Key Messages

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.
.