Curriculum Links:

This is a cross disciplinary course that has ties to both the Digital Technology DDDO curriculum strand as well as incorporating some Art and English achievement objectives. This learning is woven organically through the projects students undertake to develop their understanding.

Digital Technologies

"In authentic contexts, students follow a defined process to design, develop, store, test, and evaluate digital content to address given contexts or issues, taking into account immediate social, ethical, and end-user considerations. "

                                 - Progress outcome 3 Designing and Developing Digital Outcomes, NZ Curriculum.

LEVEL 4 

• Make decisions about creating, manipulating, storing, retrieving, sharing and testing digital content. 

• Select from an increasing range of applications and file types to develop outcomes for a purpose. 

• Creates an outcome that meets the need outlined in the brief. 

LEVEL 5 

• Follows a defined process to design, develop, store, test and evaluate digital content. 

• Identify key features of selected software and can select the most appropriate software and file type to use when developing digital content. 

• Able to apply conventions of file management using a range of storage devices. 

LEVEL 6

• Digital content addresses the context or issue, taking into account the immediate social ethical and end user considerations. 

• Use information from testing and apply appropriate tools, techniques, procedures and protocols to improve the quality of the outcomes and to ensure they are fit-for-purpose and meet end-user requirements. 

• With support, use an iterative process to design, develop, store and test digital outcomes, identifying and evaluating relevant social, ethical and end-user considerations. 

Art

Understanding the visual arts in context

LEVEL 4 

• Explore and use art-making conventions, applying knowledge of elements and selected principles through the use of materials and processes. 

• Develop and revisit visual ideas, in response to a variety of motivations, observation, and imagination, supported by the study of artists’ works. 

• Explore and describe ways in which meanings can be communicated and interpreted in their own and others’ work. 

LEVEL 5 

• Investigate the purpose of objects and images from past and present cultures and identify the contexts in which they were or are made, viewed, and valued. 

• Apply knowledge of selected conventions from established practice, using appropriate processes and procedures. 

• Generate, develop, and refine ideas in response to a variety of motivations, including the study of established practice. 

• Compare and contrast the ways in which ideas and art-making processes are used to communicate meaning in selected objects and images. 

LEVEL 6

• Investigate and analyse the relationship between the production of art works and the contexts in which they are made, viewed, and valued.

• Consider and reflect on the contexts underlying their own and others’ work.

• Apply knowledge of a range of conventions from established practice, using appropriate processes and procedures.

• Generate, develop, and clarify ideas, showing some understanding of established practice.

• Sequence and link ideas systematically as they solve problems in a body of work, using observation and invention with an appropriate selection of materials.

• Identify and analyse processes and procedures from established practice that influence ways of communicating meaning.

• Investigate, analyse, and evaluate ideas and interpret artists’ intentions in art works.

English

"The study of visual language, which draws on semiotics, provides an understanding of the ways in which visual and verbal elements are combined to produce particular meanings and effects. It involves the interpretation of dramatic conventions, signs, symbols, and symbolic elements of visual language."

                                                                                                                  - English in the NZ curriculum

LEVEL 4 

• Respond to and discuss meanings, ideas, and effects, identifying the purposes for which the verbal and visual features are used and combined 

• Combine verbal and visual features to communicate information, ideas, or narrative through drama, video, computer, or other technologies and media 

LEVEL 5 

• respond to and discuss various meanings, ideas, and effects, describing how verbal and visual features are combined for different purposes 

• use and combine verbal, visual, and dramatic features to communicate information, ideas, or narrative to an identified audience 

LEVEL 6 

• respond to and interpret various meanings, ideas, and effects, describing how verbal and visual features are combined for different purposes and audiences 

• use and combine a variety of verbal, visual, and dramatic features to communicate information, ideas, narrative, or other messages to different audiences