1. Introducing The Naace Curriculum Information and Communication Technology (ICT) Paul HeinrichAllison Allen And the Naace ICT Curriculum Community

2. Summary The need Key Principles Core Areas of Knowledge Digital Life Impacts - for KS1/2 and KS4 Next Steps

3. The ICT Curriculum has never been so much in the glare of media attention as in 2011! Negatives drowned out celebration of innovations in schools..... The Need

4. Responding to members’ enquiries, pleas for help and the numerous curriculum reviews that have taken place, Naace has created a fresh, new ICT Curriculum. Closely mirroring recent recommendations by Ofsted, our aim is to provide support for “the pivotal role of ICT in school improvement and in preparing young people for higher education and for skilled work”

5. The Need A curriculum to support learners and practitioners including IT/ICT/Computing specialists delivering and supporting ICT in primary and secondary schools. To indicate and support quality pedagogy in the use and integration of ICT to effectively support all learning. To assist, support and motivate senior managers and practitioners in planning and scheduling ICT delivery The Naace ICT Curriculum!

6. Key Principles Raising standards of Learning and Teaching in ICT Offer a rigorous and flexible basis for 3 rd Millennium Learning so improving learners’ life chances. A flexible curriculum based on research; building on best practice & supporting changing policies and guidance

7. Key Principles Mapped to and providing a firm foundation for further study at GCSE and beyond in ICT, computing, business and media areas Belief that –Schools should decide how to teach the curriculum –The SoW must evolve to meet technical and social changes –Best practice should become universal Pedagogy and practicality – developed by practitioners for practitioners

8. Key Principles A belief that ICT capability is about having the technical and cognitive proficiency to appropriately access, use, develop, create and communicate information using digital tools. Support development of higher thinking skills and independence. Map to Bloom’s taxonomy via design of ICT systems. (Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation)

9. Key Principles Broad and rigorous covering –strong knowledge base –technical aspects of computing –digital literacy & personal use of ICT –effective use of core applications –business applications/aspects of ICT –safety, security and the law Supporting ICT across the curriculum & ICT as a Specialist Subject

10. Core areas of knowledge We have defined in general terms the broad areas of ICT knowledge essential for learners in the Third Millennium. Given the speed of technological advance : –schemes of work must be flexible to enable new of working to be adopted as necessary.

11. Core areas of knowledge Our core areas of knowledge map to three curricular themes - Digital Life, Digital Tools and Digital Systems. –Structure based around technical knowledge, core applications, e- safety/security, business/commerce and digital literacy. –Areas of study indicating expected levels such as the current QCDA level descriptors for ICT.

12. Core areas of knowledge Technical Knowledge Knowledge and understanding –silicon technology, integrated circuits, computers and computer systems Aspects of computer studies or computer science –How digital devices work, coding, programming, systems, networking and standards.

13. Core areas of knowledge A little more detail of a core area: Technical Knowledge Outline –How electronic devices work –Networks - how they work –Data storage –Program and apps creation –ICT systems lifecycle –Embedded systems –Industry standards –Organisation of data and data standards

14. Core areas of knowledge Core Skills ICT tools; –communication, content creation in all its forms, control, modeling, simulation. Application of ICT to everyday personal and business problems.

15. Core areas of knowledge Safety, Security and the Law Personal e-safety: –how to protect computers and personal devices –legal issues –copyright –data protection –computer misuse.

16. Business Aspects of ICT Core skills theme in business contexts –A possible major unit of work –includes business standard tools, systems analysis and design, collaboration / communication, web design and e-commerce; –real world examples from visits, video conferencing or videos. This theme concerns the application of systems designs Core areas of knowledge

17. Digital Literacy and Personal Use of ICT Safe, effective personal use of ICT –secure use of social networking, –sharing of good quality, authored content, –gaming –personal learning together –impact of ICT on society. Allowance for ability and aptitude, G&T, timetable and ICT resources planning.

18. Digital life Concept that learners experience “Digital Life”. In practice several interwoven digital lives - in school, in work, in social networks and day to day activities such as shopping. Three main areas into which the proposed curriculum can be mapped.

19. Digital life The impact of technology on individuals, organisations and society. Knowledge and understanding of –current and emerging technologies –connectivity –online purchasing and services –online communities and social networking –risks & safe, secure and responsible practice including ethical and legal issues.

20. Digital life: Digital Tools Tools that support enquiry based learning: –initiating ideas, including research and information gathering –defining ideas and responding; –designing, creating, making and documenting; –communicating, –presenting and evaluating.

21. Digital life: Digital Systems Design of digital products or systems including: –features of digital products, –knowledge and understanding of design principles, techniques, system analysis, design and the system life cycle. –developing awareness of the user-centred design process in real world situations o context, analysis, design, testing, implementation, critical evaluation and documentation. –Avoiding......

22. Impact Rising standards in KS3 and beyond. Wider, meaningful academic and vocational choices at KS4 and KS5 as a result. A modern curriculum for KS2 based on our core principles. Improved use of ICT tools throughout the curriculum: Impact on the workforce and lifelong learning.

23. Next Steps Initial focus on Key Stage 3 Already mapped to criteria for main current Key Stage 4 ICT/IT/Computing exams and cross-curricular needs Rooted in Key Stage 1/2 good practice as seen in ICT Mark and 3 rd Millennium Learning schools Expansion to all key stages

24. Next Steps Tell us what you think! We’re looking for good examples of how these topics are taught – can you help? An online, living Curriculum collaboration area. I enjoyed that topic; it would be even better if….. This lesson worked really well for my class; here it is

25. allison.allen@outstream.co.uk paul@paulheinrich.co.uk michelle.cank@naace.co.uk