Many schools across Australia have begun implementing the Australian Curriculum: Digital Technologies, or their state’s or territory’s equivalent. Although implementation may have its challenges, it brings with it a way for schools to transform their learning experiences.
To assist you with the challenges of learning about a new curriculum, the Digital Technologies Hub has just released a Scope and Sequence.
This Scope and Sequence provides a possible set of sequenced topics for years F–10 that can be used in teaching the Australian Curriculum: Digital Technologies, addressing the various content descriptions. In total, by the end of April 2018, there will be 40 sequences available across the year level bands, with eight topics offered for each.
Here are the Scope and Sequence’s features.
Easy to understand
The Scope and Sequence provides easy-to-understand information about each of the key aspects of Digital Technologies that are relevant and specific to a particular year band. Each sequence includes a ‘What’s this about?’ section, which offers information about what should be covered and clarifies the lesson focus.
Pick and choose relevant learning tasks from the suggested units to suit a limited timeframe, or progress through a sequence using a developmental approach. You can delve into a topic by accessing relevant learning tasks that are targeted and demonstrate an aspect of the achievement standards; or you can implement a topic that culminates in project work that can be done across a term.
Where relevant, links to other learning areas have been made in the F–6 sequences so that you might usefully integrate Digital Technologies with other existing programs and class contexts.
Each sequence is supported by targeted resources that can be used to support learning tasks described in it. These resources are not exhaustive; however, they do target the approach to learning suggested in the learning tasks.
Each sequence has a downloadable ‘Unit SOLO Taxonomy’ matrix to assist you in differentiating the learning for students in your classroom. The matrix describes how a complex learning task can be broken up into components that follow the SOLO (Structure of the Observed Learning Outcome) Taxonomy – a means of classifying learning outcomes in terms of their complexity. This can help you differentiate a task, to enable students to operate at their level or to provide learning tasks that are progressively more challenging. The matrix documents are editable, so can be adapted as needed.
Planning and assessment
A ‘Unit overview’ is offered for each sequence. It includes curriculum alignment, and identifies the achievement standard(s) being covered. You can modify this document to suit your needs.
A visual ‘Topic unit map’ for each year band provides a quick overview of the key aspects underpinning each content description. You can also use these mind maps as checklists while you cover aspects of the curriculum. They were developed by Paula Christophersen, who was heavily involved in developing the Australian Curriculum: Digital Technologies, and has an intimate knowledge of the curriculum F–10.
It’s up to you whether you dip your toe in the water or dive right in! Either way, you can start today, by implementing an aspect of the Digital Technologies curriculum that suits your students’ needs and that you feel comfortable with.
In the coming months, the Digital Technologies Hub team will be hosting webinars dedicated to the new Scope and Sequence, so keep an eye on the Facebook page for dates and details. Or you can subscribe to the Digital Technologies Hub newsletter to be notified on these and other events happening around the country.