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ICT professional development materials for secondary schools
ICT professional development materials for secondary schools
ICT professional development materials for secondary schools
ICT professional development materials for secondary schools
ICT professional development materials for secondary schools
ICT professional development materials for secondary schools
ICT professional development materials for secondary schools
ICT professional development materials for secondary schools
ICT professional development materials for secondary schools
ICT professional development materials for secondary schools
ICT professional development materials for secondary schools
ICT professional development materials for secondary schools
ICT professional development materials for secondary schools
ICT professional development materials for secondary schools
ICT professional development materials for secondary schools
ICT professional development materials for secondary schools
ICT professional development materials for secondary schools
ICT professional development materials for secondary schools
ICT professional development materials for secondary schools
ICT professional development materials for secondary schools
ICT professional development materials for secondary schools
ICT professional development materials for secondary schools
ICT professional development materials for secondary schools
ICT professional development materials for secondary schools
ICT professional development materials for secondary schools
ICT professional development materials for secondary schools
ICT professional development materials for secondary schools
ICT professional development materials for secondary schools
ICT professional development materials for secondary schools
ICT professional development materials for secondary schools
ICT professional development materials for secondary schools
ICT professional development materials for secondary schools
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ICT professional development materials for secondary schools

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This resource has been put together to help teachers in primary and secondary schools improve teaching and learning

This resource has been put together to help teachers in primary and secondary schools improve teaching and learning

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  • 1. Ofsted’s subject professional development materials:ICT A training resource for teachers of information and communication technology in secondary schools 2012Ofsted’s subject professional development materials: ICT (secondary schools) October 2012 Slide 1 of 32
  • 2. About this resource  This resource has been put together to help teachers in secondary schools reflect on the main messages from Ofsted’s ICT report ICT in schools 2008-2011, published in December 2011.  We recommend that subject leaders take the time to look through the resources prior to sharing them with colleagues. Not everything can be covered in one session. We suggest that you focus on the issues which most closely match your own priorities and allocate time accordingly.  At certain points, specific questions are suggested for discussion. They are intended to help you focus on your own practice.Ofsted’s subject professional development materials: ICT (secondary schools) October 2012 Slide 2 of 32
  • 3. Overview This training looks at five of the issues considered in the report: How do you ensure the most effective teaching in ICT? How do you use assessment to improve students’ learning and achievement in ICT? What is an appropriate ICT curriculum? How effectively do you meet the subject-specific ICT training needs of teachers and teaching assistants in your school? How effective is your work to support the e-safety of students and staff? You can take the issues in any order and spend as long as you like on each one. However, we suggest that at some stage you find time to look at all five.Ofsted’s subject professional development materials: ICT (secondary schools) October 2012 Slide 3 of 32
  • 4. How does ICT in your schoolcompare with the national picture?Some questions to consider
  • 5. GCSE ICT questions 1. How many students entered for a full GCSE ICT course (including computer studies) in 2011 in England? 2. What proportion of all students entered for a full ICT GCSE course? 3. How has the proportion of students entered for a full ICT GCSE changed since 2007? 4. What proportion of students in 2011 entered for a full ICT GCSE in:  comprehensive schools?  selective schools?  independent schools?  all schools? 1. What proportion of students gained at least a grade C in a full GCSE ICT course in 2011?Ofsted’s subject professional development materials: ICT (secondary schools) October 2012 Slide 5 of 32
  • 6. GCSE ICT questions 1. How many students entered for a full GCSE ICT course (including computer 36,100 studies) in 2011 in England? 2. What proportion of all students entered 5.9% for a full ICT GCSE course? 3. How has the proportion of students it has fallen entered for a full ICT GCSE changed by 61% since 2007? 4. What proportion of students in 2011 entered for a full ICT GCSE in:  comprehensive schools? 5%  selective schools? 16%  independent schools? 10%  all schools? 6% 1. What proportion of students gained at least a grade C in a full GCSE ICT 79% course in 2011?Ofsted’s subject professional development materials: ICT (secondary schools) October 2012 Slide 6 of 32
  • 7. Vocational ICT questions 1. How many students entered for a vocational ICT course in 2011 in England? 2. What proportion of all students entered for a vocational ICT course? 3. How has the proportion of students entered for a vocational ICT courses changed since 2008?Ofsted’s subject professional development materials: ICT (secondary schools) October 2012 Slide 7 of 32
  • 8. Vocational ICT questions1. How many students entered for a 330,387 vocational ICT course in 2011 in England?2. What proportion of all students entered 53.9% for a vocational ICT course?3. How has the proportion of students it has entered for a vocational ICT courses increased by changed since 2008? 181%The number of students entering for a GCSE ICT qualificationhas decreased by 47% over the last four years as the numberof students entering for a vocational ICT qualification hasincreased by 181% over the same period. Discussion point: What is the position in your school? If your school differs from the national average, why do you think this is the case? Slide 8 of 32
  • 9. Post-16 ICT questions1. How many students sat an AS ICT course in 2011 in England?2. How many students sat an AS computing course in 2011 in England?3. How many students sat an A2 ICT course in 2011 in England?4. How many students sat an A2 computing course in 2011 in England? Slide 9 of 32
  • 10. Post-16 ICT questions1. How many students sat an AS ICT 30,290 course in 2011 in England?2. How many students sat an AS 6,846 computing course in 2011 in England?3. How many students sat an A2 ICT 18,415 course in 2011 in England?4. How many students sat an A2 3,517 computing course in 2011 in England?The number of students entered for AS and A2 ICT courseshas decreased by 6% and 20% respectively since 2008. Thenumber of students entered for AS and A2 computingcourses has increased by 6% and decreased by 20%respectively since 2008.Discussion point: If your school differs from the nationalpicture, why do you think this is the case? Slide 10 of 32
  • 11. One final questionAt what age can students give up studyingICT in England from September 2012?at the age of 13at the end of Year 9?at the end of KS3?at the end of KS4? Slide 11 of 32
  • 12. One final questionAt what age can students give up studyingICT in England from September 2012?at the age of 13at the end of Year 9?at the end of KS3?at the end of KS4? correctThe Government has indicated that the ICT Programmes ofStudy at all key stages will be disapplied from September2012. However, ICT will continue to be a National Curriculumsubject; between 2012 and 2014 schools will not be requiredto change their ICT curriculum, but disapplication of theexisting statutory requirements will free them up to do so ifthey wish. Discussion point: What are the implications of the disapplication of the ICT Programmes of Study in your school? What will change? Slide 12 of 32
  • 13. Issue 1What are the characteristics of the mosteffective teaching in ICT?
  • 14. What are the characteristics of the mosteffective teaching in ICT? Activity 1 Write down three ways in which you ensure effective teaching in ICT. Discussion point: Discuss these lists with your immediate colleague and with the group. Activity 2 Look at the next slide. It gives a list of many of the characteristics of highly effective teaching. This list was included in the report. Discussion point: Did you and your colleagues identify all the points given? As a group and/or as individuals, select the top three things you need to concentrate on to improve teaching and to make it even better in your school.Ofsted’s subject professional development materials: ICT (secondary schools) October 2012 Slide 14 of 32
  • 15. What are the characteristics of the mosteffective teaching in ICT? The characteristics of highly effective teaching in ICT include: well-planned lessons with a good variety of activities and resources assessment for learning embedded throughout the lesson with feedback, frequent marking and praise linked into planning for the next lesson brisk lessons with smooth transitions so that no time is lost for learning teachers facilitating well-structured peer- and self-assessment students being clear about their own current attainment and what they needed to do to improve learning activities expertly differentiated to meet individual students’ needs questioning used to deepen understanding, rather than just to check knowledge key ICT terminology introduced and reinforced relevant and practical contexts used to bring tasks to life.Ofsted’s subject professional development materials: ICT (secondary schools) October 2012 Slide 15 of 32
  • 16. Issue 2How well do you use assessment toimprove students’ learning andachievement in ICT?
  • 17. How well do you use assessment to improvestudents’ learning and achievement in ICT? Activity 1 The Government has indicated that the ICT Attainment Targets and Key Stage 3 statutory assessment arrangements, are disapplied from September 2012. Discussion point: How do you currently assess students’ attainment and progress in ICT? Activity 2 The use of assessment was judged to be good or outstanding in only 43% of the secondary schools visited. Look at the next slide. It gives a list of many of the characteristics of the effective use of assessment to improve students’ learning and achievement in ICT. This list was included in the report. Discussion point: Do you agree with characteristics in the list? How can your school use assessment better to improve students’ learning and achievement in ICT?Ofsted’s subject professional development materials: ICT (secondary schools) October 2012 Slide 17 of 32
  • 18. How well do you use assessment to improvestudents’ learning and achievement in ICT? In schools where the use of assessment was good, there was a robust school-wide approach to using assessment as a key tool for improvement. The characteristics of effective use of assessment in ICT include: thorough, clear and accurate strategies for baseline assessment students being made aware of their current attainment and what they need to do to improve opportunities for peer- and self-review embedded in lessons regular standardisation and moderation between teachers and between schools use of a progress-tracking system accessible to staff and students and embracing ICT across all subjects students being given detailed written feedback on their work parents and carers being kept regularly updated on their child’s progress in ICT.Ofsted’s subject professional development materials: ICT (secondary schools) October 2012 Slide 18 of 32
  • 19. Issue 3What is an appropriate ICT curriculum?
  • 20. What is an appropriate ICT curriculum? The report noted that the ICT curriculum and range of qualifications provided by many secondary schools in Key Stage 4 were not adequately preparing students either for more advanced academic courses in ICT and related subjects, or for technician-level further education and apprenticeships. Issues included: a lack of challenge for more able students demotivated and deterred them from continuing with ICT beyond Key Stage 4 repetition of undemanding activities already covered in Key Stage 3 modules chosen by the school that often narrowed learning and limited the achievement of the students excessive time spent on the compilation of coursework to meet the assessment requirements of the qualificationsOfsted’s subject professional development materials: ICT (secondary schools) October 2012 Slide 20 of 32
  • 21. What is an appropriate ICT curriculum?  a tendency by some teachers and teaching assistants to ‘spoon-feed’ their students  no consistent approach to the planning, assessment or monitoring of ICT outside specialist ICT lessons, so that neither teachers nor students had a clear picture of the strengths or gaps in students’ learning. The characteristics of an effective ICT curriculum include that: it is imaginative and stimulating it is skilfully designed to match to the full range of students’ needs continuity and progression in learning are ensured contexts are relevant and challenging there is a wide range of enrichment activities there is a wide range of appropriate ICT qualifications at Key Stage 4 and post-16.Ofsted’s subject professional development materials: ICT (secondary schools) October 2012 Slide 21 of 32
  • 22. What is an appropriate ICT curriculum? Activity 1 The Government has indicated that the ICT Programmes of Study at all key stages are disapplied from September 2012. ICT will continue to be a National Curriculum subject, with new statutory Programmes of Study at all four key stages, from September 2014. Between 2012 and 2014, schools will not be required to change their ICT curriculum, but may do so if they wish. Discussion point : How could you improve your ICT curriculum to make it more effective and to overcome the issues described? How could you ensure that the qualification routes provided by your school meet the needs of all of your students? Activity 2 Very few examples were seen of secondary schools engaging with local IT businesses to bring the subject alive for their students. This was a particular issue for girls, many of whom would benefit from a fuller understanding of ICT-related career and education options to inform their subject choices at 14 and 16 years of age. Discussion point : Does your school work with local businesses? Is the number of girls choosing ICT at 14 and 16 in your school an issue?Ofsted’s subject professional development materials: ICT (secondary schools) October 2012 Slide 22 of 32
  • 23. Issue 4How effectively do you meet the subject-specific ICT training needs of teachersand teaching assistants in your school?
  • 24. How effectively do you meet the subject-specificICT training needs of teachers and teachingassistants in your school?  In the secondary schools visited, there were few examples of a systematic approach to auditing and meeting the ICT training needs of staff. In some schools, professional development relied solely on individuals identifying their own needs and sourcing the training. Sometimes staff training in the use of basic Office ICT packages had brought staff capability up to the level of many of their students but had not had any impact on teaching and learning or student achievement because staff had not yet embedded ICT use effectively into their teaching methodology.  There were virtually no examples of input from local IT companies which might increase teachers’ awareness of the uses of technology in the workplace.  However, schools whose leadership teams were highly committed to ICT devised lively and comprehensive professional development programmes for staff.Ofsted’s subject professional development materials: ICT (secondary schools) October 2012 Slide 24 of 32
  • 25. How effectively do you meet the subject-specificICT training needs of teachers and teachingassistants in your school?  In these schools, subject leaders for ICT were providing excellent training sessions regularly. Champions were sometimes identified among the staff to help disseminate new developments, and plans were made to cascade the learning from external courses across the school. In a small number of schools, staff were able to take advantage of training opportunities available across their school federation or network.  Given the continuing pace of innovation and development in ICT in education, it is clear that all schools will need to adopt a systematic planning cycle for the training and updating of ICT and other staff. Discussion point: What is the current or planned offer for ICT training in your school? What more can you do to improve training for specialists and non-specialists both in your school and to support your neighbouring schools, especially the primary schools, that is appropriate and cost- effective?Ofsted’s subject professional development materials: ICT (secondary schools) October 2012 Slide 25 of 32
  • 26. Issue 5How effective is your work to support thee-safety of students and staff?
  • 27. How effective is your work to support the e-safety of students and staff? E-safety may be described as a school’s ability to protect and educate students and staff in their use of technology and to have the appropriate mechanisms to intervene and support any incident where appropriate. The Ofsted report The safe use of new technologies evaluated the extent to which schools teach students to adopt safe and responsible practices in using new technologies, assessed training on internet safety for staff and considered schools’ links with families in terms of e-safety. The breadth of issues classified within e-safety is considerable, but can be categorised into three areas of risk: content: being exposed to illegal, inappropriate or harmful material contact: being subjected to harmful online interaction with other users conduct: personal online behaviour that increases the likelihood of, or causes, harm.Ofsted’s subject professional development materials: ICT (secondary schools) October 2012 Slide 27 of 32
  • 28. How effective is your work to support the e-safety of students and staff? Questions 1.How do you ensure that all staff receive appropriate online safety training that is relevant and up to date? 2.What mechanisms does your school have in place to support students and staff facing online safety issues? 3.Does your school have e-safety policies and acceptable use policies in place? How do you know that they are clear and understood and respected by all? 4.How does your school educate students to build knowledge, skills and capability for online safety? How do you assess the effectiveness of this? Discussion point: Look at the next slide. It gives a list of many of the characteristics of effective e-safety. What priorities and accompanying actions have you identified to improve e-safety in your school?Ofsted’s subject professional development materials: ICT (secondary schools) October 2012 Slide 28 of 32
  • 29. How effective is your work to support the e-safety of students and staff? The safe use of new technologies report recommended that schools should: audit the training needs of all staff and provide training to improve their knowledge of and expertise in the safe and appropriate use of new technologies work closely with all families to help them ensure that their children use new technologies safely and responsibly both at home and at school use students’ and families’ views more often to develop e-safety strategies manage the transition from locked-down systems to more managed systems to help students understand how to manage risk; to provide them with richer learning experiences; and to bridge the gap between systems at school and the more open systems outside school provide an age-related, comprehensive curriculum for e-safety which enables students to become safe and responsible users of new technologies work with their partners and other providers to ensure that students who receive part of their education away from school are e-safe systematically review and develop their e-safety procedures, including training, to ensure that they have a positive impact on students’ knowledge and understanding.Ofsted’s subject professional development materials: ICT (secondary schools) October 2012 Slide 29 of 32
  • 30. Summary and conclusion
  • 31. Summary task Discussion point: What three priorities and accompanying actions do you now have for improving ICT in your school as a result of your discussions? To help you in this, we suggest you look at the specific criteria we use to make judgements during ICT subject inspections. You can find this on the Ofsted website: Generic grade descriptors and supplementary subject-specific guidance for inspectors on makinOfsted’s subject professional development materials: ICT (secondary schools) October 2012 Slide 31 of 32
  • 32. Conclusion We hope you have found this resource helpful in promoting improvement in achievement in ICT in your school. Further information and support is available on the Ofsted ICT webpage: ICT in schools 2008-2011 The safe use of new technologies Good practice case studies We welcome comments on this training resource. Please write to enquiries@ofsted.gov.uk and ensure that you put ‘ICT Professional Development Materials’ in the subject box of your email.Ofsted’s subject professional development materials: ICT (secondary schools) October 2012 Slide 32 of 32

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