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1910 Technology - 29 October 2019

29 October 2019

Curriculum Report – Technology




Technology continues to be integrated throughout our everyday teaching and learning programme.


The essence that statement that guides our practice states:


Technology involves processes and problem solving. Students explore how things work and how they could work. They learn to be innovative developers of products and systems and discerning consumers who will make a difference in the world.


Technology is intervention by design. Adaptation and innovation are at the heart of technological practice. The aim is for students to develop a broad technological literacy. They learn practical skills as they develop products, models and systems. Technology is associated with the transformation of energy, information and materials.


Food technology is regularly integrated within teaching and learning as our children particularly enjoy this. Our hall kitchen is well equipped with ingredients and utensils for cooking and is well used by most classes. Spring has seen a rejuvenated focus on our school garden with classes and staff timetabled to be a part of the maintenance and a planting schedule to produce sustainable produce shared with teachers.


The Junior Syndicate integrates technology through their Thursday Discovery play and individual play in the classroom.  Teachers provide children with the provocation which then gives the children a chance for them to explore their own interests using the provided materials such as marbles, bamboo, water, sand, building blocks, pipes, sheets and tables etc.


Building and construction is also integrated during developmental or stations. i.e. woodwork, class, wire, blocks, lego, mobilo, cardboard boxes etc.


Our Poutama boys class have continued to be involved with Akau this year, which again has included construction activities and tasks that require inquiry based learning, rich in technology based theory for design and development.


Information and communication technology: Classes continue with the use of cameras, iPads, Apple TV’s, digital microscopes, light tables and computers. Chromebooks are used in middle and senior syndicates. So far these have been very useful for the classroom programme in terms of familiarising tamariki with google docs, emailing, blogging, typing skills and researching. Teachers teach technology using an integrated approach through Literacy and Maths and Inquiry.


The middle and senior syndicate have now also adapted this to ensure all children have opportunities to explore, investigate and communicate with technology in all forms.

Our ICT experts also work hard to keep our Information, communication technology monitored, updated and useful. Regular feedback and surveys to staff and children help make sure we are making decisions about technology use in our school that is current and applicable to support the learning across the curriculum. Equipment is managed in classes and regular stocktake occurs to ensure equipment is in good working order.


Term 1: Whakawhanaungatanga - ourselves, our community

Term 2 Manaakitanga and Kaitiakitanga

Term 3  Hauora and Kotahitanga

Term 4 Community and Rangatiratanga  (How do we express ourselves)


Above are the overarching themes our teachers have been guided by. Teachers provide experiences to provoke curiosity within but not limited to these themes. Learning is based on student interest and questions that they have.


Special Rights

Children’s learning is documented with pictures and learning stories that are updated in IEP’s. Regular contact with external agencies also means those children needing adaptive learning equipment  such as ipads and communication devices, are sourced to support IEP.


Special rights have access to adapted forms of technology and this is integrated throughout the day by teachers and TA’s in the form of assistive communication devices including core boards, PECS and computer programmes. Visual literacy is woven throughout the day as a valuable tool to accompany learning in a practical and relevant context.


Assessment Procedures


There are no formal assessment requirements.


Looking Ahead


Continue to have all classes stocked with appropriate ICT equipment applicable to the level of the children and their learning. Apps are monitored and discussed prior to purchasing to ensure they are good quality and supportive of curriculum delivery. All classes continue to be offered supplies for cooking and technology based learning as applicable. 


The Digital Technologies curriculum is also continuing to be considered and plans around how this is to be shared and implemented are continuing to be explored.


Our PD with Brian Hinchco from Cognition Education who is helping us to co-construct a Graduate profile and develop our Essences statements for each curriculum is underway. This includes ways in which Technology can be incorporated into our learning programmes and how we will go about this.