2. what are you trying to achieve co dev toolkit - resource or.c

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This document outlines the aims of a curriculum to enable young people to become successful learners who enjoy learning and make progress, confident individuals who can live safe, healthy, and fulfilling lives, and responsible citizens who make a positive contribution to society.

Education Self Improvement

Our aims
WHAT are you trying to achieve?
RE
SOUR
C
E
•RE
S O U R
C
E•
We want the curriculum to enable all young
people to become:
• successful learners who enjoy learning,
make progress and achieve
• confident individuals who are able to live
safe, healthy and fulfilling lives
• responsible citizens who make a positive
contribution to society.
Successful learners who… Confident individuals who… Responsible citizens who…
© Qualifications and Curriculum Authority

Media as Part of an Integrated Multi-Channel Strategy Join SickKids Foundation’s marketing professionals as they walk you through their first-ever “Healthy & Happy” campaign. Launched in May 2012, this month-long campaign asked people to stand up and “Do The Happy” to give thousands of children a better chance at a healthy and happy life. With a large social media and digital component, the highly successful campaign had a fully integrated approach to fundraising.

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Using ict to support literacy

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This document discusses using information and communication technologies (ICT) to support literacy in three main ways: 1) Enhancing teaching and learning across the curriculum through various online tools that can engage and motivate students, such as Wordle for word clouds and Google Earth. 2) Developing students' problem-solving, speaking, and listening skills through tools like Audacity for audio recording and editing. 3) Encouraging student authorship by using online book creators, comic makers, and storybird apps that allow using images from sites like Flickr.

Supporting cll with ict

juko101

The document discusses various online resources and technologies that can support communication, language, and literacy development in early years education. It describes websites run by the BBC and British Council that provide stories, games, and activities. It also discusses how technologies like voice changers, walkie talkies, and recording devices can encourage reluctant speakers and allow children to explore sounds. The role of audio resources is outlined, including how they can enhance activities, provide independent learning, and support phonological awareness.

Using ict

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This document provides a collection of resources for integrating information and communication technology (ICT) into teaching and learning. It includes links to websites about using ICT to enhance teaching across the curriculum, engage and motivate students, and support problem-solving. Suggestions are made for using tools like audio recording software, online mapping applications, screen capture tools, and video clips to enrich lessons in various subject areas like history, math, and science.

Christmas activities

juko101

Ict subject leaders

juko101

The document outlines the agenda for an ICT Leaders meeting, including registering on the Vital website, safety reminders, and a proposed schedule of discussions on Moodle, new resources on Vital, teaching examples from participants, audio resources, Christmas-themed ideas, and a link to join the Primary ICT Moodle class. Participants are asked to share successful classroom examples and whether they would take 2 or 5 minutes to present.

Free audio resour

juko101

This document provides a variety of online resources related to Christmas for educational use, including several student-created Glogster pages showcasing Christmas themes and Wordle visualizations of common Christmas words. Links to examples of Christmas-themed Glogster pages created by students explore topics like a Swedish Christmas greeting and a happy Christmas celebration. Additional links present Wordle word clouds containing frequent Christmas terms and describe how Wordle can be used to create holiday cards or visualizations of winter vocabulary.

Ict subject leaders

juko101

The document outlines the agenda for an ICT Leaders meeting, including registering on the Vital website, introductions, discussing leading versus coordinating, sharing new resources available on Vital, participants presenting examples of successful classroom activities in 2-5 minutes, showcasing Christmas-themed digital resources to introduce applications to colleagues, and joining the Primary ICT Moodle online network.

Google christmasjuko101

Addition within-10[1]

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Slides for asts at knclc

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1) The recruitment and deployment of additional ASTs for the spring term of 2011 is complete, as the budget for locally-authority funded ASTs has been used up through April 2011. 2) The course program for the spring term of 2011 includes an AST national conference on being a coach, consultant, and career advisor in February and a presentation from an education author in March. 3) Several online resources are listed that provide examples of interesting ways to use technology in teaching, including blogs, Twitter, e-books, and tools for creating audio and animated content.

4. how will you know when you are achieving your aims co dev toolkit activity...juko101

4. how will you know when you are achieving your aims co dev toolkit activity...

juko101

This document discusses ways for learners to influence their curriculum experience by expressing their views and opinions. It suggests that the most effective way to collect learner views is through direct engagement, using methods like focus groups and surveys. Learners are best positioned to provide feedback on whether the curriculum is meeting their needs and how it could be improved. The document proposes several actions schools can take, such as creating new communication channels, developing learner research skills, and directly soliciting feedback through questions, to more meaningfully involve learners in shaping the curriculum.

4. how will you know when you are achieving your aims co dev toolkit - resour...juko101

4. how will you know when you are achieving your aims co dev toolkit - resour...

juko101

This document provides example questions that a teacher can use to gather students' views on the curriculum and their learning. It lists questions in the left column about what students enjoy learning, where they like to learn, how they know if they are successful, and how they feel about making mistakes. The right column is for teachers to add their own questions. The document encourages teachers to adapt the questions to meet their students' needs and focus on areas they want to develop, like creativity. It provides additional example questions focused on creativity.

4. how will you know when you are achieving your aims co dev toolkit - resour...

juko101

4. how will you know when you are achieving your aims co dev toolkit - activi...juko101

4. how will you know when you are achieving your aims co dev toolkit - activi...

juko101

To effectively evaluate progress towards goals, one must first clearly define what those goals are. The document provides guidance on setting measurable goals, including thinking about how learners will demonstrate achievement through their actions and words. It also recommends trialling different methods of collecting goal-related data in classes, getting feedback, and deciding on the most appropriate metrics to track achievements over time. Being deliberate about setting goals and implementing measures to assess impact is important for curriculum development work to demonstrate real progress and inform future efforts.

4. how will you know when you are achieving your aims co dev toolkit - activi...

juko101

To effectively evaluate your progress towards achieving your goals, you must first clearly define what you intend to accomplish. One helpful way to do this is to describe the specific behaviors you expect to see from learners and hear them say once a particular outcome is reached. The document then provides some examples of ways to measure success, such as evaluating learners' work, observing classroom behaviors, and getting feedback from learners themselves.

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