FAWKNER PRIMARY SCHOOL

GOING FORWARD

What we identified for development

Updates to our Scope and Sequence chart for Digital Technologies.

3 things we would avoid or do differently

1. More planning. As the ICT Coordinator providing tech support occupies time that could otherwise be spent on planning. This means that sometimes the students could have a better grasp of the pre-requisite skills.

2. More Preparation. Have examples of work for students to use to set the standard and style of work. Ensure there is dedicated time allocated to show students, particularly when apps are updated and common features move to new locations. It is wonderful to learn alongside the students but sometimes teachers need to be prepared to quickly answer questions.

3.  More testing and trialling when implementing new technologies (hardware and software) into classes.

INPUT FROM DLTV and ACS

NOTE: This advice is relevant to this school snapshot as at February 2021, with documents provided at that time.

starting out   >   building practices   >   consolidating practices

Fawkner Primary School is well on the way to completing the transition from a legacy ICT-heavy program to an implementation of Digital Technologies curriculum.

While Cybersafety is a critical topic for both Digital Technologies and as an ICT capability, consider whether the content description in the Digital Systems strand could be more directly addressed in all of the level bands, with a focus on hardware and software, parts of a computer, and digital networks. These topics can seem theoretical, but there are books and unplugged activities to engage students.

There are lots of ways to collect data so that it can be later manipulated and analysed in a spreadsheet. Consider multiple options like: paper and online surveys, gathering data with robots, accessing online data repositories. Google Sheets is a good alternative to Microsoft Excel when learning to use tools and formulas for analysing and presenting data.

To cover user interfaces at Levels 5-6, consider out-of-the-box physical user experiences with your existing tools like Lego robotics (or with a non-coded tool like Makey Makey). Another approach is to create GUI designs on paper or with free online tools like diagrams.net.

The school is clearly benefiting from the approach of a specialist classroom teacher, but it's important to consider the vulnerability in case of staff change. We recommend a deliberate strategy to ensure that the school can continue to deliver Digital Technologies and utilise the range of learning tools should a crucial staff member move on.