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Embedding ICT in Teaching & Learning Scheme of Work/resources...ICT use within the curriculum has...
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Embedding ICT in Teaching & Learning A Guide for Primary Schools ICT Themes Literacy: Take photographs to create a non-fiction book and add a caption and/or voice recording. Science: Record investigations using digital photographs. History: Create a presentation on a Greek God they have been researching. PSHE: Produce an anti-bullying poster using image manipula tion. Mathematics: Use a branching database to sort regular 2D shapes. Science: Record information about minibeasts in a database. Geography: Undertake a traffic survey and interpret a pictogram. History: Create, search and sort a database about the wives of Henry VIII. RE: Visit a virtual synagogue or mosque. History: Explore a given internet page to find out information about toys or a famous person from the past. Geography: Locate information to create a river guide for walkers. Science: Answer questions about wild animals and record facts in a leaflet. Literacy: Move a floor robot around a story grid in sequence. Art: Draw a Tudor rose or Islamic border using an onscreen robot. Music: Create a sound story using music software. DT: Control a car park barrier to lift or fall in response to a touch sensor. RE: Create a design onscreen using stamps e.g. a Rangolli pattern. Science: Use an interactive game at Kent games e.g. shadow simulator. History: Explore online simulation linked to a class topic e.g. walk through a Tudor street. Mathematics: Investigate the relationship between area and perimeter using a spreadsheet.
Transcript of Embedding ICT in Teaching & Learning Scheme of Work/resources...ICT use within the curriculum has...
As
scho
ols
mov
e aw
ay fr
om p
ublis
hed
sche
mes
of w
ork
for I
CT
they
are
als
o in
crea
sing
ly s
eeki
ng to
max
imis
e op
port
uniti
es to
em
bed
ICT
with
in th
e cu
rric
u-lu
m.
ICT
use
with
in th
e cu
rric
ulum
has
trad
ition
ally
bee
n vi
ewed
in th
ree
way
s:
IC
T as
a s
ubje
ct in
its
own
right
IC
T as
a to
ol to
sup
port
teac
hing
/ le
arni
ng in
oth
er s
ubje
cts
IC
T as
a k
ey s
kill
with
in th
e N
atio
nal C
urric
ulum
Whi
lst i
t is
clea
r tha
t pup
ils n
eed
a br
oad
and
bala
nced
ICT
expe
rienc
e if
they
are
to
deve
lop
both
thei
r IC
T sk
ills
and
capa
bilit
y, m
uch
of th
is le
arni
ng is
mor
e m
eani
ng-
ful a
nd c
an re
info
rce
lear
ning
in o
ther
are
as, i
f pla
ced
with
in th
e co
ntex
t of a
noth
er
curr
icul
um s
ubje
ct. T
hus
embe
dded
ICT
enab
les
both
the
teac
her t
o us
e th
e te
chno
logy
as
a te
ache
r too
l, bu
t als
o fo
r pup
ils to
use
ICT
as a
veh
icle
for t
heir
own
lear
ning
. The
Ros
e Re
view
(200
9) a
lso
insi
sts
that
alo
ngsi
de L
itera
cy, n
umer
acy
and
pers
onal
dev
elop
men
t, IC
T w
ill b
e at
the
hear
t of t
he n
ew c
urric
ulum
and
sec
ured
th
roug
h ea
ch a
rea
of le
arni
ng, a
nd m
ust t
here
fore
be
prio
ritis
ed.
Embe
ddin
g IC
T
In a
dditi
on to
pla
nnin
g a
broa
d an
d ba
lanc
ed IC
T cu
rric
ulum
, tea
cher
s w
ill a
lso
need
to e
nsur
e th
e ne
eds
of th
e su
bjec
t are
add
ress
ed.
As
a te
achi
ng to
ol IC
T su
ppor
ts th
e te
ache
r in:
D
emon
stra
ting
and
mod
ellin
g
Acce
ssin
g an
d an
alys
ing
info
rmat
ion
Pr
esen
ting
and
com
mun
icat
ing
Te
stin
g an
d co
n�rm
ing
idea
s
For e
xam
ple,
with
in L
itera
cy IC
T ca
n be
use
d to
sup
port
text
ual a
naly
sis,
plan
ning
, sh
ared
writ
ing
and
in re
visi
ng a
nd e
ditin
g te
xts.
With
in m
athe
mat
ics
ICT
can
enha
nce
dem
onst
ratio
n an
d m
athe
mat
ical
mod
ellin
g, im
prov
e th
e qu
ality
of
inte
ract
ions
and
dis
cuss
ion
and
deve
lop
pupi
ls’ a
bilit
y to
exp
lain
and
reas
on.
Furt
herm
ore,
as
a ve
hicl
e fo
r pup
ils’ le
arni
ng IC
T ca
n be
use
d to
sup
port
:
Usi
ng IC
T to
sup
port
teac
hing
and
lear
ning
Info
rmat
ion
proc
essi
ng
Reas
onin
g
Enqu
iry
Crea
tivity
Eval
uatio
n
Prob
lem
Sol
ving
Prog
ress
ion
Stat
emen
ts
To e
nsur
e pu
pils
are
abl
e to
mee
t age
app
ropr
iate
exp
ecta
tions
in IC
T, te
ache
rs n
eed
to
prov
ide
appr
opria
te le
arni
ng o
ppor
tuni
ties
for t
hem
. Pr
ogre
ssio
n st
atem
ents
are
ava
ilabl
e to
sup
port
teac
hers
in th
is re
spec
t. W
hils
t the
se a
re p
rese
nted
in y
ear g
roup
s, it
is
impo
rtan
t tha
t tea
cher
s m
ake
judg
emen
ts o
n w
hat s
houl
d be
taug
ht in
whi
ch y
ear g
roup
ba
sed
on p
upils
’ prio
r exp
erie
nce
and
ICT
capa
bilit
y.
Prog
ress
ion
stat
emen
ts fo
r IC
T ha
ve b
een
deve
lope
d ar
ound
�ve
them
es:
Co
mm
unic
atio
n
Han
dlin
g da
ta
Rese
arch
and
e-a
war
enes
s
Cont
rol a
nd s
ensi
ng
Mod
ellin
g an
d si
mul
atio
n
Man
y sc
hool
s w
ill w
ish
to u
se th
ese
to in
form
thei
r pla
nnin
g bo
th to
ens
ure
a br
oad
and
bala
nced
cur
ricul
um a
nd th
at p
upils
are
abl
e to
mee
t age
app
ropr
iate
exp
ecta
tions
in IC
T.
ASK
hav
e in
clud
ed s
ampl
e un
its o
f wor
k in
ICT
for e
xem
pli�
catio
n on
ly a
nd s
tron
gly
enco
urag
e al
l sch
ools
to a
dapt
thes
e to
mee
t the
nee
ds o
f pup
ils in
thei
r ow
n sc
hool
.
Thes
e ar
e av
aila
ble
to d
ownl
oad
at:
ww
w.k
entt
rust
web
.org
.uk/
kent
ict/
kent
ict_
them
e_ho
me.
cfm
Plan
ning
cro
ss c
urri
cula
r ICT
By a
ddre
ssin
g ea
ch o
f the
�ve
them
es o
ver a
n ac
adem
ic y
ear,
teac
hers
can
ens
ure
that
pu
pils
hav
e a
wid
e ra
nge
of e
xper
ienc
e an
d ar
e ab
le to
dev
elop
thei
r IC
T ca
pabi
lity
fully
. To
max
imis
e op
port
uniti
es to
exp
loit
cros
s cu
rric
ular
link
s, te
ache
rs w
ill n
eed
to a
lign
thes
e th
emes
to o
ther
‘top
ics’
with
in th
eir c
urric
ulum
pla
nnin
g so
that
pup
ils c
an a
pply
thei
r IC
T sk
ills
with
in a
mea
ning
ful c
onte
xt.
For
exa
mpl
e, t
he R
oman
s ca
n pr
ovid
e a
usef
ul fo
cus
for
Inte
rnet
rese
arch
.
How
ever
, the
use
of I
CT
to s
uppo
rt s
ubje
ct te
achi
ng is
no
t a s
ubst
itute
for d
iscr
ete
ICT
teac
hing
. Tea
cher
s w
ill
need
to e
nsur
e th
at th
ey c
over
the
Nat
iona
l Cur
ricul
um
Prog
ram
mes
of S
tudy
. Thi
s w
ill in
evita
bly
invo
lve
som
e di
scre
te IC
T te
achi
ng b
ut w
here
ver p
ossi
ble
this
sho
uld
be e
mbe
dded
with
in c
ross
cur
ricul
ar te
achi
ng /
lear
ning
.Te
ache
rs th
eref
ore
need
to b
e cl
ear w
here
less
ons
are
inte
nded
to d
evel
op p
upils
’ ICT
capa
bilit
y (t
ypic
ally
di
scre
te IC
T le
sson
s) a
nd w
here
ICT
is b
eing
use
d to
su
ppor
t and
enh
ance
teac
hing
/ le
arni
ng in
ano
ther
cu
rric
ulum
sub
ject
e.g
. use
of a
n In
tera
ctiv
e W
hite
boar
d by
the
teac
her o
r pup
ils to
mod
el th
e us
e of
a n
umbe
r lin
e.
Embe
ddin
g IC
T in
Teac
hing
& L
earn
ing
A G
uide
for P
rimar
y Sc
hool
s
ICT
Them
es
Lite
racy
: Tak
e ph
otog
raph
s to
cre
ate
a no
n-�c
tion
book
and
add
a ca
ptio
n an
d/or
voi
ce re
cord
ing.
Scie
nce:
Rec
ord
inve
stig
atio
ns u
sing
dig
ital p
hoto
grap
hs.
His
tory
: Cre
ate
a pr
esen
tatio
n on
a G
reek
God
they
hav
e be
en
re
sear
chin
g.
PSH
E: P
rodu
ce a
n an
ti-bu
llyin
g po
ster
usi
ng im
age
man
ipul
a
tion.
Mat
hem
atic
s: U
se a
bra
nchi
ng d
atab
ase
to s
ort r
egul
ar 2
D s
hape
s.
Scie
nce:
Rec
ord
info
rmat
ion
abou
t min
ibea
sts
in a
dat
abas
e.
Geo
grap
hy: U
nder
take
a tr
a�c
surv
ey a
nd in
terp
ret a
pic
togr
am.
His
tory
: Cre
ate,
sea
rch
and
sort
a d
atab
ase
abou
t the
wiv
es o
f Hen
ry V
III.
RE: V
isit
a vi
rtua
l syn
agog
ue o
r mos
que.
His
tory
: Exp
lore
a g
iven
inte
rnet
pag
e to
�nd
out
info
rmat
ion
abou
t toy
s or
a
fam
ous
pers
on fr
om th
e pa
st.
Geo
grap
hy: L
ocat
e in
form
atio
n to
cre
ate
a riv
er g
uide
for w
alke
rs.
Scie
nce:
Ans
wer
que
stio
ns a
bout
wild
ani
mal
s an
d re
cord
fact
s in
a le
a�et
.
Lite
racy
: Mov
e a
�oor
robo
t aro
und
a st
ory
grid
in s
eque
nce.
Art
: Dra
w a
Tud
or ro
se o
r Isl
amic
bor
der u
sing
an
onsc
reen
robo
t.
Mus
ic: C
reat
e a
soun
d st
ory
usin
g m
usic
sof
twar
e.
DT:
Con
trol
a c
ar p
ark
barr
ier t
o lif
t or f
all i
n re
spon
se to
a to
uch
sens
or.
RE: C
reat
e a
desi
gn o
nscr
een
usin
g st
amps
e.g
. a R
ango
lli p
atte
rn.
Scie
nce:
Use
an
inte
ract
ive
gam
e at
Ken
t gam
es e
.g. s
hado
w s
imul
ator
.
His
tory
: Exp
lore
onl
ine
sim
ulat
ion
linke
d to
a c
lass
topi
c e.
g. w
alk
thro
ugh
a Tu
dor
st
reet
.
Mat
hem
atic
s: In
vest
igat
e th
e re
latio
nshi
p be
twee
n ar
ea a
nd p
erim
eter
usi
ng a
spre
adsh
eet.
As
scho
ols
mov
e aw
ay fr
om p
ublis
hed
sche
mes
of w
ork
for I
CT
they
are
als
o in
crea
sing
ly s
eeki
ng to
max
imis
e op
port
uniti
es to
em
bed
ICT
with
in th
e cu
rric
u-lu
m.
ICT
use
with
in th
e cu
rric
ulum
has
trad
ition
ally
bee
n vi
ewed
in th
ree
way
s:
IC
T as
a s
ubje
ct in
its
own
right
IC
T as
a to
ol to
sup
port
teac
hing
/ le
arni
ng in
oth
er s
ubje
cts
IC
T as
a k
ey s
kill
with
in th
e N
atio
nal C
urric
ulum
Whi
lst i
t is
clea
r tha
t pup
ils n
eed
a br
oad
and
bala
nced
ICT
expe
rienc
e if
they
are
to
deve
lop
both
thei
r IC
T sk
ills
and
capa
bilit
y, m
uch
of th
is le
arni
ng is
mor
e m
eani
ng-
ful a
nd c
an re
info
rce
lear
ning
in o
ther
are
as, i
f pla
ced
with
in th
e co
ntex
t of a
noth
er
curr
icul
um s
ubje
ct. T
hus
embe
dded
ICT
enab
les
both
the
teac
her t
o us
e th
e te
chno
logy
as
a te
ache
r too
l, bu
t als
o fo
r pup
ils to
use
ICT
as a
veh
icle
for t
heir
own
lear
ning
. The
Ros
e Re
view
(200
9) a
lso
insi
sts
that
alo
ngsi
de L
itera
cy, n
umer
acy
and
pers
onal
dev
elop
men
t, IC
T w
ill b
e at
the
hear
t of t
he n
ew c
urric
ulum
and
sec
ured
th
roug
h ea
ch a
rea
of le
arni
ng, a
nd m
ust t
here
fore
be
prio
ritis
ed.
Embe
ddin
g IC
T
In a
dditi
on to
pla
nnin
g a
broa
d an
d ba
lanc
ed IC
T cu
rric
ulum
, tea
cher
s w
ill a
lso
need
to e
nsur
e th
e ne
eds
of th
e su
bjec
t are
add
ress
ed.
As
a te
achi
ng to
ol IC
T su
ppor
ts th
e te
ache
r in:
D
emon
stra
ting
and
mod
ellin
g
Acce
ssin
g an
d an
alys
ing
info
rmat
ion
Pr
esen
ting
and
com
mun
icat
ing
Te
stin
g an
d co
n�rm
ing
idea
s
For e
xam
ple,
with
in L
itera
cy IC
T ca
n be
use
d to
sup
port
text
ual a
naly
sis,
plan
ning
, sh
ared
writ
ing
and
in re
visi
ng a
nd e
ditin
g te
xts.
With
in m
athe
mat
ics
ICT
can
enha
nce
dem
onst
ratio
n an
d m
athe
mat
ical
mod
ellin
g, im
prov
e th
e qu
ality
of
inte
ract
ions
and
dis
cuss
ion
and
deve
lop
pupi
ls’ a
bilit
y to
exp
lain
and
reas
on.
Furt
herm
ore,
as
a ve
hicl
e fo
r pup
ils’ le
arni
ng IC
T ca
n be
use
d to
sup
port
:
Usi
ng IC
T to
sup
port
teac
hing
and
lear
ning
Info
rmat
ion
proc
essi
ng
Reas
onin
g
Enqu
iry
Crea
tivity
Eval
uatio
n
Prob
lem
Sol
ving
Prog
ress
ion
Stat
emen
ts
To e
nsur
e pu
pils
are
abl
e to
mee
t age
app
ropr
iate
exp
ecta
tions
in IC
T, te
ache
rs n
eed
to
prov
ide
appr
opria
te le
arni
ng o
ppor
tuni
ties
for t
hem
. Pr
ogre
ssio
n st
atem
ents
are
ava
ilabl
e to
sup
port
teac
hers
in th
is re
spec
t. W
hils
t the
se a
re p
rese
nted
in y
ear g
roup
s, it
is
impo
rtan
t tha
t tea
cher
s m
ake
judg
emen
ts o
n w
hat s
houl
d be
taug
ht in
whi
ch y
ear g
roup
ba
sed
on p
upils
’ prio
r exp
erie
nce
and
ICT
capa
bilit
y.
Prog
ress
ion
stat
emen
ts fo
r IC
T ha
ve b
een
deve
lope
d ar
ound
�ve
them
es:
Co
mm
unic
atio
n
Han
dlin
g da
ta
Rese
arch
and
e-a
war
enes
s
Cont
rol a
nd s
ensi
ng
Mod
ellin
g an
d si
mul
atio
n
Man
y sc
hool
s w
ill w
ish
to u
se th
ese
to in
form
thei
r pla
nnin
g bo
th to
ens
ure
a br
oad
and
bala
nced
cur
ricul
um a
nd th
at p
upils
are
abl
e to
mee
t age
app
ropr
iate
exp
ecta
tions
in IC
T.
ASK
hav
e in
clud
ed s
ampl
e un
its o
f wor
k in
ICT
for e
xem
pli�
catio
n on
ly a
nd s
tron
gly
enco
urag
e al
l sch
ools
to a
dapt
thes
e to
mee
t the
nee
ds o
f pup
ils in
thei
r ow
n sc
hool
.
Thes
e ar
e av
aila
ble
to d
ownl
oad
at:
ww
w.k
entt
rust
web
.org
.uk/
kent
ict/
kent
ict_
them
e_ho
me.
cfm
Plan
ning
cro
ss c
urri
cula
r ICT
By a
ddre
ssin
g ea
ch o
f the
�ve
them
es o
ver a
n ac
adem
ic y
ear,
teac
hers
can
ens
ure
that
pu
pils
hav
e a
wid
e ra
nge
of e
xper
ienc
e an
d ar
e ab
le to
dev
elop
thei
r IC
T ca
pabi
lity
fully
. To
max
imis
e op
port
uniti
es to
exp
loit
cros
s cu
rric
ular
link
s, te
ache
rs w
ill n
eed
to a
lign
thes
e th
emes
to o
ther
‘top
ics’
with
in th
eir c
urric
ulum
pla
nnin
g so
that
pup
ils c
an a
pply
thei
r IC
T sk
ills
with
in a
mea
ning
ful c
onte
xt.
For
exa
mpl
e, t
he R
oman
s ca
n pr
ovid
e a
usef
ul fo
cus
for
Inte
rnet
rese
arch
.
How
ever
, the
use
of I
CT
to s
uppo
rt s
ubje
ct te
achi
ng is
no
t a s
ubst
itute
for d
iscr
ete
ICT
teac
hing
. Tea
cher
s w
ill
need
to e
nsur
e th
at th
ey c
over
the
Nat
iona
l Cur
ricul
um
Prog
ram
mes
of S
tudy
. Thi
s w
ill in
evita
bly
invo
lve
som
e di
scre
te IC
T te
achi
ng b
ut w
here
ver p
ossi
ble
this
sho
uld
be e
mbe
dded
with
in c
ross
cur
ricul
ar te
achi
ng /
lear
ning
.Te
ache
rs th
eref
ore
need
to b
e cl
ear w
here
less
ons
are
inte
nded
to d
evel
op p
upils
’ ICT
capa
bilit
y (t
ypic
ally
di
scre
te IC
T le
sson
s) a
nd w
here
ICT
is b
eing
use
d to
su
ppor
t and
enh
ance
teac
hing
/ le
arni
ng in
ano
ther
cu
rric
ulum
sub
ject
e.g
. use
of a
n In
tera
ctiv
e W
hite
boar
d by
the
teac
her o
r pup
ils to
mod
el th
e us
e of
a n
umbe
r lin
e.
Embe
ddin
g IC
T in
Teac
hing
& L
earn
ing
A G
uide
for P
rimar
y Sc
hool
s
ICT
Them
es
Lite
racy
: Tak
e ph
otog
raph
s to
cre
ate
a no
n-�c
tion
book
and
add
a ca
ptio
n an
d/or
voi
ce re
cord
ing.
Scie
nce:
Rec
ord
inve
stig
atio
ns u
sing
dig
ital p
hoto
grap
hs.
His
tory
: Cre
ate
a pr
esen
tatio
n on
a G
reek
God
they
hav
e be
en
re
sear
chin
g.
PSH
E: P
rodu
ce a
n an
ti-bu
llyin
g po
ster
usi
ng im
age
man
ipul
a
tion.
Mat
hem
atic
s: U
se a
bra
nchi
ng d
atab
ase
to s
ort r
egul
ar 2
D s
hape
s.
Scie
nce:
Rec
ord
info
rmat
ion
abou
t min
ibea
sts
in a
dat
abas
e.
Geo
grap
hy: U
nder
take
a tr
a�c
surv
ey a
nd in
terp
ret a
pic
togr
am.
His
tory
: Cre
ate,
sea
rch
and
sort
a d
atab
ase
abou
t the
wiv
es o
f Hen
ry V
III.
RE: V
isit
a vi
rtua
l syn
agog
ue o
r mos
que.
His
tory
: Exp
lore
a g
iven
inte
rnet
pag
e to
�nd
out
info
rmat
ion
abou
t toy
s or
a
fam
ous
pers
on fr
om th
e pa
st.
Geo
grap
hy: L
ocat
e in
form
atio
n to
cre
ate
a riv
er g
uide
for w
alke
rs.
Scie
nce:
Ans
wer
que
stio
ns a
bout
wild
ani
mal
s an
d re
cord
fact
s in
a le
a�et
.
Lite
racy
: Mov
e a
�oor
robo
t aro
und
a st
ory
grid
in s
eque
nce.
Art
: Dra
w a
Tud
or ro
se o
r Isl
amic
bor
der u
sing
an
onsc
reen
robo
t.
Mus
ic: C
reat
e a
soun
d st
ory
usin
g m
usic
sof
twar
e.
DT:
Con
trol
a c
ar p
ark
barr
ier t
o lif
t or f
all i
n re
spon
se to
a to
uch
sens
or.
RE: C
reat
e a
desi
gn o
nscr
een
usin
g st
amps
e.g
. a R
ango
lli p
atte
rn.
Scie
nce:
Use
an
inte
ract
ive
gam
e at
Ken
t gam
es e
.g. s
hado
w s
imul
ator
.
His
tory
: Exp
lore
onl
ine
sim
ulat
ion
linke
d to
a c
lass
topi
c e.
g. w
alk
thro
ugh
a Tu
dor
st
reet
.
Mat
hem
atic
s: In
vest
igat
e th
e re
latio
nshi
p be
twee
n ar
ea a
nd p
erim
eter
usi
ng a
spre
adsh
eet.
