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Curriculum advice for remote and flexible learning

Implementing the Victorian Curriculum F–10

The following information outlines curriculum area advice to schools to support remote learning and continuity for students in F–10 Digital Technologies. This advice should be read in conjunction with broader advice provided to schools regarding the Victorian Curriculum F–10 on the VCAA and Victorian Curriculum F–10 websites.

Delivering F–10 Digital Technologies remotely and flexibly

Keep in mind

  • Schools can review and adapt their teaching and learning program for Digital Technologies to enable the curriculum to be delivered at home via remote learning.
  • Teachers are best placed to make teaching and learning decisions and assessment modifications that are appropriate to their own circumstances. Teachers need to consider school and student access to remote learning tools, such as learning management systems, and the strengths and limitations of their students.
  • A weekly program of teaching and learning, based on the original teaching and learning program, can be developed for students to complete at home. This program should include learning activities that enable students to demonstrate aspects of the relevant achievement standards in Digital Technologies.

Ideas and connections

  • Schools and teachers may select teaching and learning activities that integrate Digital Technologies with another learning area and/or capability to support efficient curriculum delivery.
  • Teachers can select teaching and learning activities, particularly 'unplugged' activities, that are able to be undertaken with equipment or materials readily available in students' homes and as part of students' everyday home life to replace activities included in the school's original teaching and learning program for Digital Technologies.
  • Schools can provide templates that scaffold students' practical activities, focusing on the strands of Digital Systems, Data and Information, and Creating Digital Solutions.
  • Schools may consider if there is a different approach or methodology that can be used in place of what had originally been planned to deliver curriculum content, for example, drawing diagrams and charts, writing descriptions, developing tables, using simulations, developing algorithms as a sequence of steps, and annotating mock-ups. These activities could be developed into a range of open-ended problem-solving tasks that could cater to the diverse needs of students across curriculum levels.
  • For ideas for unplugged activities for remote and flexible learning, download Digital Technologies, Foundation to Level 10 – Unplugged activities.
  • For ideas for plugged activities for remote and flexible learning, download Digital Technologies, Foundation to Level 10 – Plugged activities.

  • For ideas for unit plans for remote and flexible learning, download Digital Technologies, Foundation to Level 10 – Unit plan ideas.

Useful resources

Teachers may consider the Digital Technologies VCAA resources, including:

  • Unpacking Digital Technologies content descriptions (sample activities)
  • Computational thinking in the Victorian Curriculum (poster)
  • The difference between the F–10 Digital Technologies Curriculum and ICT (posters)
  • VCAA Specialist Teachers video resources.

Assessment and achievement standards

  • Schools should assess student learning, including evidence from unplugged activities, against the relevant aspects of the achievement standards in the Victorian Curriculum F–10.
  • Depending on the resources available at home and the aspect of the achievement standard being assessed, students may draw, graph, photograph, annotate, develop a software solution, collaborate with blogs or write a response to their solutions.
  • Teachers can select and use a variety of assessment types to provide timely feedback to students and to monitor learning progress. Schools can review the range of assessment tasks to achieve a balance between short activities that focus on student knowledge and understanding of particular skills and more open-ended, rich assessment tasks and problem-solving tasks that can be completed over a longer period of time at home.
  • On the resumption of face-to-face learning, schools will need to undertake a variety of assessments to determine students' actual progression of learning, considering the original teaching and learning program and making the necessary adjustments to this program as required. 

For more information

Phil Feain, Digital Technologies Curriculum Manager

Phone (03) 9032 1724 or email the Digital Technologies Curriculum Manager