1. Victorian Curriculum F–10 Online professional learning session Unpacking Digital Technologies Paula Christophersen Digital Technologies, Curriculum Manager

2. Key messages The Digital Technologies curriculum is new Digital Technologies focuses primarily on students creating digital solutions, not just using digital solutions Digital Technologies is not the new name for eLearning/digital learning/ICT Up to 50 per cent of the curriculum can be learned ‘unplugged’ (no digital device)

3. Ways of thinking include computational, design and systems thinking Digital Technologies involves students creating digital solutions through the use of information systems and specific ways of thinking about problem solving Information systems comprise people, data, processes and digital systems Creating digital solutions using programming languages and productivity tools such as Microsoft suite

5. Design, create, manage and evaluate sustainable and innovative solutions Apply computational thinking concepts Confidently use digital systems Apply protocols and legal practices when communicating, collaborating and creating solutions Apply systems thinking to monitor, analyse, predict and shape interactions

6. generalisations rule-making Abstraction properties representations Data defining problems and describing solutions developing and evaluating solutions Development

7. components networks Digital systems communicating and collaborating consequences and opportunities Interactions and impact

8. Strands Digital Systems hardwarenetworks Data and Information representing data projects Creating Digital Solutions analysingdesigningdevelopingevaluating These are key content areas, not sub-strands

9. Digital Systems

10. Data collection properties, sources, types of data Data collection properties, sources, types of data Data representation symbolism and separation Data representation symbolism and separation Data interpretation patterns and contexts Data interpretation patterns and contexts Source: Penny Rowe, Department of Education and Training Data and Information

11. Digital Data Images, sounds and text Ways that data is encoded How computers encode and represent data How is data transferred and stored Digital Data Images, sounds and text Ways that data is encoded How computers encode and represent data How is data transferred and stored Source: Penny Rowe, Department of Education and Training Data and Information

12. Determining instructions, appearances and experiences Carrying out designs using programming languages Defining problems Determining if the digital solutions meet current and future needs EvaluatingAnalysing DesigningDeveloping Creating digital solutions

13. Status of curriculum components Level descriptions Advisory Content descriptions Mandated Elaborations Achievement standards Mandated Advisory

14. Curriculum as a continuum http://victoriancurriculum.vcaa.vic.edu.au/technologies/digital-technologies/introduction/scope-and-sequence

15. 11 levels Eng Maths 5 bands for Digital Technologies

16. Progression of content Knowledge and skills are represented as a continuum. Here is an overview of the progression of a content description in the Data and Information strand F-2 3-45-6 7-8 9-10 Represent data as images Represent data in different ways Whole numbers as a basis for representing data Represent data in binary Compression of data

18. Coding human knowledge in a way that can be carried out by a digital device

19. Data and Information Creating Digital Solutions Digital Systems Computational thinking Design thinking Systems thinking Students apply different ways of thinking when determining and using appropriate data, processes and digital systems to create innovative digital solutions.

20. Ways of thinking about problem solving Computational thinking, for example modelling aspects of solutions sequencing steps and decisions (algorithms) deconstructing problems into their component parts Design thinking, for example generating ideas for further development evaluating ideas, based on criteria conceiving opportunities for new solutions Systems thinking, for example seeing connections between solutions, systems and society identifying components of systems identifying intended and unintended outputs of a system

21. Computational thinking A problem-solving methodology that involves various techniques and strategies in order to solve problems that can be implemented by digital systems. It involves organising data logically, breaking down problems into components, and the design and use of algorithms, patterns and models. Source: Glossary

22. Computational thinking – a hybrid! Constructive Logic Modelling (representations) Abstract

23. Computational thinking – a hybrid! Decomposing problems Identifying patterns Precisely stating decisions Generalising and applying rules

24. Progression of content Knowledge and skills are represented as a continuum. Here is an overview of the progression of a content description in the Creating digital solutions strand F-23-45-67-89-10 Follow, describe and represent a sequence of steps and decisions Define simple problems, and describe and follow … Design, modify and follow simple algorithms represented diagrammatically Design algorithms represented diagrammatically and in English Design algorithms represented diagrammatically and in structured English

25. Start/stop Task or action Condition Link Design, modify and follow simple algorithms represented diagrammatically (Levels 5 and 6)

26. Start/stop Get a verb Write new word Add the suffix ‘-ing’ Start/stop Task or action Condition Link Flowcharts for present participles for verbs – ‘play’ Source: Based on DLTV Journal 3.1, 2015, p 17

27. Start/stop Get a verb Write new word Add the suffix ‘-ing’ Start/stop Task or action Condition Link Flowcharts for present participles for verbs – ‘make’ Source: based on DLTV Journal 3.1, 2015, p 17

28. Start Get a verb It ends in ‘e’ Remove the ‘e’ Add the suffix ‘ing’ Write new word NO YES Start/stop Get a verb Write new word Add the suffix ‘-ing’ Start/stop Task or action Condition Link Flowcharts for present participles for verbs – ‘make’

29. Design thinking Purposeful use of strategies for understanding design problems and opportunities, visualising and generating creative and innovative ideas, and analysing and evaluating those ideas that best meet the criteria for success and planning. Designing stems from the notion that current products, processes, systems or services are either unsuitable for our needs or can be improved.

30. ImagineCreateInnovate Design thinking is a process that is purposeful

31. Preferred idea Idea 1 Idea 2 Idea 3 Divergence Convergence

32. 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. This approach enables students to understand systems and work with complexity, uncertainty and risk. Victorian Curriculum Glossary It also involves understanding the interdependence between information systems and how a change or output from one system can affect another, and how this affects larger systems such as the economy and society. VCE Computing study design

33. Inputs Processes Outputs Intended Unintended Cause and effect? Loops (interdependencies between elements)

34. What’s the difference in the interface? Why?

35. Comparing curricula − what’s the difference? Victorian Curriculum F–10Australian Curriculum (Version 8) STRANDS (structural change only) Digital Systems Data and Information Creating Digital Solutions PROCESSES (name change but not content) Analysing Designing Developing Evaluating Investigating and defining Generating and designing Producing and implementing Evaluating Collaborating and managing ACHIEVEMENT STANDARDS (structural change) One setTwo sets Digital Technologies Learning area (with Design and Technologies)

36. ICT and the Victorian Curriculum Q. Why is there no ICT capability curriculum in the Victorian Curriculum? A. Because ICT content is embedded in some learning areas and can be applied in all others. Q. Why is there no ICT capability curriculum in the Victorian Curriculum? A. Because ICT content is embedded in some learning areas and can be applied in all others. More information is available here: http://victoriancurriculum.vcaa.vic.edu.au/overview/curriculum-design/learning-areas-and-capabilities

37. Embedded in content descriptions, such as … Mathematics Geography English The Arts Digital Technologies Languages Design and Technologies Applied in all learning programs to support learning, such as … illustrating sharing recording comparing predicting ICT treatment in the Victorian Curriculum

38. ICT examples: mandated and discretionary Embedded in curriculum (mandated) Applied in learning programs (discretionary) Examine the influence of emotional responses on behaviour, relationships and health and wellbeing (H&PE Level 6) Sudden geological changes or extreme weather conditions can affect Earth’s surface (Science Level 6) Use a range of software, including word processing programs, to create, edit and publish written and multimodal texts (English Level 6) … use a range of software to interpret and visualise data to create information (Digital Technologies Level 6)

39. embedded discretionary ICT Creating digital solutions Digital systems Data and information Digi Tech Informed contribution to an increasingly digitised economy and society Student learning ICT and Digital Technologies Schools decide how students will acquire and apply ICT and Digital Technologies knowledge and skills in order for them to be active contributors to an increasingly digitised economy and society

40. For further information please contact: Paula Christophersen Curriculum Manager, Digital Technologies 9032 1724 0407 043 110 christophersen.paula.p@edumail.vic.gov.au