ICT leaders updateSpring Term 2011

Today:

• A few reminders• A new model for assessment of ICT • Assessment manager• E-safety update• Teach It• Somerset SLICT• ICT Advocates• New possibilities• Create and share in Fronter

Reminders for ICT leadersICT leadersSupport the development of ICT capability across the curriculumEncourage the use of ICT to increase achievement across the

curriculum

Tentative date for ICT conference – Monday 13th June

Primary ICT blog

Add a post, receive alerts, find access to presentations and support sheets in document folder

Check out Somerset ICT website https://slp.somerset.gov.uk/cypd/elim/somersetict

A new model for assessment of ICT

• What is ICT capability?

• What are the expectations?

• How can we use a realistic APP model?

• Setting open-ended challenges

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?

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

Assessment for Learning

• Day to day assessment– Learning objectives shared with pupils

– Pupils identify successful outcomes

– Pupils have immediate feedback from teacher and peers

• Periodic assessment– Use of challenging questions and national standards for broader view of

progress and achievement

– Informing and refining medium-term curriculum planning

• Transitional assessment– Formal recognition of pupils’ achievement

– Reporting to parents/carers

– Information provided to next teacher

APP in ICT for periodic/transitional assessment

Three assessment foci:

• AF1: Planning, developing and evaluating

• AF2: Data-handling, modelling, sequencing instructions

• AF3: Finding, using and communicating information

The original strands of ICT capability:

Communicating information

Handling information

Modelling

Control and Monitoring

• Colour code areas of learning

• Complete level 1 and level 2 statements

Judgements

Secure – most of the criteria for the level are highlighted in each AF. The first 2 criteria in AF1 are met. There may be a few unmet criteria in other AFs, but the highlighting shows that the standard for the level has been substantially met across each of the assessment focuses.

Low – several criteria for the level are highlighted but there are substantial gaps. Only 1 of the criteria in AF1 has been met. The pupil is working within the overall level, but there are significant areas that need to be developed further before secure performance at the level is demonstrated.

High – the criteria for the level are highlighted across all, or almost all, the AFs, with some criteria in the level above being highlighted for some AFs. All criteria in AF1 are met.

Your decision should take account of how fully and consistently the criteria have been met and how far the pupil demonstrates independence and choice across a range of evidence.

Assessing Progression in ICT

A group of children planned a journey for Roamer using simple instructions. They programmed the Roamer to see if their route was followed. They talked about why it did not go exactly where they thought it would.

Logo is being used as part of maths work on ‘Shape and Space’. This pupil was confident in programming the ‘turtle’ to draw simple shapes. She discussed how she should have combined the first two instructions for the rectangle and she noted that the same instructions were being repeated.

Progression in ICT Northern Grid level characteristics

A group of Year 1 children planned a journey for Roamer using simple instructions. They programmed the Roamer to see if their route was followed. They talked about why it did not go exactly where they thought it would.

Level 2 They plan and give instructions to make things happen and describe the effects.

Level 3 They use sequences for instructions to control devices and achieve specific outcomes.

Year 4 classes were using Logo as part of their maths work on ‘Shape and Space’. This pupil was confident in programming the ‘turtle’ to draw simple shapes. She discussed how she should have combined the first two instructions for the rectangle and she noted that the same instructions were being repeated.

Know when you will be using ICT to support learning. Plan to introduce new skills and concepts to build independent use of ICT to support learning.

Use of ICT designed to create engaging learning experiences

Evidence of pupils’ learning and attainment is generated by their work and captured in teacher records

Evidence of learning is evaluated using APP assessment criteria

Use of ICT designed to generate assessment evidence

Planning for assessment Templates for

planning

ICT Progressions

Open-ended challenges

ICT APP recording sheet

Creating opportunities for progression

• 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?

Giving pupils opportunities to demonstrate attainment

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?

Giving pupils opportunities to demonstrate attainment

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?

The ICT process

Implement

Analysis of problem and definition of task

Plan and design

Modify

Test and review (evaluate)

Somerset SLICTSomerset SLICT

Strategic ICT for Senior Management in the 21st Century

A programme developed by Gatehouse Partnership, Selworthy Special School and Somerset e-learning and information management team

for Primary and Special Schools in Somerset

Day One Wednesday May 18th 2011Day Two Wednesday June 22nd 2011

School visit between these dates

The Cleve Hotel, Wellington, TA21 8SN

Aimed at Primary and Special School Senior Management Teams (typically Head Teacher, Deputy Head Teacher, Assistant Head Teacher). It is not for ICT Leaders (unless they also hold an SMT role).

E-safety update•Safer Internet Day

•Sign up at http://www.childnet.com/safety/sid

•Somerset competition – Somerset ICT website

•Staff meeting presentations and activities available on Primary ICT Blog

•E-safety in the primary classroom course Wednesday 25th May

•e-sense progression for vulnerable learners – available shortly

•Social stories from Selworthy Special School – available shortly

•Parent information of Somerset ICT website

•Filtering information emailed to all schools 18th January

ICT Advocates – go to Somerset ICT

Teach - ITGo to the Primary ICT Blog and click on the Teach – IT icon.

Solution to add to your own staff site will be available shortly.

Focus for spring follow up training. (Bring resources to create a page for a purpose.)

Go to the Primary Sharing Room

Create and share in Fronter