Technologies

1. Technologies May, 2016

2. 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

3. West Australian Curriculum Contains the: • http://goo.gl/0x5YKe

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. 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.

5. 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 Semester 1, 2018.

6. 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.

7. Semester 1 - 2018 Semester 1- 2017 Phase 1 2012 - 2015 Timeline for Implementation in WA English Health and Physical Education The Arts Mathematics Design and Technology & Digital Technologies P - 8 Optional 9 and 10 Humanities and Social Sciences History & Geography P-10 Civics and Citizenship 3 -10 Economics, Business 5 -10 Judging Standards available start of 2016 Science 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. History Until Dec 2016 (and then will be removed) Languages 2018-2023

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.

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, contemporaryand 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]

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. 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

15. 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

16. Support: Lesson Ideas P-10 WA Curriculum: Digital Technologies https://goo.gl/600E6R

17. Using Scootle to Assist with Year Related Lesson Ideas and Resources for the WA Curriculum: Digital Technologies https://goo.gl/HIUQ9Z

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 • Technologiesand 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

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

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. 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 - http://goo.gl/7zyngW

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 thecapabilities? Discuss this with a colleague!

35. 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

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

37. 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

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

39. TASK 4 - 5 minutes In pairs, go to the ICT General Capabilityand 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

40. 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, contemporaryand emerging technologies to create sustainable solutions to meet real world needs and opportunities. .

44. 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

45. Framework Structure 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 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: https://codecombat.com/

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.