lead ▪ learn ▪ protect ▪ engage Developing and assessing ICT capability in a the primary school Let them choose

lead ▪ learn ▪ protect ▪ engage Developing and assessing ICT capability in a the primary school Let them choose Planning for progression Developing assessment and pupil choice Progression in e-safety Considering new opportunities

lead ▪ learn ▪ protect ▪ engage What opportunities make a difference to your learners? or

lead ▪ learn ▪ protect ▪ engage What are your learners experiencing? Planning for progression

lead ▪ learn ▪ protect ▪ engage What are your learners experiencing? Planning for progression Evaluate your school

lead ▪ learn ▪ protect ▪ engage Finding things out Handling data Research Exchanging and sharing information Presentation Collaboration Developing ideas and making things happen Control and monitoring Modelling and simulation Planning, developing and evaluating e-sense Which experiences do we need to plan? Planning for progression

lead ▪ learn ▪ protect ▪ engage ICT skills - techniques and facts I know what a word processor can do I can cut and paste, crop a picture, create a mail-merge ICT process I can identify what information is required for a task, search and select information, make judgements about the usefulness of information ICT concepts I can select appropriate tools to achieve an intended outcome. I recognise that information can be represented in different ways. I recognise the need to critically evaluate information. What is ICT Capability? Planning for progression

lead ▪ learn ▪ protect ▪ engage Every child – new opportunities Learner as collaborator Learner as creator Learner as investigator Learner as consumer click look think talk listen find construct share organise compare assess invent explore record explainevaluate test do discuss learn

lead ▪ learn ▪ protect ▪ engage Planning for progression

lead ▪ learn ▪ protect ▪ engage Planning for progression Somerset Learning Platform – select Somerset eLIM then Education Technology

lead ▪ learn ▪ protect ▪ engage How can you plan for ICT across the curriculum? Planning for progression

lead ▪ learn ▪ protect ▪ engage What? How? When? Planning for progression

lead ▪ learn ▪ protect ▪ engage Planning for progression ICT Leaders page Toolbox Audit of staff needs

lead ▪ learn ▪ protect ▪ engage Planning for progression

lead ▪ learn ▪ protect ▪ engage How do you know what your learners can achieve? Developing assessment and pupil choice

lead ▪ learn ▪ protect ▪ engage Key features of progression Level 1 – Exploratory use and developing familiarity. Level 2 – Purposeful use toward specific outcomes. Level 3 – Using ICT to develop ideas and solve problems Level 4 – Combine and refine information from various sources. Interpret and consider plausibility. Level 5 – Combine the use of ICT tools within an overall structure. Critically evaluate fitness for purpose. Level 6 – Integration and efficiency Level 7 – Scope and implement ICT systems Level 8 – Independence and designing for others Developing assessment and pupil choice

lead ▪ learn ▪ protect ▪ engage Developing assessment and pupil choice Three assessment foci: AF1: Planning, developing and evaluating AF2: Data-handling, modelling, sequencing instructions AF3: Finding, using and communicating information APP in ICT for periodic/transitional assessment

lead ▪ learn ▪ protect ▪ engage Colour code areas of learning Complete level 1 and level 2 statements Developing assessment and pupil choice

lead ▪ learn ▪ protect ▪ engage ICT-Conferences/Conference- Archives/ICT2011/Keynote-Videos Developing assessment and pupil choice

lead ▪ learn ▪ protect ▪ engage Developing assessment and pupil choice

lead ▪ learn ▪ protect ▪ engage How much ‘scaffolding’ should we give pupils? When does scaffolding prevent pupils from making progress? Do the activities we give pupils offer enough opportunity for them to demonstrate higher levels? 100% ‘scaffolding’ Open-ended problem-solving ? Developing assessment and pupil choice

lead ▪ learn ▪ protect ▪ engage Begin a task with an open-ended challenge (scaffold as appropriate) Year 1 Is this true? How can you prove it? Most people have pets that don’t need taking for a walk. I’m going camping in Scotland. What clothes should I pack in my rucksack? Year 5 What will we need to consider? What evidence will we need to collect? How will we collect the evidence? How will we present the evidence? Developing assessment and pupil choice

lead ▪ learn ▪ protect ▪ engage Begin a task with an open-ended challenge (scaffold as appropriate) Think about a topic you are doing this term. What ICT will you be using? What new skills will you be introducing? What understanding will the children be developing? What challenge will you set? Developing assessment and pupil choice

lead ▪ learn ▪ protect ▪ engage Developing assessment and pupil choice

lead ▪ learn ▪ protect ▪ engage Progression in e-safety

lead ▪ learn ▪ protect ▪ engage “Children and young people need to be empowered to keep themselves safe – this isn’t just about a top-down approach. Children will be children – pushing boundaries and taking risks. At a public swimming pool we have gates, put up signs, have lifeguards and shallow ends, but we also teach children how to swim.” Safeguarding Children in a Digital World Tanya Byron, 2008 Progression in e-safety

lead ▪ learn ▪ protect ▪ engage Progression in e-safety How does your school evaluate where you are?

lead ▪ learn ▪ protect ▪ engage Progression in e-safety Somerset eLIM e-safety page then e-Sense for schools

lead ▪ learn ▪ protect ▪ engage Safety Collaborating Effectiveness and Evaluation Copyright Progression in e-safety

lead ▪ learn ▪ protect ▪ engage Progression in e-safety e-Safety staff meetings Primary ICT Blog Click ‘View all site content’ Folder with presentations

lead ▪ learn ▪ protect ▪ engage KILOBYTEVulnerable learners on p scales MEGABYTEFoundation GIGABYTEYear 1 and 2 TERABYTEYear 3 and 4 PETABYTEYear 5 and 6 Progression in e-safety

lead ▪ learn ▪ protect ▪ engage Considering new opportunities What do you want to develop?

lead ▪ learn ▪ protect ▪ engage Review, reflection, evaluation