Classroom implementation: the practical pillar
The other pillars answer what's true; this one answers what do I do Tuesday period 3. It's written for the subject leader with one timetabled hour, thirty children spanning five years of effective skill difference, shared devices, and a curriculum document that lists outcomes without mentioning any of those constraints. Everything here inherits its evidence from the science pillar â this pillar's job is the translation.
The operating model
One hour a week â the pillar's spine: what a weekly hour genuinely buys across primary years, why the gap between lessons is a feature, the 10-20-20-10 session shape, and the three constraints (cumulative structure, protected fundamentals, no homework dependency) that decide whether the hour compounds. If you read one page here, read that one.
The spread, handled: placement diagnostics â meeting the child who's typed for three years and the child who's never touched a keyboard in the same room, via performance probes and prerequisite-closed skill grants. Companion pages coming: differentiation patterns, the absolute-beginner/expert cohabitation problem, and SEN-specific guidance (dyslexia and typing, motor accommodations).
Assessment that measures the actual skill â performance tasks over quizzes, the ten-minute audit (type, save, attach) that ends "digital native" debates, and keeping the whole thing formative (the feedback evidence).
Equity as a design constraint (articles coming): the home-access gap and why homework-dependent models teach the gradient rather than the subject (the ICILS evidence); shared-device hygiene (sessions); Chromebook-fleet realities.
The standards shelf
Aim-by-aim mappings with honest partial/not-covered markings â because a mapping that claims everything covers nothing:
- Australia: Digital Technologies Fâ6 â both strands, all three bands, the v8.4/v9 drift, and the Digital Literacy capability's unfunded-mandate problem.
- England: computing KS1 & KS2 â every statutory aim unpacked.
- ISTE Standards for Students â the seven profiles at primary reading.
- Coming: CSTA, Scotland CfE, Ireland, New Zealand, and per-year-level breakdown pages.
How to use this pillar
Start from your binding constraint, not from the front: timetable pressure â the hour; a wildly mixed new cohort â placement; leadership wants evidence â assessment (run the audit twice a year and let the delta argue for you); compliance paperwork â the standards shelf plus the privacy pillar. Every page ends in an "in the classroom" section for a reason â if you can't use it Tuesday, we haven't finished writing it.
Š Glu IO Pty. Ltd. â Wiz Kids (wiz.kids). Link freely; republication requires permission â see terms. Found an error in our reading of the research? We correct fast: tell any teacher piloting Wiz Kids.