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ICT National Strategies Development Meeting

ICT National Strategies Development Meeting. Pear Tree Hotel 10 th June 2010. www.worcestershire.gov.uk www.edulink.networcs.net. Introduction and welcome. Jim Milton: Secondary ICT Subject Adviser Colin Whitehead: Secondary Strategy ICT Consultant. Objectives for the day.

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ICT National Strategies Development Meeting

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  1. ICT National Strategies Development Meeting Pear Tree Hotel10th June 2010 www.worcestershire.gov.uk www.edulink.networcs.net

  2. Introductionand welcome Jim Milton: Secondary ICT Subject Adviser Colin Whitehead: Secondary Strategy ICT Consultant

  3. Objectives for the day • to understand the teaching of “functionality” through KS3-KS4 • to explore progression in the “Sequencing Instructions” strand of the Programme of Study • to consider the characteristics and evaluation of “good” lessons in ICT

  4. Session 1: Developing ICT functionality • Review the status of “Functional ICT” qualifications • Review the nature of “functionality” and its progression • Consider how progression in “functionality” relates to APP • Understand the Build / Apply / Secure spiral • Consider medium-term planning approaches

  5. Status of “Functional ICT” qualifications • Still required for Diplomas, and for some Apprenticeships; and in the future for Foundation Learning pathways • Note the change of term from “Functional Skills” to “Functional ICT” qualifications • 19 specifications approved by QCDA from:AQA / City & Guilds / Edexcel / EDI / OCR / WJEC • All approved specifications are very similar! • Thresholds for passing exams remain high • Success depends upon rounded “functionality”

  6. What do we mean by “Functionality”?Is it the same as skills? or capability? • What do we understand by “Functionality”? • How do you judge whether a pupil is “functional” in ICT? “Functional” skills are the essential elements of English, mathematics and ICT that individuals need to enable them to engage successfully as citizens and progress to further learning or employment.

  7. Build / apply / secure

  8. Build / apply / secure

  9. Build / apply / secure The learner applies skills with increasing independence to more complex and less familiar situations that need higher levels of technical demand. “Progression in functional skills is recursive”.

  10. APP assessment – at what stage? From which point(s) in this cycle would the best APP assessment evidence be taken?

  11. “Functionality” and APP progression • What is the relationship between Level 1 “Functional ICT” and progression in the Programme of Study as measured by APP? • Each of the card is a L1 “Functional ICT” criteria • Agree where they fit best and place them on the APP grid • Question: what National Curriculum Level would pupils need to be secure at, if they are to be fully ready for Level 1 “Functionality”?

  12. Implications for teaching ICT at KS3 • If pupils at the end of KS3 should be able to achieve Level 1 “Functional ICT”, what are the implications for: • KS3 APP practice? • KS3 Schemes of Work content and structure? • KS3 pedagogy?

  13. Planning for “build” and “apply” • The KS3 Scheme of Work needs to provide opportunities for students to • build technical (AF2/AF3) and associated (AF1) skills • apply these in a number of contexts • secure them independently in appropriate contexts • The “apply” and “secure” activities need to be planned into the scheme of work to ensure that they are progressive and timely.

  14. Planning for “build” and “apply” • Activity: • Read the guidance on the front of the “Curriculum models” sheet link • Discuss with a partner the different models illustrated on the reverse • Complete the “Curriculum models task sheet” and justify your decisions to your partner • Be ready to provide feedback!

  15. Planning for “build” and “apply” • Feedback

  16. Coffee break 20 minutes

  17. Session 2: Developing ICT functionality • Consider implications for applying Functional ICT in other subjects

  18. Implications for cross-curricular ICT

  19. Implications for cross-curricular ICT

  20. Implications for cross-curricular ICT

  21. Implications for cross-curricular ICT Some key steps to support the application and securing of “Functional ICT” in other subject contexts Check when/to whom booklets are distributed Negotiate with English, Maths and SLT to determine the whole-school stance Identify key subjects to liaise with in the first year;meet HoD; explore booklet together; discuss generic opportunities to apply “Functional ICT”; identify specific instances for “Functional ICT” to be applied in their SoW; request annotated plans for one year group per term Stress that other subjects are not expected to assess ICT!

  22. Whole-school implementation • If a whole-school approach is adopted, progression grids are available to help plan staged-implementation in: • School leadership • Subject leadership • Teaching • Learning • TllinkSLlink

  23. What about Functional English & Maths in ICT? If we wish other subjects to apply aspects of Functional ICT …. then we must be ready to apply aspects of Functional English and Maths. On the table of Entry Level or Level 1 criteria, highlight those aspects of Functional English and Maths that most relate to ICT. Identify some content in your Scheme of Work where these have particular presence. • Maths L1:use data to assess the likelihood of an outcome

  24. What conversation would you want with your English and Maths colleagues? Representing and interpreting data inmeaningful contexts is really important Use the term “mean” rather than average Select the appropriatenumber of decimalplaces, with thought tothe context and user The concept and process of testing hypothesesis really important

  25. The four “factors” of progression The learner applies skills with increasing independence to more complex and less familiar situations that need higher levels of technical demand. These combination of these four factors is referred to as the “level of demand”

  26. Progression between E / L1 / L2 Entry     Level 1     Level 2

  27. Implications for teaching in KS3 / KS4 • Scheme of Work provides opportunities to build, apply, secure • Progression in “technicality” follows the APP / Framework of Learning Objectives and/or KS4 Specification • “Independence”, “complexity” and “familiarity” start at “Low” level in Y7 and progressively increase in demand to reach a “High” level in Y11

  28. Implications for teaching in KS3 / KS4 “Functionality” should be a 5-year progressive development

  29. Mapping “Functional ICT” As a group, decide on a strand On your own, consider Units you teach;determine the level of demand for each factor As a group, fill out the A3 sheet:agree the level of demand for two current Units per Year review the progression of the three factors;for one of them, note ideas for improving progression in particular years

  30. Feedback Which strand did you choose? Which of the three factors currently shows the strongest / weakest progression?Why would this be? What changes did you propose to strengthen the progression in one of the three factors?

  31. Conclusion ICT schemes of work should provide “build” / “apply” / “secure” opportunities Relevant subjects provide essential “apply” opportunities (supported by national guidance?) Whole-school “Functionality” agenda if possible “Functionality” depends upon all four factors of “level of demand” being developed progressively “Functionality” leads to better learning / learners

  32. Conclusion “Functionality” should not be developed in order to pass “Functional ICT” qualifications: rather, “Functional ICT” qualifications are delivered to validate that students have become “Functional”

  33. Lunch

  34. Session 3: Progression in AF2 Sequencing instructions • Objectives: • Understand concepts in Sequencing Instructions • Recognise opportunities for transfer of concepts between applications • Secure understanding of technical vocabulary • Have some fun!

  35. Is Sequencing Instructions important? • Is a specific component of Programme of Study • Develops logical reasoning skills • Motivates kinaesthetic learners • Is foundational for future programming and computing skills

  36. Is Sequencing Instructions important? “Computing is complementary to, but quite different from ICT. It appeals to different students, and addresses different needs.” “There is a looming skills shortage in Computing. University applications have fallen by 60% since 2002, but the demand from employers has risen, and continues to rise.” Computing for the Next Generation group V2.1, August 2008 Uptake for A-Level Computing has dropped significantly, and increasingly unviable.

  37. Sequencing Instructions With what software applications might students be Sequencing Instructions through KS3-KS4?

  38. KSU … and Concepts • In PowerPoint …. ...and other applications • Layered objects • Master format • Header/footer • Transitions between elements • Animated objects • Timed sequence • Motion paths • Navigation buttons • Hyperlinked objects • Music track (play sound across slides) • Loop continuously

  39. Concepts in Sequencing Instructions - flowchart control • Sequence of instructions • Input / output • Condition • Decision • Loop • Procedure / Sub-routine • Variable

  40. Transferring the concepts to Alice • 1) Which of these concepts can be readily transferred to Alice? • Sequence of instructions • Input / output • Condition • Decision • Loop • Procedure / Sub-routine • Variable • 2) What new concepts are met in Alice?

  41. Getting to know Alice

  42. Concepts in Sequencing Instructions (flowchart and game authoring) In Sequencing Instructions/Control/Programming…

  43. Definition Dominoes Use the dominoes to match technical vocabulary and definitions

  44. Script languages – e.g. Visual Basic Sub Hide_Columns() Columns("B:D").Select Selection.EntireColumn.Hidden = True End Sub Sub Make_Bold() Range("A2:A6").Select Selection.Font.Bold = True End Sub Sub CandP() Range("E2:F6").Select Selection.Copy Sheets("Sheet1").Select Range("L3").Select ActiveSheet.Paste End Sub For i = 4 To 43 If Cells(i,13)) = “y” Then With Sheets("Unit 9.3").Cells(3, 1) .Value = Cells(i, 22) .Interior.ColorIndex = Cells(i, 5).Interior.ColorIndex .Borders(xlEdgeTop).LineStyle = xlContinuous End With End If Next i

  45. Sequencing Instruction concepts Flowchartcontrol Gamesdesign a b c e d f Variable Debug Input Decision Procedure Method Sprite Asset Property Loop Feedback g Scriptlanguages

  46. Conclusion Variety of Sequencing Instructions applications is healthy! Progression through KS3-KS5 should be through age-appropriate applications and contexts The transfer of concepts helps to build secure understanding

  47. Break

  48. Satisfactory to Good lessons • Objectives • To review the criteria for lesson grading • To evaluate a non-ICT part-lesson • To explore implications for ICT lessons

  49. What are the 10 grading criteria? Pupil achievement Pupil engagement Teacher’s subject knowledge Use of resources Other adults Written feedback Awareness of pupils’ capabilities Oral feedbackand questioning Pupils’ AFL awareness Monitoring work in lesson

  50. Watch and evaluate a part-lesson Read the lesson plan. What will you be watching for in this lesson? What will you expect to see? link Watch the opening 10mins of the lesson. link Make notes of lesson standard, based on the clip. link Make your own judgement on a lesson grade. Share your judgements on table.

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