Cape Primary SchoolDigital ResourcesQuality Assurance

Cynthia Pinner

Cape Primary School

Pupil Diversity

37% SpecialEducational Needs

31% Early EnglishAcquisition

16% English as FirstLanguage

11% Refugee orasylum-seekingfamilies,

Pupil Ethnicity 51% Pakistani (Mirpuri)

15% African-Caribbeanand African pupils.

13% Indian (Sikh)heritage

11% Refugee or asylum-seeking families,

10% White Europeanheritage;

ICT Resources• Interactive

whiteboards• Pupil workstations• Computer suites• Video conferencing• Home-school loan

PC’s• Learning Gateway• Digital resources

What do we want?

One-stop resource shop

Quality resources• Child-centred • Needs met• User-friendly• Value for money

Autonomous assessment• Set resource data • Objective assessment

against given resource• Records –data set

Needs Analyst

Commissioner Producer Publisher

RetailerFulfilment

Agent

Educator

Pupil

National Curriculum

DfES [2003,a] The Value Chain for Digital Learning Content in England Curriculum Online.

We’ll do it our way!

NationalInter-clusterIntra-clusterSchoolClass

Wider audience

Teacher authors digital

learning objects

Trial in the

classroom

evaluate&

Improve

QualityControlPanel

Review

Adapt as

required

Devolve to wider Audience

Quality Control Panel

Objectives:• To drive innovation in creating digital learning

resources from and for the needs of our pupils• To promote digital learning through the school

website and SESLP Learning Gateway• To promote inclusion through the use of digital

learning resources• To foster collaboration between schools through

the use of shared resources

Identification of Needs against the following criteria:

• National Curriculum Programmes of Study• Study Level and Year group targeting• Specific learning objective & learning outcome, • Best current practice i.e. Excellence and

Enjoyment• Existing resources of quality & appropriacy• Subject leadership moderation

Identification of Pupil Needs

• Differentiation requirements – Normal Distribution against previous knowledge

• SEN requirements• EAL requirements• Composition appropriate to learning objective

and outcome for specified end-users • “Adaptive navigation” The ability to move through the learning object

according to user needs. (Gallenson et al, 2002)

Documentation:

Some instructions may be necessary:

• Planning structure [teacher]

• Design / application notes [teacher]

• Defined user [teacher/parent/pupil]

• Instructions [teacher/parent/pupil]

• Suggestions for alternative use

Designed to meet teacher and pupil needs by:• Modelling concepts / processes• Increasing resources e.g E-books: fiction / non-fiction /

reference• Concept reinforcement / Skill drill• Increasing experiences – virtual experience of the world• Stimulus e.g. picture slide shows• Targeting learning styles• Enabling SEN / EAL pupils• Teacher time-saver resources :Phonics assessment Early

Years Profiles

Cape Digital Resources

What I’ve learnt from research

• Published educational software is generally about what curriculum needs to be taught

• Teacher authored resources deal with the more important issue of how the curriculum needs to be taught

• Teachers who author examine their own practice more closely