1. Technologies
May, 2016

2. Agenda Australian Curriculum Resources
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

3. West Australian Curriculum
Contains the:

4. 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.
* 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.

5. 2014 - Content tailored to suit WA schools.
Implementation timeline for Phase 2 and 3 Subjects
Content tailored to suit WA schools.
Curriculum available to schools.
Development of Judging Standards to assist teachers to assess and grade student work.
Full implementation, includes teaching, assessing and reporting to parents by the end of Semester 1, 2018.

6. Technologies Syllabuses Released 2015
SCASA Website- Technologies
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.

7. Timeline for Implementation in WA
Phase 1
English
Mathematics
Science
History
Until Dec 2016
(and then will be removed)
Semester
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
Semester
The Arts
Design and Technology & Digital Technologies
P - 8
Optional 9 and 10
Languages
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.

8. 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.
While the curriculum is presented as two discreet strands, it will not preclude schools from integrating the strands in teaching and learning programs. Integration is the central pedagogy found in early years, and a key strength for meaningful learning in the Technologies curriculum.

10. 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.

11. 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.

12. 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.

13. Computational Thinking to create solutions
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

14. 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
Technologies is the name chosen to address the learning area. It was selected to encompass the broad range of technologies and experiences on offer to students in schools.
The proposed structure comprises two strands (Years F-8) and two subjects (Years 9-12).
It is based on the assumption that all students are entitled to study both Design and technologies and Digital technologies from Foundation to the end of Year 8.
In Years 9-12 students will be able to choose from a range of subjects developed by ACARA and states and territories across a number of learning areas.

15. WA Curriculum: Technologies
Scope and Sequence
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

16. Support: Lesson Ideas P-10
WA Curriculum: Digital Technologies

17. Using Scootle to Assist with Year Related Lesson Ideas and Resources for the WA Curriculum: Digital Technologies

18. 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
Knowledge and understanding sub-strand is common to both Design and technologies and Digital technologies.
Processes and production has different emphasis:
Design and technologies Processes and production – design, produce and evaluate
Digital technologies Processes and production - create digital solutions

19. 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
Knowledge and understanding sub-strand is common to both Design and technologies and Digital technologies.
Processes and production has different emphasis:
Design and technologies Processes and production – design, produce and evaluate
Digital technologies Processes and production - create digital solutions

20. EACH YEAR LEVEL HAS Syllabus Year Level Description

21. EACH YEAR LEVEL HAS Year Level Content Descriptors
Strands
Sub Strands
Content
Description

22. EACH YEAR LEVEL HAS Elaborations for each Content Descriptor

23. Year Level Achievement Standards
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

24. Scope & Sequence Digital Technologies P-10

25. SUMMARY: Technologies: the subjects, strands and sub strands

26. 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

27. 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, Today’sMeet, Padlet, Skype, Polycom RealPresence
Reference: Digital Technologies -

28. 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

29. The General Capabilities
The Capabilities are Identified by these symbols in the Curriculum:

30. 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

31. THE General Capabilities
The ICT Continuum Across Stages of Schooling

32. 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.

33. Capabilities and Priorities to be Identified

34. 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!

35. TASK 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:

36. Example: learning task for a year level that aligns with the ICT General Capability elements “creating”…
… use Web tools: Padlet or Linoit; App: Popplet
In English

37. TASK minutes
In pairs, search for the ICT General Capability icon in a year level subject. How is ICT used?
Reference: e.g. English

38. Example: learning task for a year level that aligns with the ICT General Capability element “creating”.

39. TASK 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:

40. Social and Ethical Practice
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

41. 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).

42. 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.

43. 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. .

44. Framework Structure Subject: Digital Technology Example: Year Level: 3
Strand: Processes and production skills
Sub Strand: Collecting, managing and analysing data
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.
Example:

45. Framework Structure Subject: Digital Technology Year Level: 3 Example:
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
Example:

46. 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 technology-related 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.

47. Is computer programming hard to learn?

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

49. Task 6: https://goo.gl/5w9pgv
Try also CodeCombat:

50. 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.

51. Using Scratch On YouTube: http://www.youtube.com/watch?v=0pxaFzRtx7k
6.7 Design and implement digital solutions using visual programs with user input, branching and iteration
On YouTube:

52. Decide on an app or web tool from the table.
Explore your app/web tool.
Explore code.org
Explore other tools such as Pinterest, Twitter, FB etc.
Create your program:
ACTIVITY
Approx 40mins

53. Task: Create a 3 - 4 week coding programming to complete with the children in your class.
Then …. share your program with one another...

54. FURTHER CONTACTS Steve Payne, Standout Education
Office 365, Robotics, Coding
Mobile:
Gabrielle Migliore- Professional Learning Coordinator
Scitech
(08)
Jodie Rybicki and Alison Welsh – JB Hifi Education Specialists for Coding and Robotic Equipment
Coding Presentation