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Section 6
ICT in relation to other 5-14 curriculum areas Developing pupils' ICT capability provides them with a range of knowledge, skills and attitudes applicable across the 5-14 curriculum. Since ICT permeates the 5-14 curriculum it performs the dual role of developing ICT skills in context,while at the same time using ICT capability to contribute to |
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Whilst engaged in a class project on World War II, pupils in a P7 class
searched the internet for information on related topics of their own choice,
for example 'Aircraft' or 'The D-Day landings'. They selected appropriate
material and used the information, pictures and sound clips they collected
to create their own slide shows, which they then presented to other pupils.
Curriculum area:
ICT strands:
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learning within other 5-14 curriculum areas. The examples of classroom practice given here show the range of ICT applications and how they enrich learning across the curriculum.
The introduction of ICT has proved to be potentially very effective in supporting group and individual work and in facilitating the creation of a much greater variety of stimulating and challenging tasks across the curriculum.
All seven strands of ICT 5-14 described earlier have the potential to make significant contributions in each of the curricular areas of the 5-14 programme. There are a number of 5-14 curricular areas that have recently been reviewed, resulting in revised national guidelines being issued. Teachers should refer to the ICT advice in these other guidelines for more detailed ICT guidance related to that curricular area.
For example in Environmental Studies - Society, Science and Technology: National Guidelines 5-14 the role of ICT is described as follows. |
| An important means of enhancing learning and teaching across all three components is through the effective use of information and communications technologies. | |
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It then goes on to give some examples of ICT strands in relation to environmental studies.
In Modern Languages: 5-14 National Guidelines, Section 5 is devoted to detailed advice on the contribution of ICT, while the seven strands of ICT 5-14 are viewed as: ...relevant to activities in the modern languages classroom, those of most immediate relevance include: |
Pupils in P5/6, involved in a European Partner schools project, gathered information on weather and climate in their own country and exchanged the data by e-mail with their European Partner school. The information received in both schools was entered in a database and compared with their own national information.
Curriculum areas:
ICT strands:
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ICT is described as a cross-curricular aspect in The Structure and Balance of the Curriculum: 5-14 National Guidelines and its importance stressed. Advice is given on the need for sufficient time to develop ICT skills and to use these effectively across the whole curriculum in primary schools. Secondary schools are |
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A class of P3-P4 pupils worked in groups to engage in one of the following investigative tasks. In their work they tackled a number of the strands of ICT. They searched, collected and presented suitable information about: • the local community to e-mail to
pupils in another school in Scotland
Different groups of pupils chose from the above, searched and collected information from interviews, the library, teletext, CDs and the internet, and created and presented the information for the task selected using a desktop publishing package.
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ICT strands:
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encouraged to make arrangements within the flexibility factor to ensure provision for the development of ICT as a core skill.
In several 5-14 curriculum areas national guidelines dating from the early 1990s remain current. However, the advances in technology offer teachers and pupils new opportunities. For example, many schools have developed creative and innovative responses to the graphics potential of ICT in the programmes of study for art and design in Expressive Arts 5-14 (SOED, 1992).
Further examples of ICT across the 5-14 curriculum, including in English language and in mathematics, are given in the Guide for Teachers and Managers.
It is anticipated that, over time, schools will require further support in demonstrating ICT across 5-14 to assist implementation of these guidelines. |
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In S2, a group of pupils in two of the school's departments, Art and Design, Food Technology and Textiles, worked collaboratively to design and produce a suitable logo for embroidering on to a fishing club tie or handkerchief. They drew their first ideas on paper, then agreed and selected the most appropriate - a design featuring a fish. The design was drawn out in detail on paper and then scanned into a computer; the image was enhanced using a maximum number of colours and the computer linked to a Practical Operated Embroidery Machine (POEM) to produce the design using coloured threads.
Contributing departments:
ICT strand:
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In the World War II project described above, a group, working in mathematics activities, simulated a destroyer on a search-and-rescue mission. They worked out directions for a floor turtle (the destroyer) to search the possible locations of the rescue. They used a floor map using commands such as forward 3, right 90, forward 3, left 90. The starting point and these directions were given to a second group to follow to try to locate the site of the rescue.
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ICT strand:
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Pupils in P7 engaged in the same international project, exchanged written information about themselves by e-mail, with photographs and drawings as attachments. They also had the opportunity to communicate with their partner school by videoconference and to use English, French and German.
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ICT strand:
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A historical study in a small rural primary school focused on local evidence of an early people, the Picts, living in the community. The pupils' investigations were enriched by using ICT to videoconference to the national museum to access a curator who demonstrated Pictish artefacts from the national collection, provided additional information on the lifestyle of the Picts and answered questions the pupils had prepared from their local research.
Curriculum area:
environmental studies
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In S1, in English and working at level C-E, a class was invited to consider the increasing impact of ICT on society with the aim of conducting a class debate highlighting positive and negative issues. They first viewed a video that introduced them to various examples. After researching the topic further and preparing written reports, pupils were grouped together based on whether they wished to opt for the side of the debate that would stress positive or negative findings.
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ICT strands:
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ICT strands:
using the technology, communicating
and collaborating
Pupils in P7 involved in a topic ‘Journeys’ searched the internet for travel information about place, people, mode and times of transport.
Curriculum area:
ICT strand:
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Pupils engaged in a project ‘World in the News’ accessed the internet to view and read various newspapers preselected and bookmarked by the teacher, to compare their styles of reporting.
Curriculum area:
ICT strand:
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