The two statements below are carried byte-faithfully from the active Phase 3 Technology corpus and retain their statement IDs. The lesson map names where ākonga actually produce evidence. Programming detail elsewhere on these pages is teaching interpretation, not presented as curriculum quotation.
Technology · Phase 3 · Statement 51630
Designing and developing an outcome through spatial and product design, materials, foods, biotechnology, systems, or digital tools
Taught through: planning and building an interactive Scratch outcome for an intended audience, then presenting the working outcome in Lessons 7–8.
Technology · Phase 3 · Statement 51629
Applying principles of form, function, accessibility, and usability during development and evaluating outcomes against specifications
Taught through: writing testable specifications, running user tests, checking accessibility and revising a project against evidence in Lessons 6–8.
| Lesson | Computational focus | Observable evidence | Statement |
|---|---|---|---|
| 1 · Human Algorithms | Sequence and precision | A partner can run the revised instructions without guessing. | Foundation for 51630 |
| 2 · Decompose and Model | Decomposition and abstraction | A problem map separates inputs, actions, outputs and non-essential detail. | Foundation for 51630 |
| 3 · Sequences and Events | Event-driven code | A start-to-finish sequence that runs reliably in the intended order, evidenced either as a working Scratch project or as an annotated paper sequence with its trigger and order justified. | 51630 |
| 4 · Loops and Patterns | Iteration | Repeated blocks are replaced with a loop and the effect is explained. | 51630 |
| 5 · Conditionals and Choice | Input and selection | The program responds differently when a stated condition is true or false. | 51630 |
| 6 · Debug, Test, Improve | Systematic testing | A debug log records expected result, actual result, one change and retest. | 51629 |
| 7 · Design Studio | Purposeful development | A working prototype meets at least three measurable specifications. | 51630 + 51629 |
| 8 · Project Showcase | User evaluation and refinement | User evidence leads to one justified change; final outcome is usable without author coaching. | 51630 + 51629 |
Entry: Accept paper algorithms and a narrated or storyboarded prototype while learners build device confidence.
On-level: Require a working Scratch outcome with sequence, loop, conditional, testing and revision.
Extension: Ask learners to compare two possible implementations against accessibility and usability specifications.
Whanaungatanga is enacted through reciprocal driver/navigator roles and manaakitanga through designing for another person’s access and dignity. Do not treat Māori visual or narrative taonga as a decoration bank. Local content requires local authority and permission. Provide chunked checkpoints, visual block maps and alternative response modes for neurodiverse and multilingual learners.