IT05New to the Role of ICT Subject Leader

Session 210th March 2011

Lisa Cattell & Sam Sulshssulsh@northamptonshire.gov.uk lcattell@northamptonshire.gov.uk

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Objectives• To reflect on actions taken since the last session to

develop your role of ICT Subject Leader and the impact this has had in school

• To provide support to carry out lesson observations• To consider ways in which monitoring can be

followed up• To support you in assessing and levelling children’s

ICT capability in order to support effective Assessment for Learning and Assessment of Learning

• To consider effective tracking and recording of children’s progress in ICT

Outline of Day9.30 Impact of the last session – what have you done to

develop your role since the last session and what impact has it had on ICT in your school?

10.00

Monitoring: Triangulation

10.30

Coffee

10.45

Lesson observations Monitoring – how do you follow it up?

12.00

Lunch

1.00 Assessing children’s ICT skills and capabilityRecording and tracking Target Setting

3.15 Evaluation and Finish

What Now?• What are your next steps in school?

Gap Task

Plan and carry out some monitoring of ICT before the next session.

If you do not have an ICT action plan identify the key areas for development and construct one.

Spend some more time looking at the SRF. engage the head teacher, governors, SMT, other subject leaders.

Developing your role since the last session

Question: What have you done to develop your role and to move ICT forward in your school since the last session? What impact has this had on standards of ICT?

• What has gone well? Why?• What would you have liked to have gone

better?

• What are the next steps?

Monitoring Standards

• Planning • Work scrutiny • Informal observations/ discussion with staff• Learning walks• Pupil interviews• Audit of staff skills • Lesson observations • Analysing Data – will cover when we do

assessment. • Moderation between teams/classes

Triangulation

• Using a range of sources of information to gain a picture of standards

Task:• Look at the assessments for Child 1, 2 and 3• Look at the planning for the history session. • What information can you gain from this?• What comments would you feedback to the

teacher involved? • What would be your next steps?

Lesson Observations and Sampling

• What is the purpose of a lesson observation or lesson sampling?

– To gather more information about standards in the school.

– Not about making judgements but ascertaining where people are in order to establish whole school or individual training needs

– Opportunity to identify good practice and share– Opportunity to assess resourcing – Opportunity to know where children are

What are the protocols when conducting a lesson observation?

• Must have a clear reason and focus that is shared with the teacher.

• Must give appropriate notice and take into account other things that may be happening.

• Oral feedback should be offered and given within 24 hours.

• Overall, whole school feedback should be collated and shared.

• The observer should not affect the normal process of the lesson.

How do we know what a ‘good’ lesson is?

• What would you be looking for in a ‘good lesson’?

• What makes a lesson outstanding?

Carrying Out Lesson Observations

Task• Watch the lesson segment.

– What would judge to be good about the lesson?(in terms of the use of ICT)

– What aspects could be improved? – How would you structure the feedback to this

teacher?

Giving Feedback

• Say thank you!• Ask the teacher how they felt it went first – this

makes them reflect as well as you. • Provide the Ofsted evaluation schedule.• Reinforce the focus of the observation and relate

your comments to this. • Pick out positives as well as areas for

development if this is appropriate.• Ensure any feedback points given are included in

the whole school record.

And After the Monitoring?

What are the next steps?• Whole school focus as identified from monitoring• Re monitor a month/term later• Set targets for people if necessary• Procuring new equipment/software or training and

supporting the use• Team teach/lesson observation

Supporting Colleagues

• NQT• Experienced teacher who is slightly ‘ICT

Phobic’ and is only delivering the parts of the ICT SOW they feel confident with

• Good, experienced teacher who wants support in one particular area

• Teacher who is confident and technically very ICT proficient but is not following the school’s long term plan and is therefore not ensuring progression for the children in their class.

Assessment

What are we Assessing in ICT?

ICT National Curriculum

• Four aspects of the programme of study– Finding things out– Developing ideas and making things

happen– Exchanging and sharing information– Reviewing, modifying and evaluating

work as it progresseshttp://curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/ict/keystage1/index.aspx

ICT capability

Focus: 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.

From the ‘Rose Review’

ICT Skills and Capability

• Skills - knowing how to use a program, a piece of equipment or technology and being able to ‘make it work’

• Capability - when a child is able to appropriately apply the knowledge, understanding and skills they have acquired to new learning situations and understands the significance of ICT in the world and in their learning and life.

Assessment

• Assessment for Learning– Integral part of all lessons– Enables children to be moved on within a session and

between sessions

• Summative Assessment– End of every unit of ICT work– After ICT has been used as a tool in another curriculum

area– Portfolio for cross section of class to exemplify

standards

Assessment for Learning

• Provision of effective feedback to pupils• Active involvement of pupils in learning• Recognising the profound influence of

assessment on motivation and self-esteem• Pupils able to assess themselves and know

how to improve• Adjusting teaching as a result of

assessment• Enables teacher to know what has been

learnt, not what they have been taught.

Assessment for Learning Strategies

• Effective questioning techniques

• Using effective feedback strategies

• Sharing learning goals and success criteria

• Peer and self assessment

The Characteristics of the Levels

Task 1

The 8 National Curriculum levels focus on key characteristics which run through all aspects of the PoS. Children working within a particular level will demonstrate certain characteristics.

Decide which characteristics are typical of Levels 1- 5

The Characteristics of NC Levels

Level 1 Level 2 Level 3 Level 4 Level 5

Explore informationOrganise and classify information

Find and use appropriate stored information

Collect, find and interrogate information

Select information, check its accuracy and organise

Recognise that devices respond to instructions

Plan and give instructions

Use sequences of instructions to control devices

Use ICT systems to control events

Create sequences of instructions to control events

Talk about their use of ICT

Talk about their experiences of ICT

Describe their use of ICT

Compare their use of ICT with other methods

Discuss their knowledge and experience of using ICT

Work with text, images and sound to help them share their ideas

Share their ideas in different forms including text, tables, images and sound

Share and exchange their ideas with others

Present information in different forms and show they are aware of the intended audience

Structure, refine and present information in different forms and styles for specific purposes and audiences

The Characteristics of NC Levels

Level 1 Level 2 Level 3 Level 4 Level 5

Use of ICT to explore options and explore and share

ideas

Use ICT to develop work

Use of ICT to develop and refine

work

Combine and refine information

Combine the use of ICT tools

Use of ICT to communicate

meaning

Use ICT purposefully

Use of ICT to solve problems

Interpret information Question reliability and plausibility of

information

Evaluates fitness for purpose

Develop familiarity with ICT tools

Use of ICT to towards achieving specific outcomes

Use ICT to achieve specific outcomes

Show an awareness of audience and a need for quality

Fulfill specific purpose and meet the needs of the

audience

Talk about their use of ICT

Describe how they use ICT to develop

work

Describe their use of ICT inside and outside school

Compare their use of ICT with other

methods and with its use outside school

Discuss knowledge and experience of

using ICT

Use ICT safely by following

instructions.

Follow instructions on the safe use of

ICT.

Follow strategies for staying safe.

Manage some of the risks associated with

the digital environment.

Use ICT safely and responsibly.

Key Features of Progression

• Level 1 – Exploratory use and developing familiarity

• Level 2 – Purposeful use toward specific outcomes

• Level 3 – Develop and refine ideas and solve problems. Achieve specific outcomes

• Level 4 – Combine and refine information from various sources. Interpret and consider plausibility. Show an awareness of audience and a need for quality.

• Level 5 – Combine the use of ICT tools to fulfil a specified purpose. Critically evaluate fitness for purpose and meet needs of the audience.

Assessment for Learning in the ICT SoW

• AfL built into all units of planning

From Y5 Mo2/ Y5+6 Mo2• What formulae have been used to calculate the

perimeter and the area? • Why have brackets been used in the formula for

perimeter?

• Approaches to teaching ICT

Progression in ICT

Y1 Se1Controlling a Floor Turtle

Y2 Se1Programming Routes

Y3 Se1Using Repeats to Control a Floor Turtle (Data logging)

Y4 Se1Writing Procedures On-Screen (Data logging)

Y5 Se1Controlling Inputs and Outputs

Y6 Se1Monitoring Environmental Changes to use as inputs

Y1 Se2Controlling an On-Screen Turtle

Y2 Se2Instructing an On-Screen Turtle

Y3 Se2Using Repeats On-Screen

CM3 Y4 Procedures within ProceduresMSW Logo

Y5 Se2Variable Inputs For Control and Monitoring

Y6 Se2Integrating Complex Procedures

Y1 Mo1Modelling Changes in Art

Y2 Mo1Photographic Collage

Y3 Mo1Layering Shapes

Y4 Mo1Combining Images

Y5 Mo1Creating 2D and 3D Graphical Models

Y6 Mo1Graphical Modelling Using Sketch Up

Y1 Mo2Exploring Simulations

Y2 Mo2Problem Solving using a Simulation

Y3 Mo3Using Formulae in a Spreadsheet

Y4 Mo2Using a Spreadsheet to perform Calculations

Y5 Mo2Creating Spreadsheets with More Complex Formulae

Y6 Mo2Creating Spreadsheets to Aid Decision Making

Y1 Ha1Presenting Information Graphically

Y2 Ha1Presenting and Organising Data

Y3 Ha1Searching and Adding to a Database

Y4 Ha1Creating a Database

Y5 Ha1Complex Databases

Y6 Ha1Evaluating Databases

AF2 – Handling data, sequencing instructions and modelling

AF3 – Finding, using and communicating information

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Y1 Co1Entering Text

Y2 Co1Entering and Arranging Text

Y3 Co1Introducing Word Tools

Y4 Co1Arranging Text and Images in Word

Y5 Co1Organising and Presenting Information

Y6 Co1Using Reviewing Tools

Y1 Co2Sending and Receiving E-mails

Y2 Co2Sending an Attachment

Y3 Co2Creating an address book and forwarding an E-Mail

Y4 Co2Searching an E-mail

Y5 Co2Using Signatures Safely

Y6 Co2Copying-in and Creating Groups

Y5 Co3Creating a Podcast

Y6 Co3Creating a News Bulletin as a Podcast

Y1 Co3Stop Go Animation

Y2 Co3Taking Digital Images and Video

Y3 Co3Manipulating Images

Y4 Co3Stop Go Animation – 2 Camera Angles

Y5 Co4Combining Media Formats using Movie Maker

Y6 C04 No Unit

Y1 Co4Creating a Presentation

Y2 Co4Creating a Presentation using Video

Y3 Co4Using Hotspots

Y4 Co4Creating a Linear Presentation

Y5 Co5Creating a Multi- Layered Presentation

Y6 Co5Planning and Creating a Presentation

Y3 Co5Sequencing Sounds

Y4 Co5Manipulating Sounds

Y6 Co6 Creating a ‘My Page’.

Y1 Fi 1Navigating Web Pages

Y2 Fi 1Using a Search EngineBookmarking

Y3 Fi 1Searching and Copying from the Internet

Y4 Fi 1Evaluating Content

Y5 Fi 1 Validating Websites

APP for ICT

• APP materials are available for levels 3 – 8. Developed for assessment at KS3.

• Level 1 and 2 are Northamptonshire's interpretation and are therefore draft

• 3 assessment foci• AF1: Planning, developing and evaluating• AF2: Handling data, sequencing instructions and

modelling• AF3: Finding, using and communicating

information

APP for ICT© Crown copyright 2008

AF1 – Planning, developing and evaluating AF2 - Handling data, sequencing instructions and modelling AF3 - Finding, using and communicating information

L5 Across a range of contexts and practical situations pupils: Plan and develop structured solutions to problems which use

a combination of ICT tools and techniques Use criteria to evaluate the quality of solutions, identifying

improvements and refining their work Identify benefits and limitations of using ICT both inside and

outside school

Across a range of contexts and practical situations pupils: Use logical and appropriate structures to organise and

process data Create precise and accurate sequences of instructions Change variables within models and explain the impact

Across a range of contexts and practical situations pupils: Take account of accuracy and potential bias when searching

for and selecting information Present information in a range of forms for specific purposes

and familiar audiences Use ICT safely and responsibly

L4 Across a range of contexts pupils: Plan and implement solutions that combine and refine

different forms of information Evaluate the quality and success of their solutions Explain how and why the use of ICT varies in and out of

school

Across a range of contexts pupils: Organise and process data for a purpose Devise and refine sequences of instructions. Use models to explore relationships between inputs and

outputs and explain how the models work

Across a range of contexts pupils: Use appropriate search criteria to find relevant information,

and check its plausibility and usefulness Present information in different forms suited to purpose Use ICT to communicate and collaborate, identifying some

of the risks and acting to minimise them

L3 Across a range of contexts pupils: Plan how they will use ICT to solve a problem Comment on success of their solution Refine and develop information using ICT tools

and techniques to make changes Describe how they use ICT at school and how it is

used outside school

Across a range of contexts pupils: Collect, store and retrieve data Use a sequence of instructions to control events Use ICT-based models or simulations to answer

questions

Across a range of contexts pupils: Identify and select appropriate information using

straightforward lines of enquiry Present information using text, images and other

media Use digital communication to exchange ideas Identify ways they can keep themselves safe when

using ICT

L2 Across a range of contexts pupils: Find and use information to answer questions. Comment on how successful they’ve been in finding

answers. Use simple editing and formatting techniques to develop

their work Describe how they use ICT to develop their work

Across a range of contexts pupils: Sort and organise information and present it in different

forms, including simple graphs Plan and give instructions to make things happen and

describe the effects. Make informed choices when using ICT to explore what

happens in real and imaginary situations.

Across a range of contexts pupils: Find, organise and classify information and present their

findings Present ideas in different forms, including text, tables,

images and sound. Use ICT to communicate with others following instructions

on safe use.

L1 Across a range of contexts pupils: Plan how they will use ICT to explore their ideas. Comment on how their work could be improved They describe their use of ICT.

Across a range of contexts pupils: Investigate imaginary and virtual worlds and

explore options. Explore how devices respond to commands.

Across a range of contexts pupils: Navigate onscreen resources to explore and locate

information Work with text, images and sound to explore and

share ideas. Use ICT safely by following instructions.

AF1 – Planning, developing and evaluating

• Opportunities for children to make choices about their use of ICT when working in a range of contexts and for a variety of purposes.

• Support documents included in the SoW to help with this.

Making a Level Judgment• Complete AF judgements against the requirements for each level. • The decision should take account of how fully and consistently

the criteria have been met and how far the pupil demonstrates independence and choice across a range of evidence.

• Finalise the overall level judgement by deciding whether the level is low, secure or high:

• Low – several criteria for the level are highlighted but there are substantial gaps. – Only 1 of the criteria in AF1 has been met. – The pupil is working within the overall level, but there are significant areas that

need to be developed further before secure performance at the level is demonstrated.

• Secure – most of the criteria for the level are highlighted in each AF. – The first 2 criteria in AF1 are met. – There may be a few unmet criteria in other AFs, but the highlighting shows that

the standard for the level has been substantially met across each of the assessment focuses.

• High– the criteria for the level are highlighted across all, or almost all, the AFs, with

some criteria in the level above being highlighted for some AFs.– All criteria in AF1 are met.

Summative AssessmentClass recording /Tracking sheetAll pupils

• Below, At, Exceeding

End of year ‘overall level’Progression support document

• Based on Learning Outcomes and Level Descriptors

Portfolio of work – Exemplify assessment judgements• 3 children or more if more ability groups• Below, At, Exceeding

Annotation• Unit of work• Process/ significant points• Feedback• Next steps• Level working within

End of Term and Year Level

Tracking sheet

Example Unit of Work

Levelled Assessment Document

Task

• Look at the assessment spreadsheet for a Year 3 group.

• What level would you award the first few children?

• What other information can you gain from this spreadsheet?

Assessing Children’s Work

Task

• Consider the examples of work and using the Learning Outcome documents, decide whether the child should be recorded as ‘e’, ‘a’ or ‘b’.

• What might you include in the annotation?

Using APP

Task

• Using the information provided, what aspects of the APP sheet would you be able to highlight?

• What level would you award?

Target Setting

• What targets should be set for ICT?

• How can this be made manageable?

• How will the children be involved?

• Foundation Stage: Baselining and assessment

What are your next steps?