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Dr Peter Carey, September, 2014
 WA Curriculum & Assessment Outline 
- Access to portfolio of work samples A-E 
 Timeline for Implementation: 
- Austral...
1. The WA Curriculum and Assessment Outline 
http://www.scsa.wa.edu.au/internet/ 
2. WA Australian Curriculum: 
The Wester...
 Australian Curriculum Blog 
http://australiancurriculum.blogspot.com.au/ 
 Australian Curriculum Resources 
http://www....
Digital Support Tools 
Scootle Access via C.N.A. 
http://bit.ly/1b3XoJw 
Australian Curriculum: Technologies Resources 
ht...
SCSA Resource Pack 
Available on the CEOWA Intranet 
Under the “Publication” tab menu 
Also at: this site 
The WA Curricul...
 Assessment should be an integral part of Learning and Teaching … 
gathering information “what you teach you should asses...
KEY POINTS 
 Support Notes 
The New Mandated WA Curriculum: 
 Early Years Learning Framework 
 Kindergarten Guidelines ...
 The School Curriculum and Standards Authority 
(SCSA) will provide Judging standards - a tool to 
support teachers when ...
Contains the: 
• F(P)–10 Australian Curriculum
The Melbourne Declaration identifies eight learning areas 
including: 
 Technologies 
 Mathematics 
 English 
 Science...
Phase 1 
2012 - 2015 
English 
Mathematics 
Science 
History 
Phase 2 
2013 - 2017 
Geography 
Languages 
The Arts 
Phase ...
 The Western Australian Curriculum and 
Assessment Outline includes the Australian 
Curriculum Phase 1 learning subjects ...
Implementation timeline for Phase 2 & 3 Subjects 
2014 - Tailoring the content to suit WA 
schools, includes core & additi...
The Technologies Draft Shaping Paper guided the 
writing of the Australian Curriculum subjects from 
F-12- its purpose, st...
The Australian Curriculum 
“Technologies” subjects reflect the 
current range of technologies addressed 
in schools F-12. ...
Technologies aims to develop students who: 
 can investigate, design, plan, manage, produce and evaluate 
technologies so...
 All students will study both Design and 
Technologies and Digital Technologies from 
Foundation to the end of Year 8. 
...
‘Engaging in Creating Preferred Futures’ - student 
will have an opportunity to: 
 Identify ways of working towards susta...
Design and technologies Digital technologies 
2 complementary strands 
 Knowledge and Understanding 
 Processes and Prod...
Design and Technologies: 
Contexts: foods, wood, metal, engineering, agriculture, textiles 
 Knowledge and Understanding ...
Digital Technologies: 
Context: ICT 
 Knowledge and Understanding- the focuses is on the nature of 
digital: 
 Informati...
Subjects Design and Technology Digital Technology 
Strands Design and Technologies Knowledge 
and Understanding 
Digital T...
In Design and Technology 
Students will have had the opportunity to design, produce (make) and evaluate designed 
solution...
Across each band F to 8, students will study each of the technologies 
contexts and produce designed solutions as a produc...
A program of learning would typically integrate 
knowledge, skills and understanding such as: 
 interactive multimedia pr...
The technologies subjects are organised in 
bands: 
 Foundation to Year 2 
 Years 3-4 
 Years 5-6 
 Years 7-8 
 Years...
ACARA suggested to the writers of course notional 
approximations of hours for Design and Technology and Digital 
Technolo...
TASK 1 – 10 minutes 
In pairs, choose a year level “Content Descriptor” 
from the ‘Digital Technologies’ OR ‘Design and 
T...
Australian Curriculum: Technologies 
Subject: Digital Technologies 
Strand: Digital Technologies Processes and Production ...
Using Scratch 
6.7 Design and implement digital solutions using visual programs with 
user input, branching and iteration ...
Australian Curriculum: Technologies 
Subject: Design and Technologies 
Strand: Design and Technologies Knowledge and Under...
Other ideas: 
 examining models to identify how forces can be used in the design of a 
toy 
 exploring through play how ...
What are the General Capabilities? 
The Australian Curriculum is underpinned by seven (7) 
General Capabilities. These are...
The Capabilities are Identified by these symbols in the 
Curriculum:
Where can I find more Information about 
the General Capabilities? 
 Overviews that describe the nature, scope and 
signi...
All of the Seven (7) General 
Capabilities (including the ICT 
Capability) has three sections: 
 Introduction 
 Organisi...
e.g. The ICT Capability 
 Introduction
 The Organising Elements 
The ICT capability is organised into five (5) interrelated elements: 
• Investigating with ICT ...
 The ICT Continuum Across Stages of Schooling
Teaching and assessment of General 
Capabilities 
 Teachers are expected to teach the General 
Capabilities to the extent...
Homework? 
How are the General Capabilities in the Australian 
Curriculum Evident in your subject areas? 
How do you prese...
How are they presently covered? 
Click to go to the Homework Worksheet 
e.g. Literacy in Mathematics
TASK 2 - 5 minutes 
In pairs, briefly discuss how you could 
design a learning task for a year level 
that aligns with the...
Example: learning task for a year level that aligns with the ICT 
General Capability elements “creating”…http://bit.ly/zRy...
TASK 3 - 10 minutes 
In pairs, search for the ICT 
General Capability icon in a year 
level subject. How is ICT used? 
Ref...
Information and communication technology in English 
http://www.australiancurriculum.edu.au/English/General-capabilities 
...
TASK 4 - 5 minutes 
In pairs, go to the ICT General Capability and 
choose an “ICT Organising Element” and 
then identify ...
Using ICT safely, appropriately and ethically 
to investigate, create and communicate 
ideas and information in order for ...
Key Difference: 
The “ ICT General Capability” and the 
Australian Curriculum subject “Digital Technologies” 
The ICT Gene...
Key Difference: 
The “ ICT General Capability” and the 
Australian Curriculum subject “Digital Technologies” 
Although ALL...
C.N.A. Models of Contemporary Learning 
& Collaborative Spaces
Go to http://ims.cathednet.wa.edu.au 
ID: <surname.firstname> Password: <your CathEdNet email password> 
Another Resource ...
Provide feedback please at: 
 http://acdt.weebly.com 
Did you copy down the resource 
site? 
 http://bit.ly/1dACov4
UPDATE: "Australian Curriculum, Technologies - September 2014
UPDATE: "Australian Curriculum, Technologies - September 2014
UPDATE: "Australian Curriculum, Technologies - September 2014
UPDATE: "Australian Curriculum, Technologies - September 2014
UPDATE: "Australian Curriculum, Technologies - September 2014
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UPDATE: "Australian Curriculum, Technologies - September 2014

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An update on the Australian Curriculum, Technologies from a WA perspective.

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UPDATE: "Australian Curriculum, Technologies - September 2014

  1. 1. Dr Peter Carey, September, 2014
  2. 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. 3. 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
  4. 4.  Australian Curriculum Blog http://australiancurriculum.blogspot.com.au/  Australian Curriculum Resources http://www.scoop.it/t/australian-curriculum-implementation  Technologies Learning Area Links http://studenteportfolio.wordpress.com/  Food Science Technology http://www.scoop.it/t/food-science-and-technology  Curriculum Family and Community http://www.scoop.it/t/children-family-and-communit  Career Development http://www.scoop.it/t/career-development-by-dr-peter-carey  Materials and Design http://www.scoop.it/t/materials-design-and-technology  Design http://www.scoop.it/t/design-by-peter-john-simon-carey  Digital Resources http://www.scoop.it/t/digital-technologies-for-teachers-and-career-practitioners ◦ Digital Learning Tools and Videos and uTube Tutorials http://bit.ly/13Nt0cx and http://bit.ly/1344
  5. 5. Digital Support Tools Scootle Access via C.N.A. http://bit.ly/1b3XoJw Australian Curriculum: Technologies Resources http://www.ceo.wa.edu.au/home/carey.peter/Curriculum/
  6. 6. SCSA Resource Pack Available on the CEOWA Intranet Under the “Publication” tab menu Also at: this site The 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. 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 … summative assessment- reporting  Assessment should lead to school-wide evaluation processes … collect and analysis data to lead to school improvement and practice
  8. 8. KEY POINTS  Support Notes The New Mandated WA Curriculum:  Early Years Learning Framework  Kindergarten Guidelines  Planning in Foundation (Pre-primary) [Draft]  F(P)–10 Australian Curriculum  Alternative Curriculum
  9. 9.  The School Curriculum and Standards Authority (SCSA) will provide Judging standards - a tool to support teachers when reporting These consist of: 1. Grades, and/or achievement descriptions. 2. Assessment pointers, and 3. 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.
  10. 10. Contains the: • F(P)–10 Australian Curriculum
  11. 11. The Melbourne Declaration identifies eight learning areas including:  Technologies  Mathematics  English  Science  Languages  The Arts  The Humanities  Health and Physical Education
  12. 12. Phase 1 2012 - 2015 English Mathematics Science History Phase 2 2013 - 2017 Geography Languages The Arts Phase 3 2014 - 2017 Health and Physical Education Design and Technology & Digital Technologies Economics, Business, Civics and Citizenship WA TIMELINE
  13. 13.  The Western Australian Curriculum and Assessment Outline includes the Australian Curriculum Phase 1 learning subjects - English, Mathematics, Science and History.  The Outline will be updated as Phase 2 and 3 of the Australian Curriculum become available, subject to consideration by SCSA and approval by the Minister.  In the meantime, schools may continue to teach Phase 2 and 3 subjects using existing Curriculum Framework support materials and resources.
  14. 14. Implementation timeline for Phase 2 & 3 Subjects 2014 - Tailoring the content to suit WA schools, includes core & additional content. 2015 - Development of Judging Standards to assist teachers to assess and grade student work. 2016 - Curriculum available to schools. 2017 - Full implementation, includes teaching, assessing and reporting to parents by the end of Semester 1, 2017.
  15. 15. 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 (Pre-Primary) - 10  Described in Bands: F-2, 3-4, 5-6, 7-8, 9- 10  Has content descriptors not outcomes
  16. 16. 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
  17. 17. 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.
  18. 18.  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.
  19. 19. ‘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.
  20. 20. Design and technologies Digital technologies 2 complementary strands  Knowledge and Understanding  Processes and Production
  21. 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 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.
  22. 22. 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.
  23. 23. 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
  24. 24. 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
  25. 25. 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 different designed solutions will give students an opportunity to engage with a broad range of design thinking and production skills. The combination of contexts and types of designed solutions is a school decision
  26. 26. 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. 27. 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)
  28. 28. ACARA suggested to the writers of course notional approximations of hours for Design and Technology and Digital Technology 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 teaching hours for the Technologies learning area will be a school authority or school-based decision. This advice has not yet been given.
  29. 29. 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 Ref: Digital Technology - http://bit.ly/1lHeyCK Ref: Design & Technology - http://bit.ly/ZcqWjW
  30. 30. 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.
  31. 31. Using Scratch 6.7 Design and implement digital solutions using visual programs with user input, branching and iteration http://www.youtube.com/watch?v=0pxaFzRtx7k
  32. 32. 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 Bridge Building http://www.pbs.org/wgbh/buildingbig/bridge/index.html Bridge Builder http://www.bridgebuilder-game.com
  33. 33. 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://bit.ly/1pAOaFI Forces Applied to Sports and Research  http://bit.ly/1qoB1or  http://bit.ly/1AiOdvS
  34. 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. 35. The Capabilities are Identified by these symbols in the Curriculum:
  36. 36. 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.
  37. 37. All of the Seven (7) General Capabilities (including the ICT Capability) has three sections:  Introduction  Organising elements  A continuum across stages of schooling
  38. 38. e.g. The ICT Capability  Introduction
  39. 39.  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
  40. 40.  The ICT Continuum Across Stages of Schooling
  41. 41. 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.
  42. 42. 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
  43. 43. How are they presently covered? Click to go to the Homework Worksheet e.g. Literacy in Mathematics
  44. 44. 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
  45. 45. 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
  46. 46. 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
  47. 47. 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
  48. 48. 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
  49. 49. 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 Investigating Data & Information searches Locate, access, refine data/information Select and evaluate data/information Creating Generating idea, plans and processes Generating solutions 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
  50. 50. 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).
  51. 51. 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. Digital Technologies is to the ICT General Capability as Mathematics is to numeracy and English is to literacy.
  52. 52. C.N.A. Models of Contemporary Learning & Collaborative Spaces
  53. 53. 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
  54. 54. Provide feedback please at:  http://acdt.weebly.com Did you copy down the resource site?  http://bit.ly/1dACov4

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