Click to edit Master title styleICT National Strategies

Development Meeting

Pear Tree Hotel10th June 2010

www.worcestershire.gov.uk www.edulink.networcs.net

Introductionand welcome

Jim Milton: Secondary ICTSubject Adviser

Colin Whitehead: Secondary Strategy ICT Consultant

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

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

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”

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.

Build / apply / secure

The learner…builds specific aspects of their functionality within ICT

practises by selecting and applying their functionality in a range of purposeful contexts throughout the curriculum while solving problems.

demonstrates comp-etence with confidence. They can, with an appropriate level of independence, select and apply skills to tackle problems in a variety of real-life contexts.

Build / apply / secure

Teachers provide contexts that are:

meaningful and enable learners to harness and consolidate skills that are being built.

opportunities for learners to apply their functional skills to solve problems. They work with other teachers to understand how and when functional skills are being applied.

opportunities for learners to demonstrate that they can select and apply the appropriate skills to tackle problems in a variety of contexts with an appropriate level of demand.

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”.

APP assessment – at what stage?

From which point(s) in this cycle would the best APP assessment evidence be taken?

“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” criteriaAgree 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”?

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?

Planning for “build” and “apply”

The KS3 Scheme of Work needs to provide opportunities for students to a) build technical (AF2/AF3) and associated (AF1) skillsb) apply these in a number of contextsc) 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.

Planning for “build” and “apply”

Activity:

1) Read the guidance on the front of the “Curriculum models” sheet link

2) Discuss with a partner the different models illustrated on the reverse

3) Complete the “Curriculum models task sheet” and justify your decisions to your partner

4) Be ready to provide feedback!

Planning for “build” and “apply”

Feedback

Coffee break

20 minutes

Session 2: Developing ICT functionality

• Consider implications for applying Functional ICT in other subjects

Implications for cross-curricular ICT

Implications for cross-curricular ICT

Implications for cross-curricular ICT

Implications for cross-curricular ICTSome key steps to support the application and securing of “Functional ICT” in other subject contexts

1. Check when/to whom booklets are distributed

2. Negotiate with English, Maths and SLT to determine the whole-school stance

3. 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

4. Stress that other subjects are not expected to assess ICT!

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

Tllink SLlink

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

Use the term “mean” rather than average

Representing and interpreting data in

meaningful contexts is really important

The concept and process of testing hypotheses

is really important

Select the appropriatenumber of decimal

places, with thought tothe context and user

What conversation would you want with your English and Maths colleagues?

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”

Progression between E / L1 / L2

link “Low” “Medium” “High”

Independence

solve problems that are essentially instructor/tutor led

solve problems that are essentially instructor/tutor guided, demonstrating the confidence to make informed choices and knowing when to seek guidance

solve problems independently, overcoming challenges to produce successful outcomes

Complexity

apply their basic knowledge and understanding to produce an appropriate solution to a simple problem

identify the ICT requirements needed to solve a straightforward task and apply their knowledge and understanding to produce an appropriate solution

analyse multi-step tasks and separate the components, identifying the relevant ICT requirements and applying their knowledge and understanding to produce an appropriate solution

Familiarityapply their understanding within a routine and familiar context

apply their knowledge and skills within a non-routine but familiar context

apply their knowledge, skills and understanding within non-routine and non-familiar contexts

Technicality Approx APP Level 3 Approx APP Level 4/5 Approx APP Level 6

Entry Level 1 Level 2

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

Implications for teaching in KS3 / KS4

“Functionality” should be a 5-year progressive development

Mapping “Functional ICT”

1. As a group, decide on a strand

2. On your own, consider Units you teach;determine the level of demand for each factor

3. As a group, fill out the A3 sheet:agree the level of demand for two current Units per Year

4. review the progression of the three factors;for one of them, note ideas for improving progression in particular years

Feedback

1. Which strand did you choose?

2. Which of the three factors currently shows the strongest / weakest progression?Why would this be?

3. What changes did you propose to strengthen the progression in one of the three factors?

Conclusion

1. ICT schemes of work should provide “build” / “apply” / “secure” opportunities

2. Relevant subjects provide essential “apply” opportunities (supported by national guidance?)

3. Whole-school “Functionality” agenda if possible

4. “Functionality” depends upon all four factors of “level of demand” being developed progressively

5. “Functionality” leads to better learning / learners

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”

Lunch

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!

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

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.

Sequencing Instructions

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

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

Concepts in Sequencing Instructions - flowchart control

• Sequence of instructions• Input / output• Condition• Decision• Loop• Procedure / Sub-routine• Variable

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?

Getting to know Alice

Concepts in Sequencing Instructions (flowchart and game authoring)

In Sequencing Instructions/Control/Programming…

• Sequence of instructions

• Condition• Decision• Loop• Input /

output• Procedure

/ Sub-routine

• Variable

• Object• Event• Asset• Sprite• Attribute /

property• Method

• Feedback

Definition Dominoes

Use the dominoes to match technical vocabulary and definitions

Script languages – e.g. Visual Basic

Sub Hide_Columns() Columns("B:D").Select Selection.EntireColumn.Hidden = TrueEnd Sub

Sub Make_Bold() Range("A2:A6").Select Selection.Font.Bold = TrueEnd Sub

Sub CandP() Range("E2:F6").Select Selection.Copy Sheets("Sheet1").Select Range("L3").Select ActiveSheet.PasteEnd 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 IfNext i

Sequencing Instruction concepts

Flowchartcontrol

Gamesdesign

Scriptlanguages

a

g

de

f

cb

InputDecisionLoopVariableFeedbackSpriteAssetPropertyMethodDebugProcedure

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

Break

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

1. Pupil achievement2. Pupil engagement3. Teacher’s subject

knowledge4. Use of resources5. Other adults6. Written feedback

7. Awareness of pupils’ capabilities

8. Oral feedbackand questioning

9. Pupils’ AFL awareness

10.Monitoring work in lesson

What are the 10 grading criteria?

Watch and evaluate a part-lessonRead 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.

Watch and evaluate a part-lessonWhat grade would you give based on that 10-minute clip?

Why?

Busyness is not the same as learning!

A common misunderstanding of the inexperienced and non-specialist teacher!

Teacher’s monitoring should be of what and how well pupils are learning (either “building” new, or “applying” previous learning)

Dialogue with students should focus on learning (prior learning, new learning, process of learning, outcomes of learning)

“Web authoring” characteristics

Context: a Y9 mixed-ability class, creating a web site to promote a new local animal rescue centre. Technical skills have been taught. In this lesson, pupils are to create and populate at least two pages of their own design for the web site, with navigation.

Place the cards of lesson characteristics against the appropriate “Satisfactory” or “Good” criteria

Supporting colleagues after observation

How useful are the two feedback texts?

How would you give 1:1 feedback for this lesson?

What are the principals for giving feedback?

What are the other aspects of supporting colleagues after observation?

link

News updates- Local Authority support• Category 3 & 4 schools: receive support if ICT

is in your RAP or LA support plan

• Category 1 & 2 schools: support is available if requested … but charged

• JM part-time from September

• APP lead-departments to provide local support

• SLDMs = NSDMs (3 Nov/25 Nov; 10 Feb; 21 June) Funding remains for NSDMs & APP

• National Strategies ICT focus = APP and Functional Skills

Click to edit Master title style

Thank you

CPD activity title = ICT Secondary Subject Leaders’ Summer Update

CPD activity code = 4FL004/01

www.worcestershire.gov.uk www.edulink.networcs.net