Digital and Design Technologies Curriculum - #ionapsict

Agenda

Overview of the SCASA Technologies Learning Area

What is Design and Technologies?

Familiarisation with the Digital Technologies Curriculum

Implementation Timeline

Time Allocations

Unpacking the language

Year Level Descriptors

Morning Tea

Small group exploration of Digital Technologies Resources

Before we start …

Combined Humanities and Social Sciences Learning Area, with reduced

content, is being implemented next year. Reporting Semester 1, 2017.

What is STEAM?

Iona Primary Makerspace - where does it fit?

Strategic Directions - where are we heading?

SCASA Technologies

Split into TWO subjects, which are mandatory from P-8.

Design and Technologies (old Technology and Enterprise)

Digital Technologies (introducing computer science concepts)

Two main areas - Knowledge & Understanding and Process & Production Skills.

Content organised by year level, not band.

Overarching Aims

Investigate, design, plan, create, and evaluate solutions using technologies

Build capacity to make informed and ethical decisions

Engage confidently with the use of materials, data, systems, components, tools and equipment − to

design and create technologies solutions

Quick Overview of Design and Technologies

Engineering Principles and Systems

Food

Materials and technologies

Food and fibre production

Students are expected to create a designed solution in at least one of these

specialisations in each year level.

There are strong links with Maths, Science, Humanities and Social Sciences.

Familiarisation - late 2016 / early 2017?

Digital Technologies is not the same as ICT

ICT as a general capability focusses on enabling students to learn with, and

become effective users of digital technologies, limiting the risks to themselves

and others in the digital environment.

Digital Technologies

The curriculum is designed to enable students to become confident and effective

creators, developers, and producers of digital solutions to problems through the

use of computational and design thinking.

ICT and digital technologies are related, but distinct. Just like literacy skills are

distinct from the English subject area.

Computational Thinking & Problem Solving

Implementation Timeline

Western Australian schools have two years to implement the Technologies

Learning Area, with reporting starting by Semester 1, 2018.

Judging Standards & Annotated Work Samples - early 2016.

Both subjects are designed to be integrated at the primary level, and the

curriculum documents were written for classroom teachers with little to no

prior experience in this subject.

Part of my 2016 role will be to support teachers in planning, teaching, and

assessing the Digital Technologies curriculum - integrated across learning

areas. This familiarisation process has already started in some year levels.

Time Allocation

We recommend integrating Design & Digital Technologies across the

curriculum primarily through project based / STEAM units of work.

Combined Hours for both subjects, per year.

K-2: 18-20 hours

Yrs 3-4: 37-40 hours

Yrs 5-6: 55-60 hours

It is not necessary to provide equal time allocation for each subject, as there is

significantly more content in Digital Technologies.

Remember: Digital Technologies is not a replacement for ICT!

Knowledge & Understanding

Digital Systems

A digital system consists of hardware and software used to create digital solutions. They have inputs and outputs, and sometimes require peripheral devices (e.g. keyboards, Apple TV) .

Public Domain images

Activity - Take out your smartphone!

In your groups, can you identify?

❖ Hardware components

➢ What’s physically inside?

❖ Software components

➢ What makes it ‘smart’?

❖ Input

➢ What do you use to control your phone?

❖ Output

➢ What can you make / do with your phone?

Representation of Data

Public Domain Images

In Digital Technologies, data refers to the representation of information using number codes, which can be manipulated, stored, and communicated by digital systems.

Process and Production Skills

Collecting, Managing, and Analysing Data

We can collect, sort, manage, and analyse different kinds of data using digital

systems, e.g. iPads, MacBooks, GAFE, iWork tools.

Direct links to English, Science, Mathematics, HASS

*Includes introduction of tables, spreadsheets, and databases from late Year 3.

Early Childhood Middle Childhood

Upper Primary

Image: Wes Fryer

Digital Implementation

Key Ideas

❖ Computational Thinking (Problem Solving)

❖ Algorithms

❖ Coding / Programming (informally P-2, formally from Year 3)

❖ Social and Ethical Protocols for using ICT

➢ Online Safety

➢ Netiquette

➢ GAFE Collaboration

➢ Global Projects

Introduced in Years 7-8

Computational Thinking - Unplugged

An algorithm is a

sequence of steps /

instructions required

to solve a problem -

e.g. a recipe.

A program is an

algorithm which can

be read by a machine.

https://code.org/curriculu

m/course2/1/Teacher

Graph Paper Programming

Working in pairs / groups of 3, have a go at writing algorithms to recreate the

following pictures. Assume your starting point is the TOP-LEFT corner.

Coding/Programming

A program is an algorithm / code which can be read by a computer.

We can use programming languages / code to control real-world digital

systems, such as the MakeyMakey and robots.

Integrating Coding (PP-2)

Computational Thinking (pattern recognition, problem solving, writing

algorithms) and informal coding (directional language) fit neatly into Maths.

BeeBots, Dash robots - can be used as a stimulus for storytelling & creative

writing, e.g. The 2015 BeeBot Melbourne Cup held in Year 2.

Integrating Coding - Years 3-6

Blockly, Tickle, ScratchJnr iPad apps - Year 3

Scratch storytelling

Explorer Information Reports

Game Design - Scratch & MakeyMakey

Robotics - Dash, Sphero (on loan)

CS Unplugged - very important.

Creating Digital SolutionsInvestigating and DefiningDesigning Producing and ImplementingEvaluatingManaging and Collaborating

Creative digital projects can be integrated with Design and Technologies, and include the practical application of the ICT Scope and Sequence

Digital Technologies Familiarisation 2016-17

Teachers don’t have to be expert coders.

Our students do.

We do need to develop our understanding of:

1) digital systems (e.g. input, output)

2) computational thinking - algorithms,

branching (decisions), iteration

(repetition).

3) What these concepts look like at our

year level(s), and what resources we

can use to teach them.

This is a brand new curriculum, and it will take us the two years to bring students up to the standards outlined in the SCASA documents.

Exploring the Curriculum● What are we already teaching? ● What concepts have we been exploring this year in ICT Support sessions?

(if applicable)● What are our professional learning needs for 2016?

The draft documents we will be working on will be available to guide your planning in early 2016.