This document outlines considerations for developing a scheme of work for the new UK computing curriculum. It provides an overview of the curriculum aims and expectations at different key stages, focusing on core concepts like computational thinking, digital literacy and computer science. It also discusses important themes, assessment approaches, and the balance between skills, knowledge and understanding. The document concludes by reflecting on key decisions needed to structure the scheme of work, including topics, format and ensuring it builds on children's interests in learning.
Working with virtual worlds: y1 ict ssp l16Miles Berry
Building on Papert and others’ use of the microworld with Logo, I will discuss some aspects of virtual worlds today, focussing on their applications in education with relevant case studies. Practical work explores Google Sketchup as a tool for creating representations of 3-D objects.
Snips and snails and puppy dog tails: the need to preserve complexity in math...Universidade de Lisboa
Plenary address in reply to “The Use of Digital Tools in Web-based Mathematical Problem Solving: different levels of sophistication in Solving-and-Expressing” (Jacinto, Nobre, Carreira & Amado, 2014)
Conference Problem@Web | 2-4 May 2014 | Portugal
Snips and snails and puppy dog tails: the need to preserve complexity in math...Universidade de Lisboa
A Reply to “The Use of Digital Tools in Web-based Mathematical Problem Solving: different levels of sophistication in Solving-and-Expressing” (Jacinto, Nobre, Carreira & Amado, 2014) at the International Conference Problem@Web, Vilamoura, Portugal, 2-4 May 2014
Working with virtual worlds: y1 ict ssp l16Miles Berry
Building on Papert and others’ use of the microworld with Logo, I will discuss some aspects of virtual worlds today, focussing on their applications in education with relevant case studies. Practical work explores Google Sketchup as a tool for creating representations of 3-D objects.
Snips and snails and puppy dog tails: the need to preserve complexity in math...Universidade de Lisboa
Plenary address in reply to “The Use of Digital Tools in Web-based Mathematical Problem Solving: different levels of sophistication in Solving-and-Expressing” (Jacinto, Nobre, Carreira & Amado, 2014)
Conference Problem@Web | 2-4 May 2014 | Portugal
Snips and snails and puppy dog tails: the need to preserve complexity in math...Universidade de Lisboa
A Reply to “The Use of Digital Tools in Web-based Mathematical Problem Solving: different levels of sophistication in Solving-and-Expressing” (Jacinto, Nobre, Carreira & Amado, 2014) at the International Conference Problem@Web, Vilamoura, Portugal, 2-4 May 2014
Curriculum Design: leading learning in ICT lecture 11Miles Berry
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.
We reflect briefly on the difference between ICT and computing. The first session sets primary school computing within the historical context of educational computing and present policy. I provide an overview of Syemore Papert’s work.
I introduce you to BYOB Scratch and you use it to explore a few simple exercises in turtle graphics before using it to copy or create more complex shapes.
I brief you on the module assessment.
Text book, Uses of computer science text book, Qualities of Good computer science text book, Use of text book in and outside the classroom, Criteria for evaluation of computer science text book, Values of computer science library, Digital library, Advantages of digital library,
Presentation at Naace 2010 Strategic Conference on the place of programming in the UK primary curriculum and MIT's Scratch programming language / environment.
UT-Austin Guest Lecture, ""Patterns and Outcomes of Youth Engagement in Colla...Rebecca Reynolds
Reports results of a program of game design learning in which information resource uses by students to solve programming challenges are explored. Students in MS and HS take a game design class daily, for credit and a grade for a full year and use a learning management system stocked with information resources to support their programming and game design. Results highlight types of inquiry they conduct, which strategies were more and less successful, and how their resource uses appear to connect to their learning outcomes. The results are discussed in relation to the overall landscape of educational technologies, considering the issue of structure.
Curriculum Design: leading learning in ICT lecture 11Miles Berry
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.
We reflect briefly on the difference between ICT and computing. The first session sets primary school computing within the historical context of educational computing and present policy. I provide an overview of Syemore Papert’s work.
I introduce you to BYOB Scratch and you use it to explore a few simple exercises in turtle graphics before using it to copy or create more complex shapes.
I brief you on the module assessment.
Text book, Uses of computer science text book, Qualities of Good computer science text book, Use of text book in and outside the classroom, Criteria for evaluation of computer science text book, Values of computer science library, Digital library, Advantages of digital library,
Presentation at Naace 2010 Strategic Conference on the place of programming in the UK primary curriculum and MIT's Scratch programming language / environment.
UT-Austin Guest Lecture, ""Patterns and Outcomes of Youth Engagement in Colla...Rebecca Reynolds
Reports results of a program of game design learning in which information resource uses by students to solve programming challenges are explored. Students in MS and HS take a game design class daily, for credit and a grade for a full year and use a learning management system stocked with information resources to support their programming and game design. Results highlight types of inquiry they conduct, which strategies were more and less successful, and how their resource uses appear to connect to their learning outcomes. The results are discussed in relation to the overall landscape of educational technologies, considering the issue of structure.
Report on the National Agenda: ACARA to the Queensland Society for Information Technology in Education (QSITE) board planning day by Dr Jason Zagami 25 February 2012 held at QUT
SCSA's WA curriculum differs slightly from ACARA's and the new Digital Technologies subject warrants examination. With a secondary focus on coding and computational thinking, this slideshow was used at WA schools to assist in unpacking these components.
Strijker & Fisser (2019-06-26) A new curriculum for the netherlands including...Saxion
In 2018 the Netherlands started the development of a new curriculum framework for primary, lower and upper secondary education. New themes in curriculum are Digital Literacy, citizenship and a strong focus on 21st century skills. Digital Literacy is defined as a combination of ICT skills, media literacy, information literacy and Computational Thinking. Starting with a vision on a theme such as Digital Literacy and using this vision as a starting point for describing big ideas. For Digital Literacy eight big ideas were described: data and information, safety and privacy, using and controlling, communication and cooperation, digital citizenship, digital economy, applying and designing, and sustainability. Computational Thinking is integrated in each of these big ideas. The underlying framework for Computational Thinking is based on ISTE and CSTA and each big idea is specified as a learning trajectory describing learning objectives leading to a new legal curriculum framework in 2022.
This is an overview of the West Australian Curriculum : Technologies adapted from the ACARA Australian Curriculum. iT provides timelines for implementation in WA
Computer Science is an interesting subject which helps students to develop their problem solving and computational thinking skills. The problem solving and algorithmic nature of computer science also promotes students’ creativity and innovation. However, teaching of computer science is different from other science subjects and requires special pedagogical skills. This presentation covers these aspects.
We look briefly at examples of robotics work in schools, and explore the use of Lego kit to provide children with an introduction to control technology. You video one another working with the robotics kit used, adding an interview or narration.
Innovation and the future: Y3 ssp 12 13 l15Miles Berry
The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands.
After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it.
We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
Professional Development Y3 ssp 12 13 l14Miles Berry
Many teachers might seem reluctant to make extensive use of ICT in their teaching or to teach the ICT curriculum as effectively as they might. Furthermore, the rapid pace of technological change ensures that you and your colleagues face the continual challenge of staying up to date with technology and its use in schools. Web based communities and networks provide many opportunities for professional development and peer support.
We consider the importance of ongoing CPD and explore a number of approaches to this. Within a community of practice model, you reflect on the process of your professional formation as a teacher, comparing and contrasting this with your subsequent professional development.
I discuss a number of online resources, networks and communities of relevance to primary ICT or e-learning coordinators and you explore a number of these. We look at how you might facilitate your future colleagues professional development, through face-to-face gatherings and online communities.
Mobile app development 12 13 y1 ict ssp l17 revMiles Berry
We look at some examples of mobile phone use within the curriculum. We consider issues raised by pupils’ access to personal technology. You experiment with Google’s App Inventor toolkit, creating a simple game for an Android handset.
Resources and Support - Y3 ssp 12 13 l13Miles Berry
Whilst school budgets are not likely to fall within your remit in the early stages of your career, specifying and choosing resources may well fall onto your shoulders. At a time when all public sector funding is squeezed, ensuring best value in ICT procurement is essential, as is making the best possible use of the resources currently available. Some sort of technical support for ICT in schools is now common, and the management of this may well form part of your role.
You reflect on the range and quality of technology available in the schools visited during your placements, making comparisons with national statistics. We consider a range of approaches to ICT hardware provision and consider some more economical approaches to ICT resourcing.
We discuss criteria for selecting ICT resources and for obtaining best value.
We look at approaches to supporting ICT in schools, and consider the role of the school network manager.
READING
Becta (2007). Quality principles for digital learning resources. Coventry: Becta.
Becta (2009). Harnessing technology review 2009: The role of technology in education and skills. Coventry: Becta.
Berry, M. (2010) An ‘open source manifesto’ to counter the ICT cuts.
Fleming, R. (2010) Saving Money with ICT. Reading: Microsoft
Ofsted (2011). ICT 2008-11. London: Ofsted.
Media and Design. Y3 Teaching and Learning L2Miles Berry
The session looks at some tools for working with media on the web and how media can be incorporated effectively in your site.
We review some of the developments in web design and draw together a number of principles for effective design.
Developing ideas with video - Y1 ICT Specialists, Lecture 15.Miles Berry
We brainstorm ideas for using video in primary education. You practice creating a narrated screencast of your Project. You record an interview with your partner and learn to use video editing software.
FOLLOW-UP
• Post your screen cast and interview to your blog.
• Make a start on creating your video essay, perhaps incorporating sections of your screencast.
• Draw any remaining work on your Scratch project to a conclusion and assemble media you wish to use in your video essay.
• Chapter 5, Microworlds: Incubators for Knowledge in Papert (1980)
ADDITIONAL RESOURCES
• Chapter 3 of Pritchard (2008)
• Counts (2004)
Toys, play and games : Y1 ICT, Lecture 5Miles Berry
• ICT Capability
• Exploratory play with ICT
• Programmable toys
• Game based learning
SESSION TASK
• Creative challenge – illustrate ‘The Internet’ through a painting. Post it up to BlogFolio and add a reflective comment.
• Play with one of the progtammable toys or video games discussed during the session. Post a reflection to your blog, focussing on what children might learn through this or similar technology.
FOLLOW-UP ACTIVITY
• Read Williamson (2009) and discuss the place of commercial off-the-shelf (COTS) computer games in primary education.
• You might like to spend at least some of the summer break playing one or two computer games; if so, blog about your experience, focussing on the learning that takes place whilst playing.
• Please make sure you have completed all directed task work for Year 1 and that your blog is completely up to date.
• Video and multiple intelligences
• Reflections on using video to evaluate teaching
• Video editing skills revisited
• Other software for video editing (as required)
SESSION TASK
The session provides an opportunity for you to work on your Teaching and Learning video reflection with support from your ICT Tutor.
FOLLOW-UP ACTIVITY
• Read Chapter 4: The Meaning of Making III, Digital, from Gauntlett (2011). Post a reflection to your blog.
PGCE Foundation Computing EYFS/KS1 - RoboticsMiles Berry
Preliminary reading: Stoeckelmayr et al (2011). As well as learning something about programming, what else might young children learn through working with Bee Bots?
Programmable toys are very common in early years settings and key stage 1 classrooms, with practitioners and teachers showing lots of imagination in how these can be used meaningfully across the curriculum. We look at some of the models available and you create and record a role play of a classroom based activity based around these.
Task: Working in a group, you plan a learning activity involving Bee Bots (or similar) and then role play this as teacher and pupils. You record your activity and upload this to your blog.
Resources: The Lulham ICT suite has a small stock of Bee Bots, Pro Bots and Roamers, as well as more advanced Lego WeDo and Mindstorms robotics kit. There is a rather good Bee Bot app available for iOS. Free versions of Logo, a simple programming language, can be downloaded from the web, eg http://www.softronix.com/logo.html, although Scratch (see Session 7) is easier to use and increasingly popular. It interfaces directly with Lego Wedo.
12 13 PGCE ICT Reflective Practice Seminar 2Miles Berry
The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will share your reflections on your two extended lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.
By this lecture you will have been blogging for a year and a half, so you begin with some reflections on your use of Blogfolio within the primary education programme.
You look beyond your own blogging as a student to consider ways in which it might be used to support or extend children’s writing across the curriculum in a primary school, looking at examples of children’s blogs and some case studies projects.
• Collaborative documents and websites – wikis
• How wikis can be used as a medium for children’s writing
• Creating content for a shared wiki exploring elements of children’s literature
DIRECTED TASK
• Each of you should take responsibility for creating at least one page of the wiki, although you may collaborate with others on a shared page.
• Review the pages created by your colleagues.
• Make positive, constructive changes to some other pages.
TO FOLLOW UP
• Read Desilets and Paquet (2005). Post a critical reflection on the article to your blog.
• Continue the development of your wiki over subsequent weeks as directed task work for English.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
5. A high-quality computing education equips pupils to
understand and change the world through
computational thinking. It develops and requires
logical thinking and precision. It combines creativity
with rigour: pupils apply underlying principles to
understand real-world systems, and to create
purposeful and usable artefacts. More broadly, it
provides a lens through which to understand both
natural and artificial systems, and has substantial links
with the teaching of mathematics, science, and design
and technology.
DfE 2013
Computing
7. Creativity
“Imagination is not the same as
creativity. Creativity takes the
process of imagination to another
level. My definition of creativity is
“the process of having original
ideas that have value.” Imagination
can be entirely internal. You could
be imaginative all day long without
anyone noticing. But you never say
that someone was creative if that
person never did anything. To be
creative you actually have to do
something.”
8. Constructionism
“Constructionism - the N word
as opposed to the V word -
shares contructivism’s view of
learning as“building knowledge
structures”through progressive
internalization of actions... It
then adds the idea that this
happens especially felicitously in
a context where the learner is
consciously engaged in
constructing a public entity,
whether it’s a sand castle on the
beach or a theory of the
universe.
Papert 1991
9. Beauty or utility?
“If you want a golden rule
that will fit everybody,
this is it:
Have nothing in your
houses that you do not
know to be useful, or
believe to be beautiful.”
William Morris, 1880
10. Children use and apply their ICT knowledge,
skills and understanding confidently and
competently in their learning and in everyday
contexts. They become independent and
discerning users of technology, recognising
opportunities and risks and using strategies to
stay safe.
(QCDA, 2009)
ICT Capability
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.
14. Computing Curriculum
At the core of computing is the science and
engineering discipline of computer science, in which
pupils are taught how digital systems work, how they
are designed and programmed, and the fundamental
principles of information and computation. Building on
this core, computing equips pupils to apply
information technology to create products and
solutions. A computing education also ensures that
pupils become digitally literate – able to use, and
express themselves through, information and
communication technology – at a level suitable for the
future workplace and as active participants in a digital
world.
15. Finding things out
Developing ideas and
making things happen
Exchanging and sharing
information
Reviewing, modifying and
evaluating work as it
progresses
16. • can understand and apply the fundamental principles of
computer science, including logic, algorithms, data
representation, and communication
• can analyse problems in computational terms, and have
repeated practical experience of writing computer
programs in order to solve such problems
• can evaluate and apply information technology,
including new or unfamiliar technologies, analytically to
solve problems
• are responsible, competent, confident and creative users
of information and communication technology.
Aims for computing
17. KS1
understand what algorithms are, how they are implemented as
programs on digital devices, and that programs execute by
following a sequence of instructions
write and test simple programs
use logical reasoning to predict the behaviour of simple programs
organise, store, manipulate and retrieve data in a range of digital
formats
communicate safely and respectfully online, keeping personal
information private, and recognise common uses of information
technology beyond school.
18. KS2
design and write programs that accomplish specific goals,
including controlling or simulating physical systems; solve
problems by decomposing them into smaller parts
use sequence, selection, and repetition in programs; work with
variables and various forms of input and output; generate
appropriate inputs and predicted outputs to test programs
use logical reasoning to explain how a simple algorithm works
and to detect and correct errors in algorithms and programs
understand computer networks including the internet; how they
can provide multiple services, such as the world-wide web; and
the opportunities they offer for communication and collaboration
19. KS2 continued
describe how internet search engines find and store data; use
search engines effectively; be discerning in evaluating digital
content; respect individuals and intellectual property; use
technology responsibly, securely and safely
select, use and combine a variety of software (including internet
services) on a range of digital devices to accomplish given goals,
including collecting, analysing, evaluating and presenting data
and information.
20. KS3 continued
undertake creative projects that involve selecting, using, and
combining multiple applications, preferably across a range of
devices, to achieve challenging goals, including collecting and
analysing data and meeting the needs of known users
create, reuse, revise and repurpose digital information and content
with attention to design, intellectual property and audience.
21. KS3
design, use and evaluate computational abstractions that model the state
and behaviour of real-world problems and physical systems
understand at least two key algorithms for each of sorting and searching;
use logical reasoning to evaluate the performance trade-offs of using
alternative algorithms to solve the same problem
use two or more programming languages, one of which is textual, each
used to solve a variety of computational problems; use data structures such
as tables or arrays; use procedures to write modular programs; for each
procedure, be able to explain how it works and how to test it
understand simple Boolean logic (such as AND, OR and NOT) and its use in
determining which parts of a program are executed; use Boolean logic and
wild- cards in search or database queries; appreciate how search engine
results are selected and ranked
22. KS3 continued
understand the hardware and software components that make
up networked computer systems, how they interact, and how
they affect cost and performance; explain how networks such as
the internet work; understand how computers can monitor and
control physical systems
explain how instructions are stored and executed within a
computer system
explain how data of various types can be represented and
manipulated in the form of binary digits including numbers,
text, sounds and pictures, and be able to carry out some such
manipulations by hand
23. KS4
develop their capability, creativity and knowledge in
computer science, digital media and information technology
develop and apply their analytic, problem-solving, design, and
computational thinking skills.
33. “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”
34. Decisions
• Discrete vs Embedded
• Waterfall vs Agile
• NC vs NC+
• Themes
• Structure
• Format
35. An outline SoW
• Topic title
• Curriculum coverage
• Learning objectives
• Outline of activities
• Resources
• Cross curricular links
• Assessment opportunities
36.
37. Assessment
“In order to ensure that every child is expected to
master this content, I have ... decided that the current
system of levels and level descriptors should be
removed and not replaced”
June 2012
“By the end of each key stage, pupils are expected to
know, apply and understand the matters, skills and
processes specified in the relevant programme of
study.“
Feb 2013
38. Assessment
Schools will be able to introduce their own
approaches to formative assessment, to support
pupil attainment and progression. The assessment
framework should be built into the school
curriculum, so that schools can check what pupils
have learned and whether they are on track to
meet expectations at the end of the key stage,
and so that they can report regularly to parents.
June 2013