Induction Module

ICT for StudyingResearch, References, Word, PowerPoint, Moodle, BlogFolio

ICT for teachingVLEs, Presenting, IWBs, Resources, Web 2.0

ICT for learningE-learning, E-safety, Multimedia, Games, Thinking

Computer ScienceInformation Technology

Digital Literacy

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.

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.

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.

Why teach ICT? Interactive

whiteboard workshop

Meaningful learning and ICT

Working with video Play and games

Video and the reflective practitioner (T&L)

Creating interactive whiteboard resources (English)

Communicating ideas with image technology (Art)

E-safetyProgrammingBlogging

Wikis (English)

ICT and the Foundation Subjects

Getting started with web development (T&L)

Media and design (T&L)

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

CC by River BeachCC by River Beach CC by-nc AdwriterCC by-nc Adwriter CC by-nc-sa Beppie CC by-nc-sa Beppie KK

To research more effectively; better communication skills; more efficient use of existing software skills

@simonkellis

Industry is screaming for ICT 'professionals' not ICT 'users'

@teraknor

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

@clareire

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

@dawnhallybone

It’s the only truly innovative subject - new resources produced every day

@goodallict

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

@janewoods3

We all need to communicate, technology offers amazing ways to connect and be citizens

@stevebunce

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

@TESict

It allows the teacher to be a life long learner

@BobToms100

‘cos at the mo it’s still a NC subject

@billgibbon

http://www.polleverywhere.com/free_text_polls/LTE3NjU2NzUxODU

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

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

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

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

http://cortez.open.ac.uk/qqa/FMPro?-db=qqa_add_.fp5&-format=/qqa/id.htm&-token=Roehampton&-Findall

http://www.ted.com/talks/sugata_mitra_the_child_driven_education.html