The Victorian Curriculum Digital Technologies Webinar 27 APRIL

The Victorian Curriculum Digital Technologies Webinar – 27 APRIL 2017 Phil Feain Curriculum Manager, Digital Technologies feain. philip. a@edumail. vic. gov. au

Documents to Follow

http: //victoriancurriculum. vcaa. vic. edu. au/technologies/digital-technologies/introduction/rationale-and-aims

http: //victoriancurriculum. vcaa. vic. edu. au/technologies/digital-technologies/introduction/scope-and-sequence Scope and sequence F-10

http: //www. digipubs. vic. edu. au/pubs/digitaltechnologies/digital-technologies-curriculum Digi. Pubs

/ http: //www. digipubs. vic. edu. au/pubs/digitaltechnologies/faqs Frequently asked questions

Other resources Resources that are in the process of going online: • units of work/lessons • curriculum mapping • timing charts/overview • indicative progress samples Also there are professional learning opportunities: • webinars with the VCAA • webinars with the DLTV • DLTV Digi. Con conference in late July

http: //victoriancurriculum. vcaa. vic. edu. au/technologies/digital-technologies/introduction/rationale-and-aims Glossary

http: //www. vcaa. vic. edu. au/Pages/foundation 10/viccurriculum/curriculumplanning. aspx Planning and reporting

http: //www. vcaa. vic. edu. au/Pages/foundation 10/viccurriculum/digitechcmt. aspx Curriculum mapping

http: //www. vcaa. vic. edu. au/Pages/foundation 10/viccurriculum/digitech/cpa. aspx Indicative progress

Phil Feain Curriculum Manager, Digital Technologies Ph: (03) 9032 1724 Mob: 0428 329 759 feain. philip. a@edumail. vic. gov. au

Teaching and Assessing Digital Technologies Primary F - 6 Steve Allen VCAA Specialist Teacher – Digital Technologies Glenroy West Primary – Leading Teacher

We will explore: • The structure of the written Digital Technologies curriculum in the Victorian Curriculum • Designing tasks • Assessing these tasks • Indicative Progress • Rubrics • Planning tools

Victorian Curriculum – back to the source • Achievement Standards • Content Descriptions • Elaborations

Achievement standards • Achievement Standards are the big picture - what students should be able to demonstrate. • There are more Content Descriptions than sentences in the Achievement Standards – finer detail, more explanation.

Content descriptions • Content Descriptions are written to drill down into what we want to teach our students. • Not all Content Descriptions are created equal – time and complexity vary

Elaborations • Elaborations give some possible examples about how students can demonstrate the understanding of the Content Descriptions. • The ‘fine print’ – prompts, rather than a checklist

Designing learning tasks

Designing learning tasks • Starts with the curriculum – what do we want our students to understand? • Curriculum Planning advice: http: //www. vcaa. vic. edu. au/Pages/foundation 10/vi ccurriculum/curriculumplanning. aspx • Where will you fit this is?

Designing learning tasks • Do the task, check instructions • Group/individual/extended • Know where the challenge areas are • Identify the misconceptions and the extension opportunities

Digital systems levels 3 and 4 • Explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data (VCDTDS 019)

Indicative progress Between achievement standards

Terminology • Assess against Achievement Standards for DET reporting purposes. • Towards Level 4 • At Level 4 • Towards Level 6 • If students are working beyond Level 4 they will be working towards Level 6 • In between the Achievement Standards, develop Indicative Progress – what will progress look like in this unit?

Indicative progress • An in-between point in the continuum of understanding (not necessarily mid-point) • Break down knowledge and skills into three broad steps in a sequence – at Level, the Level above or below, and somewhere in between is Indicative Progress • Based on cognition, fluency, accuracy as progress towards next Achievement Standard relative to task/unit • More than ‘do it more times’

Digital systems levels 3 and 4 • Explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data (VCDTDS 019)

Digital systems levels 5 and 6 • Examine the main components of common digital systems, and how such digital systems may connect together to form networks to transmit data (VCDTDS 026)

Get the message At Level 4 Achievement Standard Indicative Progress – towards Level 6 At Level 6 Achievement Standard By the end of Level 4, students describe how a range of digital systems and their peripheral devices can be used for different purposes. Students identify the elements of digital systems that enable the transmission of data in networks. By the end of Level 6, students explain the functions of digital system components and how digital systems are connected to form networks that transmit data. - Can be shown by making connections between computer and peripheral devices for described purposes, selection from selection of peripherals. - Identify the peripheral devices or internal components that enable network connection (server, Ethernet cables, router/modem, wireless card) - Explain the transmission of data through internal components to other devices in familiar networks, using established protocols.

Indicative progress – get the message CURRICULUM AREA: Technologies/Digital Technologies toward Level 6 Achievement Standard Context: Get the message In this unit students will explore the features and characteristics of digital systems. They will explore how computers connect to peripheral devices to extend their functions for specific purposes. Students will design a digital system with peripheral devices to suit a user’s needs. Content Descriptions relevant to this lesson: Level 4: Explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data (VCDTDS 019) Level 6: Examine the main components of common digital systems, and how such digital systems may connect together to form networks to transmit data (VCDTDS 026) Digital Technologies Level 4 Achievement Standard Example of Indicative Progress towards Level 6 Achievement Standard Digital Technologies Level 6 Achievement Standard By the end of Level 4, students describe how a range of digital systems and their peripheral devices can be used for different purposes. In Digital Technologies, indicative progression towards the Level 4 achievement standard may be when students : By the end of Level 6, students explain the functions of digital system components and how digital systems are connected to form networks that transmit data. Students explain how digital systems use whole numbers as a basis for representing a variety of data types. They manage the creation and communication of ideas, information and digital projects collaboratively using validated data and agreed protocols. Students define problems in terms of data and functional requirements and design solutions by developing algorithms to address the problems. They incorporate decision-making, repetition and user interface design into their designs and develop their digital solutions, including a visual program. Students explain how information systems and their developed solutions meet current and future needs taking sustainability into account. • Students explain how the same data sets • can be represented in different ways. They collect and manipulate different data when creating information and digital solutions. They plan and safely use information systems when creating and communicating ideas and information, applying agreed protocols. Students define simple problems, and design and develop digital solutions using algorithms that involve decision-making and user input. They explain how their developed solutions and existing information systems meet their purposes. identify the elements of digital systems that enable the transmission of data in networks. Identify internal components within a device that enable network connection.

Developing a rubric Criteria At Level 4 Towards Level 6 At Level 6 Peripherals and components Identifies peripheral components that enable network extend function for connection a purpose Explains how internal components enable transmission of data in networks Transmission of data Identifies that data Identifies the can be transmitted components of from wired in digital systems components such through wired and that enable wired as digital camera wireless means and wireless transmission of data (including bluetooth and mobile) in networks Goal

Context – level 5 and 6 game development unit Digital Technologies: Data and Information Working towards Level 6 (Indicative Progress) Working at Level 6 (Achievement Standard) Working towards Level 8 (Indicative Progress) Game planning poster provides basic outline of initial idea. Game planning poster reflects the development and modification of characters, objects and actions. Game poster charts development of ideas and solving problems. Communication with other students includes an online tool to support face to face communication and uses group-developed protocols. Digital Technologies: Creating Digital Solutions Users are required to experiment when interacting with the game’s interface. Decisions and player goals are identified in plain English on poster plans, and elements or variations appear in the game. Communication with other students (including digital means) demonstrates use of appropriate social, ethical and technical protocols. Users are guided on how to use the game through the user interface. Plans show the development of user interface elements. Problems (moving characters or player goals) are defined and communicated in plain English and diagrams on poster plans and are implemented accurately through scripts. Communication with other students is meaningful, considers tone and content, and contributes to task completion for self and others. Users are able to clearly identify controls and game goals through the user interface. Problems and decision paths are recorded using flowcharts or pseudocode on poster plans and are implemented accurately through scripts.

Multiple curriculum areas Assessment area Maths: Surveying, Data and Graphing Level 5 Survey class using questions that gather categorical or numerical data. Level 6 Survey class using questions that show evidence of editing. Create a display or graph that represents a set Create a display that compares two or of data. more sets of data. Maths: Cartesian coordinates Note change of scale Describe the position of sprites using vocabulary such as top left, top right, mid right, etc showing horizontal and vertical description. Working towards Level 6 Describe the position of sprites located in any of the four quadrants of the Cartesian coordinate system. Working at Level 6 Level 7 Survey class, and display results incorporating mean, median and mode (where appropriate). Identify limitations from the questions or options available in the survey. Describe and compare the movement of sprites from one position to another using the Cartesian coordinate system. Working towards Level 8 Ethical Understanding: Means and Players are made aware when they have made Players are provided with choices that ends a choice that they might consider ‘wrong’. allow them to act according to ethical principles. Players receive positive results when making choices that benefit other characters. Digital Technologies: Data and Information Game poster charts development of ideas and solving problems. Game planning poster provides basic outline of initial idea. Communication with other students includes an online tool to support face to face communication and uses group-developed protocols. Digital Technologies: Creating Digital Solutions Users are required to experiment when interacting with the game’s interface. Game planning poster reflects the development and modification of characters, objects and actions. Communication with other students (including digital means) demonstrates use Communication with other students is of appropriate social, ethical and technical meaningful, considers tone and content, and protocols. contributes to task completion for self and others. Users are guided on how to use the game through the user interface. Plans show the development of user interface elements. Decisions and player goals are identified in Problems (moving characters or player plain English on poster plans, and elements or goals) are defined and communicated in variations appear in the game. plain English and diagrams on poster plans and are implemented accurately through scripts. Users are able to clearly identify controls and game goals through the user interface. Problems and decision paths are recorded using flowcharts or pseudocode on poster plans and are implemented accurately through scripts.

Rubrics FOR and AGAINST • Clear guidelines or expectations • Progression along continuum • Highlight gaps or target areas • Ongoing guide before submission or grading • Limiting – work to the level and not beyond • Weighting across criteria? • Ambiguity – ‘high level’, ‘clear’, ‘some’ • How to assess partial completion of a level?

Teaching – how and when? • Standalone/specialist subject • A term or semester Inquiry/Integrated Studies • Regular and timetabled sessions • Short sharp ‘warm up’ activities as a prelude to other curriculum areas

Curriculum planning Four areas: • School • Curriculum Area • Year Level • Unit/Lessons Read in conjunction with Revised F-10 Curriculum Planning and Reporting Guidelines http: //www. vcaa. vic. edu. au/Documents/viccurric/Revised. F-10 Curriculum. Planning. Reporting. Guidelines. pdf

Curriculum mapping • Templates from VCAA website – downloadable documents ‒ http: //www. vcaa. vic. edu. au /Pages/foundation 10/viccur riculum/curriculum-areaadvice. aspx • Authentic links to other curriculum areas

Teaching and Assessing Digital Technologies Secondary 7 - 10 Daryl Croke VCAA Specialist Teacher – Digital Technologies

Introduction • Daryl Croke, Computing teacher at Mount Ridley P-12 College, Craigieburn. • Approach: to examine a content descriptor in depth and suggest an approach to teaching an assessment.

Introduce yourself • Where do you teach? • What Digitech/computing subjects are you currently teaching? • Years of experience teaching computing?

We will explore: • • Challenges faced by teachers Assessing student work at different levels Assessing student work on a continuum Opportunities for students to work above level • Splitting the curriculum over 2 years pros and cons

Opening questions • Who has already reported against the Digital Technologies curriculum? • If so what levels and strands? • Who is about to report on Digitech this cycle? • If so what levels and strands? • What reporting package?

New curriculum challenges 1. 2. 3. 4. 5. Understanding the curriculum Developing activities Working out basic assessment Differentiating assessment Progression points / Reporting

Are students at expected level? True or False? • “Year 8 students need to be assessed at level 8” Reality • Students are where they are. Some year 8 students may be well below level, some may be already operating at level 9.

What are the levels in Secondary? • There are only 2 discrete levels for Digital Technologies in Secondary. • Level 8 and Level 10 • Students are either at a level or working towards the next level • It’s our responsibility as teachers to assess where they are

Indicative progress • An in-between point in the continuum of understanding (not necessarily mid-point) • Break down knowledge and skills into three broad steps in a sequence – at Level, the Level above or below, and somewhere in between is Indicative Progress • Based on cognition, fluency, accuracy as progress towards next Achievement Standard relative to task/unit • More than ‘do it more times’

Example: Programming level 8 Content Descriptor for Programming • Develop and modify programs with user interfaces involving branching, iteration and functions using a general-purpose programming language The achievement standard goes further • …. test, and modify digital solutions’

Example: Programming level 8 Content Descriptor for Programming • Develop and modify programs with user interfaces involving branching, iteration and functions using a general-purpose programming language • Rate your level of understanding/confidence ‒ Don’t get it ‒ Sort of/getting there ‒ Understand can do

Programming continuum Level 5 -6 Level 7 -8 Level 9 -10 Develop digital solutions as simple visual programs Develop and modify programs with user interfaces involving branching, iteration and functions using a general-purpose programming language Develop modular programs, applying selected algorithms and data structures including using an object-oriented programming language

Example: Programming level 8 • So what would it look it? • I’d expect one working program that would include: • • • If statements [Branching] For or While Loops [Iteration] Functions Documented tests Comments or a description of how it works

Example: Programming level 8 Teaching Approach • Explain and model each element below and give the students opportunities to complete each task. • • • If statements [Branching] For or While Loops [Iteration] Functions Documented tests Comments or a description of how it works

Example: Programming level 8 Teaching Approach • Introduce elements of level 9 -10 programming and give the advance students opportunities to build it into their practice. • • Data Structures (arrays, lists) Methods Developing a program from scratch Creating a GUI

Possible continuum 6. 0 7. 0 8. 0 9. 0 Visual Program General Purpose Program Object Orientated Program Branching, user input and loops. Separate modules if/else Loops Functions Module with 2 elements & tests or 3 elements and no test One working module: if/else Loops Functions Test Explanation As 8. 0 plus one feature of OOP such as a data structure or method Basic knowledge of OOP Separate modules of main features.

Example: Programming level 8 Model Task Create a program that will ask a user to enter their name and age. If they are 15 or older it will tell the user they are really old 5 times. Otherwise it will tell the user that they are really cool 4 times.

Example: Branching

Example: While Loop

Example: Function

Model program: Python Explanation Looping Function User input Branching

Model program: Testing Outputs from program

Model program: 7 Desired output but No function

Model program: 8 A proper function A Data Structure Method [add items to a list]

Splitting assessment over the band A high school has: • 40 hr Digitech subject @ 7 • 40 hr Digitech subject @ 8 Should you attempt to teach all content each year? Should you spilt the content up over two years?

Splitting assessment over the band If you split the content up: • Would you aim to get Year 7 s to be level @ 8? • What content would you postpone until Year 8 and why?

Splitting assessment over the band Pros Cons • Teach content in more depth • Advance students to next level • Possibly more engaging • Loss of continuity • Gaps in knowledge • Possibly more frustrating Comments / Feedback.

Conclusion 1. Determine what at level student work looks like 2. Determine what above and below level work looks like, create model examples 3. Give students opportunities to work below and above level 4. Assess and Good Luck!

http: //www. digipubs. vic. edu. au/pubs/digitaltechnologies/faqs / Frequently asked questions