[Advisory] primary curriculum re development
Peter Yeomans
peteyeomans@hotmail.com
Mon, 2 Nov 2009 18:08:43 +0000
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In support of Ray, have a look at the hole in the wall project on =
ted.com=20
. Kids are resourceful, they can teach themselves how to use =20
computers and cameras and all sorts. What they don't need are =20
teachers holding them back!
Pete
Sent from my iPhone
On 2 Nov 2009, at 17:39, "Ray Tolley" <rjt@maximise-ict.co.uk> wrote:
> Hi, Doug,
>
>
>
> Yes, teachers MUST know how to use the equipment without passing the =20=
> buck to a technician or classroom assistant. However, given that =20
> the teacher understands how and where any tool can be used, as per =20
> Dewey, we should be surrounding our pupils with such resources and =20
> experiences as and when appropriate to extend their learning.
>
>
>
> BUT re: =E2=80=98There is little use in asking a learner to use a =
video cam=20
> era or consult a website if they have no prior knowledge/experience =20=
> of how to make use of such resources=E2=80=99. I tend to disagree.
>
>
>
> Teachers are not daft: they know their kids and do not need to give =20=
> long formal lessons if a quick chat with a small group is all that =20
> is necessary. Most children have some experience of these tools =20
> even at KS1 and it=E2=80=99s just a case of building up. Rarely in =
one=E2=80=99s =20
> lesson plan does the teacher enter =E2=80=98Prior Experience: NONE=E2=80=
=99.
>
>
>
> Ray Tolley FEIDCT, NAACE Fellow, MBILD
> ICT Education Consultant
> Maximise ICT Ltd
> P: http://raytolley.v2efolioworld.mnscu.edu/
>
> B: http://www.efoliointheuk.blogspot.com/
> W: http://www.maximise-ict.co.uk/eFolio-01.htm
> Winner of the IMS 'Leadership Regional Award 2009'
>
>
>
> From: advisory-admin@talk.naace.org [mailto:advisory-=20
> admin@talk.naace.org] On Behalf Of Doug Woods
> Sent: 02 November 2009 17:05
> To: rjt@maximise-ict.co.uk; Advisory NaaceTalk
> Subject: RE: [Advisory] primary curriculum re development
>
>
>
> I think Ray raises an interesting point here about ICT as a subject =20=
> and as a tool.
>
> I do feel, however, that in his response, Ray is focussed upon the =20
> teacher use of ICT whereas ICT as a subject would be focussed upon =20
> the learners' use of ICT. I believe we all need to be taught how to =20=
> use ICT tools to their best advantage and this may come from formal =20=
> instruction or informal learning from peers or self-learning. There =20=
> is little use in asking a learner to use a video camera or consult a =20=
> website if they have no prior knowledge/experience of how to make =20
> use of such resources.
>
> I do firmly believe that the best role for ICT is as tools to =20
> support and enhance learning but there needs to be prior learning in =20=
> how to use these tools. The question is, however, should this be =20
> taught as a distinct ICT subject or curriculum area or should it be =20=
> taught as part of learning in other subjects? This is not a new =20
> question and I'd guess the answer comes down to the needs/learning =20
> styles of the learner; maybe some learners need to be taught these =20
> skills as a separate subject area whereas others are able to develop =20=
> these skills while working on other subject areas.
>
> Possibly the confusion comes in that we label both of these 'ICT', =20
> maybe we should resurrect the old label, 'computer science'?
>
> Doug Woods
>
>
>
> From: rjt@maximise-ict.co.uk
> To: advisory@talk.naace.org
> Subject: RE: [Advisory] primary curriculum re development
> Date: Mon, 2 Nov 2009 16:22:46 +0000
>
> RE: =E2=80=98Would love to see a little more direct guidance about ICT =
as a =20
> primary curriculum subject=E2=80=99.
>
>
>
> Please forgive me if this sounds a bit arrogant but isn=E2=80=99t it =
time we=20
> stopped thinking about ICT as a subject? (Except possibly as a GCSE=20=
> or A-level =E2=80=98subject=E2=80=99.) Surely we are past the stage =
of observing =20
> a dialogue between two pupils and questioning whether to write it do=20=
> wn word by word? No we would quickly grab a voice recorder. If we =20=
> wanted to document a dance sequence or gymnastic activity, would we =20=
> write about it or grab a video-camera? If a child asks a difficult =20=
> question in a Geography lesson do we say =E2=80=98Don=E2=80=99t worry =
me now.=E2=80=99 =20
> Or do we say =E2=80=98Sorry I don=E2=80=99t know, but why not Ask =
Jeeves=E2=80=99? =20
> Surely, by now all teachers should be capable of identifying where, =20=
> in their own personal teaching plans, they might best use ICT tools?=20=
> Yes I know that this needs planning, batteries charged, just in ca=20=
> se... etc. But this is what teachers do. We make sure that the res=20=
> ources are readily available and encourage appropriate use as and wh=20=
> en the need arises.
>
>
>
> Ray Tolley FEIDCT, NAACE Fellow, MBILD
> ICT Education Consultant
> Maximise ICT Ltd
> P: http://raytolley.v2efolioworld.mnscu.edu/
>
> B: http://www.efoliointheuk.blogspot.com/
> W: http://www.maximise-ict.co.uk/eFolio-01.htm
> Winner of the IMS 'Leadership Regional Award 2009'
>
>
>
> From: advisory-admin@talk.naace.org [mailto:advisory-=20
> admin@talk.naace.org] On Behalf Of Barbara Davies
> Sent: 02 November 2009 15:25
> To: 'Walker, Yvonne'; 'NAACE Advisory (E-mail)'
> Subject: RE: [Advisory] primary curriculum re development
>
>
>
> The difficulties you are finding are not unfamiliar to me=E2=80=A6..
>
>
>
> We are beginning to look at the programmes of learning which have =20
> come from the review of the primary curriculum to provide guidance =20
> about where ICT might be embedded, with a hope that whatever is =20
> developed now might still be usable in a few years time. Also trying =20=
> to ensure that the ICT learned is useful to the pupils learning in =20
> other subjects.
>
>
>
> Would love to see a little more direct guidance about ICT as a =20
> primary curriculum subject, particularly with regard to learning =20
> outcomes for pupils =E2=80=93 perhaps even APP statements?
>
>
>
> Barbara
>
> Barbara Davies
>
> ICT Consultant
>
> The Hucclecote Centre
>
> Churchdown Lane
>
> Hucclecote
>
> Gloucestershire GL3 3QN
>
>
>
> Tel: 01452 527310
>
> Fax: 01452 427258
>
> Mobile: 07771 794405
>
>
>
> From: advisory-admin@talk.naace.org [mailto:advisory-=20
> admin@talk.naace.org] On Behalf Of Walker, Yvonne
> Sent: 30 October 2009 08:35
> To: NAACE Advisory (E-mail)
> Subject: [Advisory] primary curriculum re development
>
>
>
> I am working with a number of schools to help them re develop their =20=
> curriculum. I am finding a number of difficulties:
> 1) Recently qualified teachers are unable to develop their =20
> curriculum in terms of topics as they have been trained around the QCA
> 2) Longer serving teachers are happier to engage with topics but are =20=
> less confident about teaching the complete NC (especially when it =20
> comes to ICT!)
> Personally, I think we need to go right back to why we are educating =20=
> children in the first place and that is to give them the necessary =20
> skills and knowledge to access the 21st century world of work =20
> successfully. But, that in itself is a real problem because most =20
> teachers have been in education all their lives and just want to =20
> stick with what they know.
> My approach to this is to encourage schools to think about work =20
> related learning and to develop their curriculum around this. =20
> However this is a really big shift for most primary schools. Anybody =20=
> got any comments / ideas / case studies that would help me with this?
>
>
>
> Thanks
>
>
>
> Yvonne Walker
>
> Primary ICT Consultant
> North East Lincolnshire
> Tel: 01472 323273
>
> ---=20
> ---=20
> ---=20
> ---=20
> ---=20
> ---=20
> ---=20
> ---=20
> ---=20
> ---=20
> ---=20
> ---=20
> ---=20
> ---------------------------------------------------------------------
> P Reduce your environmental footprint, please don't print this e-=20
> mail unless you really need to.
> The information in this message including any attachments may be =20
> confidential or privileged and is for the use of the named recipient =20=
> only. If you are not the named or intended recipient you may not =20
> copy, distribute, or deliver this message to anyone or take any =20
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<html><body bgcolor=3D"#FFFFFF"><div>In support of Ray, have a =
look at the hole in the wall project on <a =
href=3D"http://ted.com">ted.com</a>. Kids are resourceful, =
they can teach themselves how to use computers and cameras and all =
sorts. What they don't need are teachers holding them =
back! </div><div><br></div><div>Pete</div><div><br><br>Sent from my =
iPhone</div><div><br>On 2 Nov 2009, at 17:39, "Ray Tolley" <<a =
href=3D"mailto:rjt@maximise-ict.co.uk">rjt@maximise-ict.co.uk</a>> =
wrote:<br><br></div><div></div><blockquote type=3D"cite"><div>
<div class=3D"Section1">
<p class=3D"MsoNormal"><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#1F497D">Hi, Doug,<o:p></o:p></span></p>
<p class=3D"MsoNormal"><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#1F497D"><o:p> </o:p></span></p>
<p class=3D"MsoNormal"><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#1F497D">Yes, teachers MUST know how to use the equipment without =
passing
the buck to a technician or classroom assistant. However, given =
that the
teacher understands how and where any tool can be used, as per Dewey, we =
should
be surrounding our pupils with such resources and experiences as and =
when
appropriate to extend their learning.<o:p></o:p></span></p>
<p class=3D"MsoNormal"><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#1F497D"><o:p> </o:p></span></p>
<p class=3D"MsoNormal"><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#1F497D">BUT re: =E2=80=98</span><i><span =
style=3D"font-size:10.0pt;
font-family:"Verdana","sans-serif"">There is little =
use in asking a learner to
use a video camera or consult a website if they have no prior
knowledge/experience of how to make use of such =
resources=E2=80=99.</span></i><span =
style=3D"font-size:10.0pt;font-family:"Verdana","sans-serif=
""> </span><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";color:#1F497D">I tend
to disagree.</span><span =
style=3D"font-size:10.0pt;font-family:"Verdana","sans-serif=
""><o:p></o:p></span></p>
<p class=3D"MsoNormal"><span =
style=3D"font-size:10.0pt;font-family:"Verdana","sans-serif=
""><o:p> </o:p></span></p>
<p class=3D"MsoNormal"><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#1F497D">Teachers are not daft: they know their kids and do =
not
need to give long formal lessons if a quick chat with a small group is =
all that
is necessary. Most children have some experience of these tools =
even at
KS1 and it=E2=80=99s just a case of building up. Rarely in one=E2=80=
=99s
lesson plan does the teacher enter =E2=80=98Prior Experience: =
NONE=E2=80=99.<o:p></o:p></span></p>
<p class=3D"MsoNormal"><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#1F497D"><o:p> </o:p></span></p>
<div>
<p class=3D"MsoNormal"><span =
style=3D"font-size:10.0pt;font-family:"Arial","sans-serif&q=
uot;;
color:#1F497D">Ray Tolley FEIDCT, NAACE Fellow, MBILD<br>
ICT Education Consultant<br>
Maximise ICT Ltd<br>
P: </span><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#1F497D"><a href=3D"http://raytolley.v2efolioworld.mnscu.edu/"><span=
=
style=3D"font-size:10.0pt;font-family:"Arial","sans-serif&q=
uot;">http://raytolley.v2efolioworld.mnscu.edu/</span></a></span><span =
style=3D"font-size:10.0pt;font-family:"Arial","sans-serif&q=
uot;;color:#1F497D"><o:p></o:p></span></p>
<p class=3D"MsoNormal"><span =
style=3D"font-size:10.0pt;font-family:"Arial","sans-serif&q=
uot;;
color:#1F497D">B: </span><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#1F497D"><a href=3D"http://www.efoliointheuk.blogspot.com/"><span =
style=3D"font-size:10.0pt;font-family:"Arial","sans-serif&q=
uot;">http://www.efoliointheuk.blogspot.com/</span></a></span><span =
style=3D"font-size:10.0pt;font-family:"Arial","sans-serif&q=
uot;;color:#1F497D"><br>
W: </span><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#1F497D"><a =
href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm"><span =
style=3D"font-size:10.0pt;font-family:"Arial","sans-serif&q=
uot;">http://www.maximise-ict.co.uk/eFolio-01.htm</span></a></span><span =
style=3D"font-size:10.0pt;font-family:"Arial","sans-serif&q=
uot;;color:#1F497D"><br>
</span><span =
style=3D"font-size:10.0pt;font-family:"Arial","sans-serif&q=
uot;;
color:#C00000">Winner of the IMS 'Leadership Regional Award =
2009'</span><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";color:#1F497D"><o:p></o:p></span></p>
</div>
<p class=3D"MsoNormal"><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#1F497D"><o:p> </o:p></span></p>
<div>
<div style=3D"border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt =
0cm 0cm 0cm">
<p class=3D"MsoNormal"><b><span lang=3D"EN-US" =
style=3D"font-size:10.0pt;font-family:
"Tahoma","sans-serif"">From:</span></b><span =
lang=3D"EN-US" style=3D"font-size:10.0pt;
font-family:"Tahoma","sans-serif""> <a =
href=3D"mailto:advisory-admin@talk.naace.org">advisory-admin@talk.naace.or=
g</a>
[mailto:advisory-admin@talk.naace.org] <b>On Behalf Of </b>Doug =
Woods<br>
<b>Sent:</b> 02 November 2009 17:05<br>
<b>To:</b> <a =
href=3D"mailto:rjt@maximise-ict.co.uk">rjt@maximise-ict.co.uk</a>; =
Advisory NaaceTalk<br>
<b>Subject:</b> RE: [Advisory] primary curriculum re =
development<o:p></o:p></span></p>
</div>
</div>
<p class=3D"MsoNormal"><o:p> </o:p></p>
<p class=3D"MsoNormal"><span =
style=3D"font-size:10.0pt;font-family:"Verdana","sans-serif=
"">I
think Ray raises an interesting point here about ICT as a subject and as =
a
tool.<br>
<br>
I do feel, however, that in his response, Ray is focussed upon the =
teacher
use of ICT whereas ICT as a subject would be focussed upon the learners' =
use of
ICT. I believe we all need to be taught how to use ICT tools =
to their best
advantage and this may come from formal instruction or informal learning =
from
peers or self-learning. There is little use in asking a learner to =
use a
video camera or consult a website if they have no prior =
knowledge/experience of
how to make use of such resources. <br>
<br>
I do firmly believe that the best role for ICT is as tools to support =
and
enhance learning but there needs to be prior learning in how to use =
these
tools. The question is, however, should this be taught as a distinct ICT
subject or curriculum area or should it be taught as part of learning in =
other
subjects? This is not a new question and I'd guess the answer comes down =
to the
needs/learning styles of the learner; maybe some learners need to be =
taught
these skills as a separate subject area whereas others are able to =
develop
these skills while working on other subject areas.<br>
<br>
Possibly the confusion comes in that we label both of these 'ICT', maybe =
we
should resurrect the old label, 'computer science'?<br>
<br>
Doug Woods<br>
<br>
<o:p></o:p></span></p>
<div class=3D"MsoNormal" align=3D"center" =
style=3D"text-align:center"><span =
style=3D"font-size:10.0pt;font-family:"Verdana","sans-serif=
"">
<hr size=3D"2" width=3D"100%" align=3D"center" id=3D"stopSpelling">
</span></div>
<p class=3D"MsoNormal" style=3D"margin-bottom:12.0pt"><span =
style=3D"font-size:10.0pt;
font-family:"Verdana","sans-serif"">From: <a =
href=3D"mailto:rjt@maximise-ict.co.uk"><a =
href=3D"mailto:rjt@maximise-ict.co.uk">rjt@maximise-ict.co.uk</a></a><br>
To: <a href=3D"mailto:advisory@talk.naace.org"><a =
href=3D"mailto:advisory@talk.naace.org">advisory@talk.naace.org</a></a><br=
>
Subject: RE: [Advisory] primary curriculum re development<br>
Date: Mon, 2 Nov 2009 16:22:46 +0000<o:p></o:p></span></p>
<div>
<p class=3D"MsoNormal"><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#1F497D">RE: =E2=80=98Would love to see a little more direct =
guidance about
ICT as a primary curriculum subject=E2=80=99. </span><span =
style=3D"font-size:10.0pt;
=
font-family:"Verdana","sans-serif""><o:p></o:p></span>=
</p>
<p class=3D"MsoNormal"><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#1F497D"> </span><span =
style=3D"font-size:10.0pt;font-family:"Verdana","sans-serif=
""><o:p></o:p></span></p>
<p class=3D"MsoNormal"><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#1F497D">Please forgive me if this sounds a bit arrogant but =
isn=E2=80=99t
it time we stopped thinking about ICT as a subject? (Except possibly as =
a GCSE
or A-level =E2=80=98subject=E2=80=99.) Surely we are past the stage of =
observing a
dialogue between two pupils and questioning whether to write it down =
word by
word? No we would quickly grab a voice recorder. If we =
wanted to
document a dance sequence or gymnastic activity, would we write about it =
or
grab a video-camera? If a child asks a difficult question in a =
Geography
lesson do we say =E2=80=98Don=E2=80=99t worry me now.=E2=80=99 Or =
do we say
=E2=80=98Sorry I don=E2=80=99t know, but why not Ask Jeeves=E2=80=99? =
Surely,
by now all teachers should be capable of identifying where, in their own
personal teaching plans, they might best use ICT tools? Yes I know =
that
this needs planning, batteries charged, just in case... etc. But =
this is
what teachers do. We make sure that the resources are readily =
available
and encourage appropriate use as and when the need arises.</span><span =
style=3D"font-size:10.0pt;font-family:"Verdana","sans-serif=
""><o:p></o:p></span></p>
<p class=3D"MsoNormal"><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#1F497D"> </span><span =
style=3D"font-size:10.0pt;font-family:"Verdana","sans-serif=
""><o:p></o:p></span></p>
<div>
<p class=3D"MsoNormal"><span =
style=3D"font-size:10.0pt;font-family:"Arial","sans-serif&q=
uot;;
color:#1F497D">Ray Tolley FEIDCT, NAACE Fellow, MBILD<br>
ICT Education Consultant<br>
Maximise ICT Ltd<br>
P: </span><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#1F497D"><a href=3D"http://raytolley.v2efolioworld.mnscu.edu/"><span=
=
style=3D"font-size:10.0pt;font-family:"Arial","sans-serif&q=
uot;">http://raytolley.v2efolioworld.mnscu.edu/</span></a></span><span =
style=3D"font-size:10.0pt;font-family:"Verdana","sans-serif=
""><o:p></o:p></span></p>
<p class=3D"MsoNormal"><span =
style=3D"font-size:10.0pt;font-family:"Arial","sans-serif&q=
uot;;
color:#1F497D">B: </span><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#1F497D"><a href=3D"http://www.efoliointheuk.blogspot.com/"><span =
style=3D"font-size:10.0pt;font-family:"Arial","sans-serif&q=
uot;">http://www.efoliointheuk.blogspot.com/</span></a></span><span =
style=3D"font-size:10.0pt;font-family:"Arial","sans-serif&q=
uot;;color:#1F497D"><br>
W: </span><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#1F497D"><a =
href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm"><span =
style=3D"font-size:10.0pt;font-family:"Arial","sans-serif&q=
uot;">http://www.maximise-ict.co.uk/eFolio-01.htm</span></a></span><span =
style=3D"font-size:10.0pt;font-family:"Arial","sans-serif&q=
uot;;color:#1F497D"><br>
</span><span =
style=3D"font-size:10.0pt;font-family:"Arial","sans-serif&q=
uot;;
color:#C00000">Winner of the IMS 'Leadership Regional Award =
2009'</span><span =
style=3D"font-size:10.0pt;font-family:"Verdana","sans-serif=
""><o:p></o:p></span></p>
</div>
<p class=3D"MsoNormal"><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#1F497D"> </span><span =
style=3D"font-size:10.0pt;font-family:"Verdana","sans-serif=
""><o:p></o:p></span></p>
<div>
<div style=3D"border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt =
0cm 0cm 0cm">
<p class=3D"MsoNormal"><b><span lang=3D"EN-US" =
style=3D"font-size:10.0pt;font-family:
"Tahoma","sans-serif"">From:</span></b><span =
lang=3D"EN-US" style=3D"font-size:10.0pt;
font-family:"Tahoma","sans-serif""> <a =
href=3D"mailto:advisory-admin@talk.naace.org">advisory-admin@talk.naace.or=
g</a>
[mailto:advisory-admin@talk.naace.org] <b>On Behalf Of </b>Barbara =
Davies<br>
<b>Sent:</b> 02 November 2009 15:25<br>
<b>To:</b> 'Walker, Yvonne'; 'NAACE Advisory (E-mail)'<br>
<b>Subject:</b> RE: [Advisory] primary curriculum re =
development</span><span =
style=3D"font-size:10.0pt;font-family:"Verdana","sans-serif=
""><o:p></o:p></span></p>
</div>
</div>
<p class=3D"MsoNormal"><span =
style=3D"font-size:10.0pt;font-family:"Verdana","sans-serif=
""> <o:p></o:p></span></p>
<p class=3D"MsoNormal"><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#1F497D">The difficulties you are finding are not unfamiliar to
me=E2=80=A6..</span><span =
style=3D"font-size:10.0pt;font-family:"Verdana","sans-serif=
""><o:p></o:p></span></p>
<p class=3D"MsoNormal"><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#1F497D"> </span><span =
style=3D"font-size:10.0pt;font-family:"Verdana","sans-serif=
""><o:p></o:p></span></p>
<p class=3D"MsoNormal"><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#1F497D">We are beginning to look at the programmes of learning =
which
have come from the review of the primary curriculum to provide guidance =
about
where ICT might be embedded, with a hope that whatever is developed now =
might
still be usable in a few years time. Also trying to ensure that the ICT =
learned
is useful to the pupils learning in other subjects.</span><span =
style=3D"font-size:10.0pt;font-family:"Verdana","sans-serif=
""><o:p></o:p></span></p>
<p class=3D"MsoNormal"><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#1F497D"> </span><span =
style=3D"font-size:10.0pt;font-family:"Verdana","sans-serif=
""><o:p></o:p></span></p>
<p class=3D"MsoNormal"><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#1F497D">Would love to see a little more direct guidance about ICT =
as a
primary curriculum subject, particularly with regard to learning =
outcomes for
pupils =E2=80=93 perhaps even APP statements? </span><span =
style=3D"font-size:10.0pt;
=
font-family:"Verdana","sans-serif""><o:p></o:p></span>=
</p>
<p class=3D"MsoNormal"><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#1F497D"> </span><span =
style=3D"font-size:10.0pt;font-family:"Verdana","sans-serif=
""><o:p></o:p></span></p>
<p class=3D"MsoNormal"><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#1F497D">Barbara</span><span =
style=3D"font-size:10.0pt;font-family:"Verdana","sans-serif=
""><o:p></o:p></span></p>
<div>
<p class=3D"MsoNormal"><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#76923C">Barbara Davies</span><span =
style=3D"font-size:10.0pt;font-family:
"Verdana","sans-serif""><o:p></o:p></span></p>
<p class=3D"MsoNormal"><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#76923C">ICT Consultant</span><span =
style=3D"font-size:10.0pt;font-family:
"Verdana","sans-serif""><o:p></o:p></span></p>
<p class=3D"MsoNormal"><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#76923C">The Hucclecote Centre</span><span =
style=3D"font-size:10.0pt;
=
font-family:"Verdana","sans-serif""><o:p></o:p></span>=
</p>
<p class=3D"MsoNormal"><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#76923C">Churchdown Lane</span><span =
style=3D"font-size:10.0pt;font-family:
"Verdana","sans-serif""><o:p></o:p></span></p>
<p class=3D"MsoNormal"><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#76923C">Hucclecote </span><span =
style=3D"font-size:10.0pt;font-family:
"Verdana","sans-serif""><o:p></o:p></span></p>
<p class=3D"MsoNormal"><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#76923C">Gloucestershire GL3 3QN</span><span =
style=3D"font-size:10.0pt;
=
font-family:"Verdana","sans-serif""><o:p></o:p></span>=
</p>
<p class=3D"MsoNormal"><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#76923C"> </span><span =
style=3D"font-size:10.0pt;font-family:"Verdana","sans-serif=
""><o:p></o:p></span></p>
<p class=3D"MsoNormal"><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#76923C">Tel: 01452 527310</span><span style=3D"font-size:10.0pt;
=
font-family:"Verdana","sans-serif""><o:p></o:p></span>=
</p>
<p class=3D"MsoNormal"><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#76923C">Fax: 01452 427258</span><span style=3D"font-size:10.0pt;
=
font-family:"Verdana","sans-serif""><o:p></o:p></span>=
</p>
<p class=3D"MsoNormal"><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#76923C">Mobile: 07771 794405</span><span style=3D"font-size:10.0pt;=
=
font-family:"Verdana","sans-serif""><o:p></o:p></span>=
</p>
</div>
<p class=3D"MsoNormal"><span =
style=3D"font-size:11.0pt;font-family:"Calibri","sans-serif=
";
color:#1F497D"> </span><span =
style=3D"font-size:10.0pt;font-family:"Verdana","sans-serif=
""><o:p></o:p></span></p>
<div>
<div style=3D"border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt =
0cm 0cm 0cm">
<p class=3D"MsoNormal"><b><span lang=3D"EN-US" =
style=3D"font-size:10.0pt;font-family:
"Tahoma","sans-serif"">From:</span></b><span =
lang=3D"EN-US" style=3D"font-size:10.0pt;
font-family:"Tahoma","sans-serif""> <a =
href=3D"mailto:advisory-admin@talk.naace.org">advisory-admin@talk.naace.or=
g</a>
[mailto:advisory-admin@talk.naace.org] <b>On Behalf Of </b>Walker, =
Yvonne<br>
<b>Sent:</b> 30 October 2009 08:35<br>
<b>To:</b> NAACE Advisory (E-mail)<br>
<b>Subject:</b> [Advisory] primary curriculum re development</span><span =
style=3D"font-size:10.0pt;font-family:"Verdana","sans-serif=
""><o:p></o:p></span></p>
</div>
</div>
<p class=3D"MsoNormal"><span =
style=3D"font-size:10.0pt;font-family:"Verdana","sans-serif=
""> <o:p></o:p></span></p>
<div id=3D"ecxidOWAReplyText19367">
<div>
<p class=3D"MsoNormal"><span =
style=3D"font-size:10.0pt;font-family:"Verdana","sans-serif=
";
color:black">I am working with a number of schools to help them re =
develop
their curriculum. I am finding a number of difficulties: <br>
1) Recently qualified teachers are unable to develop their curriculum in =
terms
of topics as they have been trained around the QCA <br>
2) Longer serving teachers are happier to engage with topics but are =
less
confident about teaching the complete NC (especially when it comes to =
ICT!) <br>
Personally, I think we need to go right back to why we are educating =
children
in the first place and that is to give them the necessary skills and =
knowledge
to access the 21st century world of work successfully. But, that in =
itself is a
real problem because most teachers have been in education all their =
lives and
just want to stick with what they know. <br>
My approach to this is to encourage schools to think about work related
learning and to develop their curriculum around this. However this is a =
really
big shift for most primary schools. Anybody got any comments / ideas / =
case
studies that would help me with this?</span><span =
style=3D"font-size:10.0pt;
=
font-family:"Verdana","sans-serif""><o:p></o:p></span>=
</p>
</div>
<div>
<p class=3D"MsoNormal"><span =
style=3D"font-size:10.0pt;font-family:"Verdana","sans-serif=
""> <o:p></o:p></span></p>
</div>
<div>
<p class=3D"MsoNormal"><span =
style=3D"font-size:10.0pt;font-family:"Verdana","sans-serif=
"">Thanks<o:p></o:p></span></p>
</div>
<div>
<p class=3D"MsoNormal"><span =
style=3D"font-size:10.0pt;font-family:"Verdana","sans-serif=
""> <o:p></o:p></span></p>
</div>
</div>
<div id=3D"ecxidSignature68930">
<div>
<p class=3D"MsoNormal"><em><b><span =
style=3D"font-size:10.0pt;font-family:"Arial","sans-serif&q=
uot;">Yvonne
Walker</span></b></em><span =
style=3D"font-size:10.0pt;font-family:"Verdana","sans-serif=
""><o:p></o:p></span></p>
</div>
<div>
<p class=3D"MsoNormal"><span =
style=3D"font-size:10.0pt;font-family:"Verdana","sans-serif=
"">Primary
ICT Consultant<br>
North East Lincolnshire<br>
Tel: 01472 323273<o:p></o:p></span></p>
</div>
</div>
<p class=3D"MsoNormal"><span =
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