Naace Conference 2103 - Adapting to the needs of a new curriculum framework: practical experiences…
- 1. Adapting to the needs of a new curriculum framework
- 2. Consider many ICT & Computing courses you have taught or your centre has offered The Minster School, Southwell, Nottinghamshire
- 3. GCSE ICT Full Course GCSE – AQA ICT Short Course GCSE – AQA 20 ICT GCSE – OCR Computing GCSE – OCR Level 2 AIDA, CIDA, CIDA+, DIDA OCR Nationals (new, old) Key Skills European Computer Driving License CLAiT A-Level ICT A Level – AQA ICT A Level – OCR Computing A Level – OCR The Minster School, Southwell, Nottinghamshire
- 4. About us John Partridge Head of ICT & Computing Paul Stevens Ast. Head Teacher for eLearning and Data Management Our School • Voluntary Aided Church of England School • Teach Key Stage 1 through to 5 • ICT & Computing delivered to all Key Stages • ICT Mark & 3rd Millennium School The Minster School, Southwell, Nottinghamshire
- 5. NAACE Session • About our school • Our curriculum model at key stage 3 • Using digital recording to teach Computing • Developments in CPD: Computing in Education MSc at Nottingham Trent The Minster School, Southwell, Nottinghamshire
- 6. Programme of Study Background January 2012 DfE disapplies the existing Programme of Study Summer / Autumn 2012 a number of bodies, including NAACE, publish suggested drafts for a new programme February 2013 a draft programme for all National Curriculum subjects is released by the DfE September 2013 (tbc) a final programme is published
- 7. The New Programme of Study • Much reduced content (863 words vs. 4,800+) • Significant changes to both Primary and Secondary teaching content • Computing focused • No indication of assessment levels The Minster School, Southwell, Nottinghamshire
- 8. Challenges faced Curriculum • Teaching time • Assessment & levelling • Stability Staffing • Non-specialist staff • Specialist staff Students • Literacy & numeracy barriers • Student interest – Leading to different levels of engagement outside of the classroom The Minster School, Southwell, Nottinghamshire
- 9. How we are adapting key stage 3 • Retaining ICT • Continuing a move to project & spiral based learning • Looking to adapt existing successful units to meet the new requirements • Developing flipped/blended learning approaches • Writing new units The Minster School, Southwell, Nottinghamshire
- 10. Project & Spiral learning Previous National Strategy Model Discrete units with a focus on individual topics, leading into some larger projects during year 9. Our Current Model Larger projects, involving a number of different software packages, with a focus on repeating exposure to core programs Core themes - Computing - Graphics editing - Data handling - Presenting information - Society The Minster School, Southwell, Nottinghamshire
- 11. Comparison – National Strategy 7.2 7.3 7.1 Searching on Desktop Using ICT the Internet Publishing The Minster School, Southwell, Nottinghamshire
- 12. Comparison – Project learning Computer Science Graphics Data handling editing Presenting information Unit Society The Minster School, Southwell, Nottinghamshire
- 13. Year 8 Unit: Krakatoa Coverage - Computing; VBA quiz, interface design - Spreadsheet; Modelling volcano activity - Graphics editing; Banner, image editing - Society; Communication systems - Database; Volcano information - Word processing; User review - Presentation; Information point, audience The Minster School, Southwell, Nottinghamshire
- 14. Year 9 Unit: You’re the Boss Examples Coverage - Computing; Business App - Spreadsheet; Survey data, business model - Database; Customer orders, mail merge - Society; Promotion, social media - Graphics editing; Designing signage - Word processing; Applying for a shop - Presentation; Digital advert, Shop front The Minster School, Southwell, Nottinghamshire
- 15. Adapting existing units Draft Programme of Study, 2013 • use two or more programming languages, one of which is textual, each used to solve a variety of computational problems; use data structures such as tables or arrays; use procedures to write modular programs; for each procedure, be able to explain how it works and how to test it • understand simple Boolean logic (such as AND, OR and NOT) and its use in determining which parts of a program are executed; use Boolean logic and wild-cards in search or database queries; appreciate how search engine results are selected and ranked The Minster School, Southwell, Nottinghamshire
- 16. Examples Unit: Krakatoa Students great an information point about the 1883 eruption, including an embedded video and a short quiz. The Minster School, Southwell, Nottinghamshire
- 17. The new There were island is FALSE IT WAS The eruption FALSEtidal two THEY TRUE called Anak was1883 in 1546 waves 125ft WERE 865ft Krakatau high The day it erupted, the There were 5 It killed FALSE TRUE pictures in TRUE It killed 45,000 sky in London went black the last slide people 36,000
- 18. VBA – Visual Basic for Applications Allows macros to be created for Microsoft Office programs. Enables to students to add interaction to PowerPoint presentations. The Minster School, Southwell, Nottinghamshire
- 19. Start Finish The new There were island is FALSE IT WAS The eruption FALSEtidal two THEY TRUE called Anak was1883 in 1546 waves 125ft WERE 865ft Krakatau high The day it erupted, the There were 5 It killed FALSE TRUE pictures in TRUE It killed 45,000 sky in London went black the last slide people 36,000
- 20. Adapting existing units Draft Programme of Study, 2013 • use two or more programming languages, one of which is textual, each used to solve a variety of computational problems; use data structures such as tables or arrays; use procedures to write modular programs; for each procedure, be able to explain how it works and how to test it • understand simple Boolean logic (such as AND, OR and NOT) and its use in determining which parts of a program are executed; use Boolean logic and wild-cards in search or database queries; appreciate how search engine results are selected and ranked The Minster School, Southwell, Nottinghamshire
- 22. Introduction Assessment Web 2.0 Flipped Learning eAssessment Mind Maps AfL The Minster School, Southwell, Nottinghamshire
- 23. Teaching and Learning Model Average Blooms Digital Taxonomy Activity Retention Creating Rate Evaluating AfL Teach Others Analysing (immediate 90% Applying use of Understanding learning) Practice by Remembering 75% Doing Discussion 50% Group Demonstr- 30% ation Audio Visual 20% ICT/Digital Thinking Reading Literacy Skills 10% Listening 5% Independent Learning The Minster School, Southwell, Nottinghamshire
- 24. Supporting Students • Use a learning platform to make theory and programming resources accessible • Use notes, worksheets and video to support students consolidate their understanding • Afl based lessons • Set regular assessments (formal tests, assignments, eAssessments) The Minster School, Southwell, Nottinghamshire
- 25. Supporting Students Moodle Based Resources Web 2.0 Powerpoint Slideshare iSpring Assessment YouTube/Vimeo Embedded Video Tutorial The Minster School, Southwell, Nottinghamshire
- 26. Flipped Learning (Blended Learning) The Flipped Classroom IS: • A means to increase interaction and personalised contact time between students and teachers. • An environment where students take responsibility for their own learning. • A classroom where the teacher is not the centre of the stage but an on-going guide in a students learning. • A blending of direct instruction with The Minster School, Southwell, Nottinghamshire
- 27. Video Animated Lessons How these are used by Students - Video resources accessed on Moodle (VLE) - Lessons reviewed before attempting home learning activities - eAssessment used to check readiness for the next lesson (not for every lesson) - Videos built into eAssessments to encourage viewing for further consolidation - eAssessment allows branching questions if certain concepts are misunderstood - Email made available for students to ask specific questions and receive detailed feedback of results. The Minster School, Southwell, Nottinghamshire
- 28. IWB IWB recording – easy to use Creates large files which need converting Resource in VLE The Minster School, Southwell, Nottinghamshire
- 29. Graphics Tablet The Minster School, Southwell, Nottinghamshire
- 30. Graphics Tablet Computer animated lessons made using a desk top PC Wacom Bamboo Graphics tablet (£75) (Wifi optional Extra) Feels like holding a pen on paper / Different Colours Use with Smooth Draw and CamStudio to record blackboard style lessons – Easy to use Drawback – you have to get use to watching the screen whist recording video The Minster School, Southwell, Nottinghamshire
- 31. Assessment • Multiple Choice • Match • Type In • Hot Spot • Word bank • True / False • Sequence • Flash and HTML 5 in version 7 release 2013 Teacher receives email test scores and review providing information to focus on The Minster School, Southwell, Nottinghamshire
- 32. Assessment Insert Image files, Audio files and Video files to aid the student in their studies Allows branching to aid differentiated support. Form of assessment can be used for computer programming theory as well as computing fundamentals theory. The Minster School, Southwell, Nottinghamshire
- 33. iSpring Assessment Example iSpring eAssessment Click the Quiz button to edit this quiz The Minster School, Southwell, Nottinghamshire
- 34. Assessment Mind Maps printed as a static resource Aspects linked to Moodle resources/websites as a dynamic resource The Minster School, Southwell, Nottinghamshire
- 35. Ofsted Observation • Teachers engender high levels of enthusiasm for, participation in/commitment to learning. • Teachers systematically & effectively check pupils’ understanding throughout the lesson, anticipating where they may need to intervene and doing so with notable impact on the quality of learning. Pupils learn exceptionally well and as a result acquire knowledge quickly • Teaching promotes pupils’ high levels of resilience, confidence & independence when they tackle challenging activities . Appropriate homework contributes very well to pupils’ learning • Use well judged & imaginative teaching strategies The Minster School, Southwell, Nottinghamshire
- 36. Observation Highlights Resources instilled confidence in students Good reinforcement of class notes over nature of text book content Sustained rapid progress Communicates high expectations Cohesive links with prior learning Excellent use of new technology Very good collaboration amongst students Excellent modelling of class and individual examples Regular opportunities to review progress Students acknowledged typicality The Minster School, Southwell, Nottinghamshire
- 37. Student Voice “It’s great to be able to look back at how to do things!” “This really helps me prepare for assessments. I like the assessment before the real test. It tells me what I don’t know” “I need to see some examples more than once so it sinks in” Students meet challenging targets at the end of the course Improved internal test results Invaluable resources for when courses become linear The Minster School, Southwell, Nottinghamshire
- 38. Adapting to the needs of a new curriculum framework
- 39. Changing CPD • Computing At School Hubs • NAACE • Post graduate training • School collaboration The Minster School, Southwell, Nottinghamshire
- 40. Post Graduate Study A new MSc in Computing in Education, Nottingham Trent University Units • Developing Digital Literacy in the Classroom • Computational Thinking in the Curriculum • Creativity and Innovation using Technology • Programming for the Classroom • Engaging Learners in Computer Science Topics • Anticipating and Responding to Technological Change in an Educational Setting • Research Skills or Research in a Professional Context • Dissertation. The Minster School, Southwell, Nottinghamshire
- 41. School collaboration John Partridge – Curriculum Team Leader for ICT & Computing j.partridge@minster.notts.sch.uk Paul Stevens – Ast. Head Teacher for eLearning and Data Management p.stevens@minster.notts.sch.uk The Minster School, Southwell, Nottinghamshire