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Section 4 Teaching, Learning and Assessing ICT 4.1 Teaching and learning Although ICT 5-14 has the single attainment outcome developing ICT capability, programmes of study in other curricular areas provide ideal opportunities for the development in pupils of other important educational outcomes. In learning about ICT and using it across the curriculum, pupils will be able to harness the potential of ICT to demonstrate creativity, enterprising activity and innovation. Challenges posed by ICT and the resulting sense of achievement stimulate pupils and can significantly contribute to the educational process by developing: communication and language skills presentation skills analytical and problem solving skills mathematical skills skills in self-directed learning and personal research skills in effective collaboration with others skills in critical evaluation and making informed judgements a sense of social and environmental responsibility learning skills for personal development. These guidelines do not set out particular approaches or methods in teaching and learning ICT. Effective learning and teaching in ICT begins with planning and will take account of a number of other issues described in these guidelines, including pupils' interests, previous experiences and attainments. The attainment outcome developing ICT capability and its associated strands and targets is a framework within which teachers and schools will plan teaching and learning flexibly. Many activities in ICT involve pupils in moving in and around strands and specific targets. It is important that teachers are clear about what is being tackled in ICT activities and how effective planning ensures coverage. A number of classroom examples of ICT in teaching and learning are provided in Section 6. In developing pupils' ICT capability, the quality of interaction between teacher and pupils is fundamental. Characteristics of effective teaching and learning in ICT include: the quality of the teaching process the quality of pupils learning meeting pupils' needs. 4.2 Quality of the teaching process Teachers have to allocate time to teach and consolidate ICT capability. In a successful session involving ICT the teacher will: be well prepared and have included planned structured activities have identified clear and appropriate objectives for ICT skills and/or curricular aspects and have          included steps to ensure equality of opportunity use a variety of strategies to stimulate pupils ensure appropriate use of relevant technical vocabulary take due account of what pupils are learning at home or outwith the classroom setting generally to          develop their ICT capability. [RETURN TO 5-14 ONLINE] [BACK] [INDEX] [NEXT] © The 5-14 Curriculum (Scotland) Guidelines were produced by the Scottish Executive and Learning and Teaching Scotland and are reproduced with permission from the Queen's Printer for Scotland.