Embedding ICT Across the Curriculum Reduced version

1. Embedding ICT Across the Curriculum Reduced version Primary National Strategy Conferences Autumn Term 2004 Sarah Cook – Primary National Strategy Consultant Ian Vardy – School Development Adviser ICT

2. Resources used at the “Embedding Conferences” are media rich and include links to other files and documents which cannot be included in this “reduced” version of the presentation. However the notes for slides are included and summarise the key points at each of the examples. Example Primary National Strategy and Education ICT

3. Aim of this Conference: “To explore with you the embedding of ICT across the curriculum – within the context of Excellence and Enjoyment and the developing Primary National Strategy.”

4. Embedding – yet another e-word! • what does embedding look like in the classroom? • what are the expectations on teachers and teaching? • what will be the impact on learning and learners? • what support is available to help schools build on and improve existing practice? • what do teachers and schools need to do?

5. Human Resources Hardware Resources Strategic Planning Curriculum Planning

6. Planning for Embedding Knight’s Templar First School, Watchet Example

7. Embedding – yet another e-word! • what does embedding look like in the classroom? • what are the expectations on teachers and teaching? • what will be the impact on learning and learners? • what support is available to help schools build on and improve existing practice? • what do teachers and schools need to do?

8. Example Embedding ICT in Practice… Year 2 Maths

9. Reflect on the current practice in your school. • Identify examples of effective practice in terms of embedding ICT in learning and teaching across the curriculum. • Share your current strengths with a group of colleagues. • For each group identify two or three examples of effective practice to report back to the rest of the Conference.

10. Embedding – yet another e-word! • what does embedding look like in the classroom? • what are the expectations on teachers and teaching? • what will be the impact on learning and learners? • what support is available to help schools build on and improve existing practice? • what do teachers and schools need to do?

11. The changing policy context Focus on ICT infrastructure, connectivity and Professional Development Focus on Pedagogy – teaching and learning and whole school development ICT in Schools: 2003-2006 NGFL: 1998- 2002

12. Systems, networks, infrastructure, CPD Teachers using ICT as part of their repertoire Developing professional Leadership Embedding ICT across the Curriculum Developing Pupil Capability

13. “ICT is well established in the pupils’ minds as a good method of helping their learning.” OFSTED report effective practice… A Somerset School during 2003-2004 “The evidence shows that ICT is used well to help the pupils extend their understanding in most areas of the curriculum. This is most pronounced in English where pupils regularly word process their work. However, it is also evident in subjects such as history and geography, where pupils, for example, have used the Internet to find information about topics such as rivers and the water cycle. In science, pupils have used ICT to support their work about the human body. There were also examples of pupils using ICT in art and design, design and technology and RE. ICT is well established in the pupils’ minds as a good method of helping their learning.”

14. ICT in subjects ICT the subject Why embedding? To see the significant improvements in the teaching of ICT matched by improvements in the use of ICT across the primary curriculum.

15. To improve standards of teaching and learning by helping to embed the effective use of ICT across the primary curriculum.

16. Embedding – yet another e-word! • what does embedding look like in the classroom? • what are the expectations on teachers and teaching? • what will be the impact on learning and learners? • what support is available to help schools build on and improve existing practice? • what do teachers and schools need to do?

17. Example Ashcott Primary School

18. Impact for children • ICT offers flexible approaches to learning that can be applied across the primary curriculum • ICT can engage and motivate • ICT provides access to new resources and alternative ways to support thinking

19. Impact for teachers • ICT to enhance particular aspects of teaching • ICT as a medium for interaction • ICT challenging existing ideas about pedagogy and subjects

20. Meare Village School Example

21. Over refreshments…. • Reflect on the practice illustrated in the Meare Village School case study. • What do you currently see as your school’s key areas for development in terms of embedding ICT across the curriculum?

22. Embedding – yet another e-word! • what does embedding look like in the classroom? • what are the expectations on teachers and teaching? • what will be the impact on learning and learners? • what support is available to help schools build on and improve existing practice? • what do teachers and schools need to do?

23. Support… ???

24. Systems, networks, infrastructure, CPD Embedding ICT across the Curriculum Developing Pupil Capability Developing professional Leadership Teachers using ICT as part of their repertoire

25. A range of resources are available to support schools… • National materials • Somerset materials

26. …from the National Agencies • The Leadership Team Toolkit • The exemplar materials on the Teaching and Learning CDs • Hands on Support • Strategic Leadership of ICT programme for Headteachers

27. The Leadership Team Toolkit

28. Learning and Teaching using ICT

29. Professional Development through Hands on Support • A new programme to help teachers share good practice in the use of ICT in subject teaching from the DfES and the Primary National Strategy. • A peer led programme of face-to-face support focussing on using ICT effectively to enhance teaching and learning using the equipment that teachers have access to in their own classrooms.

30. Hands on Support Aiming for improvement in three areas: • an increase in the application of ICT in other subjects; • an increase in the effective use of ICT across the curriculum, specifically to meet the learning objectives of other subjects; • an increase in teachers’ confidence in the use of ICT as a tool for teaching.

31. Schools • spread good practice in using ICT in teaching and learning; • develop new and existing collaborative links between teachers and other schools; Teachers • be confident and competent in their use of ICT across the curriculum; • Enhance subject teaching using ICT; and • Sharing expertise with other teachers • Developing practice through collaboration with colleagues

32. Support… from the LEA • The Mathematics Grid from Somerset • The Literacy Grid from Somerset • Progression in Phonics from Somerset

33. Embedding – yet another e-word! • what does embedding look like in the classroom? • what are the expectations on teachers and teaching? • what will be the impact on learning and learners? • what support is available to help schools build on and improve existing practice? • what do teachers and schools need to do?

34. Reflect on your current practice • Review and revise existing subject planning • Review the links between the development of personal capability in ICT (ICT the subject) and ICT as a tool for learning • Seek opportunities to embed ICT within the learning activities for children in all subjects • Explore the potential use by teachers to improve their teaching through the use of ICT • Review your existing resources and structures to improve efficiency and access to planning and resources

35. Courses dates for Embedding ICT Friday 5th November – Embedding ICT across the curriculum in Yrs 5 and 6 Friday 19th November – Self-Evaluation of ICT for schools Tuesday 23rd November – Embedding ICT across the curriculum in Yrs 1 and 2 Friday 26th November – Embedding ICT across the curriculum in Yrs 3 and 4

36. What happens next? • examine the resources provided from this conference • plan how to best introduce them in your school and make them available to all staff • consider what training and support needs you will require and make a “HoS” plan • develop an embedding action plan and prioritise your actions over the next two terms • look out for further “embedding ICT events” during the year – including Summer Term conferences

37. Dates and venues of update conferences Half day Events 7th June Brent House 9th June Long Sutton Golf Club 10th June Wessex Hotel, Street 16th June Mendip Lodge Hotel 17th June Wellsprings Leisure Centre

38. With particular thanks to… Paula Ashton – Meare Village School Angela Spence – Knight’s Templar First School Watchet Clare Brooks – Ashcott Primary School Julie Crinson and Katie Brooks – Milbourne Port Primary School Helen Morley – Misterton First School Chris Partridge – Wincanton Primary School Denise Flagg – Ilchester Primary School Maria Richards – Milverton Primary School Selina Shaw – Norton Fitzwarren Primary school Zoe Charlton – Merriot First School Julia Briggs – St Bartholomew’s First School

39. …and the headteachers, staff and pupils of the Pilot Schools… Knight’s Templar First School Watchet Ashcott Primary School Meare Village School Milbourne Port Primary School Ilchester Primary School Wincanton Primary School St Bartholomew’s First School Kilmersdon Primary School Abbas and Templecombe Primary School St Benedict’s Primary Stratton on the Fosse