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Sorted in Schools is a free financial capability programme fully aligned to the National Curriculum.

How to use the Financial Identity

Digital technology

Learning experiences and formative assessment tasks in this learning area have been aligned to SOLO Taxonomy to ensure cohesiveness, constructive alignment and cognitive stretch for all students. This gives both teachers and students choices throughout the learning and teaching process.
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Exploring financial identity through digital technology explores personal money/moni habits and individual financial identities. Students use digital technologies to design a character that can be used to educate others.

This is an integrated, cross-curricular resource, supporting the theme of identity. It can be used in multiple ways. Related resources are available for social sciences, maths and technology (digital technologies).

The resources are designed for flexibility and choice. There are a range of resources to choose from, so schools and teachers can design programmes that allow:

  • Students to work at their own pace using a student planner
  • Teachers to design a programme that suits department, faculty or whole-school planning over a few weeks or a term. This will vary from school to school.
Important readings:
Progress outcome 4 – Computational thinking for digital technologies

In authentic contexts, and taking account of end-users, students decompose problems to create simple algorithms using the three building blocks of programming: sequence, selection and iteration. They implement these algorithms by creating programmes that use inputs, outputs, sequence, basic selection using comparative operators, and iteration. They debug simple algorithms and programmes by identifying when things go wrong with their instructions and correcting them, and they are able to explain why things went wrong and how they fixed them.

Students understand that digital devices represent data with binary digits and have ways of detecting errors in data storage and transmission. They evaluate the efficiency of algorithms, recognising that computers need to search and sort large amounts of data. They also evaluate user interfaces in relation to their efficiency and usability.

Progress outcome 3 – Designing and developing digital outcomes

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. They identify the key features of selected software and choose the most appropriate software and file types to develop and combine digital content.

Students understand the role of operating systems in managing digital devices, security and application software and are able to apply file management conventions using a range of storage devices. They understand that with storing data comes responsibility for ensuring security and privacy.

Achievement objectives L4

Planning for practice
Undertake planning that includes reviewing the effectiveness of past actions and resourcing, exploring implications for future actions and accessing of resources, and considering stakeholder feedback, to enable the development of an outcome.

Brief development
Justify the nature of an intended outcome in relation to the need or opportunity. Describe the key attributes identified in stakeholder feedback, which will inform the development of an outcome and its evaluation.

Outcome development and evaluation
Investigate a context to develop ideas for feasible outcomes. Undertake functional modelling that takes account of stakeholder feedback in order to select and develop the outcome that best addresses the key attributes. Incorporating stakeholder feedback, evaluate the outcome’s fitness for purpose in terms of how well it addresses the need or opportunity.

Achievement objectives L5

Brief development
Students will justify the nature of an intended outcome in relation to the need or opportunity, and describe specifications that reflect key stakeholder feedback and will inform the development of an outcome and its evaluation.

Planning for practice
Students will analyse their own and others’ planning practices to inform the selection and use of planning tools, and use these to support and justify planning decisions (including those relating to the management of resources) that will see the development of an outcome through to completion.

Outcome development and evaluation
Students will analyse their own and others’ outcomes to inform the development of ideas for feasible outcomes. They will undertake ongoing functional modelling and evaluation that takes account of key stakeholder feedback and trialling in physical and social environments. They will use the information gained to select and develop the outcome that best addresses the specifications and evaluate the final outcome's fitness for purpose against the brief.

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Māori Medium Education

Written in te reo Māori with resources aligned to Te Marautanga o Te Aho Matua and Te Marautanga o Aotearoa.

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It takes only 2 minutes to complete, and everyone who completes it will go in the draw to win $150 voucher. You can find the survey here: Sorted in Schools Teacher Survey 2024!

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