The document discusses curriculum design for teaching ICT subjects like digital literacy, information technology, and computer science based on the UK's National Curriculum. It provides an overview of the key concepts and skills students should learn at different key stages, from early years to key stage 2. Students are encouraged to discuss their placement school's ICT policies and curriculum with colleagues and reflect on the strengths and weaknesses of the school's technology vision and provision.

1. Curriculum Design
Leading Learning in ICT
Miles Berry
Lecture 11, 10 December 2012

3. In EYFS
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.

4. Finding things out
Developing ideas and
making things happen
Exchanging and sharing
information
Reviewing, modifying and
evaluating work as it
progresses

10. Algorithms
Programs
Data
Computers
Communication and
the Internet

12. • 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.

13. KS1
• 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.

14. KS2
• 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.

15. 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.

18. “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”

21. Decisions
• Discrete vs Embedded
• Contents
• Themes
• Structure
• Format

22. Schemes of Work
• QCDA
• NGfL
• Rising Stars / Havering
• St John’s
• Sonning Common
• Code-It

23. Last year...

24. 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

25. 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

26. Placement
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.