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Microsoft PowerPoint - Colchester Presentation - entire

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Microsoft PowerPoint - Colchester Presentation - entire

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									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




             wendy.white@essexcc.gov.uk
                  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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