This document provides an overview and agenda for a professional development session on the new SCASA Technologies Learning Area. It discusses splitting Technologies into two subjects: Design and Technologies, and Digital Technologies. Digital Technologies focuses on computational thinking and computer science concepts rather than just ICT skills. An implementation timeline of 2016-2018 is outlined, with time allocations recommended for each year level. Key concepts in Digital Technologies like computational thinking, algorithms, coding, and digital systems are explained. The session concludes with exploring teachers' current practices and professional learning needs to prepare for the new curriculum.

2. 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

3. 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?

4. 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

5. 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?

6. 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.

7. 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.

8. Computational Thinking & Problem Solving

9. 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.

10. 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!

11. Knowledge & Understanding

12. 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

13. 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

14. 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.

15. Process and Production Skills

16. 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

17. 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

18. Introduced in Years 7-8

19. 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

20. 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.

21. 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.

22. 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.

23. 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.

24. Creating Digital Solutions
Investigating and Defining
Designing
Producing and Implementing
Evaluating
Managing and Collaborating
Creative digital projects can be integrated with Design and Technologies, and
include the practical application of the ICT Scope and Sequence

25. 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.

26. 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.