1. ICTAC Presentation Information Communication Technology Across the Curriculum: ICT Tara Harding

2. Use of ICT in the classroom is a National Curriculum requirement Use of ICT in the classroom is a National Curriculum requirement ICT – Information Communication Technology – this is the technical term given to the use of computers in education ICT – Information Communication Technology – this is the technical term given to the use of computers in education ICT brings enormous benefits to the classroom: ICT brings enormous benefits to the classroom: brings a dynamism to various subjects/lessons brings a dynamism to various subjects/lessons puts pupils more in control of their learning puts pupils more in control of their learning

3. ICT in practice The main applications used/taught within schools are: Word Word Excel Excel Access Access PowerPoint PowerPoint Publisher Publisher In terms of teaching and learning, each of these applications can be used in most subjects taught at secondary school.

4. ICTACWord-processingEnglishHistoryCDTSpreadsheetsMathematicsGeographyScienceDatabasesHumanitiesSciencePresentational Desktop Publishing Such work is totally cross-curricular – from food technology to modern foreign languages. There are many very effective uses of ICT within the classroom.

5. ICT Attainment target The attainment target in ICT sets out the The attainment target in ICT sets out the Knowledge Knowledge skills skills Understanding Understanding that pupils of different abilities and maturities are expected to have by the end of each key stage Attainment targets consist of eight level descriptions of increasing difficulty, plus a description of exceptional performance above level 8. Attainment targets consist of eight level descriptions of increasing difficulty, plus a description of exceptional performance above level 8. Each level description describes the type and range of performance that pupils working at that level should characteristically demonstrate. Each level description describes the type and range of performance that pupils working at that level should characteristically demonstrate.

6. The level descriptions provide the basis for making judgements about pupils' performance at the end of key stages 1, 2 and 3. The majority of pupils are expected to work at: levels 1 – 3 in key stage 1 and attain level 2 at the end of the key stage levels 1 – 3 in key stage 1 and attain level 2 at the end of the key stage levels 2 – 5 in key stage 2 and attain level 4 at the end of the key stage levels 2 – 5 in key stage 2 and attain level 4 at the end of the key stage levels 3 – 7 in key stage 3 and attain level 5/6 at the end of the key stage levels 3 – 7 in key stage 3 and attain level 5/6 at the end of the key stage ICT Level Descriptions

7. ICT Framework The ICT curriculum at Key Stage 3 The interaction, responsiveness and speed of communication offered by ICT command interest and attention among pupils of all ages. The interaction, responsiveness and speed of communication offered by ICT command interest and attention among pupils of all ages. ICT gives them a strong feeling of being in control. ICT gives them a strong feeling of being in control. The ICT curriculum needs to capitalise on this interest and motivation and set high expectations for pupils' learning. The ICT curriculum needs to capitalise on this interest and motivation and set high expectations for pupils' learning.

8. The National Curriculum programme of study for ICT groups the knowledge, skills and understanding that pupils need to acquire into themes. These themes, which characterise what people normally do when they work with ICT, are: finding things out finding things out developing ideas and making things happen developing ideas and making things happen exchanging and sharing information exchanging and sharing information reviewing, modifying and evaluating work as it progresses reviewing, modifying and evaluating work as it progresses breadth of study breadth of study

9. ICT capability in Key Stage 3 Knowledge Pupils need some knowledge of the technology, for example, that a computer requires different driving software to control peripherals such as printers or scanners, or that Internet search engines use different methods to find information, which affects results from a search. They also need to know the technical terms associated with the ICT facilities that they are using. Knowledge Pupils need some knowledge of the technology, for example, that a computer requires different driving software to control peripherals such as printers or scanners, or that Internet search engines use different methods to find information, which affects results from a search. They also need to know the technical terms associated with the ICT facilities that they are using. Skills To handle information efficiently, pupils need both technical skills in using ICT facilities, such as how to use a particular software package to reorganise information for a new purpose, and information skills, such as skimming and sifting. They also need interpersonal skills, for example, in cooperating with others, both present and remote, in an ICT-based task. Skills To handle information efficiently, pupils need both technical skills in using ICT facilities, such as how to use a particular software package to reorganise information for a new purpose, and information skills, such as skimming and sifting. They also need interpersonal skills, for example, in cooperating with others, both present and remote, in an ICT-based task. Understanding Pupils need to understand the concepts that underpin effective use of ICT, for example, when and when not to use ICT for a given purpose. They should appreciate how their use of ICT, or an ICT product, might be improved, for example, to make it more efficient, versatile, interesting or robust. Understanding helps pupils to become reflective and responsible users of ICT, with an awareness of its impact on daily life and society. Understanding Pupils need to understand the concepts that underpin effective use of ICT, for example, when and when not to use ICT for a given purpose. They should appreciate how their use of ICT, or an ICT product, might be improved, for example, to make it more efficient, versatile, interesting or robust. Understanding helps pupils to become reflective and responsible users of ICT, with an awareness of its impact on daily life and society.

10. ICT at key stage 3 Units Unit 1. Using ICT Unit 2. Information and presentation Unit 3. Processing text and images Unit 4. Models - rules and investigations Unit 5. Data - designing structure, capturing and presenting data Unit 6. Control - input, process and output Unit 7. Measuring physical data Unit 8. Public information systems Unit 9. Publishing on the web Unit 10. Information - reliability, validity and bias Unit 11. Data - use and misuse Unit 12. Systems - integrating applications to find solutions Unit 13. Control systems Unit 14. Global communication - negotiating and transferring data Unit 15. Systems: managing a project Unit 1. Using ICT Unit 2. Information and presentation Unit 3. Processing text and images Unit 4. Models - rules and investigations Unit 5. Data - designing structure, capturing and presenting data Unit 6. Control - input, process and output Unit 7. Measuring physical data Unit 8. Public information systems Unit 9. Publishing on the web Unit 10. Information - reliability, validity and bias Unit 11. Data - use and misuse Unit 12. Systems - integrating applications to find solutions Unit 13. Control systems Unit 14. Global communication - negotiating and transferring data Unit 15. Systems: managing a project

11. ICT at key stage 4 OCR Nationals OCR Nationals OCR Nationals OCR Nationals DIDA DIDA DIDA AQA AQA AQA OCR OCR OCR Edexcel Edexcel Edexcel GCSE GCSE

12. GCSE: System Life Cycle Typical advice given to ICT GCSE students for their coursework – ‘Have you clearly developed all stages of the system life cycle as shown below’? Identification: Make sure that when you identify the information system you specify a real user, so there is a real need to solve a problem. Make this user requirement clear in your identify section. Identification: Make sure that when you identify the information system you specify a real user, so there is a real need to solve a problem. Make this user requirement clear in your identify section. Analyse the problem by identifying the input, process and output of the system. Produce a clearly labelled data flow diagram to show how the different sections form the whole system solution. Analyse the problem by identifying the input, process and output of the system. Produce a clearly labelled data flow diagram to show how the different sections form the whole system solution. Design: Make sure your designs are clearly labelled and show the flow of data. Include initial printouts as well as later amended versions. Include screen shots to illustrate the design of your solution. Design: Make sure your designs are clearly labelled and show the flow of data. Include initial printouts as well as later amended versions. Include screen shots to illustrate the design of your solution. Implementation test: Include step-by-step evidence of how the system is created. Annotate printouts showing test stages with errors and how these were corrected and improved. It is essential to include a table of tests. Implementation test: Include step-by-step evidence of how the system is created. Annotate printouts showing test stages with errors and how these were corrected and improved. It is essential to include a table of tests. Evaluation should show how the ICT tools were used to solve the problem, not descriptions of software used. Evaluation should show how the ICT tools were used to solve the problem, not descriptions of software used.

13. "Cool!!! - we're using the computers today!“ Interactive: allows pupils to become more involved permits effective learning permits active learning motivates pupils

14. The Internet = fantastic resource for both pupil and teacher The Internet = fantastic resource for both pupil and teacher Online Resources Online Resources Subject based materials Subject based materials Homework help/ideas Homework help/ideas Interactive nature of the internet is the key Interactive nature of the internet is the key Pupils can take quizzes Pupils can take quizzes Decision making exercises Decision making exercises Educational ‘games’ provide learning opportunities Educational ‘games’ provide learning opportunities There are many innovative uses of ICT available on the internet.

15. Key Stage 3 and 4 ICT at my 2 nd placement school KS3 Yr7 – On unit 7.3 and will soon be moving onto 7.4 Yr7 – On unit 7.3 and will soon be moving onto 7.4 Yr8 – Various skills required for their project based on a School Trip including ICT in society Yr8 – Various skills required for their project based on a School Trip including ICT in society Yr 9 – Are working on a project known as Band Management which incorporates majority of strategy units. They have just completed spreadsheet modelling. They will need teaching in Mail merge (inc letter writing) / Dreamweaver / Flowol / Access. Yr 9 – Are working on a project known as Band Management which incorporates majority of strategy units. They have just completed spreadsheet modelling. They will need teaching in Mail merge (inc letter writing) / Dreamweaver / Flowol / Access.KS4 Edexcel Single ICT - Yr10 pupils are working on: Edexcel Single ICT - Yr10 pupils are working on: PowerPoint: action buttons/ master slides/ animated images PowerPoint: action buttons/ master slides/ animated images Dreamweaver perfecting completed coursework Dreamweaver perfecting completed coursework ICT theory (LAN/ WAN/ etc) ICT theory (LAN/ WAN/ etc) Excel: spreadsheet coursework Excel: spreadsheet coursework Edexcel Applied ICT – Yr10 pupils will be gaining skills in various software's in preparation of their 3 hour GCSE live exam in May. Edexcel Applied ICT – Yr10 pupils will be gaining skills in various software's in preparation of their 3 hour GCSE live exam in May. I will be teaching: Excel (IF/VLookup/Macros/Graphs) Excel (IF/VLookup/Macros/Graphs) PowerPoint (Masterslide/Animation) PowerPoint (Masterslide/Animation) Publisher (different layouts, creation of leaflets) Publisher (different layouts, creation of leaflets) Word (Mail merge (using databases or spreadsheets)/template/memos/agendas/letters) Word (Mail merge (using databases or spreadsheets)/template/memos/agendas/letters) Access (relational tables/open parameter queries/forms/switchboards/reports). Access (relational tables/open parameter queries/forms/switchboards/reports).

16. Key Points Interactivity – effective use of ICT in the classroom makes pupils feel they are in control. Not of classroom management, but in terms of independent learning. They can see the results of their actions immediately in front of them. Suitability – ICT is an additional tool available to every teacher – an interactive and dynamic tool. With sensible use, the educational benefits are immense. Backup plan – always have something just in case things go wrong. A paper based activity that can be given out. Problems are bound to occur if you don’t!

17. References www.qca.org.uk www.ncaction.org.uk www.teachernet.gov.uk www.curriculumonline.gov.uk www.standards.dfes.gov.uk www.dfes.gov.uk