1. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Developing and assessing ICT capability in a the primary school Let them choose

2. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org 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

3. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org What opportunities make a difference to your learners? http://primarywall.com/o6LriDiQ8S or http://bit.ly/sb5MsI http://bit.ly/sb5MsI

4. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org What are your learners experiencing? Planning for progression

5. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org What are your learners experiencing? Planning for progression Evaluate your school www.naacesrf.com

6. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org 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

7. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org 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

8. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org 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

9. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Planning for progression

10. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Planning for progression Somerset Learning Platform – select Somerset eLIM then Education Technology

11. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org How can you plan for ICT across the curriculum? Planning for progression

12. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org What? How? When? Planning for progression

13. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Planning for progression ICT Leaders page Toolbox Audit of staff needs

14. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Planning for progression http://www.teachersmedia.co.uk/videos/data-handling-in-the-classroom

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

16. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org 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

17. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org 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

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

19. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org http://www.swgfl.org.uk/News/Regional- ICT-Conferences/Conference- Archives/ICT2011/Keynote-Videos Developing assessment and pupil choice

20. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Developing assessment and pupil choice

21. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org 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

22. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org 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

23. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org 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

24. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Developing assessment and pupil choice

25. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Progression in e-safety

26. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org “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

27. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Progression in e-safety How does your school evaluate where you are?

28. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Progression in e-safety Somerset eLIM e-safety page then e-Sense for schools http://www.360safe.org.uk

29. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Safety Collaborating Effectiveness and Evaluation Copyright Progression in e-safety

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

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

32. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Considering new opportunities http://www.teachersmedia.co.uk/videos/new-ideas-in-primary-ict What do you want to develop?

33. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Review, reflection, evaluation