in primary schools and Early Years settings
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
Developing and making things happen
Exchanging and sharing information
Reviewing, modifying and evaluating work as it progresses
Breadth of study
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:
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
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:
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:
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:
Page last updated: May 2008