PAKENHAM SPRINGS PRIMARY SCHOOL

GOING FORWARD

What we identified for development

Improving student depth of understanding of coding - reading block code and script.

3 things we would avoid or do differently

1. Teach initial coding concepts before introducing EV3 robot kits. Students were learning how to use the robots without really understanding what all the code blocks mean.

2. Integrate more digital aspects when teaching Science concepts.

3. Ground students with more background information before diving into a particular tech tool or Digital Technologies concept.

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

Pakenham Springs Primary School has begun utilising relevant learning technologies and setting aside dedicated staff, resources and time for the delivery of the Digital Technologies learning area. Their current approach also looks for opportunities to integrate skills and knowledge from the Digital Technologies content descriptors with other learning areas like Science and Design and Technology.

A common concern in Australian schools is lack of teacher background in the core concepts, particularly in areas like coding and digital systems. Content knowledge and pedagogical advice are available from multiple sources, so we recommend a program of formal or informal professional learning to continue unpacking and applying the content descriptors in the curriculum.

The case study notes that Pakenham Springs staff have identified past issues with diving too quickly into a tech tool (eg. EV3 robots) without first grounding students in computational thinking and the relevant coding skills or concepts.

In the case of algorithmic thinking, one valuable goal is to move from a primarily tool-driven approach (eg. using the generic learning sequence provided with a robotics kit) to an outcome-driven approach where the teacher chooses and designs activities and challenges with a goal of building algorithmic thinking in line with the skills given in the curriculum content descriptors.

Finally, the approach of a specialist classroom and teacher can carry 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.