulltime learning programme, based on the NZ Curriculum and the Manufacturing & Technology
industry sector (with a value of approximately 100 credits).
an assessment programme with a value of a minimum of 60 Level 2 credits (provided through a
balance of unit and achievement standards) drawn from within the Manufacturing and Technology
Vocational Pathway.
a coherent blend of NZ Curriculum and industry knowledge, skills and contexts
different delivery arrangements between schools, PTE’s, tertiary and industry are highlighted
embedded graduate capabilities. These refer to the range of skills and attributes valued across
industry and education. These must be embedded in programmes. It is a catch-all phrase to include
concepts such as key competencies, core capabilities, employability skills, work-ready skill and
specialist skills valued by industry.
Guidance for use of this programme:
This learning programme and the associated assessment opportunities should be tailored for each learner to support
their direction and progression
For example:
 A learner planning to go directly to work and industry training in the ICT sector is recommended to complete the
National Certificate in Electronics Technology (NCET Level 2) (NZQA ref.0240).*1 as part of this NCEA qualification.
 A learner intending to progress to a degree or diploma qualification in the Manufacturing & Technology sector
should focus on foundational subjects that will enable progression to UE and Scholarship at Level 3 e.g. the
specialist Sciences, Technology and Mathematics.
 Should a learner want work experience in the Manufacturing &Technology sector to support their career
direction they would be advised before they go into the workplace to complete some first aid, work-ready and
health & safety standards, as well as Computer (user) and Computing standards (these are listed in Column 5 in
the main body of this document under Broad Learning Outcome 4). Some specialist standards may need to be
completed in the workplace.
 Column 5- ‘Assessment: Summative’ provides planners with a list from which assessment standards can be
selected for the context ‘Development of an ICT Product’. (It is assumed formative assessment will take place on
a regular basis during the programme).
*1
The NCET Level 2 Certificate consists of a Compulsory requirement (24 credits) and an Elective requirement (16 credits). (NZQA
ref.0240). Compulsory: unit standards 18239, 18240, 18241, 18242, 18243.
Elective: a minimum of 16 credits at Level 2 and above from any standards in the Subfields of Computing, Electrical Engineering,
Electronic Engineering, Mathematics, Statistics and Probability and/or any standards in the Domains of Chemistry, Physics,
Science- Core (Subfield -Science) and/or the Domains of Digital Technologies , Generic Technology (Subfield-Technology).
Support for application to NZQA for accreditation to deliver the NCET, as well as ongoing programme delivery and assessment
support, may be accessed through The Skills Organisation.
Development of an ICT Product - an example of a Programme context within the Manufacturing & Technology Pathway
(NCEA Level 2 with Vocational Pathway Award)
The following example provides a possible framework for joint planning between secondary, tertiary providers and with available industry partners to develop a learning programme. Within this broad framework of guidance, an example of a
specific context is identified- ‘The Development of an ICT Product’.
Learning Programme Development: It is expected that a learning programme developed within the Manufacturing & Technology pathway will offer a balance of skills and knowledge acquired through hands-on project work. These skills and
knowledge should also be related directly to the workplace through work experience or other relationships or partnerships that will assist the student to transition into a career in this pathway.
Partners will need to work together to make sure this can happen.
Assessment Approach: Programme designers should select the assessment standards that meet the requirements of the particular context that has been chosen. A list of Preferred and Alternative standards is provided for the specific
context ‘Development of an ICT Product’ (see Column 5 below). This context is intended as just one example of a wider range of contexts that could be used as the basis for a programme within the Manufacturing & Technology Pathway.
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1
The Skills Organisation is an industry training organisation (ITO) which sets standards, develops qualifications and arranges training for a wide range of industry sectors.
Some examples of other relevant and rich real-world contexts that could be selected from the larger context of Manufacturing & Technology are:
‘Materials Magic’- processing technologies that transform materials (wood, plastics, resins, glass etc.) into an end-product.
‘Automation & Robotics’ e.g. industrial & assembly line robot technology in a modern manufacturing context.
‘Automotive Design’ e.g. the technology underlying the design and manufacture of cars/motorcycles/specialist vehicles etc.
‘Food Processing’- Modern techniques and procedures in the food development, preparation and baking industry.
‘Electric Vehicles’- The history, technology, and environmental and economic significance of this important and rapidly advancing field.
Graduate Profile
A Level 2 graduate from this specific Manufacturing & Technology Vocational Pathway Programme (Development of an ICT Product) will have engaged in one or more of the following areas – electrical, electronics, software,
telecommunications, mechanical engineering, ICT manufacturing processes.
Typical career categories in these sectors include: Analysts, Designers, Management, Quality Specialists, Other Specialist Roles, Engineers, End-User and Technical Support Roles, Sales and Marketing.
Typical career roles in these categories include: Electronics Engineer, Industrial Designers, Communications Specialist, Technician Engineer, Mechanical Engineer, Embedded Software Engineer, Web Architect, Technical Installer, Business
System Analyst, Analyst/Programmer, Computer Service Engineer, Application Programmer, Data Modeller, Systems Engineer, EDP Auditor, Information Systems Manager, After-Sales Consultant, QA Test Analyst, Sales and Marketing
Manager, Technical Writer, Database Analyst, Network Manager.
For more information on career opportunities refer to the Youth Guarantee website and Careers NZ.
Graduates will demonstrate introductory knowledge, skills and capabilities to:
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participate as an entry level employee in one of the Manufacturing & Technology Sector industries, with additional support; OR
progress to industry training and work at Levels 3 or 4 in Manufacturing & Technology Industries; OR
progress to further study at NZQF Level 3 or 4 to access tertiary study at Level 4 or above in Manufacturing & Technology Industries; OR
access NCEA Level 3 with University Entrance and pre-requisites to access diploma and degree level study from Level 5 and above in Manufacturing & Technology Sector.
Notes:
The main qualification outcome will be NCEA Level 2 which includes 60 Level 2 credits L1 literacy and numeracy, plus 20 additional credits (usually from Level 1).
If the NCEA Level 2 is made up of 60 Recommended Level 2 credits from the Manufacturing & Technology Pathway, of which at least 20 credits are from Sector Related standards then the student’s NCEA Level 2 will also be endorsed with that
Vocational Pathway
NB: While gaining NCEA L2, another qualification can also be achieved in this Programme - the National Certificate in Electronics Technology (NCET Level 2), the content of which is foundational to many career roles in the ICT industry.
Broad learning outcomes
A Level 2 graduate from this specific Manufacturing & Technology Vocational Pathway programme (Development of an ICT Product) will demonstrate ability to:
1. Develop a high-level understanding of the Manufacturing & Technology industry, with particular reference to sector requirements for the design and manufacture of an ICT product. This will include an appreciation of features
such as the history of the ICT sector, the types of businesses operating in different parts of the sector and key roles and responsibilities within the sector.
2. Understand and use science, technology, English, maths and statistics relevant to this specific Manufacturing & Technology Programme to develop skills, knowledge and capabilities.
3. Carry out practical tasks and activities in a workplace and in learning environments, using safe work practices, following instructions, and using problem solving strategies.
4. Relate to stakeholders in this sector and demonstrate effective listening and communication skills in both the learning environment and workplace context.
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2
Connecting broad learning outcomes with coherent contextualised content:
By engaging in a coherent learning programme, students demonstrate understanding of key skills, concepts and knowledge from sector knowledge domains and NZ Curriculum learning areas - embedded in relevant Manufacturing &
Technology Sector contexts:
Note: It is recommended if learners are to be engaged in the workplace that they be introduced to the relevant employability, work-ready, and specialist sector skill valued by that workplace. These may include first aid, health and safety,
computing (user) and preliminary customer service skills.
It is strongly recommended that learners who wish to engage with the sector obtain their full NZ Drivers Licence.
The learner should be able to demonstrate competency in unit standard 21912 (Apply safe working practices on an engineering worksite), this might begin within a school or tertiary provider’s workshop, prior to a site placement, and be
completed in a work placement.
Introduction to broad learning outcomes:
To meet the broad learning outcomes above, students need to demonstrate knowledge, skills, capabilities from the following areas:
1:
Manufacturing & Technology sector content.
(Knowledge, skills, capabilities and contexts)
Broad learning Knowledge and skill contexts and content
outcomes
This is a wide-ranging sector which is based on utilising
introduction
developing technologies in the design and manufacture
of products, together with the infrastructure that
supports these, and the regulatory and marketing
processes that guide the commercialisation of these
products.
For the student to gain an appreciation of this complex
industry sector, it is beneficial to focus on a single
context, rather than several areas. The context chosen
for this particular programme is a rapidly growing one,
central to NZ’s economic development- the design and
development of an ICT product.
Examples of ICT products could include smart
household appliances (such as a washing machine),
medical devices (such as the Fisher & Paykel Healthcare
respiratory humidifier), software products (such as
Xero’s accounting software), drone technology (such as
UAV Solutions’ surveillance craft), robots (such as Rex
Bionics’ walker for paralysed persons) etc.
Other products within the Manufacturing & Technology
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2:
NZ Curriculum content.
(Knowledge, skills, capabilities
and contexts)
3:
Embedded graduate capabilities
4:
Delivery arrangements
5:
Summative Assessment
(it is assumed formative
assessment will be
embedded in the learning
programme)
Learning area / subject
contributions.
Develop these with a
practical/applied focus
Assessment standards:
unit and achievement
The relationship of this Programme to
Level 7 of the NZ Curriculum, including
the relationship with ideas from within
Mathematics, English, Science,
Technology, History, Geography,
Economics and Business studies form
the educational basis for this
Programme.
Embedded graduate capabilities reflect
values and behaviours that are identified
by the sector as being desirable. These
underpin the learning outcomes of
Recommended and Sector-Related
standards in the Manufacturing &
Technology Pathway.
Collaboration between tertiary and secondary
educational providers, and with
industry/business
The NZ Curriculum informs the
foundational learning needed for this
Programme and establishes the
relationship to the Key Competencies
and literacy-numeracy requirements.
The Assessment component of this
Programme draws on both NZ
Curriculum-linked and Industry-linked
assessment standards, which provide for
the broad evaluation of the workplaceschool continuum which this context
represents.
Embedded graduate capabilities, which
include the Key Competencies of the NZ
Curriculum, reflect the existing and future
qualities demonstrated by the learner and
provide the foundation for the various
measures referred to as‘employability skills’
(personal behaviours);
‘work-ready skills’
(related to specific broad competencies);
‘specialist skills’
3
Use flexible funding such as Gateway and STAR.
Use shared funding arrangements between schools,
tertiary providers and industry.
Employ a selection of delivery arrangements that reflect
an authentic industry connection.
Tap into the willingness of industry to engage with the
community through mentoring, Youth Guarantee
Networks, Gateway, Workchoice Trust, and established
programmes such as Futureintech, TechHub and Bright
Sparks (see links below). Also utilise industry
presentations such as Just the Job, LEARNZ virtual tours
etc.
Utilise facilities and tutelage opportunities in learning
environments such as specialist departments within a
school, polytech, PTE or commercial provider e.g.
Makerspace(s), Gather workshops, Code Club(s) etc.
Use sufficient achievement and
unit standards from
Recommended and/or SectorRelated lists in the
Manufacturing & Technology
(Incorporating ICT) Industries
Pathway to meet the
requirements for a Vocational
Pathway award. Additional
standards, where deemed
appropriate, may be drawn
from the NZQF.
Some standards may support
achievement of a National or
NZ Certificate within NCEA e.g.
The National Certificate in
Electronics Technology (NCET),
Level 2.
Preferred Standards
These standards are considered
central to the context for this
industry that are not ICT products could be:
wheelbarrows, motor-mowers, loudspeaker cabinets,
baked products etc. These product types could form the
context for other Programme contexts within this
Pathway and some suggestions are listed on page 1 of
this document.
(related to a specific sector or workplace).
Select the best approach to contextual learning:
Industry -linked
-work placement or
work experience
-practical workshops and seminars
-Project-based
competitions e.g. Bright Sparks,
-mentoring programmes
-online links and resources
-industry visits (two-way)
-industry links initiatives
-conferences and meetings (online or face-to-face)
School-linked
-Project-based learning (minor and major project)
-Club or EOTC
-School workshop
-Classroom-based
specific Programme
(Development of an ICT
Product).
Alternative Standards
A selection of these standards
could add additional value and
breadth to this specific
Programme.
Additional Standards
Additional standards may also
be drawn from the current
Manufacturing and Technology
suite of Recommended and
Sector-Related standards, if
required.
Community-linked
-Makerspace(s),
-Study visit to supply
chain retailer or product enduser
-community mentors
-Library programmes
Tertiary-linked
-Tertiary Institute
programmes
--Open Days
Links to sites
and industry
initiatives
Youth Guarantee
Profile Builder
Youth Guarantee Networks
Careers NZ
The Skills Organisation
The Skills Organisation VP Tool
Bright Sparks
Competenz
Futureintech
E2E
TechHub
Workchoice Trust
Gather Workshops
Just The Job
Resources for AS
http://youthguarantee.net.nz/
http://youthguarantee.net.nz/vocational-pathways/profile-builder/
http://youthguarantee.net.nz/archived-pages/networks/
http://www.careers.govt.nz/
http://skills.org.nz/
http://choice.skills.org.nz/
http://www.brightsparks.org.nz/index.cfm
https://www.competenz.org.nz/
http://www.futureintech.org.nz/
http://engineeringe2e.org.nz/
https://techhub.nz/
http://www.workchoice.co.nz/
http://gathergather.co.nz/workshops/about/team/
http://www.justthejob.co.nz/
https://ncea.tki.org.nz/Resources-for-Internally-Assessed-Achievement-Standards
1:
Manufacturing & Technology sector content.
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2:
NZ Curriculum content.
3:
Embedded graduate capabilities
4
4:
Delivery
5:
Summative Assessment
(Knowledge, skills, capabilities and contexts)
Develop an
understanding of
the sector.
1.
Develop a highlevel
understanding of
the Manufacturing
& Technology
industry, with
particular
reference to sector
requirements for
the design and
manufacture of an
ICT product. This
will include an
appreciation of
features such as
the history of the
ICT sector, the
types of businesses
operating in
different parts of
the sector and key
roles and
responsibilities
within the sector.
(Knowledge, skills, capabilities and contexts)
Introduction to the Manufacturing and Technology industry
sector with a focus on the design and manufacture of an ICT
product.
Introduction to the Manufacturing & Technology
Sector with contributions from NZ Curriculum
learning areas/subjects at Level 7.
(‘An ICT product*’ covers a diverse range of outcomes, including
household appliances, software applications and games,
communications technologies and devices, robotics etc. ‘An ICT
product’ does not include products like wheelbarrows, cakes, speaker
cabinets etc., although these are products of the wider Manufacturing
and Technology sector.
English
Listening, Reading & Viewing
Processes & strategies
(*see definition on page 1).
Acquire an overview of the sector and of the entrepreneurship
that drives its growth.
Gather information from company websites, site visits, company
presentations at school (e.g. Futureintech ambassadors), articles
and official information (e.g. TIN100 reports) that provides a ‘big
picture’ of NZ’s ICT industry.
Starters for learning could be:
 What are the similarities and differences between this
sector and the wider manufacturing sector?
 Compile case studies of at least two NZ hi-tech ICT
companies that trace their history over all or most of
their life, including the evolution of their products.
 Link these case studies to the entrepreneurs and
innovators that are/were the motivators behind
company growth.
Some examples (just starters!) are Tait Communications, Xero, Rakon,
Fisher & Paykel Healthcare, Dynamic Controls.
Integrates sources of information, processes and strategies
purposefully, confidently, and precisely to identify, form and
express increasingly sophisticated ideas.
Purposes and audiences
Shows a discriminating understanding of how texts are shaped
for different purposes and audiences.
Ideas
Shows a discriminating understanding of ideas within, across
and beyond texts.
Language features
Shows a discriminating understanding of how language features
are used for effect within and across texts.
Structure
Starters for learning could be:
 What roles and responsibilities exist to enable the design,
manufacture and marketing of product?
 How do design and development teams collaborate, both
within the team and with other design, development and
production teams?
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Thinking
-make sense of information,
experiences & ideas
-construct knowledge
Students could apply this by:
Compiling information about the sector
from a variety of sources including
contact with industry, industry-linked
programmes (such as Futureintech and
TechHub), internet searches and
selecting from print resources.
Students could represent this by:
Organising the information into a logical
structure suitable for a report or
presentation.
Shows a discriminating understanding of a range of structures.
Speaking, Writing and Presenting
Processes & strategies
Integrates sources of information, processes and strategies
purposefully, confidently, and precisely to identify, form and
express increasingly sophisticated ideas.
Purposes and audiences
Shows a discriminating understanding of how to shape texts for
different purposes and audiences.
Ideas
Selects, develops and communicates sustained ideas on a range
of topics.
Language features
Selects and integrates a range of language features
appropriately for a variety of effects.
Structure
Describe the processes that make an ICT company ‘tick’.
Selecting a company from your case studies, examine how key
roles within it and its internal processes work together to create
new ICT product.
Embedded graduate capabilities.
Organises texts, using a range of appropriate, coherent and
effective structures.
Science
Using physics
Uses physics ideas to explain technological applications of
physics.
Technology
Technological Knowledge
Relating to Others
-be positive and proactive
-show respect for external
providers of information
-show respect for the
information (e.g. IP)
-share information
.
Students could apply this by:
Gathering, sharing and communicating
information respectfully and
appropriately.
Students could represent this by:
Keeping a record of sources and
referencing and attributing information.
Managing self
-grow your communication skills
-plan ahead
-set high standards for
yourself
Students could apply this by:
Keeping a diary and portfolio of
5
arrangements
(it is assumed formative
assessment will be embedded
in the learning programme)
Where is the best place
to learn this?
Assessment Standards Key
This learning may take
place in a range of
educational environments
e.g. at a secondary school,
on a field trip to industry,
in a Trade Academy, on a
work placement, in a
tertiary high school, at a
polytech or PTE, in a short
course or seminar,
through company
presentations at school or
in industry (dedicated
industry initiatives here
include Futureintech
(IPENZ),TechHub (IITP).
What some suitable
sources of learning are
for this
Sector overview- Govt
websites and publications,
TIN100 report, newspaper
and online articles etc.
Company and productsCompany websites, online
information and
datasheets, industry
contacts etc.
ICT industry future
directions- industry
commentators, industry
websites and
prospectuses, company
contacts, Govt. statistics
and publications etc.
Personal directionscareers websites, Youth
Guarantee, Careers
advisors, recruitment and
Note: Credit values are in
parentheses
Recommended
Sector Related
External
Programme Classifications:
Preferred
Select from:
Generic Technology
91360 (4)
91365 (4)
Electronics Technology
9221 (3)
(a Level 3 unit, but one which
has been written specifically for
this ICT industry context and
thus considered pivotal)
Business Studies
22854 (2)
Alternative
Select from:
Generic Technology
91359 (4)
Business Studies
90843 (4)
90844 (4)
90846 (3)
Generic Computing
20332 (3)
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What project development paradigms are used in this
company to ensure timely delivery to market?
How do the company’s processes adhere to local and
international best practice and codes of compliance,
including health & safety?
Describe examples of product.
For at least two of the companies studied, prepare a description
of one of their major products.
Starters for learning could be:
 What are the attributes of the product- what does it do
and how does it achieve this?
 What are the key features of the product that make it
distinctive and attractive to the market?
 What components and materials are selected for the
product to enable this?
 What checks and balances need to be applied to ensure
this product meets safety and compliance standards?
 How is the product marketed? What is it that makes
good customer service, both sales and after-sales?
Technological modelling
Understands how the “should” and “could” decisions in
technological modelling rely on an understanding of how
evidence can change in value across contexts and how different
tools are used to ascertain and mitigate risk.
Technological products
Understands the concepts and processes employed in materials
evaluation and the implications of these for design,
development, maintenance, and disposal of technological
products.
Technological systems
Understands the concepts of redundancy and reliability and
their implications for the design, development, and
maintenance of technological systems.
Nature of Technology
Characteristics of technology
Understands the implications of ongoing contestation and
competing priorities for complex and innovative decision making
in technological development.
Characteristics of technological outcomes
Understands that technological outcomes are a resolution of
form and function priorities and that malfunction affects how
people view and accept outcomes
Statistics
Statistical literacy
Evaluates statistically based reports: interpreting risk and
relative risk; identifying sampling and possible non-sampling
errors in surveys, including polls.
Future directions
Form a picture of the potential of the ICT industry in the context
of
- NZ’s future
This could be achieved through reports provided by the industry
(print or on company websites), through Govt predictions and
statistics, through articles by industry commentators.
 Your own (the student’s) future
This could be achieved by compiling and obtaining information
about career roles and the progressions that lead to these roles,
through Careers NZ, Youth Guarantee, Vocational Pathways and
tertiary institute and provider information etc.
Through this process the student will acquire an appreciation of
the broad scope of the ICT industry, the roles within it and the
possibilities for themselves if they should decide to progress
within it.
Social Studies
History
Understands how historical forces and movements have
influenced the causes and consequences of events of
significance to New Zealanders.
Understands how people’s interpretations of events that are of
significance to New Zealanders differ.
Geography
Understands how the processes that shape cultural
environments change over time, vary in scale and from place to
place, and create spatial patterns.
Understands how people’s perceptions of and interactions with
natural and cultural environments differ and have changed over
time.
Economics
Understands how economic concepts and models provide a
means of analysing contemporary New Zealand issues.
Understands how government policies and contemporary issues
interact
These learnings may be recognised through evidence collected
and collated that meets the requirements of the assessment
standards selected from Column 5.
Note: some standards will be externally assessed.
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6
information, planning how to organise
and present this.
Students could represent this by:
Developing a timeline and project plan
for their work.
Using language, symbols & text
-be able to interpret
information
-keep notes
-write reports
-use ICT (programs &
devices)
Students could apply this by:
Selecting relevant information (from the
huge range ‘out there’) and compiling
that information in a readable report.
Students could represent this by:
organising that information in a suitable
presentation format tailored to the
audience (e.g. include graphics, use ICT).
Participating & contributing
-communicate with and
back to industry
-communicate within the
team
Students could apply this by:
Help create outcomes for the learning
group they are part of, fostering positive
two-way relationships with their
industry contacts.
Students could represent this by:
Taking part in groups
Providing feedback to their peers and
teacher
Composing responsive letters and emails
to industry contacts and mentors after
interactions.
awareness programmes (
e.g. Futureintech, E2E,
TechHub, Bright Sparks,
Codeworx), tertiary and
PTE prospectuses etc.
Additional Standards
Additional standards may also
be drawn from the current
Manufacturing and Technology
suite of Recommended and
Sector-Related standards, if
required.
1:
Manufacturing & Technology sector content.
(Knowledge, skills, capabilities and contexts)
Acquire key
concepts,
Acquire Foundational Knowledge, Skills &
knowledge, skills & Capabilities
capabilities.
Through a combination of learning experiences, with
an emphasis on practical, hands-on activity, including
2.
minor projects and a major project, acquire
Understand and
foundational knowledge, skills and capabilities. The
use science,
NZ Curriculum is central to this process (see Column
technology,
2). Apply these learnings to the selected context
English, maths and within the Manufacturing & Technology Pathway i.e.
statistics relevant
The Development of an ICT Product.
to this specific
Manufacturing &
Prior Learning
Technology
The student will have acquired( in BLO 1) an overview
Programme to
of the ICT industry in NZ, its entrepreneurs and
develop skills,
visionaries, the processes it employs for design and
knowledge and
manufacture of a product, the relationship of these to
capabilities.
international practice and some case studies for
specific products.
Current Learning
Acquire foundational knowledge and skills in Physics,
Technology, Digital Technologies, Maths and English
from within the NZ Curriculum (see Column 2),
developing and applying this learning concurrently
with the exploration of the context in the following
way:
2:
NZ Curriculum content.
(Knowledge, skills, capabilities and
contexts)
3:
Embedded graduate capabilities
4:
Delivery
arrangements
5:
Summative Assessment
(it is assumed formative
assessment will be
embedded in the learning
programme)
English
Listening, Reading & Viewing
Processes & strategies
Thinking
-make sense of information,
experiences & ideas
-construct knowledge
Where is the best place
to learn this?
Assessment Standard Key
Integrates sources of information, processes and
strategies purposefully, confidently, and precisely to
identify, form and express increasingly sophisticated
ideas.
Purposes and audiences
Shows a discriminating understanding of how texts are
shaped for different purposes and audiences.
Ideas
Shows a discriminating understanding of ideas within,
across and beyond texts.
Language features
Shows a discriminating understanding of how language
features are used for effect within and across texts.
Final Draft July 2015
Students could represent this by:
Organising the information into a logical structure suitable
for the basis of a report or presentation e.g. summaries,
portfolios, seminars or assessments.
Structure
Shows a discriminating understanding of a range of
structures.
Speaking, Writing and Presenting
Processes & strategies
Integrates sources of information, processes and
strategies purposefully, confidently, and precisely to
identify, form and express increasingly sophisticated
ideas.
Purposes and audiences
Shows a discriminating understanding of how to shape
texts for different purposes and audiences.
Ideas
Selects, develops and communicates sustained ideas on
a range of topics.
Language features
1. Through a series of minor projects, initially
provided by the teacher that utilise an
electronic circuit and progress to the
programming of a simple microcontroller, a
casing and user-interface.
 Minor projects are accompanied by a
brief and specifications, with
increasing reliance on student input.
 Minor projects are varied in nature,
to illustrate the application of a broad
range of electrical and physical
principles.
 Project work is accompanied by
simple electrical calculation, testing,
fault-finding and refinement of the
Students could apply this by:
Compiling information from lectures, lessons, seminars,
online discussion groups (such as Google Groups), social
media, websites, tutorials (including YouTube), articles and
texts.
Selects and integrates a range of language features
appropriately for a variety of effects.
Structure
Organises texts, using a range of appropriate, coherent
and effective structures.
Science
Physical inquiry and physics concepts
Investigates physical phenomena (in the areas of
mechanics, electricity, electromagnetism, light and
waves, and atomic and nuclear physics) and
produces qualitative and quantitative explanations
for a variety of unfamiliar situations.
Analyses data to deduce complex trends and
relationships in physical phenomena.
Using physics
Uses physics ideas to explain a technological or
7
Relating to Others
-be positive and proactive
-show respect for internal and external sources of
information
-show respect for the
information (e.g. IP)
-share information
.
Students could apply this by:
Gathering, sharing and communicating information freely,
respectfully and appropriately. Contributing equally within a
group to practical and project work.
Students could represent this by:
Keeping good records, both individually and within the
group, keeping to plans and deadlines, producing excellence
collaborative outcomes.
Managing self
-grow your communication skills
-plan ahead
-set high standards for
yourself
Students could apply this by:
Keeping a diary and portfolio of information, planning how
This learning may take
place in a range of
educational environments
e.g. at a school, on a field
trip to industry, in a Trade
Academy, on a work
placement, in a tertiary
high school, at a polytech
or PTE, in a block or a
short course or seminar
(such as Code Avengers,
Mindlab, GitHub/
GatherGather workshops,
MakerSpace, online
courses, Khan Academy
etc.)
What some suitable
sources of learning are
for this
Foundational knowledgeonline or print resources,
teacher, tutor, mentor and
peer learning, flipped
classroom approach,
project work, industry
visits and presentations
etc.
Foundational skills and
capabilities- project
development work, handson workshops, ‘how-to’
videos, competition
entries (e.g. Bright Sparks)
etc.
Note: Credit values are in
parentheses
Recommended
Sector Related
External
Programme Classifications:
Preferred
Select from:
Physics
91169 (3)
91173 (6)
Generic Technology
91357 (6)
91360 (4)
91365 (4)
Digital Technologies
91371 (4)
91372 (3)
91373 (3)
91374 (3)
91375 (3)
91376 (3)
English
91101 (6)
Maths/ Statistics
91261 (4)
91262 (5)
91266 (2)
projects and an appreciation of the
theory supporting this.
2. Through the design and development of at
least one major project, initiated by the
student in consultation with the teacher. This
major project will approach the level of a
prototype and contain electronics, embedded
programming, a casing (where applicable to
the project) with a GUI.
3. The learning in 1 and 2 will be related to
aspects of the case studies of the products
developed in BLO 1.
4. Project development will be assisted by the
use of project planning tools, flowcharts,
graphs and data, the keeping of logs, photos,
videos and other evidence, the preparation of
reports and presentations.
Through this process the student will acquire
contextualised knowledge and skills, as well as a level
of independence.
These learnings may be recognised through evidence
collected and collated that meets the requirements of
the assessment standards selected from Column 5.
Note: some standards will be externally assessed.
The National Certificate in Electronics Technology
(NCET) Level 2 provides another route for evaluation
of evidence. Assessment standards from both the
NCET and the NZ Curriculum may also be mixed and
matched to meet local requirements.
biological application of physics.
to organise and present this, listening carefully to
instructions, adhering to regulations and safety standards.
Technology
Technological Practice
Planning for practice
Critically analyses their own and others’ past and
current planning and management practices in
order to develop and employ project management
practices that will ensure the effective
development of an outcome to completion.
Brief development
Justifies the nature of an intended outcome in
relation to the issue to be resolved and justifies
specifications in terms of key stakeholder feedback
and wider community considerations.
Outcome development and evaluation
Critically analyses their own and others’ outcomes
and evaluative practices to inform the
development of ideas for feasible outcomes.
Undertakes a critical evaluation that is informed by
ongoing experimentation and functional modelling,
stakeholder feedback, and trialling in the physical
and social environments. Uses the information
gained to select, justify, and develop an outcome.
Evaluates this outcome’s fitness for purpose
against the brief. Justifies the evaluation, using
feedback from stakeholders and demonstrating a
critical understanding of the issue.
Technological Knowledge
Technological modelling
Understands how the “should” and “could”
decisions in technological modelling rely on an
understanding of how evidence can change in
value across contexts and how different tools are
used to ascertain and mitigate risk.
Technological products
Understands the concepts and processes
employed in materials evaluation and the
implications of these for design, development,
maintenance, and disposal of technological
products.
Technological systems
Understands the concepts of redundancy and
reliability and their implications for the design,
development, and maintenance of technological
systems.
Mathematics
Equations and expressions
Manipulates rational, exponential, and logarithmic
algebraic expressions.
Forms and uses linear, quadratic, and simple
trigonometric equations.
Forms and uses pairs of simultaneous equations,
one of which may be non-linear.
Final Draft July 2015
8
Students could represent this by:
Project-managing their own work and study, preparing
adequately for assessments, constantly planning to excel
and exceed standards.
Using language, symbols & text
-be able to interpret and analyse
information
-keep notes
-write reports
-use ICT (programs &
devices)
Students could apply this by:
Selecting information (from the huge range ‘out there’) and
compiling that information in relevant formats for
themselves and for others.
Students could represent this by:
Using selected information as appropriate for different
situations e.g. answering questions, writing reports,
preparing presentations, compiling evidence for
assessment.
Participating & contributing
-communicate with teachers, mentors and peers.
-participate with fellow learners and contribute to the
group.
Students could apply this by:
Helping create outcomes for the learning group they are
part of, fostering positive two-way relationships with
industry contacts and mentors.
Alternative
Select from:
Electronics Technology
18239 (5)
18240 (5)
18241 (5)
18242 (3)
18243 (6)
Note: these 5 standards form
the compulsory core of the
National Certificate in
Electronics Technology (NCET)
Level 2
Physics
91168 (4)
91170 (4)
91171 (6)
Generic Technology
91354 (4)
91355 (4)
91356 (6)
91358 (4)
91359 (4)
Core Electrical
6626 (3)
English
91106 (4)
Maths/Stats
91257 (4)
Students could represent this by:
Contributing to excellent outcomes from the group e.g.
reports, practical projects- and by facilitating these to be
completed in a timely manner.
Generic Computing
5940 (3)
5957 (3)
Engineering Core Skills
21912 (2)
Additional Standards
Additional standards may also
be drawn from the current
Manufacturing and Technology
suite of Recommended and
Sector-Related standards, if
required.
Develop and apply
knowledge, skills &
capabilities for a
workplace context.
3.
Carry out practical
tasks and activities
in a workplace and
in learning
environments,
using safe work
practices,
following
instructions, and
using problem
solving strategies.
1:
Manufacturing & Technology sector content.
(Knowledge, skills, capabilities and contexts)
2:
NZ Curriculum content.
(Knowledge, skills, capabilities and
contexts)
3:
Embedded graduate capabilities
4:
Delivery
arrangements
5:
Summative Assessment
(it is assumed formative
assessment will be
embedded in the learning
programme)
Develop an awareness of health and safety
requirements and core values for an ICT
manufacturing environment.
English
Listening, Reading & Viewing
Processes & strategies
Thinking
-make sense of information,
experiences & ideas
-construct knowledge
Where is the best place
to learn this?
Assessment Standard Key
Through a combination of experiences relating to the
ICT manufacturing environment, develop an
appreciation of health and safety, company values
and codes of practice, and basic skills appropriate to
the workplace.
Prior Learning
The student will have acquired (in BLO 2) foundational
skills, knowledge and capabilities that will provide an
introduction to the workplace.
Current Learning
The application of prior learning relevant to the
workplace will enable the further development of
awareness of
 rules- codes of practice, procedures and
quality assurance.
 company values and policies
 health and safety issues for this environment
 opportunities to improve best practice
The student will achieve an appreciation of how their
prior learning will be developed in the workplace,
including recognition of components in situ, learning
about design and manufacturing processes and
paradigms (e.g. Agile, Scrum, Waterfall, Right First
Time, etc.) and an appreciation of principles such as
continuous improvement, personal quality checks
(PQC), line efficiency and product defect rate.
Health and safety awareness covers personal
(including posture and lifting), workplace (including
chemicals, solder and machinery, documentation
procedures) and product (including electrostatic and
electromagnetic precautions to be aware of (ESD and
EMI)).
Through this process the student will acquire an
awareness of present and potential issues, improve
Final Draft July 2015
Integrates sources of information, processes and
strategies purposefully, confidently, and precisely to
identify, form and express increasingly sophisticated
ideas.
Purposes and audiences
Shows a discriminating understanding of how texts are
shaped for different purposes and audiences.
Ideas
Shows a discriminating understanding of ideas within,
across and beyond texts.
Language features
Shows a discriminating understanding of how language
features are used for effect within and across texts.
Structure
Shows a discriminating understanding of a range of
structures.
Speaking, Writing and Presenting
Processes & strategies
Integrates sources of information, processes and
strategies purposefully, confidently, and precisely to
identify, form and express increasingly sophisticated
ideas.
Purposes and audiences
Shows a discriminating understanding of how to shape
texts for different purposes and audiences.
Students could apply this by:
Preparing for workplace-related experiences, adapting to
these, learning health & safety rules, respecting protocols,
recognising hazards (signage etc.), managing risks (ESD, EMI
etc.), respecting confidentiality (IP etc.)
Also by being proactive, showing intellectual curiosity,
absorbing knowledge and skills, recognising & helping solve
problems.
Students could represent this by:
Demonstrating understanding of workplace health & safety
imperatives, codes of practice and protocols; carrying out
and keeping evidence for practical tasks and activities.
Relating to Others
- be presentable
- be alert and attentive
-show respect for management & your workmates
-work as part of a team
Ideas
Selects, develops and communicates sustained ideas on
a range of topics.
Language features
Selects and integrates a range of language features
appropriately for a variety of effects.
Structure
Organises texts, using a range of appropriate, coherent
and effective structures.
Science
Using physics
Uses physics ideas to explain a technological or
biological application of physics.
Technology
Characteristics of technology
Understands the implications of ongoing
contestation and competing priorities for complex
and innovative decision making in technological
development.
Characteristics of technological outcomes
9
Students could apply this by:
Dressing appropriately, being courteous, being punctilious
and industrious, and being mindful and alert. Contributing
to the team, seeking guidance and feedback.
Students could represent this by:
Acquiring a good work record with references,
demonstrating knowledge of safety procedures, keeping a
work diary.
Managing self
-grow your communication skills
-plan ahead
-set high standards for
yourself
-show initiative
-deal with challenge
-reflect on experiences
-seek responsibility
This learning may take
place in a range of
educational and workplace
environments that reflect
an authentic industry
connection e.g. industry
ambassador presentations
at school, on a field trip to
industry, in a Trade
Academy, on a work
placement, in a tertiary
high school, industry
mentors online (e.g. Bright
Sparks), industry videos
(e.g. Just The Job and
sector- specific training
videos online etc.
What some suitable
sources of learning are
for this
Health & SafetyHR, company, industry and
Govt publications, medical
advisors, specialist
advisors (e.g. posture,
work-life advisors and
publications), unions etc.
Compliance- industry
product and process
specifications, codes of
practice, regulations (e.g.
EMI- electromagnetic
interference), best
practice (e.g. ESDelectrostatic dischargeprotective measures),
training videos,
publications etc.
Note: Credit values are in
parentheses
Recommended
Sector Related
External
Programme Classifications:
Note: Prior to and during the
learner’s worksite
placement, competency in
unit standard 21912 (Apply
safe working practices on an
engineering worksite) should
be acquired.
Preferred
Select from:
Electronic Manufacturing
20402(4)
Core Electrical
5934 (1)
750 (6)
Occupational Health &
Safety
497 (3)
(This is a Level 1 unit)
Manufacturing
19506
Alternative
Select from:
(2)
their vigilance and develop an awareness of the
meaning of best practice.
These learnings may be recognised through evidence
collected and collated that meets the requirements of
the assessment standards selected from Column 5.
Understands that technological outcomes are a
resolution of form and function priorities and that
malfunction affects how people view and accept
outcomes
Students could apply this by:
Being reliable and on time, planning ahead e.g. transport
and meals, asking for and taking advice, looking for
opportunity.
.
Core Electrical
15851
(3)
Electronic Manufacturing
20403(5)
Students could represent this by:
Preparing a schedule for oneself, keeping notes,
summarising procedures and protocols relating to the
workplace for oneself.
Manufacturing
21330 (6)
Core Electrical
Using language, symbols & text
-be able to interpret and summarise
information of diverse types.
-keep notes and records
-use ICT (programs &
devices)
15849 (2)
Generic Computing
6743 (2)
Students could apply this by:
Maintaining a personal log, using company systems to lodge
queries and requests, collating information from diverse
sources, interpreting graphs, tables and stats, collecting
case studies, creating summaries.
Additional Standards
Students could represent this by:
Summarising key company safety and protocol information
in a format suitable for presentation, writing reports,
answering questions, reporting case studies.
Additional standards may also
be drawn from the current
Manufacturing and Technology
suite of Recommended and
Sector-Related standards, if
required.
Participating & contributing
-respect and communicate with company staff, mentors and
peers.
-respect and participate with fellow learners and contribute
to the group.
-contribute positively to the company working environment.
Students could apply this by:
Learn about the company, fostering positive relationships
with staff and management.
Students could represent this by:
Interacting with staff and team members, looking for
opportunities to contribute and make a difference, however
small in the workplace- maybe just a positive comment or
being helpful.
1:
Manufacturing & Technology sector content.
(Knowledge, skills, capabilities and contexts)
Final Draft July 2015
2:
NZ Curriculum content.
(Knowledge, skills, capabilities and
contexts)
3:
Embedded graduate capabilities
10
4:
Delivery
arrangements
5:
Summative Assessment
(it is assumed formative
assessment will be
embedded in the learning
programme)
Relate to
stakeholders in the
industry context
4. Relate to
stakeholders in
this sector and
demonstrate
effective listening
and
communication
skills in both the
learning
environment and
workplace context.
Note: stakeholders
may include team
members,
customers,
suppliers,
instructors and
tutors, supervisors
and mentors, other
learners and
trainees, one’s
peers etc.
Relate to stakeholders in the industry context
English
Listening, Reading & Viewing
Processes & strategies
Through a combination of experiences relating to the
ICT manufacturing environment, develop an
appreciation of health and safety, company values
and codes of practice, and basic skills appropriate to
the workplace.
Integrates sources of information, processes and
strategies purposefully, confidently, and precisely to
identify, form and express increasingly sophisticated
ideas.
Purposes and audiences
Shows a discriminating understanding of how texts are
shaped for different purposes and audiences.
Prior Learning
The student will have acquired (in BLO 3) an
understanding of the workplace environment,
familiarity with its controls and directives and an
appreciation of its values and attitudes.
Current Learning
The application of prior learning in the workplace will
enable the further development of awareness of
one’s
- responsibilities as an individual
- responsibilities to other employees
- individual contribution as part of a team
- responsibility to represent the company
to customers, to other stakeholders
and to the community
The student will develop an awareness of their own
role as an employee and the value they can add, how
they can be an active contributor to the team they are
part of and how they can play a part in actively
promoting the company image to stakeholders in the
community.
Ideas
Shows a discriminating understanding of ideas within,
across and beyond texts.
Language features
Shows a discriminating understanding of how language
features are used for effect within and across texts.
Structure
Shows a discriminating understanding of a range of
structures.
Speaking, Writing and Presenting
Processes & strategies
Integrates sources of information, processes and
strategies purposefully, confidently, and precisely to
identify, form and express increasingly sophisticated
ideas.
Purposes and audiences
Shows a discriminating understanding of how to shape
texts for different purposes and audiences.
Selects, develops and communicates sustained ideas on
a range of topics.
Language features
Selects and integrates a range of language features
appropriately for a variety of effects.
Structure
Organises texts, using a range of appropriate, coherent
and effective structures.
-
Final Draft July 2015
Learning about the company, its structure and the structure
within the team, helping to create outcomes for the team or
group they are part of, knowing when to listen and when to
contribute.
Students could represent this by:
Documenting role plays, case studies, examples of common
questions, requests and complaints and the company
response to these.
Making notes on company structure and reporting lines (in
the section they may be in), documenting roles and
responsibilities in their team, recording advice and answers
to questions asked.
Relating to Others
- be presentable
- be alert and attentive
-show respect for company stakeholders, including visitors
and customers
-work as part of a team
Students could apply this by:
Dressing appropriately, being courteous and cheerful to
staff and visitors/ customers, being industrious, and being
mindful and alert. Watching and noting staff handling of
customers, learning about company values here.
Students could represent this by:
Documenting company values and policy around customer
service, presenting this back in the school learning
environment, promoting discussion with peers, role-playing,
and learning from peer parallel experiences.
These aims can be met by active engagement of the
student through
-
Students could apply this by:
Learning about a company’s approach to customer service,
the types and categories of customers, customer
behaviours, examples of enquiries and interactions, how the
front desk and a company handle challenges.
Ideas
Stakeholder relationship awareness includes
- developing one’s own capabilities
- adding personal value to the team
- communicating within and to the team
- being aware of diversity in the workplace
- assimilating company values
- representing these values to the public
-
Thinking
-make sense of information,
experiences & ideas
-construct knowledge
the development of their ideas and
designs
the communication of these to the team
using digital media presentations
analysis of company literature, brochures
and website(s) that represent the
company and its products to the wider
community
Managing self
-grow your communication skills
-set high standards for
yourself
-show initiative
-deal with challenge
11
Where is the best place
to learn this?
This learning may take
place in a range of
educational and workplace
environments that reflect
an authentic industry
connection e.g. industry
ambassador presentations
at school, role-plays,
project work in a team at
school, a field trip to
industry, in a Trade
Academy, on a work
placement, in a tertiary
high school, industry
programmes and mentors
online (e.g. Bright Sparks,
TechHub, Futureintech),
industry videos (e.g. Just
The Job and sectorspecific training videos
online, company job
adverts etc.
Assessment Standard Key
Note: Credit values are in
parentheses
Recommended
Sector Related
External
Programme Classifications:
Preferred
Select from:
DVC
91338 (3)
91343 (4)
Generic technology
91361 (3)
English
91100 (4)
91103 (4)
What some suitable
sources of learning are
for this
Communication Skills
Relationship to the teamPeer mentors, managers,
social activities, seminars,
presentations, discussions
etc.
Alternative
Relationship to
stakeholdersmanagement, HR, teammembers, customer
service staff, company
literature, presentations,
role-plays, reports,
environmental and
consumer-rights websites,
surveys etc.
Interpersonal
Communications
9677 (3)
Select from:
Work & Study Skills
377 (2)
1277 (3)
Service Sector- Core Skills
57 (2)
Generic Computing
26744 (5)
Personal Financial
Management
24699 (2)
28094 (3)
-
-
-reflect on experiences
-seek responsibility
Relate company representation to models
of sustainable business practice in the
manufacturing & technology sector
develop customer-facing skills through
role-play (actual customer service
opportunities may be unavailable or
inappropriate)
Students could apply this by:
Being presentable, courteous and helpful, espousing
company and team values, keeping good records, displaying
initiative, developing a work ethic. Being careful about what
one says back at school to one’s peers, represent the
company with integrity.
Through this process the student will acquire an
awareness of the internal culture of the organisation
and the positioning of the company and its products
within the community.
Students could represent this by:
Keeping a diary on interactions, make planning notes on
how to represent the company and team best, prepare a
presentation for one’s peers, record and prioritise
customer-facing skills, note how a team arranges and
dovetails roles within it.
These learnings may be recognised through evidence
collected and collated that meets the requirements of
the assessment standards selected from Column 5.
Using language, symbols & text
-be able to interpret and summarise
information of diverse types.
-keep notes and records
-use ICT (programs &
devices)
Students could apply this by:
Maintaining a personal log, asking questions, reading
company material and website statements, collecting case
studies and anecdotal evidence, tapping proactively into
one’s colleagues’ and one’s supervisor’s experience.
Students could represent this by:
Summarising notes, developing and delivering presentations
(using a range of media), writing reports.
Participating & contributing
-respect and communicate with company staff and
stakeholders.
-contribute positively to the company reputation.
Students could apply this by:
Relating positively to company personnel, including team
members and management, learning the company
approach to stakeholders, customers and visitors and
applying this if and when the opportunity arises for oneself,
grow one’s understanding in this area.
Students could represent this by:
Keeping a diary of interactions, report positively to staff and
to one’s peers, study different approaches to customer
service within the sector.
Final Draft July 2015
12
Additional Standards
Additional standards may also
be drawn from the current
Manufacturing and Technology
suite of Recommended and
Sector-Related standards, if
required.