1. Peter Carey- February, 2013

2. Because of the way the Australian Curriculum is presented - using content descriptors, the ICT General Capability is not about the use of ICT as a pedagogical tool although that may contribute to a student's capability … it is about the knowledge, skills and attitudes about ICT itself in order to use the technology both now (life & school tasks within the curriculum been delivered) and in the future (life & careers.

3. Although all areas of the curriculum will contribute to a student's ICT capability. On its own this would not be systematic or comprehensive. Therefore the Digital Technologies subject takes responsibility for ensuring children develop a systematic and comprehensive capability, making use of the contributions of other areas, and going beyond the minimum requirements of the ICT General Capability. This is the same relationship as Maths has to numeracy and English has to literacy.

4. “ is a key dimension of the Australian Curriculum, and should be taught in the content of the learning areas … … it underpins and informs our learning and teaching and should be explicit i.e. clearly Identified within each learning area subject program”…

5. 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.

6. In Australia, there are a number of existing arrangements to address general capabilities/non-technical skills:  Employability Skills Framework used in the Vocational Education and Training sector.  Graduate Attributes developed by universities.  Australian Core Skills Framework, foundation skills for the workforce.  The Australian Blueprint for Career Development, which addresses career management competencies considered essential for life long learning.  The Australian Qualifications Framework, which spans all education and training sectors, also refers to four broad categories of Generic Skills.  The Overarching Outcomes, WA Curriculum Framework, and now the  General Capabilities that form part of the new Australian Curriculum for schools. (E MPLOYABILITY S KILLS F RAMEWORK S TAGE 1, F INAL R EPORT, DEEWR, J ANUARY 2012).

7. They are the knowledge, skills, behaviours and dispositions that will assist students to live and work as successful independent learners and as active, confident, creative and informed individuals ( Shape of the Australian Curriculum – ACARA, December 2010).

8. 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.General Capabilities

9. The Capabilities are Identified by these symbols in the Curriculum:

10. The General Capabilities are addressed through the learning areas and are identified where they offer opportunities to add depth and richness to student learning in content elaborations. http://www.australiancurriculum.edu.au/English/Curriculum/F-10

11. Go to http://ims.cathednet.wa.edu.auhttp://ims.cathednet.wa.edu.au ID: Password: Another Resource Foundation - 10 “ICT across four Domains” https://docs.google.com/document/pub?id=1dA5idOGlWJdOHSgNhhMnNjTJpVtqdLwSLoatFo0vOhk

12. Models of Contemporary Learning Collaborative Spaces

13. All of the Seven (7) General Capabilities (including the ICT Capability) has three sections:  Introduction  Organising elements  A continuum across stages of schooling

14.  Introduction “…The capability involves students in learning to make the most of the digital technologies available to them, adapting to new ways of doing things as technologies evolve and limiting the risks to themselves and others in a digital environment … The ICT Capability

15.  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

16.  The ICT Continuum Across Stages of Schooling

17. Teaching and assessment of General Capabilities  Teachers are expected to teach and assess General Capabilities to the extent that they are incorporated and identified within each learning area.

18. How are the General Capabilities in the Australian Curriculum Evident in your Learning Area?  Good teaching in each of the learning areas will always contribute to a student’s development of General Capabilities. How do you presently cover the capabilities? Discuss this in your learning area!  Source: Australian Curriculum Site: http://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/General- capabilities-in-the-learning-areashttp://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/General- capabilities-in-the-learning-areas  Source: ACARA: Shaping Papers: Phase 2 and 3 - http://www.acara.edu.au/curriculum/curriculum.htmlhttp://www.acara.edu.au/curriculum/curriculum.html e.g. Languages Shaping Paper Page 35

19. How are the General Capabilities Evident in the Australian Curriculum?  The Australian Curriculum reinforces this expectation by incorporating these seven (7) General Capabilities into learning area content descriptions in ways appropriate to each learning area. Which of the seven (7) General Capabilities will you incorporate in appropriate ways into your learning area?  Source: Australian Curriculum Site: http://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/General- capabilities-in-the-learning-areashttp://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/General- capabilities-in-the-learning-areas  Source: ACARA: Shaping Papers: Phase 2 and 3- http://www.acara.edu.au/curriculum/curriculum.htmlhttp://www.acara.edu.au/curriculum/curriculum.html

20. CURRICULUM DEVELOPMENT PHASES Phase 1 EnglishMathematicsScienceHistory Phase 2 GeographyLanguagesThe Arts Phase 3 Health and Physical Education Design and Technology & Digital Technologies Economics, Business, Civics and Citizenship

21. The Australian Curriculum developed by ACARA:  is being written for F-10 and Years 11-12  is described in Bands- F-2, 3-4, 5-6, 7-8, 9-10, 11-12  has content descriptions not outcomes

22.  Australian Curriculum: Technologies adopted to reflect the range of technologies addressed in schools  Australian Curriculum: 2 strands F-8 and 2 subjects Years 9-12  Design and Technologies  Digital Technologies

23. Design and Technologies – students learn to develop and apply technologies knowledge, process and production skills to design, produce and evaluate solutions using traditional, contemporary and emerging technologies for real-world needs, opportunities, end users, clients or consumers in a range of technologies contexts. Digital Technologies – students learn to develop and apply technical knowledge, process and computational thinking skills, including algorithmic logic and abstraction, to transform data into information solutions for real-world needs, opportunities, end users, clients or consumers in a range of technologies contexts.

24. The Australian Curriculum: Technologies will aim to develop students who: are creative, innovative and enterprising when using traditional, contemporary and emerging technologies effectively and responsibly select and use appropriate technologies, materials, information, systems, tools and equipment when designing and creating socially, economically and environmentally sustainable products, services or environments critique, evaluate and apply thinking skills and technologies processes that people use to shape their world, and to transfer that learning to other technology situations individually and collaboratively plan, manage, create and produce solutions to purposeful technology projects for personal, local, national and global settings engage confidently with and make informed, ethical decisions about technologies for personal wellbeing, recreation, everyday life, the world of work and preferred futures.

25.  The Australian Curriculum: Technologies comprises two strands: Design and technologies & Digital technologies.  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, 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 in the Technologies Curriculum.

26. Engaging in Creating Preferred Futures  A focus on preferred futures provides the methodology for identifying and moving towards sustainable patterns of living.  Students will engage in predicting outcomes and impacts of technological decisions for current and future generations; considering probable futures; and identifying the futures they would prefer, taking into account economic, environmental and social sustainability.  Over time they will 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, as both are concerned with technology, culture and society; economic, environmental and social sustainability; and creativity, innovation and enterprise.

27. Design and Technologies Digital Technologies 2 complementary sub-strands  Knowledge and Understanding  Processes and Production

28. Design and Technologies:  Knowledge and Understanding: materialsinformationsystems technologies and society focuses on materials, information, systems, tools and equipment; and technologies and society. The content is dependent on the technologies context.  Processes and Production: designing producingevaluating focuses on designing - identifying, exploring and critiquing a need or opportunity; generating, researching and developing ideas; and planning, producing and evaluating solutions that utilise process and production skills, creativity, innovation and enterprise to promote the development of sustainable patterns of living.

29. Digital technologies:  Knowledge and understanding: focuses on digital information, digital systems and technologies, and digital technologies and society.  Processes and Production: focuses on formulating and investigating problems; analysing and creating digital solutions; representing, constructing and evaluating solutions; and utilising skills of creativity, innovation and enterprise for sustainable patterns of living.

30. Literacy Numeracy Information and communication technology (ICT) capability Intercultural understanding Personal and social capability Critical and creative thinking Ethical behaviour Refer to pages 17 to 19 of the Shaping Paper for aspects of each of the seven general capabilities to be embedded in the content descriptions and/or elaborations where appropriate to enrich and deepen student learning.

31. Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with AsiaSustainability

32. e.g. Aboriginal and Torres Strait Islander histories and cultures have a :  longstanding tradition of developing and utilising a range of technologies that support sustainable practices for local conditions.  capacity for innovation include solutions for food or medicinal preparation, building and architecture, and the use of digital technologies to enhance communication. Refer to page 19 to 21 of the Shaping Paper  Read pages 19 to 21 and dot down some way you might include the Cross Curriculum Priorities in your Technologies program.

33. The technologies curriculum is organised in the following bands:  Foundation to Year 2  Years 3-4  Years 5-6  Years 7-8  Years 9-10  Senior secondary (Years 11 and 12)

34. The time allocation for Design and technologies and Digital technologies 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.  Allocation of time for teaching the Technologies learning area will be a school authority or school-based decision.

35.  Addresses each of the Stages.  Specific examples of student outcomes  Continuum of learning:  Students will develop increasingly sophisticated knowledge and understanding, drawn from both contemporary and historical sources  Students will develop increasingly sophisticated skills in digital technologies processes and production through applying computational thinking to create digital information products, systems or software instructions to address digital problems.

36.  Addresses each of the Stages.  Specific examples of content description  Continuum of learning:  exposure to increasingly complex range of tools, materials, equipment, information and systems  using increasingly sophisticated range of skills and processes, recognising risks and adopting safe work practices for increasingly complex problems  Addresses specialised technologies contexts such as agriculture, architecture, manufacturing, media design, digital design, engineering, food technology, industrial design and textiles in Years 9-10 Back

37. Does the Draft Scope and Sequence cater for future options for students and provide specialisation? What changes need to be discussed/made in your school to cater for Technologies (Field of Study) Are teachers able to distinguish between the ICT General Capability and subject Digital Technologies Does the scope and sequence provide a logical progression of learning from F-12? Can the content be covered within the structure and the time frame? Do the two strands/subjects provide an appropriate balance of Technologies education?