curriculum design: leading learning in ict lecture 11
DESCRIPTION
University of Roehampton Y3 ICT specialists At present ICT is a National Curriculum foundation subject in primary schools, although its programme of study and attainment target have now been ‘disapplied’. The Secretary of State has committed to reintroduce a programme of study for all four key stages for September 2014. For now, schools are free to decide what is taught and how it is assessed, reflecting the curricular autonomy enjoyed by academies, free schools and the independent sector. As an ICT coordinator you should expect to give a firm steer to the development of ICT within and across your school’s curriculum, providing both the freedom and responsibility to provide your school’s pupils with the best possible technological education. You’re likely to take responsibility for crafting the school’s scheme of work for ICT, taking account of whatever statutory requirements are in place for your school at the time. We look at ICT’s place within the present National Curriculum and some alternative approaches. We consider alternative approaches to the delivery of ICT. We explore common characteristics of both an ICT curriculum and a scheme of work for ICT and approaches that might be followed in creating one.TRANSCRIPT
Leading Learning in ICT
Miles BerryLecture 11, 10 December 2012
Curriculum Design
Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.
In EYFS
Finding things out
Developing ideas and making things happen
Exchanging and sharing information
Reviewing, modifying and evaluating work as it progresses
Algorithms
Programs
Data
Computers
Communication and the Internet
• Digital Literacy (DL) is the ability to access, use, and express oneself using digital technology, including a critical understanding of technology’s impact on the individual and society.
• Information Technology (IT) covers the use and application of digital systems to develop technological solutions purposefully and creatively.
• Computer Science (CS) is the subject discipline that explains how computer systems work, how they are designed and programmed, and the fundamental principles of information and computation.
• Use software on a range of devices; create, manipulate and evaluate digital media in a range of formats for use by an audience with whom they are familiar; use the web as a tool for learning and research.
• Understand what algorithms are and that these are implemented as programs on digital devices; use knowledge of algorithms to write simple programs.
• Store and retrieve data and know some ways in which information is represented digitally.
• Communicate safely and respectfully online, keeping personal information private; recognise common uses of IT beyond school.
KS1
• Select, use and combine a variety of software (including internet services) on a range of electronic devices to accomplish a given goal, including collecting, analysing, evaluating and presenting data and information; apply good design practice when creating digital products for a given audience; work collaboratively in digital media and manage small projects; use search engines effectively and appreciate how results are selected and ranked.
• Analyse and critically evaluate digital content; respect individuals and intellectual property; store personal information securely; use technology responsibly; recognise the personal, social and ethical impacts of technology on their and others’ lives.
KS2
• Write programs to accomplish given goals; solve problems by decomposing them into smaller parts; recognize that there may be more than one algorithm to solve a single problem; detect and fix errors in algorithms and programs.
• Use ‘if ... then ... else’ and loop structures in algorithms and programs; use variables and tables to store, retrieve and manipulate data; work with different forms of input, data representation and output.
• Describe computer networks including the Internet and be aware that networks can provide multiple services, such as access to the Web.
KS2
“At the heart of the educational process lies the child”
“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”
Decisions
• Discrete vs Embedded
• Contents
• Themes
• Structure
• Format
• QCDA
• NGfL
• Rising Stars / Havering
• St John’s
• Sonning Common
• Code-It
Schemes of Work
Last year...
An outline scheme of work for either EYFS/KS1 or KS2. This should be organised on a half termly basis, and provide a broad and balanced technological education. You are advised to include:
• Topic title
• Linkage to the draft National Curriculum programme of study and (for EYFS) the Framework.
• Overall learning objectives
• A brief outline of activities within the unit
• Suggested resources
• Cross curricular links
An excellent scheme of work will:
• Be imaginative and stimulating
• Be skilfully designed to match the range of pupils’ needs
• Ensure continuity and progression
• Provide realistic and challenging situations in which pupils can use and develop their ICT skills and understanding
You are encouraged to discuss details of your placement school’s ICT Policy and scheme of work with the ICT Coordinator as well as exploring broader strategic issues around technology in school with your colleagues and your head teacher. If possible, please share a copy of your placement school’s ICT policy and scheme of work with the group via Blogfolio.
You should also reflect, critically and analytically, on the strengths and weaknesses of the school’s vision for ICT, its ICT curriculum and the provision for this.
Placement