UPDATE: "Australian Curriculum, Technologies - September 2014

• 1. Dr Peter Carey, September, 2014

2. 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 Australian Curriculum Resources Key Differences:- Digital Technologies and ICT General Capability 3. 1. The WA Curriculum and Assessment Outlinehttp://www.scsa.wa.edu.au/internet/2. WA Australian Curriculum:The Western Australian Curriculum encompasses the AustralianCurriculumhttp://wacurriculum.scsa.wa.edu.au/3. CNA - Digital resources supporting the AustralianCurriculumhttp://ims.cathednet.wa.edu.auID: surname.firstname Password: 4. The CEO Intranethttp://intranet.cathednet.wa.edu.auID: cathednetsurname.firstname Password: 5. ACARAhttp://www.acara.edu.au6. Official Australian Curriculum Sitehttp://www.australiancurriculum.edu.au 4. Australian Curriculum Bloghttp://australiancurriculum.blogspot.com.au/ Australian Curriculum Resourceshttp://www.scoop.it/t/australian-curriculum-implementation Technologies Learning Area Linkshttp://studenteportfolio.wordpress.com/ Food Science Technologyhttp://www.scoop.it/t/food-science-and-technology Curriculum Family and Communityhttp://www.scoop.it/t/children-family-and-communit Career Developmenthttp://www.scoop.it/t/career-development-by-dr-peter-carey Materials and Designhttp://www.scoop.it/t/materials-design-and-technology Designhttp://www.scoop.it/t/design-by-peter-john-simon-carey Digital Resourceshttp://www.scoop.it/t/digital-technologies-for-teachers-and-career-practitioners Digital Learning Tools and Videos and uTube Tutorialshttp://bit.ly/13Nt0cx and http://bit.ly/1344 5. Digital Support ToolsScootle Access via C.N.A.http://bit.ly/1b3XoJwAustralian Curriculum: Technologies Resourceshttp://www.ceo.wa.edu.au/home/carey.peter/Curriculum/ 6. SCSA Resource PackAvailable on the CEOWA IntranetUnder the Publication tab menuAlso at: this siteThe WA Curriculum and Assessment Outline comprise: Values of Schooling Principles of Learning, Teaching and Assessment Phases of Schooling- ways students learn best The West Australian Curriculum Reporting Policy 7. Assessment should be an integral part of Learning and Teaching gathering information what you teach you should assess Assessment should be educative in depth, provide feedback,explicit teaching Assessment should be fair consider diverse needs of students,variety of learning, teaching, assessment types Assessments should be designed to meet their specific purposes formative assessment to assist students move forward Assessment should lead to informative reporting summativeassessment- reporting Assessment should lead to school-wide evaluation processes collect and analysis data to lead to school improvement and practice 8. KEY POINTS Support NotesThe New Mandated WA Curriculum: Early Years Learning Framework Kindergarten Guidelines Planning in Foundation (Pre-primary) [Draft] F(P)10 Australian Curriculum Alternative Curriculum 9. The School Curriculum and Standards Authority(SCSA) will provide Judging standards - a tool tosupport teachers when reporting These consist of:1. Grades, and/or achievement descriptions.2. Assessment pointers, and3. Annotated work samples. work samples will be provided to exemplify A toD grades, but not an E grade. The ACARA Australian Curriculum Site onlyprovides a Satisfactory, Above and BelowSatisfactory. 10. Contains the: F(P)10 Australian Curriculum 11. The Melbourne Declaration identifies eight learning areasincluding: Technologies Mathematics English Science Languages The Arts The Humanities Health and Physical Education 12. Phase 12012 - 2015EnglishMathematicsScienceHistoryPhase 22013 - 2017GeographyLanguagesThe ArtsPhase 32014 - 2017Health andPhysicalEducationDesign andTechnology &DigitalTechnologiesEconomics,Business, Civicsand CitizenshipWA TIMELINE 13. The Western Australian Curriculum andAssessment Outline includes the AustralianCurriculum Phase 1 learning subjects - English,Mathematics, Science and History. The Outline will be updated as Phase 2 and 3 of theAustralian Curriculum become available, subject toconsideration by SCSA and approval by theMinister. In the meantime, schools may continue to teachPhase 2 and 3 subjects using existing CurriculumFramework support materials and resources. 14. Implementation timeline for Phase 2 & 3 Subjects2014 - Tailoring the content to suit WAschools, includes core & additional content.2015 - Development of Judging Standardsto assist teachers to assess and gradestudent work.2016 - Curriculum available to schools.2017 - Full implementation, includesteaching, assessing and reporting to parentsby the end of Semester 1, 2017. 15. The Technologies Draft Shaping Paper guided thewriting of the Australian Curriculum subjects fromF-12- its purpose, structure and organisation.The Technologies subject is: Written to date for F (Pre-Primary) - 10 Described in Bands: F-2, 3-4, 5-6, 7-8, 9-10 Has content descriptors not outcomes 16. The Australian CurriculumTechnologies subjects reflect thecurrent range of technologies addressedin schools F-12.Two Subjects: Design and TechnologiesContexts: foods, wood, metal, engineering, agriculture, textiles Digital TechnologiesContext: ICT 17. Technologies aims to develop students who: can investigate, design, plan, manage, produce and evaluatetechnologies solutions both individually and collaboratively are creative, innovative and enterprising when usingtraditional, contemporary and emerging technologies can select and use technologies (materials, information,systems) safely and appropriately when designing andcreating sustainable products, services or environments make informed, ethical decisions about technologies Evaluate, critique and apply thinking skills and technologiesprocesses. 18. All students will study both Design andTechnologies and Digital Technologies fromFoundation to the end of Year 8. Schools may choose to integrate the strands inteaching and learning programs F- 8. In Years 9 12 (optional), students will be ableto choose from a range of subjects developedby ACARA and States and Territories. In WA thiswill involve the existing elective subjects. 19. Engaging in Creating Preferred Futures - studentwill have an opportunity to: Identify ways of working towards sustainable patterns ofliving. Engage in predicting outcomes and impacts oftechnological decisions for current and future generations. Overtime reconstruct and review their visions forpreferred futures through research, experience, dialogue,discussion and the exchange of ideas.This overarching idea is common to Design and Technologiesand Digital technologies. 20. Design and technologies Digital technologies2 complementary strands Knowledge and Understanding Processes and Production 21. 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 appropriateuse of materials, information and systems). Processes and Production- the focuses is on providingsolutions to meet needs and opportunities whilst promoting thedevelopment of sustainable patterns of living. Designing - identifying, exploring and critiquing a need oropportunity; generating, researching and developing ideas;and planning, Producing and Evaluating solutions that utilise Enterprise processes and production skills, creativity andinnovation. 22. Digital Technologies:Context: ICT Knowledge and Understanding- the focuses is on the nature ofdigital: Information and Systems, and on Technologies and Society (the safe, ethical and appropriate useof information and systems). Processes and Production - the focuses is on producing digitalsolutions to meet needs and opportunities whilst promoting thedevelopment 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 andinnovation. 23. Subjects Design and Technology Digital TechnologyStrands Design and Technologies Knowledgeand UnderstandingDigital Technologies Knowledge andUnderstandingSub Strands Technology and Society The use, development and impact oftechnologies in peoples livesTechnologies Contexts Design concepts across a range oftechnologies contextsDigital Systems The components of digital systems:software, hardware and networks, andtheir useRepresentation of Data How data are represented and structuredsymbolicallyStrands Design and Technologies Processes andProductionDigital Technologies Processes andProductionSub Strands Producing (making) designed solutionsby:: critiquing, exploring andinvestigating needs oropportunities generating, developing andcommunicating design ideas planning and managing designprojects producing (making) designedsolutions evaluating processes and designedsolutionsProducing digital solutions by: Collecting, managing and analysing data Defining problems Designing solutions Implementing and evaluating solutions Communicating information,collaborating and managing 24. In Design and TechnologyStudents will have had the opportunity to design, produce (make) and evaluate designedsolutions 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 projectsContexts Engineering principles and systems Food and fibre production Food specialisation Materials and technologies specialisations 25. Across each band F to 8, students will study each of the technologiescontexts and produce designed solutions as a product, service orenvironment.The different designed solutions will give students an opportunity to engagewith a broad range of design thinking and production skills.The combination of contexts and types of designed solutions isa school decision 26. A program of learning would typically integrateknowledge, 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. The technologies subjects are organised inbands: Foundation to Year 2 Years 3-4 Years 5-6 Years 7-8 Years 9-10 Senior secondary (Years 11 and 12) 28. ACARA suggested to the writers of course notionalapproximations of hours for Design and Technology and DigitalTechnology combined are: 60 hours across Years F2 80 hours across Years 34 120 hours across Years 56 160 hours across Years 78 80 hours each across Years 910 200 to 240 hours of learning across Years 1112 for each ofDesign and technologies and Digital technologies. The allocation of teaching hours for the Technologieslearning area will be a school authority or school-baseddecision. This advice has not yet been given. 29. TASK 1 10 minutesIn pairs, choose a year level Content Descriptorfrom the Digital Technologies OR Design andTechnologies Scope and Sequence and suggestan appropriate activity.e.g. Year 3 4Subject: Digital TechnologiesContent Descriptor: 4.7 Work with others to manage the creation andcommunication of ideas and information safely, applying agreed socialprotocols.Activity: using a range of online tools to share information, for example addingentries to a class blog, participating in a web conference or online chat withan author, or participating in a forum on a specific topicRef: Digital Technology - http://bit.ly/1lHeyCKRef: Design & Technology - http://bit.ly/ZcqWjW 30. Australian Curriculum: TechnologiesSubject: Digital TechnologiesStrand: Digital Technologies Processes and Production skillsYear Cohort: Year 5-6Content Descriptors:6.7 Design and implement digital solutions using visual programs with userinput, branching and iterationElaborations (activities/learning experiences): e.g. planning and implementing a solution using a visual programminglanguage, for example designing and creating a simple computergame, suitable for younger children, that requires user input to makeselections, taking into account intuitive responses of the audience. experimenting with different programming options that involve repeatinstructions. designing and creating a solution that repeats a motion, for examplecreating an animation that repeats a movement. 31. Using Scratch6.7 Design and implement digital solutions using visual programs withuser input, branching and iterationhttp://www.youtube.com/watch?v=0pxaFzRtx7k 32. Australian Curriculum: TechnologiesSubject: Design and TechnologiesStrand: Design and Technologies Knowledge and UnderstandingYear Cohort: Year 3-4Content Descriptors: 4.2 Investigate how forces and the properties ofmaterials affect the behaviour of a product or systemTypes of activities the students could do include: Identifying and exploringproperties and construction relationships of an engineered product or system,for example a structure that floats; a bridge to carry a load; a waterproofcontainerRESOURCES SITES TO ASSISTBridge Buildinghttp://www.pbs.org/wgbh/buildingbig/bridge/index.htmlBridge Builderhttp://www.bridgebuilder-game.com 33. Other ideas: examining models to identify how forces can be used in the design of atoy exploring through play how movement can be initiated by combiningmaterials and using forces, for example releasing a wound rubber band topropel a model boat deconstructing a product or system to identify how motion and forcesaffect behaviour, for example in a puppet using available local materials and experimentation to solve problemsrequiring forces including identifying inputs (what goes in to the system),processes (what happens within the system) and outputs (what comes outof the system), for example sports shoes that use friction to improveperformance.Resources:The Olympic Games- Design and Technology http://bit.ly/1pAOaFIForces Applied to Sports and Research http://bit.ly/1qoB1or http://bit.ly/1AiOdvS 34. 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. 35. The Capabilities are Identified by these symbols in theCurriculum: 36. Where can I find more Information aboutthe General Capabilities? Overviews that describe the nature, scope andsignificance of each General Capability are on theGeneral Capabilities section of the AustralianCurriculum website. 37. All of the Seven (7) GeneralCapabilities (including the ICTCapability) has three sections: Introduction Organising elements A continuum across stages of schooling 38. e.g. The ICT Capability Introduction 39. The Organising ElementsThe 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 40. The ICT Continuum Across Stages of Schooling 41. Teaching and assessment of GeneralCapabilities Teachers are expected to teach the GeneralCapabilities to the extent that they areincorporated and identified within eachlearning area program. 42. Homework?How are the General Capabilities in the AustralianCurriculum 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/lBsvFOe.g. Languages Shaping Paper Page 35 43. How are they presently covered?Click to go to the Homework Worksheete.g. Literacy in Mathematics 44. TASK 2 - 5 minutesIn pairs, briefly discuss how you coulddesign a learning task for a year levelthat aligns with the ICT GeneralCapability elements: investigating,creating or communicating.ICT Integration is where ICT is used in the context of each subject learning areae.g. mathematics, science, history . and used safely, ethically andappropriately to meet the learning goals of that subject i.e. the subject "contentdescriptors" to deepen and enrich the learning experiences for students.Reference: http://bit.ly/zRybQSExample 45. Example: learning task for a year level that aligns with the ICTGeneral Capability elements creatinghttp://bit.ly/zRybQS use Web tools: Padlet or Linoit; App: PoppletIn English 46. TASK 3 - 10 minutesIn pairs, search for the ICTGeneral Capability icon in a yearlevel subject. How is ICT used?Reference: e.g. English, Year 5 http://bit.ly/145rVhJ 47. Information and communication technology in Englishhttp://www.australiancurriculum.edu.au/English/General-capabilitiesInformation and communication technology in Mathematicshttp://www.australiancurriculum.edu.au/Mathematics/General-capabilitiesInformation and communication technology in Sciencehttp://www.australiancurriculum.edu.au/Science/General-capabilitiesInformation and communication technology in Historyhttp://www.australiancurriculum.edu.au/History/General-capabilities 48. TASK 4 - 5 minutesIn pairs, go to the ICT General Capability andchoose an ICT Organising Element andthen identify the KEY IDEAS for this element.You will be asked to share your findings withthe whole group.The ICT capability learning continuum is organised into five (5) interrelatedelements: Applying social and ethical protocols and practices when using ICT Investigating with ICT Creating with ICT Communicating with ICT Managing and operating ICTReference: http://bit.ly/PQnkJJ 49. Using ICT safely, appropriately and ethicallyto investigate, create and communicateideas and information in order forindividuals to function effectively at home,at school, at work and in their communities.CommunicatingSharing, exchanging,CollaboratingOnline social protocolsSecurity of informationInvestigatingData & Information searchesLocate, access, refine data/informationSelect and evaluate data/informationCreatingGenerating idea, plans and processesGenerating solutionsOperatingEfficient use hardware/softwareSelection of equipmentUnderstand, ICT systems/networksManaging data & informationSocial and Ethical PracticeIntellectual property/apply security practices /impact on society 50. Key Difference:The ICT General Capability and theAustralian Curriculum subject Digital TechnologiesThe ICT General Capability is ablueprint about the ICT knowledge,skills and attitudes required in order touse the technology effectively bothnow (within the subject areas beendelivered) and in the future (throughoutlife and work). 51. Key Difference:The ICT General Capability and theAustralian Curriculum subject Digital TechnologiesAlthough ALL subject areas will contribute to a student's ICTcapability. On its own this would not be systematic orcomprehensive.The Digital Technologies subject takes responsibility forensuring students develop a systematic andcomprehensive capability (Australian Curriculum:Technologies- page 36).Digital Technologies is the enabler for making contributions toother subject areas, and going beyond becoming effective usersof the ICT to becoming effective developers of digitalsolutions. Digital Technologies is to the ICT General Capabilityas Mathematics is to numeracy and English is to literacy. 52. C.N.A. Models of Contemporary Learning& Collaborative Spaces 53. Go to http://ims.cathednet.wa.edu.auID: Password: Another Resource Foundation - 10 ICT across four Domainshttp://bit.ly/MQAovH 54. Provide feedback please at: http://acdt.weebly.comDid you copy down the resourcesite? http://bit.ly/1dACov4