Amplifying ākonga voice - year 9 technology students’ experience of transitioning to secondary school

The many conversations and school visits have led to some wonderings: 

• Is there a disconnect between technology providers in years 7–8 and secondary school?
• Is ākonga progression in technological practice, skills and knowledge amplified or hindered by the transition to secondary school?
• Is there something we can do to improve the transition?
• How do we identify and celebrate the awesome things already happening?

Year 9 ākonga are at the heart of this mahi. Our Learning Experiences in Technology survey of 260 ākonga, represented 5 secondary schools and 33 technology centres. 

In their own words, ākonga reflect on their first semester in the technology learning areas:

• “I don't really need to give them advice, they are doing GREAT!!!”
• “It is great, keep up the good work”
• “There is more work. I see this as a challenge compared to year 7–8 technology, but the extra work is actually quite fun because we learn more and get to use more tools and things”
• “The work was more realistic and harder”
• “You have to work a lot faster than you did in year 8” 
• “I was well prepared for high school technology”

Voice from ākonga gives us valuable insights into their experiences of technology education. 

One recurring theme is their overall satisfaction, indicating a positive learning environment. 

Another theme highlights the challenges when transitioning to secondary school. Ākonga acknowledged the increased workload, the extra demands of the curriculum content and the need to manage their time more efficiently, especially homework. 

Many ākonga find these challenges enjoyable, appreciating the chance to expand their knowledge, utilise a wider range of tools, and engage in practical activities. 

Ākonga feel well-prepared for secondary school technology, suggesting that the curriculum and teaching methods in year 7–8 technology help the transition.

Here’s what ākonga told us they enjoyed most about their technology learning experiences:

• working in groups with friends
• learning new and challenging things
• choice and variety of subjects
• practical work and problem solving
• digital advancement
• meeting new people
• how learning meets life skills
• being more in charge of their own learning
• being creative and inventive.

Ākonga greatly enjoyed the transition to secondary school, building new connections, and broadening their social horizons. 

Ākonga appreciated the new technological knowledge and growth that came with diverse subjects, and the range of choices that catered to their individual interests. The assortment of practical tasks and problem-solving activities allow them to apply their learning in a hands-on manner, link to practical life skills, and equip them with invaluable tools beyond the classroom.

The challenges:

• "It was a lot harder than I thought it would be, and I was a bit stressed."
• “I can get very confused and distracted easily, so I just want you to check up on me.”
• “Having to listen to the teacher explaining how to use a drill and other tools because I learnt when I was very young” 
• “Understanding what was expected of us and how much more difficult all of the instructions were”
• “Teachers need to find out what we already know/ what we have already done”
• “Get to know our personality, connections in the class, interests, what we want to get out of tech”

Many ākonga found the transition to secondary school harder than expected, leading to increased stress levels. Some struggled with distractions, feeling confused, and wanted regular check-ins and support. 

Other common themes were the increased workload, especially involving computer-based tasks, and grappling with more complex instructions.

Ākonga emphasised the importance of recognising their prior technological knowledge and skills; they felt frustrated by having to relearn basic skills. 

These themes highlight the multifaceted challenges faced by ākonga when transitioning to secondary school.

These top tips from ākonga are here to inspire your team as you discuss your transition programme. This is not a “to-do” list, but we hope these suggestions might:

• resonate with you 
• help you solve a problem or build relationships
• inspire you to try something different.

To year 8 kaiako:

• “Just let me do my magic”
• "Fewer directions, more 'figure it out yourself'"
• “Slowly incorporating the year 9 work into year 8 work”
• “They could have prepared us for homework by giving us more stuff to do at home”
• “Tell us their experience and how it was for them” 

To year 9 kaiako:

• “Learn more about what we already know and what we need help with”
• “Check what skill we already had and previous projects”
• “Just when they start to make sure you still start off with easier things”
• “Starting with a welcoming project that maybe makes you talk a bit about yourself.”
• “Tell us the whole semester plan at the start of the year.”

Ākonga have some pretty crafty ideas about how to create a smoother transition process. 

• “Tell us what technology will be like in the future and what is some key info that we need to take with us through our high school journey”
• “Maybe have a few days that are like the average day in high school so that we have a vague idea”
• “Explain more about the different world we would be stepping into”
• “Year 9 teachers could observe us as year 8’s to see our level of work”

These ideas may inspire you to think about ways to:

• build ākonga confidence
• start a project that supports transitions
• open the discussion about the journey to secondary school. 

Four themes emerged from what ākonga want kaiako to know about them - shown below in order of frequency of responses.

1. What I am good at
2. Previous skills and experience
3. What I need help with
4. Curriculum achievement data

These were not unexpected, but the frequency of responses was. A whopping 85% of the respondents selected either 1, 2 or 3.  

Many ākonga expressed their interest in forming a forward-thinking group to contribute their insights and ideas.

Reflecting on the value of relationships with ākonga leads us to ask the questions: 

• How can we do more of what we already do well?
• Do we need to do something different?
• What do we need to stop doing?
• And, most importantly…How do we know?

Recently, a group of committed kaiako came together to meet and explore the themes presented in the survey.

Kaiako identified that when they visit technology providers at year 7–8, there are substantial gains to both the learning of ākonga and kaiako. 

The Grow Waitaha Year 9-10 Technology Community of Practice hui planned for 22 August 2023 will build from this mahi. 

Sign up for Grow Waitaha Year 9-10 Technology Community of Practice event 22 Aug 2023
https://www.growwaitaha.co.nz/events/events/grow-waitaha-year-9-10-technology-community-of-practice 

Read our story on the 2021–2022 Technology Teachers CoP

Year 7 & 8 Technology – A journey of transformational change - Grow Waitaha 

How do you plan for progression from year 8 to 9? Use this matrix to help you map skills and knowledge in preparation for transition. (Data kindly shared by a year 7–8 Technology Centre)

Next steps, area-specific skills and knowledge (PDF: 58KB: 2 pages)