Technologies

May, 2016

Agenda

WA Curriculum & Assessment Outline

- Access to portfolio of work samples A-E

Timeline for Implementation:

- Australian Curriculum Technologies

Australian Curriculum Technologies Subjects:

- Strand, sub-strands, content descriptors, elaborations and achievement standards

ICT General Capability

Australian Curriculum Resources

Key Differences:
- Digital Technologies and ICT General Capability

West Australian Curriculum

Contains the:

http://goo.gl/0x5YKe

Benefits of using the SCSA Site

The School Curriculum and Standards Authority (SCSA) will
provide Judging Standards - a tool to support teachers when
reporting - these will consist of:
* Achievement standards
* Assessment pointers
e.g. http://goo.gl/G2l02u
* Annotated work samples.
Work samples will be provided to exemplify A to D grades, but
not an E grade.
The ACARA Australian Curriculum site only provides a
satisfactory, above and below satisfactory grade.

Implementation timeline for Phase 2 and 3 Subjects

2014 - Content tailored to suit WA schools.

2015 - Curriculum available to schools.
2015 - 2016 - Development of Judging
Standards to assist teachers to assess and
grade student work.
2018 - Full implementation, includes teaching,
assessing and reporting to parents by the end of

Technologies Syllabuses Released 2015

SCASA Website- Technologies
http://goo.gl/rRDZTP

Resources and achievement standards will be progressively uploaded from the

beginning of 2016.
By 2018 all syllabuses will become part of the mandated curriculum will contain
assessment activities and tasks and Judging Standards.

Timeline for Implementation in WA

Phase 1
Semester 1- 2017

Semester 1 - 2018

2012 - 2015

English
Mathema4cs
Science
History
Un4l Dec 2016
(and then will be
removed)

Health and
Physical
Education
Humanities and
Social Sciences

History &
Geography P-10
Civics and
Citizenship 3 -10
Economics,
Business 5 -10
Judging Standards
available start of 2016

The Arts
Design and
Technology &
Digital
Technologies
P-8
Optional 9 and 10

Languages
2018-2023

Languages

Years 3, 4, 5 and 6,
commencing with
Year 3 in 2018 (Year
4 in 2019, Year 5 in
2020, Year 6 in 2021)
Years 7 and 8,
commencing with
Year 7 in 2022 (Year
8 in 2023)
The study of
Languages is optional
in Years 9 and 10.

Structure Australian Curriculum: Technologies

All students will study both Design and Technologies and
Digital Technologies from Pre-Primary to the end of Year 8.
Schools may choose to integrate the strands in teaching and
learning programs P- 8 BUT all content descriptors MUST be
taught.
In Years 9 12 (optional), students will be able to choose
from a range of subjects developed by ACARA and adapted
for the West Australia Curriculum.
In WA this will involve the existing Year 11 and 12 elective
General Studies and ATAR subjects.

Technologies: Aims
The Western Australian Curriculum: Technologies aims to develop the knowledge, skills, and understandings,
individually and collaboratively to:

Investigate, design, plan, manage, create and evaluate solutions

[TECHNOLOGY PROCESS]
Are creative, innovative and enterprising when using traditional, contemporary and emerging
technologies, and understand how technologies have developed over time
[ENTERPRISE]
Make informed and ethical decisions about the role, impact and use of technologies in the economy,
environment and society for a sustainable future
[TECHNOLOGY & SOCIETY]
Engage confidently with and responsibly select and manipulate appropriate technologies materials,

information, systems, components, tools and equipment when designing and creating solutions
[TECHNOLOGY SKILLS, TECHNOLOGY & SOCIETY, MATERIALS, INFORMATION & SYSTEMS]

Critique, analyse and evaluate problems, needs or opportunities to identify and create solutions.
[TECHNOLOGY PROCESS]

The Overarching Idea for Technologies:

Engaging in Creating Preferred Futures - student will have an
opportunity to:
Identify ways of working towards sustainable patterns of living.
Engage in predicting outcomes and impacts of technological
decisions for current and future generations.
Overtime reconstruct and review their visions for preferred futures
through research, experience, dialogue, discussion and the exchange of
ideas.

This overarching idea is common to Design and Technologies

and Digital technologies.

Digital Technologies: Aims

to use computational thinking and information systems to create
digital solutions
confidently use digital systems to transform data into information
and communicate ideas in a range of settings

apply systems thinking to monitor, analyse, predict and shape and

understand the impact of these systems on individuals, societies,
economies and environments.
Computational thinking: a problem solving method that involves various techniques and strategies to solve
problems e.g. breaking down problems into components, and the design and use of patterns and models.
Information (Digital) Systems: the combination of digital hardware and software components (digital systems),
data, processes and people that interact to create, control and communicate information.
Systems Thinking: A holistic approach to the identification and solving of problems where parts and components
of a system, their interactions and interrelationships are analysed individually to see how they influence the
functioning of the whole system.

Posting a Letter

Computational Thinking
to create solutions
e.g. using visually
represented sequenced
steps (algorithms),
including steps with
decisions made by the
user (branching).

Constructed using:
Gliffy Diagrams
Free: Chrome Store

Technologies Learning Area

The WA Curriculum Technologies subjects

reflect the current range of technologies
addressed in schools P-12.

Two Subjects:
Design and Technologies
Contexts: foods, wood, metal, engineering, agriculture, textiles

Digital Technologies
Context: ICT

WA Curriculum: Technologies
Scope and Sequence
http://goo.gl/WoAOJs
Two Subjects
Design and Technologies, and
Digital Technologies

Two Complementary Strands

Knowledge and Understanding,
and
Processes and Production Skills

Sequenced in Years NOT Bands: Pre Primary to 10

Support: Lesson Ideas P-10

WA Curriculum: Digital Technologies
https://goo.gl/600E6R

Using Scootle to Assist with

Year Related Lesson Ideas
and Resources for the WA
Curriculum: Digital
Technologies
https://goo.gl/HIUQ9Z

Relationship between the strands

Design and Technologies:
Contexts: foods, wood, metal, engineering, agriculture, plastics, textiles
Knowledge and Understanding - the focuses is on the nature of:
Materials, Information, Systems, and

Technologies and Society (the safe, ethical and appropriate use of materials,
information and systems).

Processes and Production- the focuses is on providing solutions to meet needs

and opportunities whilst promoting the development of sustainable patterns of living.

Investigating and defining problems

Designing
Producing and implementing
Evaluating
Collaborating and managing

Relationship between the strands

Digital Technologies:
Context: Information and Communication Technologies
Knowledge and Understanding- the focuses is on the nature of digital:
Information and Systems, and
Technologies and Society (the safe, ethical and appropriate use of
information and systems).
Processes and Production - the focuses is on producing digital solutions to meet
needs and opportunities whilst promoting the development of sustainable patterns of
living by:

Investigating and defining

Designing
Producing and implementing
Evaluating
Collaborating and managing

EACH YEAR LEVEL HAS

Syllabus Year Level Description

EACH YEAR LEVEL HAS

Year Level Content Descriptors

Strands
Sub Strands
Content
Description

EACH YEAR LEVEL HAS

Elaborations for each Content Descriptor

EACH YEAR LEVEL HAS

Year Level Achievement Standards

For WA Curriculum- they will be in Year levels NOT bands - still being developed - available early 2016

Scope & Sequence Digital Technologies P-10

SUMMARY: Technologies: the subjects, strands and sub strands

Digital Technologies
A program of learning would typically integrate
knowledge, skills and understanding such as:

interactive multimedia production

game development
robotic and automated systems
interactive website development
data management systems
application development
artificial intelligence
simulation and modelling
networking systems.

The above are only examples

TASK 1 10 minutes
In pairs, choose a Year level content descriptor
from the Digital Technologies Scope and
Sequence and suggest an appropriate activity.
e.g. Year 4

Subject: Digital Technologies

Strand: Processes and production skills
Sub Strand: Digital implementation
Content Descriptor: Work with others to create and communicate ideas and
information safely, using agreed protocols
Activity (Elaboration):
using a range of online tools to share information, for example adding entries to a class blog,
participating in a web conference or online chat with an author, or participating in a forum on a
specific topic e.g. Blogger, TodaysMeet, Padlet, Skype, Polycom RealPresence

Reference: Digital Technologies - http://goo.gl/7zyngW

The General Capabilities

All of the Seven (7) General Capabilities
(including the ICT Capability) has three sections:
Introduction
Organising elements
A continuum across stages of schooling

The General Capabilities

The Capabilities are Identified by these symbols in the Curriculum:

The General Capabilities

The Organising Elements
The ICT capability is organised into five (5) interrelated elements:

Investigating with ICT

Creating with ICT
Communicating with ICT
Managing and operating ICT
Applying social and ethical protocols and practices

THE General Capabilities

The ICT Continuum Across Stages of Schooling

The General Capabilities

Teaching and assessment of General
Capabilities

Teachers are expected to teach the General

Capabilities to the extent that they are
incorporated and identified within each
learning area program.

Capabilities and Priorities to be Identified

The General Capabilities

How are the General Capabilities in the West
Australian Curriculum Evident in your subject
areas?

How do you presently cover the

capabilities?
Discuss this with a colleague!

TASK 2 - 10 minutes
In pairs, briefly discuss how you could
design a learning task for a year level
that aligns and embeds the ICT General
Capability element: investigating,
creating or communicating
ICT Integration is where ICT is used in the context of each subject learning area e.g. mathematics, science,
history . and used safely, ethically and appropriately to meet the learning goals of that subject i.e. the subject
"content descriptors" to deepen and enrich the learning experiences for students.

Reference: http://goo.gl/PID8dV

Example: learning task for a year level that aligns with the ICT
General Capability elements creatinghttp://bit.ly/zRybQS

use Web tools: Padlet or Linoit; App: Popplet

In English

TASK 3 - 10 minutes
In pairs, search for the ICT General
Capability icon in a year level subject.
How is ICT used?
Reference: e.g. English
http://goo.gl/vTgfzx

Example: learning task for a year level that aligns with

the ICT General Capability element creating.

TASK 4 - 5 minutes
In pairs, go to the ICT General Capability and
choose an ICT Organising Element and then
identify the KEY IDEAS for this element. You will be
asked to share your findings with the whole group.
The ICT capability learning continuum is organised into five (5) interrelated elements:
Applying social and ethical protocols and practices when using ICT
Investigating with ICT
Creating with ICT
Communicating with ICT
Managing and operating ICT

Reference: http://goo.gl/VDcY63

Operating
Efficient use hardware/software
Selection of equipment
Understand, ICT systems/networks
Managing data & information

Investigating
Data & Information searches
Locate, access, refine data/information
Select and evaluate data/information

Using ICT safely, appropriately and ethically to

investigate, create and communicate
ideas and information in order for individuals to function
effectively at home, at school, at work and in their
communities.

Communicating
Sharing, exchanging,
Collaborating
Online social protocols
Security of information

Creating
Generating idea, plans and processes
Generating solutions

Social and Ethical Practice

Intellectual property/apply security practices /impact on society

Key Difference:
The ICT General Capability and the
Australian Curriculum subject Digital Technologies

The ICT General Capability is a blueprint about

the ICT knowledge, skills and attitudes required in
order to use the technology effectively both now
(within the subject areas been delivered) and in the
future (throughout life and work).

Key Difference:
The ICT General Capability and the
Australian Curriculum subject Digital Technologies

Although ALL subject areas will contribute to a student's ICT

capability. On its own this would not be systematic or
comprehensive.
The Digital Technologies subject takes responsibility for
ensuring students develop a systematic and comprehensive
capability (Australian Curriculum: Technologies- page 36).
Digital Technologies is the enabler for making contributions to
other subject areas, and going beyond becoming effective users
of the ICT to becoming effective developers of digital
solutions.

Ways of Teaching: Digital Technologies

Digital Technologies is a subject that has a specific curriculum
(content descriptors) that must be taught and assessed
which includes the identification and the practical application of
the ICT general capability.
In Digital Technologies, students use information and systems in
creative, innovative and enterprising ways when using traditional,
contemporary and emerging technologies to create sustainable
solutions to meet real world needs and opportunities.
.

Framework Structure
Example:

Subject: Digital Technology

Year Level: 3

Strand: Processes and production skills

Sub Strand: Collecting, managing and analysing data

http://goo.gl/7zyngW

Content descriptor: Collect and present different types of data using simple software to create useful
information.
Selected General Capabilities, Cross Curricular and Priorities:
Literacy, Numeracy, Information and Communication Technology (ICT) capability, Critical and
creative thinking
Elaborations:
Selecting appropriate formats or layout styles to present data as information e.g. lists, tables,
graphs, animations, infographics and presentations.
Using different techniques to present data as information, e.g. creating a column chart in a
spreadsheet by colouring cells to represent different items.
Improving the appearance and usability of data, e.g. using colour, headings and labelling of
images to organise and accurately identify data.

Framework Structure
Subject: Digital Technology
Example: Year Level: 3
Strand: Processes and production skills
Sub Strand: Digital implementation
Content descriptor: Using visually represented sequenced steps (algorithms), including steps
with decisions made by the user (branching).
Selected General Capabilities, Cross Curricular and Priorities:
Literacy, Numeracy, Information and Communication Technology (ICT) capability, Critical and creative thinking

Elaborations:
Using different design tools to record ways in which digital solutions will be developed, e.g.
creating storyboards or flowcharts to record relationships or instructions about content or processes.
Exploring common elements of standard user interfaces that are familiar and appeal to
users, e.g. navigation links on the left and top of web pages to help users interact with the site.
Designing and implementing a simple interactive digital solution using a visual programming
language, e.g. preparing the content and design of a simple guessing game that provides options in
English and an Asian language

Ways of Teaching: Design and Technology

In Design and Technologies students learn about technologies and societies through different
technologies contexts. In each year students will be given opportunities to create designed
solutions in at least one of the technologies contexts below:
Engineering principles and systems focus is on how forces can be used to create light, sound,
heat, movement, control or support in systems.
Food and fibre production focus is on the process of producing food or fibre as natural materials
for the design and development of a range of products. Fibre includes materials from forestry.
Food specialisations focus is on the application of nutrition principles and knowledge about the
characteristics and properties of food to food selection, preparation; and contemporary technologyrelated food issues.
Materials and technologies specialisations focus is on a broad range of traditional,
contemporary and emerging materials and specialist areas, this includes materials such as,
textiles, metal, wood and plastics.

Is computer programming hard to learn?

TASK 5: https://studio.code.org/

Task 6: https://goo.gl/5w9pgv

Try also CodeCombat: https://codecombat.com/

Australian Curriculum: Technologies

Subject: Digital Technologies
Strand: Digital Technologies Processes and Production skills
Year Cohort: Year 6
Content Descriptors:
6.7 Design and implement digital solutions using visual programs
with user input, branching and iteration
Elaborations:
planning and implementing a solution using a visual programming language, for
example designing and creating a simple computer game, suitable for younger
children, that requires user input to make selections, taking into account intuitive
responses of the audience.
experimenting with different programming options that involve repeat instructions.
designing and creating a solution that repeats a motion, for example creating an
animation that repeats a movement.

Using Scratch

https://scratch.mit.edu/

6.7 Design and implement digital solutions using visual programs with user input,
branching and iteration

On YouTube: http://www.youtube.com/watch?v=0pxaFzRtx7k

ACTIVITY
1. Decide on an app or web
tool from the table.
2. Explore your app/web tool.
3. Explore code.org
4. Explore other tools such as
Pinterest, Twitter, FB etc.
5. Create your program:
https://goo.gl/y5EkuQ

Approx 40mins

Task: Create a 3 - 4 week

coding programming to complete
with the children in your class.
https://goo.gl/y5EkuQ
Then . share your program
with one another...

FURTHER CONTACTS
Steve Payne, Standout Education
Office 365, Robotics, Coding
steven@standouteducation.com.au
Mobile: 0407 771 437
Gabrielle Migliore- Professional Learning Coordinator
Scitech
gabrielle.migliore@scitech.org.au
(08) 9215 0737
Jodie Rybicki and Alison Welsh JB Hifi Education Specialists for Coding and
Robotic Equipment
jrybicki@jbeducation.com.au
awelsh@jbeducation.com.au
Coding Presentation https://goo.gl/kghjNj