Presentation slide 1.1 The government’s vision “My vision is one where schools are confidently, successfully and routinely exploiting ICT … By doing so they will be delivering an education that equips learners for life in the Information Age of the 21st century. “ICT can make a significant contribution to teaching and learning at all stages and across all areas of the curriculum. ICT should be embedded in all our education institutions and in the teaching that takes place there.” Rt Hon. Charles Clarke MP, former secretary of state for education and skills, June 2003

Presentation slide 1.2 Why are we using ICT? Extending the learning experience Extending learning Enriching the curriculum Expanding learning horizons Helping with assessment

Presentation slide 1.3 ICT in the Early Years Foundation stage Development stages Show an interest in ICT Know how to operate simple equipment Complete a simple program on the computer Use ICT to perform simple functions Use a mouse and keyboard to interact with age- appropriate computer software Early learning goal Find out about and identify the uses of everyday technology, and use ICT and programmable toys to support their learning

Presentation slide 1.4 What is ICT in the foundation stage? Activity centres Musical keyboards Play telephones and tape recorders Mobile telephones Radio-controlled toys Talking toys TV and video Washing machines Fax machines Photocopiers Cameras Programmable toys Electronic tills Microwaves Interactive whiteboard Walkie-talkies

Presentation slide 1.5 Teaching and learning with ICT at key stages 1 and 2 ICT as a subject ICT in subjects ICT as a teaching and learning tool

Presentation slide 1.6 The national curriculum for ICT

Presentation slide 1.7 The strands of the ICT national curriculum Finding things out – using ICT to find, store, retrieve, prepare and interpret information Developing ideas and making things happen – using ICT to model real or imaginary things, places and events and to control devices and detect physical changes Exchanging and sharing information – using ICT to communicate effectively in words, pictures and sound Reviewing, modifying and evaluating work as it progresses

Presentation slide 1.8 Progression in ICT – Finding things out At key stage 1 pupils will learn how to: gather information from a variety of ICT sources, eg. databases, CD- ROMs, DVD, videos enter and store information in a variety of forms, eg. saving work, storing information in databases retrieve information that has been stored, eg. loading saved work, using a CD-ROM At key stage 2 pupils will learn how to: talk about what information they need and how they can find and use it, eg. searching the internet or using a CD-ROM or DVD prepare information that will be developed using ICT – selecting suitable sources, finding information, classifying it and checking it for accuracy interpret information to check that it is relevant and reasonable and to think about what might happen if there were any errors or omissions

Presentation slide 1.9a The QCA scheme of work Is optional Includes the breadth of the national curriculum for ICT Includes teaching strategies Illustrates the programmes of study for ICT in KS1 and KS2 translated into a practical plan

Presentation slide 1.9b The QCA scheme of work Includes appropriate progression from year 1 to year 6 Divides the teaching of ICT into appropriate units Integrates the knowledge, skills and understanding into subject contexts

Presentation slide 1.10 Hardware Colour printers Scanners or digital stills or video cameras with associated software Multimedia computers – including desktop computers, portables and personal digital assistants (PDAs) ‘Floor turtle’ or robot Control interface with associated switches, sensors, buzzers, lights and motors Digital microscopes (every school received these as part of Science Year)

Presentation slide 1.11 Software Software that allows pupils to move and match words and pictures; word banks; What You See Is What You Get (WYSIWIG) word processors Paint and object-based drawing software Clip art files on familiar topics Simple music composition programs or means of recording and editing sounds Simple multimedia authoring programs – including presentation software Graphing programs capable of drawing pictograms, bar charts, pie charts and line graphs Flat file and branching databases Simple spreadsheets Turtle graphics programs that include the use of repeats and procedures Control programs that include sensing Simulations A range of CD-ROM or DVD titles including buttons for navigation, hypertext links and the facility to search using key words, indexes and menus and access to the internet

Presentation slide 1.12 Features of an interactive whiteboard Everyone can write on it and changes can be saved – this gives shared ownership High visual impact, creating a theatrical effect in the classroom Facilitates better class management – the teacher can be at the front, facing the class Makes a wide range of resources instantly available Presentations and displays can be annotated by teacher and pupils Engages pupils, getting them moving and participating – this improves behaviour Facilitates concept mapping – items can be moved easily around the screen Supports discussion (on topic) and learning from other pupils Motivating, because both teachers and children enjoy using it

Presentation slide 1.13 Types of interaction Teacher/TA–pupil Pupil–pupil Pupil–resource

Presentation slide 1.14 The 4 Ps Policy Planning Practice Proof

Presentation slide 2.1 ICT tools that improve security Firewall and virus protection Software filters Accredited ISPs Awareness of wireless technology issues Policy on using personal devices Internet safety

Presentation slide 2.2 Risks to pupils Exposure to threat of physical danger and abuse A new arena for intimidation and bullying Misuse of resources Access to inappropriate material

Presentation slide 2.3

Presentation slide 2.4 Plenary and post-module task Self-evaluation and skills audit Personal action plan Post-module task

Presentation slide 2.5 Post-module task When back in school, observe a lesson in which a more experienced TA is supporting a pupil/pupils using ICT. Think about the support that is provided. Consider how well the support given helps the pupil/pupils learn. Discuss this with your mentor and suggest ways in which you feel the learning and support could be improved or developed further.