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IT05 New to the Role of ICT Subject Leader Session 2 10 th March 2011. Lisa Cattell & Sam Sulsh Britannia House Health and Safety FIRE

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it05 new to the role of ict subject leader session 2 10 th march 2011
IT05New to the Role of ICT Subject LeaderSession 210th March 2011

Lisa Cattell & Sam Sulsh


Britannia House Health and Safety


For your safety, it is necessary that you identify the nearest fire exit when using any room or area within the building. All exits are clearly signed.

In the event of an emergency, a siren will sound.

You should evacuate the building immediately by the nearest fire exit. Please assemble at the fire point in the Zone 3 car park.

If you, or anyone with you, have mobility problems please advise Reception so arrangements can be made if necessary.




In the event that you or someone else requires First Aid attention, please contact Reception by dialling 5001 from any internal phone.


Please note that in line with all NCC buildings, smoking is not permitted in Britannia House or its grounds.


To reflect on actions taken since the last session to develop your role of ICT Subject Leader and the impact this has had in school

To provide support to carry out lesson observations

To consider ways in which monitoring can be followed up

To support you in assessing and levelling children’s ICT capability in order to support effective Assessment for Learning and Assessment of Learning

To consider effective tracking and recording of children’s progress in ICT

what now
What Now?

What are your next steps in school?

Gap Task

Plan and carry out some monitoring of ICT before the next session.

If you do not have an ICT action plan identify the key areas for development and construct one.

Spend some more time looking at the SRF.

engage the head teacher, governors, SMT, other subject leaders.

developing your role since the last session
Developing your role since the last session

Question: What have you done to develop your role and to move ICT forward in your school since the last session? What impact has this had on standards of ICT?

What has gone well? Why?

What would you have liked to have gone better?

What are the next steps?

monitoring standards
Monitoring Standards


Work scrutiny

Informal observations/ discussion with staff

Learning walks

Pupil interviews

Audit of staff skills

Lesson observations

Analysing Data – will cover when we do assessment.

Moderation between teams/classes


Using a range of sources of information to gain a picture of standards


Look at the assessments for Child 1, 2 and 3

Look at the planning for the history session.

What information can you gain from this?

What comments would you feedback to the teacher involved?

What would be your next steps?

lesson observations and sampling
Lesson Observations and Sampling

What is the purpose of a lesson observation or lesson sampling?

To gather more information about standards in the school.

Not about making judgements but ascertaining where people are in order to establish whole school or individual training needs

Opportunity to identify good practice and share

Opportunity to assess resourcing

Opportunity to know where children are

what are the protocols when conducting a lesson observation
What are the protocols when conducting a lesson observation?

Must have a clear reason and focus that is shared with the teacher.

Must give appropriate notice and take into account other things that may be happening.

Oral feedback should be offered and given within 24 hours.

Overall, whole school feedback should be collated and shared.

The observer should not affect the normal process of the lesson.

how do we know what a good lesson is
How do we know what a ‘good’ lesson is?

What would you be looking for in a ‘good lesson’?

What makes a lesson outstanding?

carrying out lesson observations
Carrying Out Lesson Observations


Watch the lesson segment.

What would judge to be good about the lesson?

(in terms of the use of ICT)

What aspects could be improved?

How would you structure the feedback to this teacher?

giving feedback
Giving Feedback

Say thank you!

Ask the teacher how they felt it went first – this makes them reflect as well as you.

Provide the Ofsted evaluation schedule.

Reinforce the focus of the observation and relate your comments to this.

Pick out positives as well as areas for development if this is appropriate.

Ensure any feedback points given are included in the whole school record.

and after the monitoring
And After the Monitoring?

What are the next steps?

Whole school focus as identified from monitoring

Re monitor a month/term later

Set targets for people if necessary

Procuring new equipment/software or training and supporting the use

Team teach/lesson observation

supporting colleagues
Supporting Colleagues


Experienced teacher who is slightly ‘ICT Phobic’ and is only delivering the parts of the ICT SOW they feel confident with

Good, experienced teacher who wants support in one particular area

Teacher who is confident and technically very ICT proficient but is not following the school’s long term plan and is therefore not ensuring progression for the children in their class.

ict national curriculum
ICT National Curriculum

Four aspects of the programme of study

Finding things out

Developing ideas and making things happen

Exchanging and sharing information

Reviewing, modifying and evaluating work as it progresses


ICT capabilityFocus: Children use and apply their ICT knowledge, skills and understanding confidently and competently in their learning and in everyday contexts. They become independent and discerning users of technology, recognising opportunities and risks and using strategies to stay safe.

From the ‘Rose Review’

ict skills and capability
ICT Skills and Capability

Skills - knowing how to use a program, a piece of equipment or technology and being able to ‘make it work’

Capability - when a child is able to appropriately apply the knowledge, understanding and skills they have acquired to new learning situations and understands the significance of ICT in the world and in their learning and life.


Assessment for Learning

Integral part of all lessons

Enables children to be moved on within a session and between sessions

Summative Assessment

End of every unit of ICT work

After ICT has been used as a tool in another curriculum area

Portfolio for cross section of class to exemplify standards

assessment for learning
Assessment for Learning

Provision of effective feedback to pupils

Active involvement of pupils in learning

Recognising the profound influence of assessment on motivation and self-esteem

Pupils able to assess themselves and know how to improve

Adjusting teaching as a result of assessment

Enables teacher to know what has been learnt, not what they have been taught.

assessment for learning strategies
Assessment for Learning Strategies

Effective questioning techniques

Using effective feedback strategies

Sharing learning goals and success criteria

Peer and self assessment

the characteristics of the levels
The Characteristics of the Levels

Task 1

The 8 National Curriculum levels focus on key characteristics which run through all aspects of the PoS.

Children working within a particular level will demonstrate certain characteristics.

Decide which characteristics are typical of Levels 1- 5

key features of progression
Key Features of Progression

Level 1 – Exploratory use and developing familiarity

Level 2 – Purposeful use toward specific outcomes

Level 3 – Develop and refine ideas and solve problems. Achieve specific outcomes

Level 4 – Combine and refine information from various sources.Interpret and consider plausibility. Show an awareness of audience and a need for quality.

Level 5 – Combine the use of ICT tools to fulfil a specified purpose. Critically evaluate fitness for purpose and meet needs of the audience.

assessment for learning in the ict sow
Assessment for Learning in the ICT SoW

AfL built into all units of planning

From Y5 Mo2/ Y5+6 Mo2

What formulae have been used to calculate the perimeter and the area?

Why have brackets been used in the formula for perimeter?

Approaches to teaching ICT

progression in ict
Progression in ICT

AF2 – Handling data, sequencing instructions and modelling

app for ict

APP materials are available for levels 3 – 8.

Developed for assessment at KS3.

Level 1 and 2 are Northamptonshire's interpretation and are therefore draft

3 assessment foci

AF1: Planning, developing and evaluating

AF2: Handling data, sequencing instructions and modelling

AF3: Finding, using and communicating information

af1 planning developing and evaluating
AF1 – Planning, developing and evaluating

Opportunities for children to make choices about their use of ICT when working in a range of contexts and for a variety of purposes.

Support documents included in the SoW to help with this.

making a level judgment
Making a Level Judgment

Complete AF judgements against the requirements for each level.

The 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.

Finalise the overall level judgement by deciding whether the level is low, secure or high:


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.


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.


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.

summative assessment
Summative Assessment

Class recording /Tracking sheet

All pupils

Below, At, Exceeding

End of year ‘overall level’

Progression support document

Based on Learning Outcomes and Level Descriptors

Portfolio of work – Exemplify assessment judgements

3 children or more if more ability groups

Below, At, Exceeding


Unit of work

Process/ significant points


Next steps

Level working within

End of Term and Year Level

Tracking sheet

Example Unit of Work

Levelled Assessment Document


Look at the assessment spreadsheet for a Year 3 group.

What level would you award the first few children?

What other information can you gain from this spreadsheet?

assessing children s work
Assessing Children’s Work


Consider the examples of work and using the Learning Outcome documents, decide whether the child should be recorded as ‘e’, ‘a’ or ‘b’.

What might you include in the annotation?

using app
Using APP


Using the information provided, what aspects of the APP sheet would you be able to highlight?

What level would you award?

target setting
Target Setting

What targets should be set for ICT?

How can this be made manageable?

How will the children be involved?

Foundation Stage: Baselining and assessment