Curriculum Design: leading learning in ICT lecture 11


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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.

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Curriculum Design: leading learning in ICT lecture 11

  1. 1. Curriculum Design Leading Learning in ICT Miles Berry Lecture 11, 10 December 2012
  2. 2. In EYFSTechnology: children recognise that a range oftechnology is used in places such as homes andschools. They select and use technology forparticular purposes.Being imaginative: children use what they havelearnt about media and materials in originalways, thinking about uses and purposes. Theyrepresent their own ideas, thoughts and feelingsthrough design and technology, art, music,dance, role-play and stories.
  3. 3. Finding things outDeveloping ideas andmaking things happenExchanging and sharinginformationReviewing, modifying andevaluating work as itprogresses
  4. 4. AlgorithmsProgramsDataComputersCommunication andthe Internet
  5. 5. • 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.
  6. 6. 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.
  7. 7. 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.
  8. 8. 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.
  9. 9. “At the heart of theeducational process lies thechild”“One of the maineducational tasks of theprimary school is to buildon and strengthenchildrens intrinsic interest inlearning and lead them tolearn for themselves”
  10. 10. Decisions• Discrete vs Embedded• Contents• Themes• Structure• Format
  11. 11. Schemes of Work • QCDA • NGfL • Rising Stars / Havering • St John’s • Sonning Common • Code-It
  12. 12. Last year...
  13. 13. An outline scheme of work for either EYFS/KS1 orKS2. This should be organised on a half termlybasis, and provide a broad and balancedtechnological 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
  14. 14. 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
  15. 15. PlacementYou are encouraged to discuss details of yourplacement school’s ICT Policy and scheme of work withthe ICT Coordinator as well as exploring broaderstrategic issues around technology in school with yourcolleagues and your head teacher. If possible, pleaseshare a copy of your placement school’s ICT policy andscheme of work with the group via Blogfolio.You should also reflect, critically and analytically, on thestrengths and weaknesses of the school’s vision forICT, its ICT curriculum and the provision for this.