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ICT National Strategies Development Meeting. Pear Tree Hotel 10 th June 2010. Introduction and welcome. Jim Milton: Secondary ICT Subject Adviser Colin Whitehead: Secondary Strategy ICT Consultant. Objectives for the day.

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ICT National Strategies Development Meeting

Pear Tree Hotel10th June 2010

introduction and welcome

Introductionand welcome

Jim Milton: Secondary ICT Subject Adviser

Colin Whitehead: Secondary Strategy ICT Consultant

objectives for the day
Objectives for the day
  • to understand the teaching of “functionality” through KS3-KS4
  • to explore progression in the “Sequencing Instructions” strand of the Programme of Study
  • to consider the characteristics and evaluation of “good” lessons in ICT
session 1 developing ict functionality
Session 1: Developing ICT functionality
  • Review the status of “Functional ICT” qualifications
  • Review the nature of “functionality” and its progression
  • Consider how progression in “functionality” relates to APP
  • Understand the Build / Apply / Secure spiral
  • Consider medium-term planning approaches
status of functional ict qualifications
Status of “Functional ICT” qualifications
  • Still required for Diplomas, and for some Apprenticeships; and in the future for Foundation Learning pathways
  • Note the change of term from “Functional Skills” to “Functional ICT” qualifications
  • 19 specifications approved by QCDA from:AQA / City & Guilds / Edexcel / EDI / OCR / WJEC
  • All approved specifications are very similar!
  • Thresholds for passing exams remain high
  • Success depends upon rounded “functionality”
what do we mean by functionality is it the same as skills or capability
What do we mean by “Functionality”?Is it the same as skills? or capability?
  • What do we understand by “Functionality”?
  • How do you judge whether a pupil is “functional” in ICT?

“Functional” skills are the essential elements of English, mathematics and ICT that individuals need to enable them to engage successfully as citizens and progress to further learning or employment.

build apply secure2
Build / apply / secure

The learner applies skills with increasing independence to more complex and less familiar situations that need higher levels of technical demand.

“Progression in functional skills is recursive”.

app assessment at what stage
APP assessment – at what stage?

From which point(s) in this cycle would the best APP assessment evidence be taken?

functionality and app progression
“Functionality” and APP progression
  • What is the relationship between Level 1 “Functional ICT” and progression in the Programme of Study as measured by APP?
  • Each of the card is a L1 “Functional ICT” criteria
  • Agree where they fit best and place them on the APP grid
    • Question: what National Curriculum Level would pupils need to be secure at, if they are to be fully ready for Level 1 “Functionality”?
implications for teaching ict at ks3
Implications for teaching ICT at KS3
  • If pupils at the end of KS3 should be able to achieve Level 1 “Functional ICT”, what are the implications for:
    • KS3 APP practice?
    • KS3 Schemes of Work content and structure?
    • KS3 pedagogy?
planning for build and apply
Planning for “build” and “apply”
  • The KS3 Scheme of Work needs to provide opportunities for students to
  • build technical (AF2/AF3) and associated (AF1) skills
  • apply these in a number of contexts
  • secure them independently in appropriate contexts
  • The “apply” and “secure” activities need to be planned into the scheme of work to ensure that they are progressive and timely.
planning for build and apply1
Planning for “build” and “apply”
  • Activity:
  • Read the guidance on the front of the “Curriculum models” sheet link
  • Discuss with a partner the different models illustrated on the reverse
  • Complete the “Curriculum models task sheet” and justify your decisions to your partner
  • Be ready to provide feedback!
coffee break
Coffee break

20 minutes

session 2 developing ict functionality
Session 2: Developing ICT functionality
  • Consider implications for applying Functional ICT in other subjects
implications for cross curricular ict3
Implications for cross-curricular ICT

Some key steps to support the application and securing of “Functional ICT” in other subject contexts

Check when/to whom booklets are distributed

Negotiate with English, Maths and SLT to determine the whole-school stance

Identify key subjects to liaise with in the first year;meet HoD; explore booklet together; discuss generic opportunities to apply “Functional ICT”; identify specific instances for “Functional ICT” to be applied in their SoW; request annotated plans for one year group per term

Stress that other subjects are not expected to assess ICT!

whole school implementation
Whole-school implementation
  • If a whole-school approach is adopted, progression grids are available to help plan staged-implementation in:
    • School leadership
    • Subject leadership
    • Teaching
    • Learning
  • TllinkSLlink
what about functional english maths in ict
What about Functional English & Maths in ICT?

If we wish other subjects to apply aspects of Functional ICT …. then we must be ready to apply aspects of Functional English and Maths.

On the table of Entry Level or Level 1 criteria, highlight those aspects of Functional English and Maths that most relate to ICT.

Identify some content in your Scheme of Work where these have particular presence.

  • Maths L1:use data to assess the likelihood of an outcome
what conversation would you want with your english and maths colleagues
What conversation would you want with your English and Maths colleagues?

Representing and interpreting data inmeaningful contexts is really important

Use the term “mean” rather than average

Select the appropriatenumber of decimalplaces, with thought tothe context and user

The concept and process of testing hypothesesis really important

the four factors of progression
The four “factors” of progression

The learner applies skills with increasing independence to more complex and less familiar situations that need higher levels of technical demand.

These combination of these four factors is referred to as the “level of demand”

progression between e l1 l2
Progression between E / L1 / L2

Entry     Level 1     Level 2

implications for teaching in ks3 ks4
Implications for teaching in KS3 / KS4
  • Scheme of Work provides opportunities to build, apply, secure
  • Progression in “technicality” follows the APP / Framework of Learning Objectives and/or KS4 Specification
  • “Independence”, “complexity” and “familiarity” start at “Low” level in Y7 and progressively increase in demand to reach a “High” level in Y11
implications for teaching in ks3 ks41
Implications for teaching in KS3 / KS4

“Functionality” should be a 5-year progressive development

mapping functional ict
Mapping “Functional ICT”

As a group, decide on a strand

On your own, consider Units you teach;determine the level of demand for each factor

As a group, fill out the A3 sheet:agree the level of demand for two current Units per Year

review the progression of the three factors;for one of them, note ideas for improving progression in particular years


Which strand did you choose?

Which of the three factors currently shows the strongest / weakest progression?Why would this be?

What changes did you propose to strengthen the progression in one of the three factors?


ICT schemes of work should provide “build” / “apply” / “secure” opportunities

Relevant subjects provide essential “apply” opportunities (supported by national guidance?)

Whole-school “Functionality” agenda if possible

“Functionality” depends upon all four factors of “level of demand” being developed progressively

“Functionality” leads to better learning / learners


“Functionality” should not be developed in order to pass “Functional ICT” qualifications:

rather, “Functional ICT” qualifications are delivered to validate that students have become “Functional”

session 3 progression in af2 sequencing instructions
Session 3: Progression in AF2 Sequencing instructions
  • Objectives:
  • Understand concepts in Sequencing Instructions
  • Recognise opportunities for transfer of concepts between applications
  • Secure understanding of technical vocabulary
  • Have some fun!
is sequencing instructions important
Is Sequencing Instructions important?
  • Is a specific component of Programme of Study
  • Develops logical reasoning skills
  • Motivates kinaesthetic learners
  • Is foundational for future programming and computing skills
is sequencing instructions important1
Is Sequencing Instructions important?

“Computing is complementary to, but quite different from ICT. It appeals to different students, and addresses different needs.”

“There is a looming skills shortage in Computing. University applications have fallen by 60% since 2002, but the demand from employers has risen, and continues to rise.”

Computing for the Next Generation group V2.1, August 2008

Uptake for A-Level Computing has dropped significantly, and increasingly unviable.

sequencing instructions
Sequencing Instructions

With what software applications might students be Sequencing Instructions through KS3-KS4?

ksu and concepts
KSU … and Concepts
  • In PowerPoint …. ...and other applications
    • Layered objects
    • Master format
    • Header/footer
    • Transitions between elements
    • Animated objects
      • Timed sequence
      • Motion paths
    • Navigation buttons
    • Hyperlinked objects
    • Music track (play sound across slides)
    • Loop continuously
concepts in sequencing instructions flowchart control
Concepts in Sequencing Instructions - flowchart control
  • Sequence of instructions
  • Input / output
  • Condition
  • Decision
  • Loop
  • Procedure / Sub-routine
  • Variable
transferring the concepts to alice
Transferring the concepts to Alice
  • 1) Which of these concepts can be readily transferred to Alice?
    • Sequence of instructions
    • Input / output
    • Condition
    • Decision
    • Loop
    • Procedure / Sub-routine
    • Variable
  • 2) What new concepts are met in Alice?
concepts in sequencing instructions flowchart and game authoring
Concepts in Sequencing Instructions (flowchart and game authoring)

In Sequencing Instructions/Control/Programming…

definition dominoes
Definition Dominoes

Use the dominoes to match technical vocabulary and definitions

script languages e g visual basic
Script languages – e.g. Visual Basic

Sub Hide_Columns()


Selection.EntireColumn.Hidden = True

End Sub

Sub Make_Bold()


Selection.Font.Bold = True

End Sub

Sub CandP()






End Sub

For i = 4 To 43

If Cells(i,13)) = “y” Then

With Sheets("Unit 9.3").Cells(3, 1)

.Value = Cells(i, 22)

.Interior.ColorIndex = Cells(i, 5).Interior.ColorIndex

.Borders(xlEdgeTop).LineStyle = xlContinuous

End With

End If

Next i

sequencing instruction concepts
Sequencing Instruction concepts























Variety of Sequencing Instructions applications is healthy!

Progression through KS3-KS5 should be through age-appropriate applications and contexts

The transfer of concepts helps to build secure understanding

satisfactory to good lessons
Satisfactory to Good lessons
  • Objectives
  • To review the criteria for lesson grading
  • To evaluate a non-ICT part-lesson
  • To explore implications for ICT lessons
what are the 10 grading criteria
What are the 10 grading criteria?

Pupil achievement

Pupil engagement

Teacher’s subject knowledge

Use of resources

Other adults

Written feedback

Awareness of pupils’ capabilities

Oral feedbackand questioning

Pupils’ AFL awareness

Monitoring work in lesson

watch and evaluate a part lesson
Watch and evaluate a part-lesson

Read the lesson plan. What will you be watching for in this lesson? What will you expect to see? link

Watch the opening 10mins of the lesson. link

Make notes of lesson standard, based on the clip. link

Make your own judgement on a lesson grade.

Share your judgements on table.

watch and evaluate a part lesson1
Watch and evaluate a part-lesson

What grade would you give based on that 10-minute clip?


busyness is not the same as learning
Busyness is not the same as learning!

A common misunderstanding of the inexperienced and non-specialist teacher!

Teacher’s monitoring should be of what and how well pupils are learning (either “building” new, or “applying” previous learning)

Dialogue with students should focus on learning (prior learning, new learning, process of learning, outcomes of learning)

web authoring characteristics
“Web authoring” characteristics

Context: a Y9 mixed-ability class, creating a web site to promote a new local animal rescue centre. Technical skills have been taught. In this lesson, pupils are to create and populate at least two pages of their own design for the web site, with navigation.

Place the cards of lesson characteristics against the appropriate “Satisfactory” or “Good” criteria

supporting colleagues after observation
Supporting colleagues after observation

How useful are the two feedback texts?

How would you give 1:1 feedback for this lesson?

What are the principals for giving feedback?

What are the other aspects of supporting colleagues after observation?


news updates local authority support
News updates- Local Authority support
  • Category 3 & 4 schools: receive support if ICT is in your RAP or LA support plan
  • Category 1 & 2 schools: support is available if requested … but charged
  • JM part-time from September
  • APP lead-departments to provide local support
  • SLDMs = NSDMs (3 Nov/25 Nov; 10 Feb; 21 June) Funding remains for NSDMs & APP
  • National Strategies ICT focus = APP and Functional Skills

Thank you

CPD activity title = ICT Secondary Subject Leaders’ Summer Update

CPD activity code = 4FL004/01