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Microsoft PowerPoint - Colchester Presentation - entire
Key Stage 3 National Strategy Transfer and progression in ICT Objectives for the day To identify continuity and consider the opportunities for progression from Year 6 to Year 7 To raise awareness of pupils’ ICT experiences in Key Stage 2 To explore effective transfer procedures in ICT using ‘E-folio’, the Essex Virtual Learning Environment Key Stage 3 National Strategy ICT Session 1 To identify continuity and plan for progression from Year 6 to Year 7 To identify progression in modelling across the primary phase Key Stage 3 National Strategy ICT ICT in secondary schools: Ofsted subject report 2001/02 ‘The differentiation of work is closely related to assessment for learning and is often missing in ICT lessons. In particular, teachers struggle to differentiate by task, support or materials with Year 7 classes. Year 7 work is often based on the erroneous assumption that all pupils have had little ICT experience in primary schools, although many teachers now adopt a sensible approach to this by using early units of work to make an assessment of pupils’ prior learning.’ Key Stage 3 National Strategy ICT ICT in primary schools: Ofsted subject report 2001/02 Generally improving trend was sustained. There was more improvement than in most subjects, but from a lower baseline. ‘… many pupils have achieved well in Key Stage 2…’ The level of non-compliance with statutory requirements has fallen. Key Stage 3 National Strategy ICT Video activity Watch the video clip of Year 6. How do the pupils demonstrate ICT capability? Identify two examples to share with a partner. Is it different from what you expected? Feedback Key Stage 3 National Strategy ICT Activity Think of three challenges regarding transfer of pupils from Year 6 to Year 7 in your school. Think of one thing you have done to respond to the challenge. Feedback Key Stage 3 National Strategy ICT Challenges Despite the success of the Key Stage 1 and Key Stage 2 ICT scheme of work, pupils’ experiences vary Lack of information about pupils’ attainment in ICT: no assessment order in force (no attainment data) little other information transferred Lack of common understanding and confidence in standards Many secondary schools have multiple partner primary schools Key Stage 3 National Strategy ICT Starting Point QCA Scheme of work: Primary ICT (Handout 1.3) is divided into units for Years 1–6 shows expectations of the knowledge, skills and understanding that most pupils will have acquired by the end of each unit outlines short, focused tasks leading to an integrated task at the end of each unit http://www.standards.dfes.gov.uk/schemes2/it Key Stage 3 National Strategy ICT Activity: QCA Scheme of Work Mapping Tutor Resource 1.1 Match each of the strips in the envelope to the correct year, placing them on the appropriate row of the table. Note the units that relate to spreadsheets or modelling. Key Stage 3 National Strategy ICT Modelling and the primary SoW Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Key Stage 3 National Strategy ICT Modelling in Years 1–6 An introduction Understand that a computer can represent real or fantasy situations and that these do not replicate the original exactly; know that simple Year 1 to modelling adventure games also represent real or fantasy situations; create a simple representation of a real or fantasy situation using either an objects-based graphics program or a painting program. Year 2 Year 3 Modelling Enter instructions to control a screen turtle and compare the effects on operation of the screen turtle with a floor turtle; write a procedure Year 4 screen that 'teaches' the computer a new word and write short sequences to produce particular shapes on screen; understand that procedures can be created to carry out repeated tasks. Graphical Introduction to modelling spreadsheets Use an object-based graphics package to create, combine and Year 5 manipulate objects and explore possibilities. Enter numbers, labels and simple formulae into a spreadsheet and use the data to calculate totals. Introduced to spreadsheet software Spreadsheet and explore how changes in price and quantity can affect total cost. Year 6 modelling Apply what they have learnt in this unit when exploring mathematical and scientific models. Explore the effects of changing data in a spreadsheet; make predictions and use a spreadsheet to test them. Key Stage 3 National Strategy ICT Pedagogic continuity We know that the most effective teaching results when teachers: focus and structure their teaching actively engage pupils in their learning develop pupils’ learning skills use assessment for learning have high expectations make the learning motivating by well-paced teaching create a purposeful atmosphere. Key Stage 3 National Strategy ICT Video and Activity Handout 1.7 Watch the video and identify strategies employed by the teacher. Feedback Key Stage 3 National Strategy ICT Session 2 What do children do in primary ICT? Objectives: To consider strategies and techniques to identify groups of pupils with differing needs in a Year 7 classroom To raise awareness of pupils’ experiences in ICT in Key Stage 2 Key Stage 3 National Strategy ICT Pupils will have: different experiences of ICT at Key Stage 2 different experiences of ICT outside school (e.g. access at home) different levels of literacy and numeracy different aptitudes, abilities and skills different learning styles and behaviour patterns different levels of access to extra-curricular opportunities and support Pupils may also have: English as an additional language Key Stage 3 National Strategy ICT Activity What strategies do you use to promote discussion and reflection on prior learning? Feedback Key Stage 3 National Strategy ICT Activities to promote discussion and reflection on prior learning Simple practical activity related to Key Stage 2 content ‘Traffic light’ of skills Pupils talk about their experiences: – peer, group and class discussion Teachers ask questions to promote reflection: – including the use of stimulus material Teachers ask questions to check understanding Pupils apply previous learning to explain and justify choices Key Stage 3 National Strategy ICT Inclusive Teaching Have you developed a variety of strategies that will ensure that all pupils will be included in the ICT Framework objectives? Additional resources are available, and offer strategies for inclusion, for example, Access and engagement in ICT for pupils learning English as an additional language (DfES 0611/2002). Key Stage 3 National Strategy ICT Well-planned teaching at Key Stage 3 will: Recognise and value the work carried out in Key Stage 2 Use assessment information to focus teaching and target support provide continuity with the Key Stage 2 curriculum review pupils’ previous learning experience avoid repetition of Key Stage 2 content identify general and individual areas of strength and weakness Key Stage 3 National Strategy ICT KS2 ICT Capability Gosbecks Primary School, Colchester Year 6 Katie Balls Marc Pomroy John Rowbottom Thomas Wood Year 5 Heather Derbyshire Year 4 Kirby Jackson Key Stage 3 National Strategy ICT Session 3 To explore effective transfer procedures in ICT using ‘E- folio’, the Essex Virtual Learning Environment Key Stage 3 National Strategy ICT Essex ICT Transition Pilot 2003 3 secondary schools 16 feeder primary schools Toy Design Project or School Journey E-folio FLIPPI Key Stage 3 National Strategy ICT Phase II 20 secondary schools 115 feeder primary schools Planning meetings in autumn and spring term Development of E-folio into a cross-curricular learning resource for teachers and pupils Links with Service Children’s Education Support with FLIPPI Key Stage 3 National Strategy ICT Initial Project Plan To start after the pupils have completed their SATs in Year 6 and completed at the start of Year 7. The project is to have a common theme and purpose to promote consistency. Example Each pupil will be allocated a password protected e- portfolio in order to make the storage and transfer of work more efficient. The project will be assessed using the LEA ICT assessment package, FLIPPI. Key Stage 3 National Strategy ICT E-folio and Myclasses Duncan Kemp – Netmedia Education Key Stage 3 National Strategy ICT Session 4 and Next Steps To plan for effective transfer procedures in ICT Key Stage 3 National Strategy ICT What can you do next? Can you identify areas for development that would improve continuity and progression on transfer from Year 6 to Year 7 in your own school? Are you planning for inclusive teaching? Key Stage 3 National Strategy ICT Phase III ICT Transition Project firstname.lastname@example.org www.e-gfl.org/transition Key Stage 3 National Strategy ICT Evaluations To raise awareness of pupils’ ICT experiences in Key Stage 2 To identify continuity and consider the opportunities for progression from Year 6 to Year 7 To plan explore effective transfer procedures in ICT using ‘E-folio’, the Essex Virtual Learning Environment Key Stage 3 National Strategy ICT
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