1. Naplan
1.1. Literacy
1.2. Numeracy
1.2.1. Number
1.2.2. Positional Language
1.2.3. Sequencing
1.2.4. Measurements
1.2.5. Estimation
2. Digital Technologies
2.1. Coding and programming
2.2. robotics
2.3. Computational thinking
2.4. Pattern recognition
3. ACARA
3.1. NSW Curriculum
4. Theoretical Frameworks
4.1. SAMR
4.1.1. Modification - Tech has allowed for signigfcant task redesign Augmentation - Tech has acted a direct tool substitute with functional improvement (Unknown, 2020)
4.1.1.1. The Bluebot allows for interaction between the lesson content, the digital technology and themselves.
4.1.1.2. 3 C's of 21st century Skills
4.1.1.2.1. Communication Collaboration Contributing
4.2. TPACK
4.2.1. Implementation
4.2.1.1. Modelling to and for students
4.2.1.1.1. Effective techniques for stool use
4.2.1.1.2. Teacher created examples
4.2.1.2. Classroom Mangement
4.2.1.2.1. Pacing of instructions
4.2.1.2.2. Pairs or groups of students
4.2.1.3. Preparation
4.2.1.3.1. Having a back-up plan
4.2.1.3.2. Reflective feedback
4.2.2. Planning
4.2.2.1. Differentiation
4.2.2.1.1. Simple brief handouts
4.2.2.1.2. Minimise new skills introduced each lesson
4.2.2.1.3. Prior Knowledge of students
4.2.2.2. Sequencing
4.2.2.2.1. Units to build skills
4.2.2.2.2. Differentiated activities in a lesson
4.2.2.3. Activity Choice
4.2.2.3.1. Matching Tech to teaching model
4.2.2.3.2. Based on Subject matter and Learning outcomes
4.2.2.3.3. Variety of tech activities
5. Computational Thinking
5.1. problem solving
5.1.1. Debugging
5.2. Predicting and analysing
5.2.1. collaboration
5.3. Evaluation
5.3.1. persevering
5.4. Patterns
5.4.1. creativity
5.5. creating and following steps
5.5.1. tinkering