lead ▪ learn ▪ protect ▪ engage developing and assessing ict capability in a the primary...

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

Developing and assessing ICT capability in a the primary school

Let them choose


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


What opportunities make a difference to your learners?

http://primarywall.com/o6LriDiQ8S

or http://bit.ly/sb5MsI


What are your learners experiencing?

Planning for progression


What are your learners experiencing?


Evaluate your school

www.naacesrf.com


Finding things out

• Handling data

• Research

Exchanging and sharing information

• Presentation

• Collaboration

Developing ideas and making things happen

• Control and monitoring

• Modelling and simulation

Pla

nnin

g, d

evel

opin

g an

d ev

alua

ting

e-senseWhich experiences do we need to plan?



ICT skills - techniques and facts I know what a word

processor can doI can cut and paste, crop a picture, create a mail-merge

ICT processI 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?



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

discusslearn


Planning for progressionSomerset Learning Platform – select Somerset eLIM

then Education Technology


How can you plan for ICT across the curriculum?



What?

How?

When?




ICT Leaders page•Toolbox•Audit of staff needs


Planning for progressionhttp://www.teachersmedia.co.uk/videos/data-handling-in-the-classroom


How do you know what your learners

can achieve?

Developing assessment and pupil choice


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 problemsLevel 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 efficiencyLevel 7 – Scope and implement ICT systemsLevel 8 – Independence and designing for others




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


• Colour code areas of learning

• Complete level 1 and level 2 statements



http://www.swgfl.org.uk/News/Regional-ICT-Conferences/Conference-Archives/ICT2011/Keynote-Videos



• 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?



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?



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?



Progression in e-safety


“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




How does your school evaluate where you are?



Somerset eLIM

e-safety page then

e-Sense for schools

http://www.360safe.org.uk


Safety

Collaborating

Effectiveness and Evaluation

Copyright



Progression in e-safetye-Safety staff

meetings

Primary ICT Blog

Click ‘View all site content’

Folder with presentations


KILOBYTE Vulnerable learners on p scales

MEGABYTE Foundation

GIGABYTE Year 1 and 2

TERABYTE Year 3 and 4

PETABYTE Year 5 and 6



Considering new opportunitieshttp://www.teachersmedia.co.uk/videos/new-ideas-in-primary-ict

What do you want to develop?


Review, reflection, evaluation

lead ▪ learn ▪ protect ▪ engage developing and assessing ict capability in a the primary...

Documents

progression slide

lysb5msi slide

progression http

pupil choice slide

simulation planning

education technology

ict capability

pupil choice progression