Page 1

Year 1

Tutors: Pam Maunders Jon Audain Sept 2013


ICT – across the Primary Curriculum PR1706CU

Introduction:

ICT – across the Primary curriculum is designed to address the subject in its own right and to examine pedagogies appropriate for children in the Foundation and primary age phase This module identifies ICT as an essential skill that should be developed, Furthermore, the contribution of ICT as ‘a tool for learning’ to support teaching and learning across the curriculum is introduced. The content aims to develop subject knowledge, understanding and skills in order to enable the integration of ICT into practice as a professional. The practical application of ICT is contextualised through theoretical perspectives, drawing on research and advisory material

Computing programmes of study: key stages 1 and 2 National curriculum in England Purpose of study A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Buildings on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

Aims The national curriculum for computing aims to ensure that all pupils: can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation

can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems

can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems

are responsible, competent, confident and creative users of information and communication technology

Attainment targets By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

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ICT – across the Primary Curriculum PR1706CU

Key stage 1 Pupils should be taught to: understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions create and debug simple programs use logical reasoning to predict the behaviour of simple programs use technology purposefully to create, organise, store, manipulate and retrieve digital content recognise common uses of information technology beyond school use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Key stage 2 Pupils should be taught to: design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts use sequence, selection, and repetition in programs; work with variables and various forms of input and output use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

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ICT – across the Primary Curriculum PR1706CU

Module Contacts Role

Name

Room

Phone

E-mail

Programme Leader Helen Clarke

SGC128

7037 Helen.Clarke@winchester.ac.uk

Course Administrator Tutor

Liz Havlin

SGC 115

7299 Liz. Havlin@winchester.ac.uk

Pam Maunders

FWB102

7551 pam.maunders@winchester.ac.uk

Tutor

Jon Audain

SGC18

4880 jon.audain@winchester.ac.uk

Aims/Learning Outcomes: To prepare students for personal and professional interaction with ICT throughout their programme, in the University and in the workplace. By the end of the module students will have: (i) (i)

(ii) (iii)

(iv)

(v)

Knowledge and a critical understanding of the ways ICT may be used to support children’s learning and development in the workplace; The ability to apply the range of ICT knowledge, skills and understanding successfully in the workplace; which encompasses planning, implementing, monitoring, assessing and evaluating the effective use of ICT to support children’s learning; Knowledge and a critical understanding of progression in ICT learning including emergent ICT; The ability to exploit ICT to open up new opportunities for teaching and learning techniques which ensures that every child is able to access the learning process and is actively engaged through effective personalised provision; Knowledge and a critical understanding of the importance of developing their ICT capability in order to use it to support their professional activities; which encompasses being able to apply it successfully to communicate, record and report; Compiled an ICT portfolio to be used as a resource for learning and also as evidence for continual professional development.

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ICT – across the Primary Curriculum PR1706CU

Content: This module explores the use of ICT to support and enhance children’s learning. You will consider how your own ICT skills contribute to your confidence and competence with ICT in the workplace. You will also explore a range of ICT skills and applications that will allow for further ICT integration throughout your programme. You will be able to consider how ICT can facilitate your own learning and to begin an on-going process of self-auditing and action planning for the continual professional development of your own ICT capability. There will be opportunities to explore a range of strategies and resources to assist in the development of ICT integration in order to promote effective inclusive practice for children in the workplace. Current research, Government legislation and initiatives as well as the latest digital technology will be explored and examined in order to critically reflect on the likely impact on practice and provision.

Teaching Approaches: This module is delivered over 10 sessions over Semester 1 and 2. The module will be delivered through a combination of lectures, seminars, workshops and directed tasks.. University-based learning: Lectures/seminars Practical classroom workshops Student-managed learning

10 10 80

Total Hours

100

Key Skills: Throughout this module, you will develop a range of skills that will support your professional development but are also transferable to a range of contexts. Development of key skills takes place throughout the course and across all strands of study. Evaluation and feedback At the end of the module you will be asked to complete an evaluation in order to inform future planning. However, please give appropriate feedback as the module progresses so the learning opportunities can be maximised and misconceptions dealt with during the module.

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ICT – across the Primary Curriculum PR1706CU Tutorial Support If you feel you do not understand the requirements of the assignments or any aspect of the module please email or ask Pam (pam.maunders@winchester.ac.uk) or Jon (jon.audain@winchester.ac.uk). We will be happy to discuss ICT related matters.

Assessment: Assessment is through one assignment, worth 100% of the marks for the module. Your tutor will introduce the assignment and guide you in your study, but you should read the assignment brief very carefully and ensure that you address what is required. Room organisation: PR1706CU ICT Monday

Wednesdays

Weeks 1-3 & 5-9

Weeks 1-3 & 5-9 1-2.30pm

2.45-4.15pm

4.30-6.00pm

Group 5 in FWB 204 for PR1706CU with PAM

Group 6 in FWB 204 for PR1706CU with PAM

Group 1 in FWB 204 for PR1706CU with PAM

Group 9 in FWB 205 for PR1706CU with JON

Group 3 in FWB 205 for PR1706CU with JON

Group 2 in FWB 205 for PR1706CU with JON

9.00-10.30am

10.45-12.15pm

Group 10 in FWB 204 for PR1706CU with PAM

Group 7 in FWB 204 for PR1706CU with PAM

Group 4 in FWB 205 for PR1706CU with JON

Group 8 in FWB 205 for PR1706CU with JON

Module overview 6 ICT Year 1 Module Handbook 2013


ICT – across the Primary Curriculum PR1706CU

Session

1

2

3

4

5

6

Content

How this relates to my classroom practice Introduction to the module The new computing curriculum will be The new computing curriculum and Assignment task introduced in 2014. This session will Assignment – Produce an online file to support your enable you to gain an overview of learning during the sessions. what you will need to teach. Using an Interactive Whiteboard The interactive whiteboard is one the Introduction to ActivInspire – Basic work main tools you will use to teach with in the classroom. This session will introduce you to the basics. Using an Interactive Whiteboard – Advanced Studies Clear design and interactive elements are essential for learning when using a flipchart. This session will introduce you to the principals and tricks of good design. Online session (**Please note, for this ICT session ONLY, you Learning takes place inside and indeed will not be required to come to the taught session **) your outside the classroom. The lesson attendance will be monitored by your online response to explores tools you can use to support the task this process. Exploring web resources, online software and curriculum resources for the classroom. Using Web 2.0 in the classroom – Blogging and wikis Many schools are publishing and writing about the work that happens in the classroom. This session will explore the tools you can use as a teacher to achieve this. E-safety In this digital age of technology, you The new Computing Curriculum (Sept 2014) – The computing as a professional and the children you language – ‘un-geeking’ the terms teach must stay safe whilst online. This session will prepare to begin this journey. Unpicking the language of the new curriculum, is vital to understand the new computing curriculum. The Computing Curriculum – A hands on practical session

7

8

9

The only way to explore the new curriculum is to try out some of the activities in the same way you would encourage children to. Databases Identifying the skills needed by children to understand data handling You will investigate graphing, flat file and binary databases. Mobile Technology – Extending the classroom to the outside More schools are exploring mobile computing and how iPads and other tablets can support learning in the classroom. Be prepared to get out and about for our last session

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ICT – across the Primary Curriculum PR1706CU

• Assignment Produce an Electronic ICT Portfolio Pass / Fail This assignment introduces you to web 2 technologies and will create an opportunity for you to document your learning over the ICT module. It will provide meaningful documentation of your ICT abilities; it will also provide information for you, and your tutors about what you have learnt during your study throughout the module. The organisation and layout of your Electronic ICT portfolio will be a personal choice. It will contain all notes, readings, hand outs and directed activities related to this ICT module as well as resources, session planning, assessment and other materials that you can add during through your experiences in school. By maintaining the portfolio diligently, you will create a professional resource which you will be able to maintain and use as an excellent resource in school. Your electronic resource should contain • Examples of all activities undertaken taken during the module. • Accompanying notes/ relevant materials to communicate key information and ideas • Additional research and links to support material that support the use ICT in the classroom. Besides the generic criteria in the course handbook, this assignment should provide evidence that you: • Ability to identify and explain different types of technology used in schools • Used examples to illustrate how ICT supports teaching and learning • Demonstrate an understanding of the key technologies discussed with in the taught ICT Year 1 Module Handbook 2013 8

sessions and make connections to use in school Clear structure to portfolio tool demonstrating logical and coherent organisation of ideas

Marking process will be in accordance with the University’s Moderation of Assessed Work Policy. Due Date: Return Date:

Monday Week 10 Semester 2 Week 12 Semester 2

Before you submit your assignment, check that you can tick off each of the criteria above. Check too that you have included a bibliography etc. as required in the generic assignment criteria.

CONCESSION / EXTENSION ADVICE FOR STUDENTS (in all module handbooks) Concessions If you find yourself in academic difficulties as a result of personal, social or medical factors you may wish to consider applying for concessions. In-Year Concessions Students wishing to make an application for InYear concessions (week 1, Semester 1 to Week 15, Semester 2) should obtain a form from their Faculty Office, normally one week in advance of the submission date for the piece of assessed work for which the application is being made.


ICT – across the Primary Curriculum PR1706CU Applications should be returned to the Faculty Office (Liz Havlin – SGC Foyer), accompanied by suitable supporting evidence from an impartial third party (a medical practitioner, for example, although in the past, evidence has been accepted from hospital staff, counsellors, the police and lawyers.). Supporting evidence from relatives or other students will not be deemed as suitable. A statement from a personal tutor will be helpful, but it will not be considered as sole evidence in itself. If an applicant is unable to provide suitable supporting evidence and Faculty staff are not able to assess impact of issues on student, the Faculty Office may recommend the applicant to Student Services, for evaluation of their application. This process may also be used where, due to issues of sensitivity or confidentiality, applicants are unwilling to state the nature of their concession. Long-term Concessions If, upon application for In-Year Concessions, it is deemed (either through the supporting evidence supplied, or by Student Services) that an applicant is affected by circumstances beyond their control for a sustained and identified period of time, then this will be reflected in the period of cover designated for the concession. Programme administrators, Student Services and Registry will note such concessions and ensure that they apply to all assessed work submitted during the designated period. Where an applicant is deemed to have made a successful application for In-year/Long Term concessions, the following courses of action may be taken: a) They may be allowed to submit a piece of assessed work after the previously designated due date, with no penalty and with further right of redemption. b They may be allowed to sit a missed examination, presentation or performance.

ICT Year 1 Module Handbook 2013 9

c) A piece of assessed work may be re-submitted for a substantive mark. d) A previously exacted penalty for late submission may be relaxed. Week

Learning intentions

Content

1

Introduction to ICT In this semi module and assignment Introduction to the task Introduce module curriculum The new computing Explore the importance involved curriculum and of developing children’s Assignment task language of ICT Assignment – Produce Discuss go an online file to • To create an online concerning support your learning learning space to support during the sessions. your learning during the Discuss We module and through out Explore wa your university course. informatio the session

2 Interactive Whiteboards – an introduction

To explore how Look at the Interactive Whiteboards interactive are used in the classroom ways in wh To Be introduced to ActivInspire software • To be introduced to SMART Board Notebook software

Explore the types of wh own softwa Consider th for teacher associated technology Explore the benefits and incorporate issues for children and and learnin learners Consider why some software, web sites and resources are suited to use with interactive whiteboards


ICT – across the Primary Curriculum PR1706CU

3 Practical session on To become familiar and IWB gain confidence in the use of interactive white boards

Begin to work with confidence on the interactive whiteboards Produce6aE-safety flipchart that can Introduce safe and supportThe yournew teaching Computing focused searching on the Save in PDF format (Sept and add to the Curriculum web Interactive whiteboard forum 2014) – with a note what you like The stating computing Introduce related safety, about your resource language – and what legal and ethical issues you would do differently next and know where to find ‘un-geeking’ time the terms guidance Reviewing the Draft National Curriculum for Computing

4 Exploring web resources, online software and curriculum resources for the classroom.

To become critical aware of the numerous online resources available for learners

Think about theComputing criteria you need 7 The Understand and apply to consider when using a website Curriculum the fundamental in the classroom principles of computer Investigate a number of resources science, including logic, algorithms and data Develop a framework of questions representation. to answer and categories to Analyse problems in consider when choosing or reviewing educational softwarecomputational terms and have repeated practical experience of writing Using your framework investigate programs in order to 4 online resources reviewing the appropriateness of the resourcesolve such problems

Introduce r ethical issu find guidan

Review som resources d teachers an

Discuss the the draft do

Introductio important t computing

Begin to un algorithms beginning

Discuss the

Investigate Scratch and

Textual lan

for teaching and learning. 8 Databases

To introduce progression in the use of databases 5 Using Web 2.0 in the To become familiar with Gain confidence in the use of and data handling across classroom – Blogging the common categories these tools and apply the the curriculum and wikis of Web 2.0 tools for techniques with similar software collaboration Be able to integrate and apply Understand the contribution these types of resources can make to children’s learning

ICT Year 1 Module Handbook 2013 10

these tools to enhance teaching and learning within ICT and the wider curriculum Use the tools on different platforms and devices such as ipads or interactive whiteboards

Introduce a software an that can su data handli

Look in det data handli ways of cla


ICT – across the Primary Curriculum PR1706CU

9 Mobile Technology – To consider how the iPad To provide detailed practical Extending the and the use of examples of cross curricular classroom to the educational apps can projects enhanced by technology. outside support teaching and learning in the classroom To demonstrate how iPads can be used to increase productivity and standards for KS1/KS2 pupils. To share techniques and activities which can be applied across the curriculum? To gain a working understanding of how a range of iPad apps can be used to support learning.

ICT Year 1 Module Handbook 2013 11


ICT – across the Primary Curriculum PR1706CU Reading and Reference Lists Key texts Beauchamp, G. (2012) ICT in the Primary School: From Pedagogy to Practice. London: Pearson Smpson.,D. Toyn, J,(2011) Primary ICT Across the Curriculum, London, Exeter, Learning Matters Wider reading Boulos, M. & Wheeler, S. (2007) the-emerging-web-20-social-software-1223840737975398-9.pdf The emerging Web 2.0 social software: an enabling suite of sociable technologies in health and health care education. Cook, D. and Findlayson, H. (1999) Interactive Children, Communicative Teaching: ICT and Classroom Teaching, Buckingham, Open University Press Canterbury Christ Church College (1999) Talking About Information and Communications Technology in Subject Teaching: Primary, Canterbury, Canterbury Christ Church College, Gage, J, (2013) How to Use an Interactive Whiteboard Really Effectively in Your Primary Classroom, 2nd Edition Routledge De Cicco, E., Farmer, M. and Hargrave, C. (1999) Activities for Using the Internet in Primary Schools, London Cole, M. (2009) Using wiki to support student engagement lessons from the trenches.pdfUsing wiki technology to support student engagement: Lessons from the trenches. Farmer, M. and Farmer, G. (2000) Supporting Information and Communications Technology: A handbook for those who assist in Early Years Settings, London, David Fulton Leask, M. and Meadows, J. (eds) (2000) Teaching and Learning with ICT in the Primary School, London, Routledge Falmer Loveless, A. (2003) The Role of ICT: Practical Issues for the Primary Teacher, London, Cassell Shenton, A Pagett, P. From ‘bored’ to screen: the use of the interactive whiteboard for literacy in six primary classrooms in England Literacy Volume 41 Number 3 November 2007 http://andyrunyan.pbworks.com/w/file/fetch/55408966/IWB%20Use%20for%20Literacy%20in%20UK %20Primary%20Classrooms.pdf

ICT Year 1 Module Handbook 2013 12

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