Incorporates Australian Curriculum Technologies

1. Dr Peter Carey, October, 2013

2.  C.N.A. 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 and content descriptors
 ICT General Capability
 Key Differences:
- Digital Technologies and ICT General Capability

3.  After Recess: a look at Web 2 Tools and Apps
 After Lunch: a chance to play with what you
have seen
 Feedback on Today’s Session:
http://acdt.weebly.com

4. Scootle via C.N.A etc
http://bit.ly/1b3XoJw
Australian Curriculum: Technologies
http://www.ceo.wa.edu.au/home/carey.peter/Curriculum/

5. 1. The WA Curriculum and Assessment Outline
http://www.scsa.wa.edu.au/internet/
2. WA Australian Curriculum:
The Western Australian Curriculum encompasses the Australian
Curriculumhttp://wacurriculum.scsa.wa.edu.au/
3. CNA - Digital resources supporting the Australian
Curriculum
http://ims.cathednet.wa.edu.au
ID: surname.firstname Password: <your cathednet email password>
4. The CEO Intranet
http://intranet.cathednet.wa.edu.au
ID: cathednetsurname.firstname Password: <your cathednet email password>
5. ACARA
http://www.acara.edu.au
6. Official Australian Curriculum Site
http://www.australiancurriculum.edu.au

6. The WA Curriculum and Assessment Outline comprise:
 Values of Schooling
 Principles of Learning, Teaching and Assessment
 Phases of Schooling
 The West Australian Curriculum
 Reporting Policy
SCSA Resource Pack
Available on the CEOWA Intranet
Under the “Publication” tab menu
Also at: this site

7. The New Mandated WA Curriculum:
 Early Years Learning Framework
 Kindergarten Guidelines
 Planning in Foundation (Pre-primary) [Draft]
 F(P)–10 Australian Curriculum
 Alternative Curriculum
KEY POINTS
 Support Notes

8. Contains the:
• F(P)–10 Australian Curriculum

9. The Melbourne Declaration identifies eight learning areas
including:
 Technologies
 Mathematics
 English
 Science
 Languages
 The Arts
 The Humanities
 Health and Physical Education

10. Phase 1
2012 - 2015
English
Mathematics
Science
History
Phase 2
2013 - 2016
Geography
Languages
The Arts
Phase 3
2014 - ?
Health and
Physical
Education
Design and
Technology &
Digital
Technologies
Economics,
Business, Civics
and Citizenship
WA TIMELINE

11. Technologies

13. The Technologies Draft Shaping Paper guided the
writing of the Australian Curriculum subjects from
F-12- its purpose, structure and organisation.
The Technologies subject is:
 Written to date for F-10
 Described in Bands: F-2, 3-4, 5-6, 7-8, 9-
10
 Has content descriptors not outcomes

14. The Australian Curriculum
“Technologies” subjects reflect the
current range of technologies addressed
in schools F-12.
Two Subjects:
 Design and Technologies
Contexts: foods, wood, metal, engineering, agriculture, textiles
 Digital Technologies
Context: ICT

15. Technologies aims to develop students who:
 can investigate, design, plan, manage, produce and evaluate
technologies solutions both individually and collaboratively
 are creative, innovative and enterprising when using traditional,
contemporary and emerging technologies
 can select and use technologies (materials, information,
systems) safely and appropriately when designing and
creating sustainable products, services or environments
 make informed, ethical decisions about technologies
 Evaluate, critique and apply thinking skills and technologies
processes.

16.  All students will study both Design and
Technologies and Digital Technologies from
Foundation to the end of Year 8.
 Schools may choose to integrate the strands in
teaching and learning programs F- 8.
 In Years 9 – 12 (optional), students will be able
to choose from a range of subjects developed
by ACARA and States and Territories. In WA this
will involve the existing elective subjects.

17. ‘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.

18. Design and technologies Digital technologies
2 complementary strands
 Knowledge and Understanding
 Processes and Production

19. Design and Technologies:
Contexts: foods, wood, metal, engineering, agriculture, 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.
 Designing - identifying, exploring and critiquing a need or
opportunity; generating, researching and developing ideas;
and planning,
 Producing and
 Evaluating solutions that utilise
 Enterprise processes and production skills, creativity and
innovation.

20. Digital Technologies:
Context: ICT
 Knowledge and Understanding- the focuses is on the nature of
digital:
 Information and Systems, and on
 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 problems;
 analysing and creating digital solutions; representing,
constructing and
 Evaluating solutions; that utilise
 Enterprise processes and production skills, creativity and
innovation.

25. Subjects Design and Technology Digital Technology
Strands Design and Technologies Knowledge
and Understanding
Digital Technologies Knowledge and
Understanding
Sub Strands Technology and Society
• The use, development and impact of
technologies in people‟s lives
Technologies Contexts
• Design concepts across a range of
technologies contexts
Digital Systems
• The components of digital systems:
software, hardware and networks, and
their use
Representation of Data
• How data are represented and structured
symbolically
Strands Design and Technologies Processes and
Production
Digital Technologies Processes and
Production
Sub Strands Producing (making) designed solutions
by::
• critiquing, exploring and
investigating needs or
opportunities
• generating, developing and
communicating design ideas
• planning and managing design
projects
• producing (making) designed
solutions
• evaluating processes and designed
solutions
Producing digital solutions by:
• Collecting, managing and analysing data
• Defining problems
• Designing solutions
• Implementing and evaluating solutions
• Communicating information,
collaborating and managing

26. In Design and Technology
Students will have had the opportunity to design, produce (make) and evaluate designed
solutions in at least a number of technologies contexts:
 by the end of Year 2 – 3 projects
 by the end of Year 4 – 3 projects
 by the end of Year 6 – 4 projects
 by the end of Year 8 - 4 projects
 by the end of Year 10 - 4 projects
Contexts
 Engineering principles and systems
 Food and fibre production
 Food specialisation
 Materials and technologies specialisations

27. Across each band F to 8, students will study each of the technologies
contexts and produce designed solutions as a product, service or
environment.
The combination of contexts and types of designed solutions is
a school decision
The different designed solutions will give students an opportunity to engage
with a broad range of design thinking and production skills.

28. A program of learning would typically integrate
knowledge, skills and understanding and focus
on a digital technologies context 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.
 A context would not need to cover all content
descriptions and therefore a range of contexts
may be included over a band.

29. The technologies subjects are organised in
bands:
 Foundation to Year 2
 Years 3-4
 Years 5-6
 Years 7-8
 Years 9-10
 Senior secondary (Years 11 and 12)

30. The notional approximations of hours for Design and
technologies and Digital technologies combined are:
 60 hours across Years F–2
 80 hours across Years 3–4
 120 hours across Years 5–6
 160 hours across Years 7–8
 80 hours each across Years 9–10
 200 to 240 hours of learning across Years 11–12 for each of
Design and technologies and Digital technologies.
 The allocation of hours for teaching the Technologies
learning area will be a school authority or school-based
decision.

31. TASK 1 – 10 minutes
In pairs, choose a year level “Content
Descriptor” from the „Digital Technologies‟
OR „Design and Technologies‟ Scope and
Sequence and suggest an appropriate
activity.
e.g. Year 3 – 4
Subject: Digital Technologies
Content Descriptor: 4.7 Work with others to manage the creation and
communication of ideas and information safely, applying agreed social
protocols.
Activity:
 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
Reference: http://bit.ly/18XMGPV

32. Australian Curriculum: Technologies
Subject: Digital Technologies
Strand: Digital Technologies Processes and Production skills
Year Cohort: Year 5-6
Content Descriptors:
6.7 Design and implement digital solutions using visual programs with user
input, branching and iteration
Elaborations (activities/learning experiences): e.g.
• 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
http://www.youtube.com/watch?v=0pxaFzRtx7k
6.7 Design and implement digital solutions using visual programs with
user input, branching and iteration

34. Australian Curriculum: Technologies
Subject: Design and Technologies
Strand: Design and Technologies Knowledge and Understanding
Year Cohort: Year 3-4
Content Descriptors: 4.2 Investigate how forces and the properties of
materials affect the behaviour of a product or system
Types of activities the students could do include: Identifying and exploring
properties and construction relationships of an engineered product or system,
for example a structure that floats; a bridge to carry a load; a waterproof
container
RESOURCES SITES TO ASSIST
Bridges
http://primaryschool.com.au/search?term=bridges&do=Search
Bridge Building
http://www.pbs.org/wgbh/buildingbig/bridge/index.html
Bridge Builder
http://www.bridgebuilder-game.com

35. Other ideas:
 examining models to identify how forces can be used in the design of a
toy
 exploring through play how movement can be initiated by combining
materials and using forces, for example releasing a wound rubber band to
propel a model boat
 deconstructing a product or system to identify how motion and forces
affect behaviour, for example in a puppet
 using available local materials and experimentation to solve problems
requiring forces including identifying inputs (what goes in to the system),
processes (what happens within the system) and outputs (what comes out
of the system), for example sports shoes that use friction to improve
performance.
Resources:
The Olympic Games- Design and Technology
 http://www.design-technology.org/sportsshoes1.htm
Forces Applied to Sports and Research
 http://www.lakeheadschools.ca/scvi_staff/childs/Gr11_physics_web/downloadable_content/uni
t4/textpdf4/phys11_4_5.pdf

36. What are the General Capabilities?
The Australian Curriculum is underpinned by seven (7)
General Capabilities. These are:
• Literacy
• Numeracy
• Information & communication technology capability
• Critical and creative thinking
• Ethical behaviour
• Personal and social capability
• Intercultural understanding.

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

38. Where can I find more Information about
the General Capabilities?
 Overviews that describe the nature, scope and
significance of each General Capability are on the
General Capabilities section of the Australian
Curriculum website.

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

40.  Introduction
e.g. The ICT Capability

41.  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

42.  The ICT Continuum Across Stages of Schooling

43. 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.

44. Homework?
How are the General Capabilities in the Australian
Curriculum Evident in your subject areas?
How do you presently cover the capabilities?
Discuss this with your colleagues!
 Source: Australian Curriculum Site: http://bit.ly/14iHT9x
 Source: ACARA: Shaping Papers: Phase 2 and 3 - http://bit.ly/lBsvFO
e.g. Languages Shaping Paper Page 35

45. How are they presently covered?
Click to go to the Homework Worksheet
e.g. Literacy in Mathematics

46. TASK 2 - 5 minutes
In pairs, briefly discuss how you could
design a learning task for a year level
that aligns with the ICT General
Capability elements:
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://bit.ly/zRybQS
Example

47. 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

49. 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, Year 5 http://bit.ly/145rVhJ

50. Information and communication technology in English
http://www.australiancurriculum.edu.au/English/General-capabilities
Information and communication technology in Mathematics
http://www.australiancurriculum.edu.au/Mathematics/General-capabilities
Information and communication technology in Science
http://www.australiancurriculum.edu.au/Science/General-capabilities
Information and communication technology in History
http://www.australiancurriculum.edu.au/History/General-capabilities

51. 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://bit.ly/PQnkJJ

52. 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.

53. 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”

54. 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. Digital Technologies is to the ICT General Capability
as Mathematics is to numeracy and English is to literacy.
Key Difference:
The “ ICT General Capability” and the
Australian Curriculum subject “Digital Technologies”

55. C.N.A. Models of Contemporary Learning
& Collaborative Spaces

56. Go to http://ims.cathednet.wa.edu.au
ID: <surname.firstname> Password: <your CathEdNet email password>
Another Resource Foundation - 10 “ICT across four Domains”
http://bit.ly/MQAovH

57. Provide feedback please at:
 http://acdt.weebly.com
Did you copy down the resource
site?
 http://bit.ly/1dACov4