ICT Guide

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Section 1: Teaching, Learning and Assessing ICT

Teachers will recognise that in quality approaches to teaching in or through ICT there is little that is different from the general approach to effective teaching.

Teachers will recognise that in quality approaches to teaching in or through ICT there is little that is different from the general approach to effective teaching. Whilst some additional professional confidence in this area may still be necessary for many, the planned and regular application of ICT experience for both staff and pupils will see a growth of capability and confidence over time.

In any teaching and learning situation involving ICT, success will be obvious where pupils are:
motivated, challenged and required to think for themselves
encouraged to be independent and confident users of technology
set tasks that encourage cooperation and collaboration to tackle them and to solve given problems
more responsive in the context of support for learning activities.

For their part pupils will:
display high levels of sustained interest when engaged in meaningful ICT-related tasks
display increased responsibility in engaging in tasks that involve personal research and application
work well with their peers
bring to bear a wide range of skills and experiences including those gained through accessing technology at home.

Teachers should reflect on how and where these characteristics have been achieved by pupils in the context of the exemplification of strands tables.

Issues for implementation

Schools have the flexibility to use ICT in conventional and innovative ways to meet their aims and objectives.
In considering the advice in the national guidelines it is worth reinforcing that in all schools ICT implementation is already underway. Teachers should feel confident that, with appropriate support, those aspects of ICT new to them can be assimilated into normal teaching over a period of time.

How ICT is delivered and how individual teachers use ICT depend on school circumstances in terms of readiness, resources and teachers' skills. However, it is important that the full range of individual, group and whole-class (both discursive and direct) approaches are applied to meet the range of pupil needs.
Schools have the flexibility to use ICT in conventional and innovative ways to meet their aims and objectives. It is unlikely that pupils will experience ICT or develop ICT capability strand by strand and level by level as set out in the National Guidelines framework. What is important is that pupils make progress and develop an ICT capability over time at a pace that provides suitable challenge. Pupils will bring greatly varied levels of skill and prior learning to this area. Resource levels may dictate imbalances in achieving particular strands at defined stages and the resolution of this will take time, in line with other school priorities. The ICT framework and exemplification grids provide a model that teachers can use to define their expectations as part of the development planning cycle. This process will be measured in years rather than months or a single school session.

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Section 1: Teaching, Learning and Assessing ICT
Teachers will recognise that in quality approaches to teaching in or through ICT there is little that is different from the general approach to effective teaching.	Teachers will recognise that in quality approaches to teaching in or through ICT there is little that is different from the general approach to effective teaching. Whilst some additional professional confidence in this area may still be necessary for many, the planned and regular application of ICT experience for both staff and pupils will see a growth of capability and confidence over time.
In any teaching and learning situation involving ICT, success will be obvious where pupils are: motivated, challenged and required to think for themselves encouraged to be independent and confident users of technology set tasks that encourage cooperation and collaboration to tackle them and to solve given problems more responsive in the context of support for learning activities. For their part pupils will: display high levels of sustained interest when engaged in meaningful ICT-related tasks display increased responsibility in engaging in tasks that involve personal research and application work well with their peers bring to bear a wide range of skills and experiences including those gained through accessing technology at home. Teachers should reflect on how and where these characteristics have been achieved by pupils in the context of the exemplification of strands tables. Issues for implementation
Schools have the flexibility to use ICT in conventional and innovative ways to meet their aims and objectives.	In considering the advice in the national guidelines it is worth reinforcing that in all schools ICT implementation is already underway. Teachers should feel confident that, with appropriate support, those aspects of ICT new to them can be assimilated into normal teaching over a period of time.
How ICT is delivered and how individual teachers use ICT depend on school circumstances in terms of readiness, resources and teachers' skills. However, it is important that the full range of individual, group and whole-class (both discursive and direct) approaches are applied to meet the range of pupil needs. Schools have the flexibility to use ICT in conventional and innovative ways to meet their aims and objectives. It is unlikely that pupils will experience ICT or develop ICT capability strand by strand and level by level as set out in the National Guidelines framework. What is important is that pupils make progress and develop an ICT capability over time at a pace that provides suitable challenge. Pupils will bring greatly varied levels of skill and prior learning to this area. Resource levels may dictate imbalances in achieving particular strands at defined stages and the resolution of this will take time, in line with other school priorities. The ICT framework and exemplification grids provide a model that teachers can use to define their expectations as part of the development planning cycle. This process will be measured in years rather than months or a single school session. [RETURN TO 5-14 ONLINE] [BACK] [INDEX] [NEXT]