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The New Curriculum: ICT Readiness & Assessment

This presentation discusses the changing status of ICT in education and the need for teachers to be confident in utilizing ICT to support the new curriculum. It explores a tested scheme of work and addresses the challenge of assessing ICT effectively.

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The New Curriculum: ICT Readiness & Assessment

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  1. The New Curriculum: is your ICT ready? City of Westminster Royal Borough of Kensington and Chelsea ICT Conference June 9th 2010 Philip Mann

  2. Presentation brief: The status of ICT is changing, more of a resource less of a subject. To ensure a successful start with the new curriculum in September 2011 teachers need to be confident with the full range of activities ICT can support. A flexible scheme of work for ICT is a crucial feature of the new curriculum and teachers need to approach the use of ICT from a new perspective. This presentation will demonstrate a popular and tested scheme of work and also help to clarify the challenge of assessing ICT.

  3. The New Curriculum: is your ICT ready? Curriculum journey

  4. Children and their Primary Schools – The Plowden Report 1967 “One of the main educational tasks of the primary school is to build on and strengthen children's intrinsic interest in learning and lead them to learn for themselves rather than from fear of disapproval or desire for praise.” The report's recurring themes are individual learning, flexibility in the curriculum, the centrality of play in children's learning, the use of the environment, learning by discovery and the importance of the evaluation of children's progress. ‘Teachers should not assume that only what is measurable is valuable.'

  5. The Bullock Report in 1975 and James Callaghan in 1976… • After Plowden and amid rumours around William Tyndale, The Bullock Report undermined claims that schools were concentrating on ‘creativity’ at the expense of ‘the basics.’ It argued for a whole-language approach to the teaching of literacy – language across the curriculum. • In 1976 James Callaghan gave his Ruskin College speech in which he stated that ‘government and industry have an important part to play in expressing the purpose of education and the standards that we need.’

  6. The National Curriculum 1988 • ‘By providing rich and varied contexts for pupils to acquire, develop and apply a broad range of knowledge, understanding and skills, the curriculum should enable pupils to think creatively and critically, to solve problems and to make a difference for the better.’

  7. Excellence and Enjoyment 2003 • ‘High standards and a broad and rich curriculum go hand in hand. Literacy and numeracy are vital building blocks, and it is right to focus attention on them. But it is important that children have a rich and exciting experience at primary school, learning a wide range of things in a wide range of different ways.’

  8. QCA – Designing and Timetabling the Curriculum - 2003 • ‘The challenge for each school is to customise the basic entitlement to learning and, in the context of Government policies and initiatives, create its own distinctive and unique curriculum.’

  9. Ofsted - 2006 • ‘Children learn best when they can see the reason for something, when there are patterns and relationships to help them make connections between one discipline and another’

  10. Is it really a new curriculum?

  11. ICT. What comes to your mind when you think of the word “curriculum”?

  12. ICT - Curriculum Wheel

  13. Adequacy, range, quantity, understood • Look at the PoS and SoW – can it be covered • Subject leaders knowledge • Technical support • Management • Sound (microphones, recorders, headphones) • Multimedia (cameras still and video) • Science (Dataloggers, microscopes) • DT (control box, sensors) • Evaluation of resources

  14. Individual staff needs • Whole school training needs • Ensuring training is timely/relevant • Established programme • In-school training • Teaching assistants • Evaluate CPD

  15. To suite or not to suite? • Go for smaller more mobile • Wireless access throughout • Fully implement MLE • eSafety activities away from ICT

  16. Work with the new levels now • Have staff plan beside these – success criteria • Generally a shift by one level • Make use of description key words

  17. Differentiation, differentiation, differentiation – HAPs, MAPs and LAPs • Track progress • Moderate and level • Long/short term targets • Self/peer assessment

  18. Cross-curricular studies There is a requirement in the cross-curricular studies section that each Area of learning should provide opportunities for children to develop and apply their ICT skills.

  19. Offering full breadth, recent terminology, cross curricular links, progression (skills, knowledge and understanding), subject contexts, hyperlinks, assessment opportunities, next steps (challenge), eSafety and suggested resources

  20. Clear focus – subject and/or ICT capability • Take the C out of ICT – what do you get? • Differentiation • Assessment • Meaningful links • Plenary

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