Learning environments for ICT
in primary schools and Early Years settings

Curriculum

 

The planned ICT curriculum

The ICT Mark standard is Level 2:
“Systematic planning identifies opportunities for most pupils to apply, consolidate and extend their ICT capability across all subjects, making use of a range of technologies.”

 

The National Curriculum in ICT

There are 5 strands that children should have access to. Schools should provide a wide range of resources to support these.

The strands are:

Finding things out

  • Handling Data
  • Researching

Developing and making things happen

  • Adventure Games and Simulations,
  • Logo,
  • Control,
  • Monitoring (Data Logging)
  • Spreadsheets (KS2)

Exchanging and sharing information

  • Word processing
  • Multimedia
  • Music technology
  • Email
  • Digital imaging
  • Digital video
  • Digital audio

Reviewing, modifying and evaluating work as it progresses
4)  Pupils should be taught to:
    a)  review what they and others have done to help them develop their ideas
    b)  describe and talk about the effectiveness of their work with ICT, comparing it with other methods and considering the effect it has on others [for example, work for presentation to other pupils, writing for parents, publishing on the internet]. 
    c)  talk about how they could improve future work
(Taught through all strands)           

Breadth of study
5)  During the key stage, pupils should be taught the  Knowledge, skills and understanding  through:
    a)   working with a range of information to consider its characteristics and purposes  [for example, collecting factual data from the internet and a class survey to compare the findings]
    b)   working with others to explore a variety of information sources and ICT tools  [for example, searching the internet for information about a different part of the world, designing textile patterns using graphics software, using ICT tools to capture and change sounds]
    c)  investigating and comparing the uses of ICT inside and outside school

   

The QCA ICT Scheme of Work is becoming dated. The range of ways in which learners can use ICT continues to expand. The curriculum itself has moved on. The level of rigid detail in the scheme of work (SOW) is at odds with the creative, flexible curriculum. There is not to be a new scheme: see Progressions (below) for details of how the Primary Strategy plans to support the development of ICT capability.

Many schools in Kent are retaining the framework to ensure progression and coverage. Rather than a weekly lesson on a ‘short focused task’, skills are taught as needed. ICT is embedded by being ‘mapped’ across subjects. The advantage is that learning is set in an authentic context. The issue for teachers is to ensure progression and appropriate challenge.

The QCA SoW does not take account of the development of ICT-rich learning environments in Early Years settings. Many aspects of the Year 1 units are poorly matched, and are uninteresting. The Kent NGFL website has a range of linked activities to support ICT in Year 1: http://www.kenttrustweb.org.uk/kentict/kentict_qca_yr1_introduction.cfm

There are many imaginative resources available on the Early Years Website. The games section has a large number of activities to support pupils’ understanding, predominantly in Literacy and Numeracy:
www.kented.org.uk/ngfl/games

The games, designed by James Barrett (Early Years and Key Stage One Project Teacher) and Becky Stoneham, are free to download and use in the classroom.

Renewed Primary Frameworks
www.standards.dfes.gov.uk/primaryframeworks

The aim of the Renewed Primary Frameworks for literacy and mathematics is to support and increase all children's access to excellent teaching, exciting and successful learning. The renewed frameworks draw on the work of national projects and networks to embed ICT teaching and learning opportunities in literacy and mathematics.

The renewed frameworks provides:

  • Clearer progression in learning
  • Materials to support planning
  • Interactivity to support ease of planning
  • Stronger links with assessment for learning
  • Links between subjects

A third of the literacy unit plans have specific ICT outcomes. ICT is integrated across the phases of learning within each unit to support; reading, speaking and listening, planning and writing. All mathematics units have reference to ICT.

The Primary National Strategy is committed to:

  • Development of ICT in children’s independent work.
  • Improving leadership of ICT across the primary sector
  • ICT to help combat underachievement
  •  Providing support for ICT as a subject, and assessment
  • Progression in ICT capability from EYFS through to secondary, with age related expectations

ICT in Early Years

It is important in the Foundation Stage to give children a broad, play-based experience of ICT in a range of contexts, including outdoor play. ICT is not just about computers!
Early Years learning environments feature ICT scenarios based on experience in the real world, such as the ‘vet’s surgery’ in role play. Children gain confidence, control and language skills through opportunities to ‘paint’ on the whiteboard or drive a remote-controlled toy.

Outdoor exploration is an important aspect, supported by ICT toys such as metal detectors,
controllable traffic lights and walkie-talkie sets.

There are now a large selection of sound recording devices which can support children to develop their communication skills. This is particular useful with children who have English as an Additional Language.

Pictures of recordable postcards

The site contains learning posters and resources to support child-initiated learning activities. There is advice on creating a stimulating environment in Early Years, with ideas and resources for child-initiated and adult-led activities. www.kented.org.uk/ngfl/earlyict

Kent NGfL has a section with interactive games and whiteboard activities to support early learning:

www.kented.org.uk/ngfl/games

Page last updated: May 2008

 | Published: 23-2-09  | TOP