Key Messages : WA Curriculum Digital Technologies
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The document provides an overview of the implementation of the Australian Curriculum: Technologies in Western Australia. It discusses that while ACARA develops the national curriculum, the School Curriculum and Standards Authority (SCSA) is responsible for implementing it in WA and developing additional support materials. SCSA has adopted the Technologies curriculum with some customizations for WA schools. The timeline outlines that Technologies subjects like Design and Technologies and Digital Technologies will be fully implemented in WA schools by the end of 2018.
![Technologies Subjects: Aims
The Western Australian Curriculum: Technologies aims to develop the knowledge, skills, and understandings,
individually and collaboratively to:
◆ Investigate, design, plan, manage, create, evaluate and collaborate and manage solutions
[TECHNOLOGY PROCESS]
◆ Are creative, innovative and enterprising when using traditional, contemporary and emerging
technologies [ENTERPRISE]
◆ Make informed and ethical decisions about the role, impact and appropriate use of technologies in the
economy, environment and society for a sustainable future
[TECHNOLOGY & SOCIETY]
◆ Select and manipulate appropriate technologies using − materials, information, systems, when designing
and creating solutions
[TECHNOLOGY SKILLS, AND MATERIALS, INFORMATION & SYSTEMS]
◆ Critique, analyse, evaluate problems, needs or opportunities to create sustainable solutions.
[TECHNOLOGY PROCESS]](https://image.slidesharecdn.com/keymessages-160807051351/85/Key-Messages-WA-Curriculum-Digital-Technologies-11-320.jpg)
Key Messages : WA Curriculum Digital Technologies
- 1. Western Australian Curriculum: Technologies August, 2016 ICT Key Teacher Session Key Messages
- 2. “Today we have one Australian Curriculum - a National Curriculum for schools in all states and territories of Australia, from Pre Primary to Year 12, which `has been developed by the Australian Curriculum, Assessment and Reporting Authority (ACARA)”. .”STATES & TERRITORIES GOVERNING BODIES HAVE WRITTEN THEIR OWN SYLLABUS TO ALIGN WITH THE AUSTRALIAN CURRICULUM …
- 3. Our governing body in WA is SCSA .. The School Curriculum and Standards Authority ACARA has developed the curriculum SCSA is charged with the implementation of the curriculum and maintaining standards. Systems/Sector and its schools are charged with resourcing and Professional Development
- 4. The West Australian Curriculum Contains the: • http://goo.gl/0x5YKe SCSA has adopted the ACARA Australian Curriculum with additional key benefits … not the Australian Curriculum
- 5. The SCSA will provide Judging Standards - a tool to support teachers when reporting - these will consist of: * Achievement standards in Year levels not Bands for Phase 1-3 Subjects * Assessment pointers e.g. http://goo.gl/G2l02u * Annotated work samples … These work samples will be provided to exemplify ‘A’ to ‘D’ grades, but not an ‘E’ grade. ACARA The Australian Curriculum site only provides a “satisfactory, above and below satisfactory” grade. Benefits of using the SCSA Site
- 6. 2014 - Content tailored to suit WA schools. 2015 - Curriculum made available to schools. 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 Semester 1, 2018. Implementation timeline for Phase 2 and 3 Subjects
- 7. Technologies Syllabuses Released 2015 SCASA Website- Technologies http://goo.gl/rRDZTP Judging Standards for Technologies Subjects will be uploaded Semester Two 2016. By the end of Semester 1, 2018 all syllabuses will become part of the mandated curriculum.
- 8. Timeline for Implementation in WA Phase 1 2012 - 2015 English Mathematics Science History Until Dec 2016 (and then will be removed) Semester 1- 2017 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 1 - 2018 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.
- 9. 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. Structure Australian Curriculum: Technologies
- 11. Technologies Subjects: Aims The Western Australian Curriculum: Technologies aims to develop the knowledge, skills, and understandings, individually and collaboratively to: ◆ Investigate, design, plan, manage, create, evaluate and collaborate and manage solutions [TECHNOLOGY PROCESS] ◆ Are creative, innovative and enterprising when using traditional, contemporary and emerging technologies [ENTERPRISE] ◆ Make informed and ethical decisions about the role, impact and appropriate use of technologies in the economy, environment and society for a sustainable future [TECHNOLOGY & SOCIETY] ◆ Select and manipulate appropriate technologies using − materials, information, systems, when designing and creating solutions [TECHNOLOGY SKILLS, AND MATERIALS, INFORMATION & SYSTEMS] ◆ Critique, analyse, evaluate problems, needs or opportunities to create sustainable solutions. [TECHNOLOGY PROCESS]
- 12. ‘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. The Overarching Idea for Technologies:
- 13. 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 ❑ A “Scope and Sequence arranged in Years not Bands: PP to 10
- 14. 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. Created solutions by: ❑ Investigating and defining ❑ Designing ❑ Producing and implementing ❑ Evaluating ❑ Collaborating and managing Relationship between the strands
- 15. 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. Created solutions by: ❏ Investigating and defining problems ❏ Designing ❏ Producing and implementing ❏ Evaluating ❏ Collaborating and managing Relationship between the strands
- 16. EACH YEAR LEVEL HAS Syllabus Year Level Description e.g. Year 3 Digital Technologies
- 17. EACH YEAR LEVEL HAS Year Level Content Descriptors Strands Sub Strands Content Description
- 18. EACH YEAR LEVEL HAS Elaborations for each Content Descriptor Examples of the types of activities- vehicles to assist students demonstrate the skills, knowledge and understandings of the content descriptors Not compulsory
- 19. 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
- 20. Scope & Sequence Digital Technologies PP - 10
- 21. 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
- 22. The Capabilities are Identified by these symbols in the Curriculum: The General Capabilities
- 23. 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
- 24. The ICT Continuum Across Stages of Schooling THE General Capabilities
- 25. 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. The General Capabilities
- 26. Capabilities and Priorities to be Identified
- 27. Support: Lesson Ideas P-10 https://goo.gl/600E6R WA Curriculum: Digital Technologies
- 28. Using Scootle to Assist with Year Related Lesson Ideas and Resources for the WA Curriculum: Digital Technologies https://goo.gl/HIUQ9Z
- 29. 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 - http://goo.gl/7zyngW
- 30. Framework Structure Example: Subject: Digital Technology 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 Lesson Activities: • 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
- 31. Framework Structure Subject: Digital Technology 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: http://goo.gl/7zyngW
- 32. 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.
- 33. 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 https://scratch.mit.edu/
- 34. TASK 2 - 10 minutes In pairs, briefly discuss how you could design a learning activity for a subject in your 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/7IXxbP
- 35. Example: learning activity for a year level that aligns with the ICT General Capability element “creating”. Subject: English Year: 3 Strand: Literacy Sub-strand: Creating Texts
- 36. TASK 3 Using the planning sheet provided and the “Lesson Ideas P-10” at: https://goo.gl/600E6R develop a learning activity for your Year Cohort.
- 37. TASK 4 - 10 minutes In pairs, search for the ICT General Capability icon in a year level subject. How is ICT used? Example: English Year: 3 Strand: Literacy Sub-strand: Creating Texts
- 38. TASK 5 - 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/LqJorR
- 39. Communicating Sharing, exchanging, Collaborating Online social protocols Security of information Creating Generating idea, plans and processes Generating solutions Investigating Data & Information searches Locate, access, refine data/information Select and evaluate data/information Operating Efficient use hardware/software Selection of equipment Understand, ICT systems/networks Managing data & information Social and Ethical Practice Intellectual property/apply security practices /impact on society 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.
- 40. 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”
- 41. 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. Key Difference: The “ ICT General Capability” and the Australian Curriculum subject “Digital Technologies”
- 42. 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. .