Unit 09- ICT & Curriculum

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ICT tool can support to teach the new  curriculum such CBC, it helps us to prepare our lesson plans and later we will prepare scheme of work.

Curriculum Development & Organisation

To ensure that the transferable skills of ICT are applied in contexts across the school, each department should develop plans for ICT in their departmental development plan on which these activities are highlighted. The plan will include specific ICT Learning objectives, activities, vocabulary and assessment. Adaptations are made to ensure the plan is progressive in developing pupil capability. The use of ICT in teaching and learning should also become a regular focus for departmental and line management meetings.

Stand alone, home computers or similar technology, as well as the ICT suites, can be used to complete ICT based tasks shown by departmental schemes of work. This scheme is integrated to ensure that delivery of ICT is linked to existing programmes of study. Additionally teachers machines and interactive whiteboards in classrooms will support the development of ICT capability by enabling further development of tasks from the ICT room or at home; teachers should encourage structured research, and allow for the creative use of ICT in subjects. Digital projectors, which are ceiling mounted, are located in most of the classrooms as well as the ICT suite. These are used as a teaching resource across the curriculum. Similarly, using your own lap-top to record, track progress, evaluate and assess, is an example of good practice in ICT. 

Teaching & Learning 

Teachers planning is differentiated to meet the needs of all learners in any class including those students who may need extra support, those who are in line with average expectations and those working above average expectations for students of their age. A wide range of styles are employed to ensure all students are sufficiently challenged:

• Students may be required to work individually, in pairs or in small groups according to the nature or activity of the task.
• Different pace of working
• Different groupings of students - groupings may be based on ability either same ability or mixed ability.
• Different levels of input and support
• Different outcomes expected
• Working with TAs 

Line managers will review  ICT plans to ensure a range of teaching styles are employed to cater for all needs and promote the development of ICT capability. 

Equal Opportunities 

The National Curriculum states that, All pupils, regardless of race, class or gender, should have the opportunity to develop ICT capability.

It is our policy to ensure this by: 

• ensuring all students pursue ICT in all curriculum areas
• keeping a record of students ICT use to ensure equal access and fairness of distribution of ICT resources
• providing curriculum materials and software which are in no way class, gender or racially prejudice or biased
• monitoring the level of access to computers in the home environment to ensure no pupils are unduly disadvantaged 

We are currently investigating ways in which parents and pupils without home computers can be supported in developing their use if ICT. 

Internet and use of videos 

Internet access and videos are planned to enrich and extend learning activities. However, setting poorly structured research tasks is shown to be counter-productive. Research tasks should be clearly set out with measurable outcomes. The school has acknowledged the need to ensure that all pupils are responsible and safe users of the Internet and other communication technologies. Although the school offers a safe online environment through filtered internet access we recognise the importance of teaching our students about online safety and their responsibilities when using communication technology. All use of the Internet by staff within the school should be in line with the School’s guidance on internet usage.

The use of videos must also be planned and directed. Teachers must ensure correct use of the age-certification. On no account must students watch videos that are above their recommended viewing age. Students are not to watch non-curriculum related videos in the final week before school holidays. 

Assessment 

ICT is assessed both formatively and summatively, see assessment policy. Formative assessment occurs on a lesson by lesson basis based on the lesson objectives and outcomes schemes of work. These can be conducted informally by the class teacher and are used to inform future planning. They may take place when looking at screens, peer assessment grids or printed work, for example. 

This work is accompanied by a description of the context in which pupils completed the task and how it was undertaken. The work is assessed against set expectations which focuses on ICT based objectives as well as their subject aims. Please use the Ullswater Community College Assessment Policy to inform this. A summary sheet, for example, may be used to record details of the assessment activity along with comments by the teacher if necessary as well a highlighted end of unit or task expectation statement. Teachers could aim to build on this process by developing and maintaining electronic portfolios of students work, and using the summative assessments to assign levels/grades to students work at the end of major assignments. Email and electronic mark books could also be utilised here.

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LESSON PLAN .NADAIA

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Thank you My Teacher we do it and we are read to submit this work after reading every thing and make adjustments needed and we hope so your online facilitating it will make us as online.

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The CBC obliges us to let  learners explore their own Ideas in group that is why ICT Is mostly needed to support this curriculum

In educational context, ICT has the potential to increase access to education and improve its relevance and quality. Tinio (2002) asserted that ICT has a tremendous impact on education in terms of acquisition and absorption of knowledge to both teachers and students through the promotion of:

• Active learning: ICT tools help for the calculation and analysis of information obtained for examination and also students' performance report are all being computerised and made easily available for inquiry.
  
• Collaborative and Cooperative learning: ICT encourages interaction and cooperation among students, teachers regardless of distance which is between them. It also provides students the chance to work with people from different cultures and working together in groups, hence help students to enhance their communicative skills as well as their global awareness.

 Researchers have found that typically the use of ICT leads to more cooperation among learners within and beyond school and there exists a more interactive relationship between students and teachers (Grégoire et al., 1996). "Collaboration is a philosophy of interaction and personal lifestyle where individuals are responsible for their actions, including learning and respect the abilities and contributions of their peers." (Panitz, 1996).

• Creative Learning: ICT promotes the manipulation of existing information and to create one's own knowledge to produce a tangible product or a given instructional purpose.
• Integrative learning: ICT promotes an integrative approach to teaching and learning, by eliminating the synthetic separation between theory and practice unlike in the traditional classroom where emphasis encloses just a particular aspect.
• Evaluative learning: Use of ICT for learning is student-centered and provides useful feedback through various interactive features. ICT allow students to discover and learn through new ways of teaching and learning which are sustained by constructivist theories of learning rather than students do memorisation and rote learning.

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