About this resource
This page provides the draft Years 0–10 Technology Learning Area. This is now available for wider feedback and familiarisation. The current Technology curriculum remains in effect until 1 January 2028 and can be found here The New Zealand Curriculum – Technology.
Tukuna a whakaaro auaha kia rere kia whakaumutia ai te ao. Through creativity and innovation, we intervene to transform the world. |
Purpose Statement
The Technology learning area equips students with the knowledge and practices to thrive as users and creators in a rapidly evolving technological world. Students are taught to understand how products, systems, and processes are developed, adapted, and refined to solve problems.
Through the study of Technology, students learn how technologies work, how they have changed over time, and how they can support innovative, sustainable, and inclusive futures. Through regular participation in making technology outcomes, students become skilled in the use of tools and equipment and in the selection of materials and ingredients.
The Technology learning area provides students with opportunities to think critically, work creatively, and build confidence through hands-on making. They learn to test ideas, improve designs, and understand how their choices affect people, communities, and the environment. Students learn that purposeful design can address practical issues encountered in daily life and are supported to apply their learning in real-world contexts.
As students progress through Technology, they deepen their understanding of how innovation can benefit from interaction across cultures, including te ao Māori, to inform technological practices, processes, and innovations.
Learning Area Structure
The year-by-year teaching sequence lays out the knowledge and practices to be taught each year.
In Years 0 to 6, the teaching is structured as one strand:
Design, Make, and Innovate: Focuses on design processes and making simple outcomes. It develops students’ understanding of how ideas are explored, tested, and refined to meet needs and how design choices affect people and environments.
In Years 7 and 8, the teaching is organised into the following four strands:
Design and Innovation: Focuses on ethical and sustainable design processes. It develops students’ understanding of how ideas are generated, tested, and refined to solve problems and how design decisions impact people and environments.
Materials and Ingredients: Focuses on the properties, uses, and safe handling of materials and ingredients. It develops students’ understanding of how materials are selected, processed, and combined to meet functional and aesthetic requirements, and how these choices affect people and environments.
Systems and Control: Focuses on mechanical, electrical, and digital components and how they interact. It develops students’ understanding of inputs, outputs, and feedback and how systems are designed, tested, and improved to meet human and environmental needs.
Digital Technologies: Focuses on data, algorithms, and logic and how digital tools are designed and used. It develops students’ understanding of how interfaces are created to meet user needs and how technology use can be responsible, ethical, and sustainable.
In Years 9 and 10, the teaching is organised into five strands. Students must be taught at least two of these five strands each year.
Spatial and Product Design: Focuses on form, function, and aesthetics in physical and digital design. It develops students’ understanding of modelling, prototyping, and refining design ideas to meet user needs and environmental consideration.
Materials and Processing: Focuses on the safe and responsible use of materials, food, and biotechnology. It develops students’ understanding of tools, techniques, and sustainable production processes that meet functional and aesthetic requirements.
Electronics and Mechatronics: Focuses on mechanical and electrical systems, integrating digital systems and components. It builds students’ understanding of inputs, outputs, feedback, and control, using systems thinking to solve real-world and environmental challenges.
Digital Technologies: Focuses on systems, data, and design and how digital tools are developed, connected, and used. It builds students’ understanding of how platforms, networks, and interfaces support secure, inclusive, and collaborative experiences and how technology use can be responsible, ethical, and sustainable.
Computer Science: Focuses on algorithms, data, and logic in digital systems and AI. It develops students’ understanding of computational thinking, coding, and the ethical implications of intelligent technologies.
The year-by-year teaching sequence, organised through strands and elements, sets out what is to be taught. Its enactment is shaped by teachers, who design learning in response to their learners, adjusting the order and emphasis and adding appropriate contexts and content.
Technology is a human enterprise of innovation, problem-solving, and purposeful design, involving collaboration, creativity, and critical thinking. To celebrate this, we highlight some influential technologists, designers, and inventors throughout the teaching sequence. Emphasising the human stories, values, and impacts of technology enriches the teaching and learning of the knowledge and practices.
Introduction
Across Years 0 to 10, Technology helps students become confident, creative, and informed problem-solvers. The teaching sequence builds knowledge and practice by guiding students from early observation and making to purposeful design and innovation. Students learn that diverse perspectives enrich innovation and that design can make a meaningful difference.
In Years 0 to 3, teachers support students to notice how everyday objects are made and why they matter. Through simple design briefs and guided making, teachers introduce how materials behave, how tools are used safely, and how ideas become real outcomes. Making is framed as a way of thinking and doing, where even small design choices have meaning. Teachers select materials, tools, and equipment that match the design focus, encourage experimentation, and build foundational skills in joining, modelling, decorating, and safe tool use. These experiences build familiarity with technologies and support purposeful decision-making. This lays the foundation for understanding design as a thoughtful, human-centred process.
In Years 4 to 6, teachers guide students from curiosity to purposeful creation. They support students to consider users, constraints, and consequences. Planning tools are introduced, and students are guided to test, adapt, and improve ideas. Making becomes more intentional, with students evaluating choices and refining outcomes. From Year 6, teachers introduce digital tools to expand what’s possible. They select materials, tools, and equipment that support safe, purposeful, and increasingly complex making, helping students design with users in mind and make informed decisions with impact.
In Years 7 and 8, teachers support students to engage in more rigorous design processes across all strands. Students respond to authentic needs with increasingly complex making and explore mechanical, electronic, and digital systems, learning how components interact to create reliable outcomes. Teachers guide students to balance function, aesthetics, and sustainability through increasingly specialised outcome development, justify design choices, and evaluate materials and technologies for performance and impact. Students begin to see how design can address real-world challenges and make a meaningful difference.
In Year 9, teachers support students to deepen their understanding by working across at least two strands. Students apply established knowledge and language to develop solutions that meet authentic needs. Teachers guide students to test ideas, communicate thinking, and bring concepts to life. Students integrate digital, mechanical, and electronic components and apply ethical and sustainable practices. Teachers support students to plan and evaluate their work with growing confidence and rigour, considering social, cultural, environmental, and ethical dimensions.
In Year 10, teachers guide students to work in at least two strands with increasing complexity through research, prototyping, and refinement. Students develop outcomes for authentic contexts, apply disciplinary knowledge with confidence, experiment with ideas, and shape their identities as designers and creators. Teachers select resources that help students take ownership of the design process and develop purposeful, influential, and futures-ready outcomes. Students are encouraged to think critically about the purpose and impact of their work.
The Technology learning area prepares students with the knowledge and practices to access related curriculum subjects for Years 11 to 13, such as Materials Technologies, Digital Technologies, and Processing and Systems Technologies.
Term |
Definition |
Abstraction — see also Black box |
The process of simplifying complex systems by exposing only essential features (such as a button component in a mobile app) and hiding unnecessary details (such as the code that makes the button clickable). |
Aesthetics |
The visual and sensory qualities of a technological product that influence user experience and desirability, such as a smartphone with a sleek finish or a website with clean layout and harmonious visuals. |
Algorithm |
A step-by-step set of rules used to perform tasks or solve problems efficiently in computing, such as a search engine ranking pages or a navigation app calculating routes. |
Anthropometric data |
Measurements of human body dimensions used to design ergonomically suitable products, such as a fitness tracker shaped to fit various wrist sizes. |
Array / List / Matrix — see also Collection |
Data structures used to organise and manage information in computing. An array stores elements of the same type in a fixed order. A list allows flexible storage of mixed or dynamic data. A matrix is a two-dimensional array used for structured data. |
Artefact |
Something produced or used during a process that shows evidence of work or decisions, such as a 3D-printed robotic arm model used to test movement. |
Attribute |
A characteristic of a technological system, with physical attributes like size or material and functional ones like behaviour, such as a tablet’s lightweight aluminium body and screen size aiding mobile use. |
Authentic |
Involves tasks or tools that reflect real-world technology practices to deepen understanding, such as building a prototype using sustainable composite materials to explore the trade-offs between strength, weight, and environmental impact in product design. |
Behaviour — see also Inputs and Outputs |
The observable actions or responses of systems, devices, materials, or software under specific conditions. Behaviour may be programmed, emergent, or user-driven and helps describe how technology interacts with inputs and environments. |
Binary |
A number system in computing based on two states — 0 and 1 — used to represent all digital data and logic. |
Black box — see also Abstraction |
A component whose internal workings are hidden, interacted with only through its inputs and outputs, such as a software module that processes data without exposing its code. |
Boolean logic |
A form of algebra using true/false values (1/0) and logical operators like AND, OR, and NOT to control decision-making in computing and circuits. |
Code compression |
A method of reducing digital file size by encoding data efficiently, such as using ZIP for lossless compression or removing data in lossy formats. |
Collection — see also Array / List / Matrix |
A group of related data items stored together in a computer program, often using structures like arrays, lists, or sets. A collection helps organise and manage data efficiently for processing and retrieval. |
Component |
A physical part of an electrical or electronic system that performs a specific function, such as a resistor controlling current or a capacitor storing energy. Components work together to enable the system to operate. |
Composite materials |
An engineered blend of materials and substances designed to improve properties like strength and durability, such as carbon fibre used in lightweight tech devices. |
Computational thinking problem |
A problem that is solved by breaking it into logical steps that a computer or person can follow. It involves techniques such as decomposition, pattern recognition, abstraction, and algorithm design. |
Computer-aided design (CAD) |
The use of specialised software to create precise technical drawings and models, such as engineers simulating a product before manufacturing. |
Computer-aided manufacturing (CAM) |
The use of software and machinery to automate production based on digital designs, such as 3D printers and CNC machines following CAD instructions. |
Concept/theme/idea |
A key thought or focus guiding both learning and design. It brings together many small pieces of knowledge that form conceptual understanding at the point they are needed, which are used to help solve problems or create meaningful outcomes. |
Condition |
A logical statement in computing that evaluates to true or false to control program flow, such as checking if a user is logged in before showing a dashboard. |
Constraint |
A limitation or condition that influences the design or development of a technological outcome, such as time, cost, resources, or material properties. Constraints guide decision-making and ensure solutions are practical and achievable. |
Control |
The ability to direct how a system behaves using inputs or rules, such as a smart light turning on when motion is detected. |
Convergent thinking |
A problem-solving approach that narrows multiple ideas to one best solution, such as selecting the final design for a product after testing different concepts against user needs, materials, and function. |
Data visualisation |
The presentation of information using visual formats like charts or maps, such as a graph showing website traffic trends to support marketing decisions. |
Debugging |
The process of identifying, analysing, and fixing errors or faults in a digital system, program, or code. It is an essential part of development that ensures the final product functions correctly and meets its intended purpose. |
Decisions — see also Practical reasoning, Reasoning |
Informed decision-making uses facts, evidence, and functional reasoning to guide objective design and engineering choices. In computing, decisions within algorithms use control structures to choose actions based on conditions, enabling dynamic responses to different inputs. |
Decomposition |
The process of breaking down a complex problem into smaller parts. |
Design |
The purposeful and creative process of developing solutions that meet specific needs by combining function, form, and user experience. |
Design brief |
Guiding information outlining the purpose, users, required attributes, and (in later years) specifications of a technology outcome. |
Design framework |
A semi-structured model that helps students work through a project by identifying a problem or need, exploring ideas, making and testing a solution, and reflecting on how well it works. It supports clear thinking, smart decision-making, and creative design. |
Design heritage |
The history and culture of design across fields like architecture and fashion, such as understanding how past aesthetics influence modern product design. |
Design principles |
Foundational guidelines that ensure digital products are functional, consistent, and user-friendly, such as using clear navigation to improve usability. |
Design thinking |
A problem-solving approach focused on user needs, creativity, and iterative testing, such as developing a prototype through empathy and experimentation. |
Digital artefact |
Any product created using digital technology, such as a coded app or a video presentation demonstrating technical skills. |
Digital system |
A set of components that process, store, and transmit data using binary code, such as hardware and software working together to perform computations. |
Disinformation |
False or misleading content deliberately spread to deceive, such as fake news on social media affecting public opinion. |
Disposal |
The process of safely discarding or recycling technology materials, such as responsibly recycling old smartphones to reduce environmental impact. |
Electronic (system) |
A set of components using electrical signals to perform functions like data processing or communication, such as a sensor system with input, process, and output stages. |
Embedded component/programming |
Small computers within larger systems that control specific functions, such as coding a microcontroller to manage temperature in a smart thermostat. |
Encryption |
The process of converting information into a coded format to prevent unauthorised access, such as securing messages during online banking. |
Ergonomics |
The study of designing systems to fit human needs and capabilities, such as shaping a keyboard for comfort and reduced strain. |
Ethics |
Principles guiding right and wrong actions, such as considering privacy and fairness when designing a social media platform. |
Feedback |
Information that shows how a product or system performs and helps improve its design, usability, or efficiency. It can come from people, such as users or testers, or from automated sources like systems, sensors, or analytics. In technology learning, understanding feedback supports better decisions and continuous improvement — for example, a student adjusts the grip of a handle after users report discomfort, or a smart thermostat logs temperature changes to show if heating cycles are efficient. |
Fit-for-purpose — see also Optimisation |
Describes a product, system, or solution that effectively meets its intended use, requirements, and conditions. In technology learning, it encourages students to evaluate whether their designs or outcomes are suitable and practical for the task at hand. |
Form and function — see also Functional model |
The relationship between how a product looks (form — subjective) and how it works (function — objective). |
Frame and shell structures |
Construction systems where a frame uses connected parts to support loads and a shell uses its surface to distribute forces, such as a steel beam frame or a curved dome roof. |
Functional model — see also Form and function |
A simplified representation showing how a system works, such as a diagram of energy flow in a solar-powered device. |
Heuristic |
A practical method or rule of thumb for solving problems efficiently, such as using past user behaviour to guide interface design. |
Human–computer interaction (HCI) |
The study of how people interact with digital systems to improve usability and experience, such as designing intuitive navigation for a website. |
Innovation |
The development of new ideas or products that improve or solve problems in original ways, such as designing a wearable device that tracks hydration levels. |
Input and Output — see also Behaviour |
Input is what goes into a system — like data, information, energy, or materials — and output is what comes out after the system transforms it. For example, a computer takes in data and transforms it into information, a lightbulb or LED takes in electrical energy and transforms it into light, and a toaster takes in bread and transforms it into toast. |
Intelligent system |
A computer-based system that perceives, learns, and makes decisions, such as an AI chatbot adapting its responses based on user input. |
Interface |
The point of interaction between systems, products, or users, such as a touchscreen allowing users to control a device. |
Lifecycle thinking, lifecycle, and lifespan |
Stages a product goes through, from creation to disposal, and how long it remains useful, such as a phone designed for five years of use before recycling. |
Logic gate |
A basic building block of integrated circuits that performs a logical operation on one or more binary inputs to produce a single output. |
Loop |
A programming structure that repeats instructions until a condition is met, such as a game character moving until it hits an obstacle. |
Machine learning/intelligence |
A branch of artificial intelligence where systems learn from data to improve performance, such as a recommendation engine adapting to user preferences. |
Malinformation |
Information that is based on reality, but is deliberately used to cause harm, often by sharing it out of context or with malicious intent. |
Mechatronic system |
An integrated system that combines mechanical, electronic, computer, and control engineering to perform complex tasks automatically, helping students understand how hardware and software interact to create intelligent machines. |
Metadata |
Metadata means ‘data about data’. It is data that describes or organises other data — such as file tags that help sort and manage digital photos — by providing details like author, date, and format. |
Microcontroller |
A small programmable chip that controls specific functions in electronic devices, such as managing sensor input in a smart thermostat. |
Misinformation |
False or inaccurate content spread without intent to deceive, such as sharing outdated health advice without verifying its source. |
Modelling |
The process of creating representations to explore how a product looks or works, such as building a cardboard prototype to test structure or simulate function. |
Modular system |
A design made of interchangeable parts or subsystems, such as a computer built with replaceable components for easy upgrades. |
Movement types |
How parts of a product or system move in four ways: linear (straight line), rotary (circular), oscillating (back and forth in an arc), and reciprocating (back and forth in a straight line). |
Naming conventions |
A set of guidelines for writing and organising code or files to improve readability and collaboration. |
Optimisation — see also Fit-for-purpose |
The process of improving a technological product, space, system, or process fully, to make it more efficient, effective, or suitable for its intended purpose. |
Outcome — see also Product, Prototype |
A product, space, or system developed through technological practice to meet specific needs or purposes. |
Performance properties |
How well a system or material functions under specific conditions. For materials, it depends on what they are made of (composition) and how their parts are arranged (structure), affecting strength, flexibility, or durability. For digital systems, performance depends on certain conditions, such as processing speed or network bandwidth in a cloud service. |
Planning tool |
A resource or method used to organise ideas, tasks, or processes before beginning a technological project, helping learners structure thinking, set goals, and identify steps needed to achieve a successful and completed outcome. |
Practical reasoning — see also Decisions, Reasoning |
The process of making decisions based on acceptability, constraints, goals, and resources, such as choosing the most feasible design within budget and time limits. |
Processed outcome |
An outcome refined through physical, chemical, or biological means, such as turning raw milk into pasteurised dairy products. |
Product — see also Outcome |
A tangible or digital outcome created to meet user needs, such as a software app developed to solve a scheduling problem. |
Programming |
Methods for writing code, such as using block-based drag-and-drop blocks or typing Python commands to build a game. |
Proportion |
The relationship between parts of a design in terms of size or scale, such as adjusting the dimensions of a scooter frame to suit different rider heights and ensure ergonomic comfort. |
Prototype — see also Outcome |
An early tangible model used to test a design (either physical or digital) which can be interacted with, allowing the refinement of the design, catching potential problems early, and receiving feedback before investing too much time or resources into the final outcome. |
Pseudocode |
A plain-language way of writing programming steps without strict syntax, such as outlining an algorithm using basic logic before coding in a programming language. |
Reasoning — see also Decisions, Practical reasoning |
In technology learning, the ability to think through problems and make decisions based on logic and evidence. |
Reciprocating |
A back-and-forth or up-and-down motion used in mechanical systems, often found in engines, pumps, or tools. |
Rotary |
Systems or components that involve a circular or spinning motion, often used in mechanical or electromechanical devices. |
Selection |
The process of choosing between different options or paths based on specific conditions, often using decision-making structures. |
Sensory profile |
An individual’s unique way of processing sensory information, such as visual, auditory, or tactile input. |
Sequence |
A structured progression of learning activities or concepts that build upon foundational ideas and each other to develop understanding and skills. |
Smart materials |
Materials that respond to changes in their environment — such as temperature, pressure, light, or electricity — by altering their properties in a controlled and useful way. |
Specifications |
Detailed descriptions of the requirements, features, and constraints that a technological outcome must meet, guiding the development process by clearly outlining what a product or system should do and how it should perform. Specifications are objective and are part of a brief. |
Stakeholder |
Anyone who has an interest in the outcome and impact of a project, product, or process but has no decision-making authority over the development. Stakeholders can be categorised into various groups, such as end users, clients, community members, and experts. |
Structural system |
A set of interconnected components designed to support loads and maintain stability within a product or structure. |
Structure |
The way parts of a product, system, space, or concept are arranged and connected to function effectively. |
Subsystem |
A smaller, self-contained part of a larger system that performs a specific function within the whole. |
Symbols (symbolic language tools) |
Special signs or characters used to represent ideas, actions, or objects in a clear and simple way, helping communication of complex information quickly. |
System |
A set of interconnected components, which can be natural or human-made, that work together, transforming inputs into outputs to perform a specific function or achieve a goal and to solve problems or improve processes. |
Systems thinking |
An analytical approach that focuses on understanding how parts of a system interact, how systems evolve over time, and how to design improved systems, considering relationships, feedback loops, and the broader context when solving simple and complex problems. |
Technical drawing — 2D |
Includes only height and width (two-dimensional), typically through orthographic projections (e.g. front, top, and side views). |
Technical drawing — 3D |
Includes height, width, and depth (three-dimensional), often using isometric or perspective views to give a more realistic representation of the object. |
Technical textiles |
Materials and products designed for their functional properties rather than aesthetic or decorative purposes, to meet specific performance requirements in industries such as healthcare, construction, automotive, and aerospace. |
Technological outcomes |
Products or systems developed through technological practice to meet specific needs or purposes, which can be evaluated based on their fitness-for-purpose, including their physical and functional attributes. |
Technological practice |
The process of generating ideas, designing, developing, and implementing technological outcomes. This involves actions like prototyping, testing, evaluating, and applying technical knowledge and skills to address needs or problems, ensuring outcomes are sustainable, socially acceptable, and fit-for-purpose. |
Test (testing) |
Testing materials, components, resources, or languages to determine which is the most appropriate for a feasible or tangible outcome, such as testing different fabrics for durability before selecting one for a wearable device or running unit tests on code to check if functions work as intended. |
Trial (trialling) |
Trialling techniques to determine the most appropriate for the development of a feasible or tangible outcome, such as trialling various materials joining techniques or trialling coding frameworks to find the most efficient for building an app. |
Transformation |
The process of changing or converting something from one form, state, or condition to another. |
Truth table |
Commonly used in Boolean logic, programming decisions, and the design of logic gates in electronic systems. |
Usability principles |
Guidelines that help ensure a product or system is easy, efficient, and satisfying to use. They focus on aspects like clarity, consistency, feedback, and user control to improve the overall user experience. |
Links to Technology supports and resources:
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