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Paul Jordan

Paul Jordan. Headteacher. Thames View Infants School, Essex. Thames View Infants. Paul Jordan www.tr.im/ TVInfants pjordan@ thamesview-i . bardaglea.org.uk. Thames View Infants. Paul Jordan Google: Thames View Infants pjordan@ thamesview-i . bardaglea.org.uk. Thames View Infants.

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Paul Jordan

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  1. Paul Jordan Headteacher Thames View Infants School, Essex

  2. Thames View Infants Paul Jordan www.tr.im/TVInfants pjordan@thamesview-i.bardaglea.org.uk

  3. Thames View Infants Paul Jordan Google: Thames View Infants pjordan@thamesview-i.bardaglea.org.uk

  4. Thames View Infants “It’s not what you’ve got, it’s the way that you use it – in an Infant School”

  5. Thames View Infants Outstanding Practice in ICT

  6. Thames View Infants www.tr.im/TVInfants pjordan@thamesview-i.bardaglea.org.uk Paul Jordan, September 2011

  7. Thames View Infants www.tr.im/TVInfants pjordan@thamesview-i.bardaglea.org.uk

  8. My Journey Nov 2005 = Ofsted Satisfactory Sep 2007 = New Headteacher 3fe Sep 2008 = Deputy & Leadership Team Appointed March 2009 = Ofsted Outstanding Now = Still Outstanding 4fe, £1.3m works later!

  9. My Journey Outstanding Grades for all 7 Areas of Inspection First LBBD School in White Paper ICT Excellence / Home Access Awards Community Hub Rich, Individualized Professional Learning Community for all Stakeholders Learning Partnerships & Consultancy Roles Growing

  10. Areas of Key Impact!

  11. Areas of Key Impact! Enriching the EYFS Provision

  12. ICT within the EYFS Employing the use of • Traditional ICT ‘hardware’ • Electronic ‘toys’ to: • Enrich lessons through multi-sensory experiences. • Enhance curriculum with stories, rhyme and song. • Extend confidence via talk, rhyme, song and spoken dialogue. • Develop fine & gross motor skills. • Increase memory and attention & concentration spans. • Facilitate a culture of turn-taking. David Morris & Paul Jordan, Jan ‘06

  13. Using ICT to Enrich the EYFS Curriculum enhanced with story rhyme and song. A culture of turn taking and sharing within large and small groups. Confidence extended via talk, rhyme, song and spoken dialogue. Multi-sensory experiences, developing fine & gross motor skills. Activities to extend memory, attention & concentration. Use technology within context of play & role play . Understand need to care for PCs and programmable toys Begin to use ‘tools’ software (WORD / 2Simple etc) confidently. To save and print work & use mouse independently. Programme a toy and know that it retains it’s memory. Understand the use of the internet. To use familiar content software. To complete a programme on a PC. David Morris & Paul Jordan, Jan ‘06

  14. Using ICT to Enrich the EYFS Curriculum enhanced with story rhyme and song. A culture of turn taking and sharing within large and small groups. Confidence extended via talk, rhyme, song and spoken dialogue. Multi-sensory experiences, developing fine & gross motor skills. Activities to extend memory, attention & concentration. Karaoke machine – singing & recording songs / ‘Play-Stations’ & ‘Gameboys’. Using software to develop subject-based skills. Recordable ‘talking’ books. CD-ROMs of Narrated Stories. Video, DVD etc. Robots, roamers, pixies etc dressed up as story/topic characters. Video PE lessons for instant playback. Graphics Tablet connected to White-screen/ CT’s Monitor – children taking turns. Programming robots and toys (theme-based). Pixie, roamer, robot etc used within role play context – given a specific task / investigation. Devises to record voices – laptops / tape recorders. Video PE lessons for instant playback. Robots and roamers dressed up as story characters. Maths / English Software to develop specific skills. Selected white screen image enriching lesson in background. Portable tape-recorders with mics. Listening to stories, rhymes, songs on internet/Espresso etc. Stories, rhymes and songs available – on CD, Internet etc. Recording experiences to return to. Showing objects / pics on visualiser – talking / discussing. Microscopes part of interactive displays. My World 3, Leaps & Bounds, Izzys Island, 2Music etc. Whole class “care for equipment” lessons. Video on laptops in role play area, modelling play opportunities. “TV Studio” – cam on tripod + TV – recording and playback of role play, stories etc. Digital cameras – pics of models, role play, paintings, home-life. Discussion of photos of experiences from home / school captured by child. Using mouse in programmes – Espresso, Clicker 5, Leaps & Bounds etc Role play area enriched by laptop playing music / video / pictures / sounds etc Chn using word / 2Simple to write / draw etc linked to topic / theme. Use technology within context of play & role play . Understand need to care for PCs and programmable toys Begin to use ‘tools’ software (WORD / 2Simple etc) confidently. To save and print work & use mouse independently. Programme a toy and know that it retains it’s memory. Understand the use of the internet. To use familiar content software. To complete a programme on a PC. David Morris & Paul Jordan, Jan ‘06

  15. Areas of Key Impact! Outstanding Learning

  16. Areas of Key Impact! Talk4Learning & Focused Feedback

  17. Embedding ICT as a tool to raise standards Teaching with ICT Consolidating with ICT • Children engaging with: • Laptops • PCs in Classes • Digital Cameras • Electronic Games & Toys Teacher/Pupil Modeling & Demonstrating Teacher’s Skilled use of technologies Independently. Collaboratively. Outside of Class. Lunchtimes and Breaktimes.

  18. Technologies to teach with.Technologies for children to consolidate with. ‘Tools’ Software Skills/Subject Software Internet Google Images Digital Video Pictures Recordable talking books Pixies ‘Small World Toys’ Microscopes Book-tapes Digital books Graphics Tablets Visualisers WCITT – ‘Whole Class Interactive Teaching Technologies Teaching & Guided Practice Consolidation Segment David Morris & Paul Jordan, Jan ‘06

  19. An opportunity for meaningful ICT Consolidation In this example, skills taught within ICT lessons are being integrated within a History lesson. David Morris & Paul Jordan, Jan ‘06

  20. David Morris & Paul Jordan, Jan ‘06

  21. Areas of Key Impact! Personalised Learning

  22. Areas of Key Impact! Empowering Children

  23. Areas of Key Impact! Paperless Organisation

  24. Areas of Key Impact!

  25. Areas of Key Impact! e-engagement

  26. Hard to reach parents vs. hard to reach schools

  27. ICT as a tool to engage

  28. Buy-Back Scheme what do you get? • An Asus web book • …with webcam • …which is wireless! • A power pack and charger • A carry pouch • Anti virus software • Special software • Special resources

  29. Buy-Back Scheme why? Very good value for money We will help you pay in instalments. Children love it! Helps support families get on-line It helps make children learn more.

  30. Thames View Infants www.tr.im/TVInfants pjordan@thamesview-i.bardaglea.org.uk ICT as a tool to engage learners and the community

  31. Viral e-Marketing Top Tips for Learning Home Page Paul Jordan, March 2012

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