12 13 y1 l1


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  • Tested by TDA skills test This module seeks to assist with this. Ditto – but students are invited to undertake an audit to identify their strengths / weaknesses
  • Tested by TDA skills test This module seeks to assist with this. Ditto – but students are invited to undertake an audit to identify their strengths / weaknesses
  • Tested by TDA skills test This module seeks to assist with this. Ditto – but students are invited to undertake an audit to identify their strengths / weaknesses
  • 12 13 y1 l1

    1. 1. Induction Module
    2. 2. ICT for Studying Research, References, Word, PowerPoint, Moodle, BlogFolio ICT for teaching VLEs, Presenting, IWBs, Resources, Web 2.0 ICT for learning E-learning, E-safety, Multimedia, Games, Thinking InformationComputer Science Digital Literacy Technology
    3. 3. Key Stage 1 (BCS/RAEng Draft)• 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.
    4. 4. Key Stage 2 (BCS/RAEng Draft)• 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.
    5. 5. Key Stage 2 (BCS/RAEng Draft)• 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.
    6. 6. Why teach ICT? Video and the reflectiveInteractive whiteboard practitioner (T&L) workshop Creating interactiveMeaningful learning and whiteboard resources ICT (English)Working with video Communicating ideasPlay and games with image technology (Art)
    7. 7. E-safety Wikis (English)ProgrammingBloggingICT and the Getting started with webFoundation Subjects development (T&L) Media and design (T&L)
    8. 8. Directed tasks (ICT, Art)Assessed work (Teaching and Learning, English)Portfolio for Year 3
    9. 9. CC by River Beach CC by-nc Adwriter CC by-nc-sa Beppie K
    10. 10. To research more effectively;better communication skills;more efficient use of existingsoftware skills @simonkellis
    11. 11. Industry is screaming for ICTprofessionals not ICT users @teraknor
    12. 12. It’s Interesting, Creative andTransformative!Its also relevant, bridgesgeneration gaps and is futurefocused and driven! @clareire
    13. 13. To connect us with the globalcommunity and enablechildren to be passionateabout its potential to developfor the future @dawnhallybone
    14. 14. It’s the only truly innovativesubject - new resourcesproduced every day @goodallict
    15. 15. Because it is the mostexciting, magic & possiblyeven life changing subject inthe curriculum! @janewoods3
    16. 16. We all need to communicate,technology offers amazingways to connect and becitizens @stevebunce
    17. 17. It’s about speaking thelanguage of your learners andmeeting them where they are! @TESict
    18. 18. It allows the teacher to be alife long learner @BobToms100
    19. 19. ‘cos at the mo it’s still a NCsubject @billgibbon
    20. 20. Information and communication technology (ICT) preparespupils to participate in a rapidly changing world in which workand other activities are increasingly transformed by access tovaried and developing technology. Pupils use ICT tools to find,explore, analyse, exchange and present information responsibly,creatively and with discrimination. They learn how to employICT to enable rapid access to ideas and experiences from a widerange of people, communities and cultures. Increased capabilityin the use of ICT promotes initiative and independent learning,with pupils being able to make informed judgements about whenand where to use ICT to best effect, and to consider itsimplications for home and work both now and in the future. DfES/QCA 1999
    21. 21. With scientific method, we took things apartto see how they work. Now with computerswe can put things back together to see howthey work, by modelling complex, interrelatedprocesses, even life itself. This is a new age ofdiscovery, and ICT is the gateway. Douglas Adams, Author
    22. 22. To argue against the importance of ICT in the primarycurriculum is to ignore the increasing digitisation ofinformation worldwide. This will require digital literacyof all children for their full participation in society.... Inall branches of knowledge, all professions and allvocations, the effective use of new technologies will bevital. Children not only need to learn to use specificdevices and applications, they also need to understandthe fundamental concepts of safe and critical use. Sir Jim Rose, 2009
    23. 23. Young people have huge appetites for thecomputing devices they use outside ofschool. Yet ICT and Computer Science inschool seem to turn these young people off.We need school curricula to engage thembetter if the next generation are to engineertechnology and not just consume it Matthew Harrison, Royal Academy of Engineering, 2010