This document provides an overview of how ICT can be used for studying, teaching, and learning. It discusses using ICT for research, references, word processing, presentations, virtual learning environments, interactive whiteboards, and more. It also outlines the UK national curriculum standards for computer science and digital literacy at key stages 1 and 2, which involve using software, storing and retrieving data, communicating safely online, writing programs, and understanding computer networks. The document emphasizes that teaching ICT prepares students for an increasingly digital world and enables access to global communities and ideas.

1. Induction Module

3. 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
Information
Computer Science Digital Literacy
Technology

4. 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.

5. 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.

6. 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.

7. 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)

8. E-safety Wikis (English)
Programming
Blogging
ICT and the Getting started with web
Foundation Subjects development (T&L)
Media and design (T&L)

9. Directed tasks (ICT, Art)
Assessed work (Teaching and Learning, English)
Portfolio for Year 3

12. CC by River Beach CC by-nc Adwriter CC by-nc-sa Beppie K

14. To research more effectively;
better communication skills;
more efficient use of existing
software skills
@simonkellis

15. Industry is screaming for ICT
'professionals' not ICT 'users'
@teraknor

16. It’s Interesting, Creative and
Transformative!
It's also relevant, bridges
generation gaps and is future
focused and driven!
@clareire

17. To connect us with the global
community and enable
children to be passionate
about its potential to develop
for the future
@dawnhallybone

18. It’s the only truly innovative
subject - new resources
produced every day
@goodallict

19. Because it is the most
exciting, magic & possibly
even life changing subject in
the curriculum!
@janewoods3

20. We all need to communicate,
technology offers amazing
ways to connect and be
citizens
@stevebunce

21. It’s about speaking the
language of your learners and
meeting them where they are!
@TESict

22. It allows the teacher to be a
life long learner
@BobToms100

23. ‘cos at the mo it’s still a NC
subject
@billgibbon

26. Information and communication technology (ICT) prepares
pupils to participate in a rapidly changing world in which work
and other activities are increasingly transformed by access to
varied and developing technology. Pupils use ICT tools to find,
explore, analyse, exchange and present information responsibly,
creatively and with discrimination. They learn how to employ
ICT to enable rapid access to ideas and experiences from a wide
range of people, communities and cultures. Increased capability
in the use of ICT promotes initiative and independent learning,
with pupils being able to make informed judgements about when
and where to use ICT to best effect, and to consider its
implications for home and work both now and in the future.
DfES/QCA 1999

27. With scientific method, we took things apart
to see how they work. Now with computers
we can put things back together to see how
they work, by modelling complex, interrelated
processes, even life itself. This is a new age of
discovery, and ICT is the gateway.
Douglas Adams, Author

28. To argue against the importance of ICT in the primary
curriculum is to ignore the increasing digitisation of
information worldwide. This will require digital literacy
of all children for their full participation in society.... In
all branches of knowledge, all professions and all
vocations, the effective use of new technologies will be
vital. Children not only need to learn to use specific
devices and applications, they also need to understand
the fundamental concepts of safe and critical use.
Sir Jim Rose, 2009

29. Young people have huge appetites for the
computing devices they use outside of
school. Yet ICT and Computer Science in
school seem to turn these young people off.
We need school curricula to engage them
better if the next generation are to engineer
technology and not just consume it
Matthew Harrison, Royal Academy of Engineering, 2010