Digital Technologies as a compulsory subject was introduced in the Australian Curriculum to enable students to build up their confidence in becoming creative developers of digital solutions and to develop thinking skills in problem solving. This theoretical paper examines a conceptual framework with the potential to form a working model for teachers teaching Computer Science/Digital Technologies in K-12 classrooms. Using Technacy Theory as a framework promises ideas for differentiating technology education by means of setting appropriate developmental expectations. This paper explores how the teaching of computational thinking and programming, key concepts found in the teaching of Computer Science subjects, can be mapped to the Technacy and Innovation Chart setting developmentally appropriate expectations in the teaching and learning of these subjects.