From rjt@maximise-ict.co.uk Mon Nov 16 08:41:51 2009 From: rjt@maximise-ict.co.uk (Ray Tolley) Date: Mon, 16 Nov 2009 08:41:51 -0000 Subject: [Advisory] IWBs - a Yorkshire perception In-Reply-To: <2D520FDE0B44734798B7FE6FAA5E2983962CCE55C2@Hermes.sst.lan> References: <2D520FDE0B44734798B7FE6FAA5E2983962CCE55C2@Hermes.sst.lan> Message-ID: <001101ca6698$a4d0a600$ee71f200$@co.uk> Tony P wrote: "even if that means, as at one school I visited recently, just funding their removal and relocation at nearby primary schools that were dying to get their hands on them and use them!" Isn't this the very point that I was trying to raise in the first place some two weeks ago? Rather than burying our heads in the sand, should we not be trying to learn from each other and build a more effective pedagogy that recognises a wide variety of both Teaching and Learning styles? Are Secondary schools so entrenched in 'instructional' styles that we cannot manage whole-class collaboration? BW 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' -----Original Message----- From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of Tony Parkin Sent: 15 November 2009 17:32 To: BobharrisonSET@aol.com; mike@new-media-learning.org; Margaret.Allen@prometheanworld.com; advisory@talk.naace.org; secondary@talk.naace.org Subject: RE: [Advisory] IWBs - a Yorkshire perception I agree whole-heartedly with Bob - though I suspect this will not be last time the IWB subject occurs in these fora, and it has been an example of Naace at its best... Just a couple of brief observations then 1. Bob's main point is key - it was not a "Becta initiative" (they were only obeying orders!) but a Departmental push from a strong and influential Minister. Does this represent an unstoppable force or is there anything we could/should do differently (or is that what democracy is all about)? 2. It would helpful if there was a 'memory pool' ready to dip into in future to help on such occasions. As part of the Great IWB Rollout the Department also funded some associated research - including the excellent LISA project which I remember from Islington. Also known colloquially as the "£10,000 whiteboard project", the LISA project undertook thorough research into the implementation and associated logistics that should occur alongside the install of a whiteboard (including not only issues such projector purchase, security, safe and approriate location of additional power sockets but also the staff development programme to make sure the return on investment was optimised). Hence they arrived at the sum of £10K/ board. The research was disseminated on DVD - including from the (then) DfES stand at BETT. However it was amazing the speed, when the implications were appreciated, with which this was 'disappeared'. Almost as effectively as the excellent Angela Macfarlane research publication on Interactive Learning Systems (remember them?) had been a few years earlier. A key role for Naace could be offering the collective memory that constantly reminds the community of what has happened on previous occasions. Of course this does make you a potential source of irritation rather than perceived as support by eager politicians and their appeasers - limiting chances of winning lucrative contracts. But it could save a lot of wasted time and effort if it makes a few wiser heads pause and reflect before the next Great Leap Forward? Meanwhile - now we have got all these IWBs - let's just get on with working out either how to make them ALL valued and used effectively in classrooms - even if that means, as at one school I visited recently, just funding their removal and relocation at nearby primary schools that were dying to get their hands on them and use them! Tony -------------------------------------------- Tony Parkin Head of ICT Development Specialist Schools & Academies Trust 17th Floor, Millbank Tower 21-24 Millbank London SW1P 4QP Email:tony.parkin@ssatrust.org.uk Tel: +44 20 7802 2306 Mob:+44 07739 436073 Skype: parkintony MSN: a.c.parkin@hotmail.co.uk -------------------------------------------- ________________________________ From: advisory-admin@talk.naace.org [advisory-admin@talk.naace.org] On Behalf Of BobharrisonSET@aol.com [BobharrisonSET@aol.com] Sent: 14 November 2009 12:11 To: mike@new-media-learning.org; Margaret.Allen@prometheanworld.com; advisory@talk.naace.org; secondary@talk.naace.org Subject: Re: [Advisory] IWBs - An Australian perspective Thanks Mike and Margaret for a wonderful summary of the history of IWB's introduction to education in England. I think we can now reflect on this experience,move the discussion on and ask ourselves "What can we learn from this and what would we do differently if another "Charles Clarke moment" should ever arise? Best Wishes, Bob Harrison, Education Adviser, Toshiba Information Systems(UK) Ltd Consultant ,BECTA and National College for School Leadership Support for Education and Training 16 Meadowgate, URMSTON, Manchester M419LB 01617498987 07957856117 bobharrisonset@aol.com www.setuk.co.uk www.twitter.com/bobharrison " While this study has looked closely at the impact of ICT on how pupils learn and how this might be enhanced....it has not addressed the impact of what they learn or where learning takes place and whether the schools of the future will be the physical entities we have today" The Impact of ICT in schools-a landscape review-Becta 2007 "Using technology to improve education is not rocket science...it is much,much harder than that" Diana Laurillard, Opening Up Education 2009 "An intensified activity in this area will lead educational institutions to realize that they are embedded in a globalised and constantly evolving knowledge society, and that, as a consequence, they will have to redefine their role within society and within the learning process." Joint Research Centre Institute for Prospective Technological Studies 2009 ______________________________________________________________________ This email has been scanned by the MessageLabs Email Security System. For more information please visit http://www.messagelabs.com/email ______________________________________________________________________ Please consider your environmental responsibility: Before printing this e-mail or any other document, ask yourself whether you need a hard copy. This e-mail and any attachments are confidential and intended solely for the use of the individual or entity to whom it is addressed. If you are not the intended recipient and you have received this e-mail in error then please accept our apologies. In such circumstances any use, dissemination, forwarding, printing or copying of this e-mail or its attachments in any form is strictly prohibited. Please contact the sender by return e-mail and then delete all the material from your system. 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For more information please visit http://www.messagelabs.com/email ______________________________________________________________________ _______________________________________________ Advisory mailing list Advisory@talk.naace.org http://talk.naace.org/mm/listinfo/advisory To unsubscribe send a message to Advisory-admin@talk.naace.org with the body text: unsubscribe Advisory YourEmailAddress or: send a message to Advisory-request@talk.naace.org with the body text: unsubscribe YourPassword YourEmailAddress From Adrian.Lyth@eastsussex.gov.uk Mon Nov 16 16:06:32 2009 From: Adrian.Lyth@eastsussex.gov.uk (Adrian Lyth) Date: Mon, 16 Nov 2009 16:06:32 -0000 Subject: [Advisory] Community Cohesion Message-ID: This is a multi-part message in MIME format. ------_=_NextPart_001_01CA66D6.C381E00D Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable Colleagues I have been asked to present a session at a forthcoming headteachers' conference on using ICT to support community cohesion. If any of you have any examples of this I would be very grateful to hear from you. Many thanks in anticipation. Adrian W. Lyth Teaching and Learning Consultant (Primary ICT) East Sussex School Improvement Service St Marks House, 14 Upperton Road, Eastbourne, East Sussex, BN21 1EP Tel: Work 01323 466820 Mobile 07919 167 660 e-mail: adrian.lyth@eastsussex.gov.uk This message is intended for the use of the addressee only and may contain confidential or privileged information. If you have received it in error please notify the sender and destroy it. You may not use it or copy it to anyone else. E-mail is not a secure communications medium. Please be aware of this when replying. All communications sent to or from the County Council=20 may be subject to recording and/or monitoring in accordance with=20 relevant legislation. Although East Sussex County Council has taken steps to ensure that this e-mail and any attachments are virus free, we can take no responsibility if a virus is actually present and you are advised to ensure that the appropriate checks are made. You can visit our website at http://www.eastsussex.gov.uk ------_=_NextPart_001_01CA66D6.C381E00D Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable Community Cohesion

Colleagues
I have been asked to present a session at= a forthcoming headteachers' conference on using ICT to support community c= ohesion. If any of you have any examples of this I would be very grateful t= o hear from you.

Many thanks in anticipation.



Adrian W. Lyth

Teaching and Learning Consultant (Primary = ICT)
East Sussex School Improvement Service
St Marks House, 14 Upperton Road,
Eastbourne, East Sussex, BN21 1EP
Tel: Work 01323 466820
Mobile 07919 167 660

e-mail: adrian.lyth@eastsussex.gov.uk 

This message is intended for the use of the addressee only and may
contain confidential or privileged information. If you have received it in
error please notify the sender and destroy it. You may not use it or copy
it to anyone else.

E-mail is not a secure communications medium. Please be aware of this
when replying. All communications sent to or from the County Council=20
may be subject to recording and/or monitoring in accordance with=20
relevant legislation.

Although East Sussex County Council has taken steps to ensure that this
e-mail and any attachments are virus free, we can take no responsibility
if a virus is actually present and you are advised to ensure that the
appropriate checks are made.

You can visit our website at http://www.eastsussex.gov.uk
------_=_NextPart_001_01CA66D6.C381E00D-- From andyp@edujam.org Mon Nov 16 16:48:08 2009 From: andyp@edujam.org (Andy Preston) Date: Mon, 16 Nov 2009 16:48:08 -0000 Subject: [Advisory] Community Cohesion In-Reply-To: Message-ID: This is a multi-part message in MIME format. ------=_NextPart_000_0011_01CA66DC.9372C110 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: 7bit Community CohesionHi Adrian, ICT seems to be a good enabler when the tools are a good fit for purpose, the projects are led by the energy of the pupils themselves. "The community stage is fantastic for all concerned." "This project is already delivering outcomes which meet forthcoming inspection needs with Ofsted's thrust towards community cohesion." see article http://www.edujam.org/headroom/?cat=13 kind regards Andy Preston Programme Director - edujam cic Email - andyp@edujam.org Mob - 07733264984 Creative producers - Engaged learners Visit our Website at www.edujam.org Stamp down on CO2. Please print only if required. D I S C L A I M E R The information contained in this communication is intended solely for use by the individual or entity to whom it is addressed. Use of this communication by others is prohibited. If you are not the intended recipient, please inform us. This communication has been checked for known viruses by our anti-virus system. edujam cic is neither liable for the proper and complete transmission of the information contained in this communication nor for any delay in its receipt nor or any special, incidental or consequential damages of any nature whatsoever resulting from receipt or use of this communication. -----Original Message----- From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org]On Behalf Of Adrian Lyth Sent: 16 November 2009 16:07 To: advisory@talk.naace.org Subject: [Advisory] Community Cohesion Colleagues I have been asked to present a session at a forthcoming headteachers' conference on using ICT to support community cohesion. If any of you have any examples of this I would be very grateful to hear from you. Many thanks in anticipation. Adrian W. Lyth Teaching and Learning Consultant (Primary ICT) East Sussex School Improvement Service St Marks House, 14 Upperton Road, Eastbourne, East Sussex, BN21 1EP Tel: Work 01323 466820 Mobile 07919 167 660 e-mail: adrian.lyth@eastsussex.gov.uk This message is intended for the use of the addressee only and may contain confidential or privileged information. If you have received it in error please notify the sender and destroy it. You may not use it or copy it to anyone else. E-mail is not a secure communications medium. Please be aware of this when replying. All communications sent to or from the County Council may be subject to recording and/or monitoring in accordance with relevant legislation. Although East Sussex County Council has taken steps to ensure that this e-mail and any attachments are virus free, we can take no responsibility if a virus is actually present and you are advised to ensure that the appropriate checks are made. You can visit our website at http://www.eastsussex.gov.uk ------=_NextPart_000_0011_01CA66DC.9372C110 Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable Community Cohesion
Hi=20 Adrian,
 
ICT seems to be a good enabler when the = tools are=20 a good fit for purpose, the projects are led by the energy of the = pupils=20 themselves.
 
“The community stage is = fantastic for all=20 concerned.” “This project is already delivering outcomes = which meet=20 forthcoming inspection needs with Ofsted’s thrust = towards=20 community cohesion.”
 
see=20 article http://www.edujam.org/h= eadroom/?cat=3D13
kind=20 regards

Andy Preston
Programme Director - edujam = cic
Email  -=20 andyp@edujam.org
Mob    - 07733264984
Creative = producers -=20 Engaged learners
Visit our Website at www.edujam.org
 Stamp = down on=20 CO2. Please print only if required.
D I S C L A I M E R
The = information=20 contained in this communication is intended solely for use by the = individual or=20 entity to whom it is addressed.  Use of this communication by = others is=20 prohibited.  If you are not the intended recipient, please inform = us. =20 This communication has been checked for known
viruses by our = anti-virus=20 system.  edujam cic is neither liable for the proper and complete=20 transmission of the information contained in this communication nor for = any=20 delay in its receipt nor or any special,
incidental or consequential = damages=20 of any nature whatsoever resulting from receipt or use of this=20 communication.
 

 
 
 
 
-----Original Message-----
From:=20 advisory-admin@talk.naace.org = [mailto:advisory-admin@talk.naace.org]On=20 Behalf Of Adrian Lyth
Sent: 16 November 2009 = 16:07
To:=20 advisory@talk.naace.org
Subject: [Advisory] Community=20 Cohesion

Colleagues
I=20 have been asked to present a session at a forthcoming headteachers' = conference=20 on using ICT to support community cohesion. If any of you have any = examples of=20 this I would be very grateful to hear from you.

Many thanks in anticipation. =



Adrian W. Lyth

Teaching and Learning Consultant = (Primary=20 ICT)
East Sussex School = Improvement=20 Service
St Marks House, 14 = Upperton=20 Road,
Eastbourne, East Sussex, = BN21=20 1EP
Tel: Work 01323 = 466820
Mobile 07919 167 660

e-mail: = adrian.lyth@eastsussex.gov.uk 

This message is intended =
for the use of the addressee only and may
contain confidential or privileged information. If you have received it =
in
error please notify the sender and destroy it. You may not use it or =
copy
it to anyone else.

E-mail is not a secure communications medium. Please be aware of this
when replying. All communications sent to or from the County Council=20
may be subject to recording and/or monitoring in accordance with=20
relevant legislation.

Although East Sussex County Council has taken steps to ensure that this
e-mail and any attachments are virus free, we can take no responsibility
if a virus is actually present and you are advised to ensure that the
appropriate checks are made.

You can visit our website at http://www.eastsussex.gov.uk
------=_NextPart_000_0011_01CA66DC.9372C110-- From meades@gmail.com Tue Nov 17 10:02:58 2009 From: meades@gmail.com (J Meades) Date: Tue, 17 Nov 2009 10:02:58 +0000 Subject: [Advisory] Re: [Secondary] How does Virtual Learning occur? In-Reply-To: <000101ca663e$01d62f60$05828e20$@co.uk> References: <000101ca663e$01d62f60$05828e20$@co.uk> Message-ID: --00151744843a18bf2504788e3be0 Content-Type: text/plain; charset=windows-1252 Content-Transfer-Encoding: quoted-printable Hi Ray and everone Big question, "How does virtual learning occur?". I suspect each of us involved in the area will promote a different set of understandings about how learning occurs in a virtual world. >From my perspective, I understand that learners learn continuously, being informed by their surroundings and contact with others. When I grew up, there was no virtual aspect to my world - surroundings were physical and personal contact was face-to-face. Today, young people can include an additional dimension - the virtual world both for their surroundings and personal contacts. Unfortunately, as teachers, we deal with the people in front of us in the classroom and can almost delude ourselves into believing that this contact is paramount to the process of learning. In the process we deny the existence of other influences such as alternative sources of information whether they be provided in a physical way or virtually. This actually prevents us from utilising those additional influences in a positive way an= d in some cases using them in a negative and deconstructive way thereby curtailing learning - all because we believe learning must take place only in the classroom or in the physical world. The reality, is that we all learn beyond the classroom - the activity in th= e classroom is not even the catalyst but rather the 'jumping-off' point for learning. A skilled teacher will make use of the virtual world to extend th= e reality of their subject or teaching. By engaging in this world, their dynamic with the learners alters, becomes less controlling but more involve= d in learning - teaching becomes a facilitation process and involvement in learning. Rather than trying to build the nexus from the inside-out I would attempt t= o understand the whole, i.e. the whole life experience of the learner and the= n discover how the input of education can influence, shape or support learning. I don't believe we deal with a two-dimensional world today - it's a three-dimensional world that young people experience and will continue to experience throughout the immediate future. As teachers we must engage with that third dimension if we haven't already done so. Who knows, maybe a fourth dimension will add itself in years to come - how exciting! Jeremy Meades, NAACE Member Principal Consultant e-learning 4 schools e: info@elearning4schools.com w: http://elearning4schools.com 2009/11/15 Ray Tolley > For some two or three years now I have been questioning how the > establishment of a VLE in a school would affect Teaching & Learning. Thi= s > is becoming significantly more urgent as the Home Access Programme contin= ues > to roll out. > > At an initial level I was looking at the various ways in which two-way > communications, revision of classwork, homeworks and extended/additional > studies might be fostered in that which might be called =91The Home-Schoo= l > Nexus=92 =96 ie the area shaded with a blue background on the attached gr= aphic. > > > > However, the functionality of the VLE is not just limited to the > Home-School nexus, but to a much wider range of connections whether throu= gh > the Internet or direct connectivity. I therefore see some seven primary > areas which connect to the school and to which both staff and students ha= ve > appropriate access. As far as a two-dimensional Venn diagram will allow = I > have tried to represent (slightly) the size and degree of overlap of thes= e > seven areas. - Have I got it right? Is my next job to sub-divide each = of > these seven areas? > > Obviously, I have further attached the all-embracing connectivity provide= d > by the Internet which, to some degree, can by-pass the school. > > > > As we move towards =91schools without walls=92 I wonder just how efficien= tly we > as teachers are able to guide our students towards virtual learning? > > > > Recently I have been following other blogs and forums (primarily in HE) > where VL this is already becoming an increasing reality. Please see my > brief notes at: > > > > > http://efoliointheuk.blogspot.com/2009/11/where-does-learning-take-place.= html > > > > and > > > > > http://efoliointheuk.blogspot.com/2009/11/intro-goes-here-online-educatio= n-book.html > > > > Kind Regards, > > > > 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' > > > --00151744843a18bf2504788e3be0 Content-Type: text/html; charset=windows-1252 Content-Transfer-Encoding: quoted-printable Hi Ray and everone

Big question, "How does virtual learning occ= ur?". I suspect each of us involved in the area will promote a differe= nt set of understandings about how learning occurs in a virtual world.

From my perspective, I understand that learners learn continuously, bei= ng informed by their surroundings and contact with others. When I grew up, = there was no virtual aspect to my world - surroundings were physical and pe= rsonal contact was face-to-face. Today, young people can include an additio= nal dimension - the virtual world both for their surroundings and personal = contacts.

Unfortunately, as teachers, we deal with the people in front of us in t= he classroom and can almost delude ourselves into believing that this conta= ct is paramount to the process of learning. In the process we deny the exis= tence of other influences such as alternative sources of information whethe= r they be provided in a physical way or virtually. This actually prevents u= s from utilising those additional influences in a positive way and in some = cases using them in a negative and deconstructive way thereby curtailing le= arning - all because we believe learning must take place only in the classr= oom or in the physical world.

The reality, is that we all learn beyond the classroom - the activity i= n the classroom is not even the catalyst but rather the 'jumping-off= 9; point for learning. A skilled teacher will make use of the virtual world= to extend the reality of their subject or teaching. By engaging in this wo= rld, their dynamic with the learners alters, becomes less controlling but m= ore involved in learning - teaching becomes a facilitation process and invo= lvement in learning.

Rather than trying to build the nexus from the inside-out I would attem= pt to understand the whole, i.e. the whole life experience of the learner a= nd then discover how the input of education can influence, shape or support= learning. I don't believe we deal with a two-dimensional world today -= it's a three-dimensional world that young people experience and will c= ontinue to experience throughout the immediate future. As teachers we must = engage with that third dimension if we haven't already done so.

Who knows, maybe a fourth dimension will add itself in years to come - = how exciting!

Jeremy Meades, NAACE Member

Principal Consultan= t
e-learning 4 schools

e: info@elearning4schools.com
w: http://elearning4schools.com



2009/11/15 Ray Tolley <rjt@maximise-ict.co.= uk>

For some two or three years now I have been question= ing how the establishment of a VLE in a school would affect Teaching & Learning.=A0 This is becoming significantly more urgent as the Home Access = Programme continues to roll out.

At an initial level I was looking at the various ways in which two-way comm= unications, revision of classwork, homeworks and extended/additional studies might be fostered in that which might be called =91The Home-School Nexus=92 =96 ie the area shaded with a blue background on the attached graphic.

=A0

However, the functionality of the VLE is not just li= mited to the Home-School nexus, but to a much wider range of connections whether thr= ough the Internet or direct connectivity.=A0 I therefore see some seven primary areas which connect to the school and to which both staff and students have appropriate access.=A0 As far as a two-dimensional Venn diagram will allow = I have tried to represent (slightly) the size and degree of overlap of these seven areas.=A0 -=A0 Have I got it right?=A0 Is my next job to sub-divide each of these seven areas?

Obviously, I have further attached the all-embracing connectivity provided = by the Internet which, to some degree, can by-pass the school.

=A0

As we move towards =91schools without walls=92 I wonder just how efficiently we as teachers are able to guide our students t= owards virtual learning?=A0

=A0

Recently I have been following other blogs and forum= s (primarily in HE) where VL this is already becoming an increasing reality.= =A0 Please see my brief notes at:

=A0

http://efoliointheu= k.blogspot.com/2009/11/where-does-learning-take-place.html

=A0

and

=A0

http://efoli= ointheuk.blogspot.com/2009/11/intro-goes-here-online-education-book.html

=A0

Kind Regards,

=A0

Ray Tolley=A0 FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P:=A0 http://raytolley.= v2efolioworld.mnscu.edu/

B:=A0 http://www.efoli= ointheuk.blogspot.com/
W:=A0 http://www.maximi= se-ict.co.uk/eFolio-01.htm
Winner of th= e IMS 'Leadership Regional Award 2009'

=A0


--00151744843a18bf2504788e3be0-- From meades@gmail.com Tue Nov 17 10:10:35 2009 From: meades@gmail.com (J Meades) Date: Tue, 17 Nov 2009 10:10:35 +0000 Subject: [Advisory] Re: [Primary] ICT Subject Knowledge for Primary Teachers In-Reply-To: <000001ca65f5$c574f5d0$505ee170$@co.uk> References: <5946b8ad0911150244o2677dec0q6ef9d8a0b9db624c@mail.gmail.com> <1258284447.29104.1356.camel@Zaphod> <000001ca65f5$c574f5d0$505ee170$@co.uk> Message-ID: --00151747654e4cceb304788e568a Content-Type: text/plain; charset=ISO-8859-1 Hi Miles >From my own perspective I'd add that experience of using a learning platform and an understanding of its benefits to learning and helping to include parents in their child's learning. Jeremy Principal Consultant e-learning 4 schools e: info@elearning4schools.com w: http://elearning4schools.com 2009/11/15 Ray Tolley > Hi, Miles, > > I agree with everything Ian has listed and (trying to keep to Primary) I > have added a few more, see below: > > BW > > 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' > > -----Original Message----- > From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] > On Behalf Of Ian > Sent: 15 November 2009 11:27 > To: Miles Berry > Cc: advisory@talk.naace.org; primary@talk.naace.org > Subject: [Advisory] Re: [Primary] ICT Subject Knowledge for Primary > Teachers > > On Sun, 2009-11-15 at 10:44 +0000, Miles Berry wrote: > > Hi Folks, > > > > Roehampton's School of Education is engaged in a process of reviewing > > and revalidating it's BA (QTS) undergraduate primary teacher training > > programme at the moment, and so my colleagues and I are looking at the > > structure and content of the ICT components of the programme, amongst > > much else. > > > > I'd be very interested to have thoughts from fellow Naace members on > > what sort of *subject knowledge* of ICT one would expect from a new > > entrant to the profession, and particularly for one who had ICT as > > their subject specialism as part of a general teacher training > > qualification. I suspect it wouldn't be unusual for our ICT subject > > specialists to become ICT subject coordinators at a fairly early stage > > in their careers. > > > > As these programmes run for a number of years between these validation > > exercises, you may wish to get the crystal balls out to do a little > > future gazing, as those who join us in September 2010 won't be > > starting their NQT year until September 2013. > > And more importantly, the children they teach will not leave schools > until 2020-2030! > > > My thanks in anticipation, > > First thing is to be sure that they understand underlying principles > that are not going to change with technologies, then current > applications and trends, then professional issues. TAP - Technical, > Applications and tends, Professional > > Technical > > * What is digital data? > * How is it structured and organised to create information? > * What are the properties of this information in terms of storage, > transmission and interoperability? (Size, file types, > compatibility, licensing) > RT: * A basic familiarity with the major MIS systems (eg SIMS, CMIS) > RT: * Simple fault-finding with various devices (see note.1 below) > > Applications and trends > > RT: * An understanding of the purpose of a VLE > * Desktop applications > * Cloud applications > * Mobile technologies > RT * e-Portfolio concepts > * Trends - The increasing importance of open systems and the > influence of the internet in driving them. The shift from the > desktop to the cloud and the role of mobile technologies. > > Professional > > * Dealing with resistance to change > * The National Curriculum and statutory requirements. > * Learning styles and the way these are interdependent with the > technologies used - team work, whole class teaching, individual > study, support for literacy and numeracy and learning how to > learn > * Non-statutory but important strategies eg APP, Specialist > Schools community plans, cross-phase transition, TLA stages for > CPD, chartered assessors. > * The National Occupational Standards for IT Users and how they > relate to the school curriculum and teacher IT skills. (All > teachers should be at least familiar with level 2 standards in > the main areas of competence Using IT Systems and Using IT to > communicate) > RT: * Familiarity with the Home Access Programme and how this can > influence > both Teaching & Learning and also home-school communication. > * Inclusion and the use of free resources to enable home learning > and maximise value for money for the tax payer. > * P-Scales and assessing ICT in special needs groups. > RT: * Recognise a continuum of ICT training from Level 1 to 4 (See note.2 > below) > > RT - Note.1 > Whilst at training college we did a media course (including 12 different > projection systems, tape recorders etc), part of which was a practical test > in the recognition of common faults (eg faulty leads, dud batteries and > lamps etc). I am sure that a similar test could be established as part of > Roehampton's package. > > RT - Note.2 > ICT training should be seen as a professional continuum. In college I > would expect ALL teachers to pass Level.1 and be working towards Level.2. > Some 20 years ago I defined such a system of CPD in my school: > * All new entrants must be capable of Level.1 before entering the classroom > for the first time. > * All teachers should be working towards Level.2 in their first year of > employment. - This was divided into two sections, personal competencies and > familiarity with appropriate subject applications. This was completed with a > practical test as and when the teachers were ready. > * HoDs should be working towards Level.3 - this might take 2/3 years and > should be professionally validated. > * I even provided support for a couple of staff who worked towards (and > passed) Level.4 > * Teachers in schools responsible for ICT should persuade their > Headteachers that recognition of ICT CPD is an important part of the overall > accreditation of all teachers within the school. > > HTH, > -- > Ian > Ofqual Accredited IT Qualifications > A new approach to assessment for learning > www.theINGOTs.org - 01827 305940 > > You have received this email from the following company: The Learning > Machine Limited, Reg Office, 36 Ashby Road, Tamworth, Staffordshire, B79 > 8AQ. Reg No: 05560797, Registered in England and Wales. > > _______________________________________________ > Advisory mailing list Advisory@talk.naace.org > http://talk.naace.org/mm/listinfo/advisory > To unsubscribe send a message to Advisory-admin@talk.naace.org with the > body text: > > unsubscribe Advisory YourEmailAddress > > or: send a message to Advisory-request@talk.naace.org > with the body text: > > unsubscribe YourPassword YourEmailAddress > > > _______________________________________________ > Advisory mailing list Advisory@talk.naace.org > http://talk.naace.org/mm/listinfo/advisory > To unsubscribe send a message to Advisory-admin@talk.naace.org with the > body text: > > unsubscribe Advisory YourEmailAddress > > or: send a message to Advisory-request@talk.naace.org > with the body text: > > unsubscribe YourPassword YourEmailAddress > --00151747654e4cceb304788e568a Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Hi Miles

From my own perspective I'd add that experience of usin= g a learning platform and an understanding of its benefits to learning and = helping to include parents in their child's learning.

Jeremy

Principal Consultant
e-learning 4 schools

e: info@elearning4schools.com
w: http://elearning4schools.com

<= br>
2009/11/15 Ray Tolley <= rjt@maximise-ict.co.uk>
Hi, Miles,

I agree with everything Ian has listed and (trying to keep to Primary) I ha= ve added a few more, see below:

BW

Ray Tolley =A0FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: =A0http://raytolley.v2efolioworld.mnscu.edu/
B: =A0= http://www.efoliointheuk.blogspot.com/
W: =A0http://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award 2009'

-----Original Message-----
From: advisory-admin@talk.= naace.org [mailto:advi= sory-admin@talk.naace.org] On Behalf Of Ian
Sent: 15 November 2009 11:27
To: Miles Berry
Cc: advisory@talk.naace.org;= primary@talk.naace.org
Subject: [Advisory] Re: [Primary] ICT Subject Knowledge for Primary Teacher= s

On Sun, 2009-11-15 at 10:44 +0000, Miles Berry wrote:
> Hi Folks,
>
> Roehampton's School of Education is engaged in a process of review= ing
> and revalidating it's BA (QTS) undergraduate primary teacher train= ing
> programme at the moment, and so my colleagues and I are looking at the=
> structure and content of the ICT components of the programme, amongst<= br> > much else.
>
> I'd be very interested to have thoughts from fellow Naace members = on
> what sort of *subject knowledge* of ICT one would expect from a new > entrant to the profession, and particularly for one who had ICT as
> their subject specialism as part of a general teacher training
> qualification. I suspect it wouldn't be unusual for our ICT subjec= t
> specialists to become ICT subject coordinators at a fairly early stage=
> in their careers.
>
> As these programmes run for a number of years between these validation=
> exercises, you may wish to get the crystal balls out to do a little > future gazing, as those who join us in September 2010 won't be
> starting their NQT year until September 2013.

And more importantly, the children they teach will not leave schools<= br> until 2020-2030!

> My thanks in anticipation,

First thing is to be sure that they understand underlying principles
that are not going to change with technologies, then current
applications and trends, then professional issues. TAP - Technical,
Applications and tends, Professional

Technical

=A0 =A0 =A0* What is digital data?
=A0 =A0 =A0* How is it structured and organised to create information?
=A0 =A0 =A0* What are the properties of this information in terms of stora= ge,
=A0 =A0 =A0 =A0transmission and interoperability? (Size, file types,
=A0 =A0 =A0 =A0compatibility, licensing)
RT: =A0 * A basic familiarity with the major MIS systems (eg SIMS, CMIS) RT: =A0 * Simple fault-finding with various devices (see note.1 below)

Applications and trends

RT: =A0 * An understanding of the purpose of a VLE
=A0 =A0 =A0* Desktop applications
=A0 =A0 =A0* Cloud applications
=A0 =A0 =A0* Mobile technologies
RT =A0 =A0* e-Portfolio concepts
=A0 =A0 =A0* Trends - The increasing importance of open systems and the =A0 =A0 =A0 =A0influence of the internet in driving them. The shift from t= he
=A0 =A0 =A0 =A0desktop to the cloud and the role of mobile technologies.
Professional

=A0 =A0 =A0* Dealing with resistance to change
=A0 =A0 =A0* The National Curriculum and statutory requirements.
=A0 =A0 =A0* Learning styles and the way these are interdependent with the=
=A0 =A0 =A0 =A0technologies used - team work, whole class teaching, indivi= dual
=A0 =A0 =A0 =A0study, support for literacy and numeracy and learning how t= o
=A0 =A0 =A0 =A0learn
=A0 =A0 =A0* Non-statutory but important strategies eg APP, Specialist
=A0 =A0 =A0 =A0Schools community plans, cross-phase transition, TLA stages= for
=A0 =A0 =A0 =A0CPD, chartered assessors.
=A0 =A0 =A0* The National Occupational Standards for IT Users and how they=
=A0 =A0 =A0 =A0relate to the school curriculum and teacher IT skills. (All=
=A0 =A0 =A0 =A0teachers should be at least familiar with level 2 standards= in
=A0 =A0 =A0 =A0the main areas of competence Using IT Systems and Using IT = to
=A0 =A0 =A0 =A0communicate)
RT: =A0 * Familiarity with the Home Access Programme and how this can influ= ence
=A0 =A0 =A0 =A0both Teaching & Learning and also home-school communica= tion.
=A0 =A0 =A0* Inclusion and the use of free resources to enable home learni= ng
=A0 =A0 =A0 =A0and maximise value for money for the tax payer.
=A0 =A0 =A0* P-Scales and assessing ICT in special needs groups.
RT: =A0 * Recognise a continuum of ICT training from Level 1 to 4 (See note= .2 below)

RT - Note.1
Whilst at training college we did a media course (including 12 different pr= ojection systems, tape recorders etc), part of which was a practical test i= n the recognition of common faults (eg faulty leads, dud batteries and lamp= s etc). =A0I am sure that a similar test could be established as part of Ro= ehampton's package.

RT - Note.2
ICT training should be seen as a professional continuum. =A0In college I wo= uld expect ALL teachers to pass Level.1 and be working towards Level.2. =A0= Some 20 years ago I defined such a system of CPD in my school:
* All new entrants must be capable of Level.1 before entering the classroom= for the first time.
* All teachers should be working towards Level.2 in their first year of emp= loyment. - This was divided into two sections, personal competencies and fa= miliarity with appropriate subject applications. This was completed with a = practical test as and when the teachers were ready.
* HoDs should be working towards Level.3 - this might take 2/3 years and sh= ould be professionally validated.
* I even provided support for a couple of staff who worked towards (and pas= sed) Level.4
* Teachers in schools responsible for ICT should persuade their Headteacher= s that recognition of ICT CPD is an important part of the overall accredita= tion of all teachers within the school.

HTH,
--
Ian
Ofqual Accredited IT Qualifications
A new approach to assessment for learning
www.theINGOTs.org - 01827 305940

You have received this email from the following company: The Learning
Machine Limited, Reg Office, 36 Ashby Road, Tamworth, Staffordshire, B79 8AQ. Reg No: 05560797, Registered in England and Wales.

_______________________________________________
Advisory mailing list Advisory@t= alk.naace.org http://talk.naace.org/mm/listinfo/advisory
To unsubscribe send a message to Advisory-admin@talk.naace.org with the body text:

unsubscribe Advisory YourEmailAddress

or: send a message to Ad= visory-request@talk.naace.org
with the body text:

unsubscribe YourPassword YourEmailAddress


_______________________________________________
Advisory mailing list Advisory@t= alk.naace.org http://talk.naace.org/mm/listinfo/advisory
To unsubscribe send a message to Advisory-admin@talk.naace.org with the body text:

unsubscribe Advisory YourEmailAddress

or: send a message to Ad= visory-request@talk.naace.org
with the body text:

unsubscribe YourPassword YourEmailAddress

--00151747654e4cceb304788e568a-- From meades@gmail.com Tue Nov 17 14:26:41 2009 From: meades@gmail.com (J Meades) Date: Tue, 17 Nov 2009 14:26:41 +0000 Subject: [Advisory] Re: [Secondary] How does Virtual Learning occur? In-Reply-To: References: <000101ca663e$01d62f60$05828e20$@co.uk> Message-ID: --00151747bfe2409c3d047891eabb Content-Type: text/plain; charset=windows-1252 Content-Transfer-Encoding: quoted-printable Oh dear - Ian doesn't know how old I really am??!! In my teens I did a stint in a boarding school attached to a grammar that became a comprehensive that built a sixth form. I did not have access to a telephone or tape recorder. I did read books but found that experience difficult not because I had difficulty reading but just because the books were sooo boring - a text book was not an exciting place in which to travel= . Yes, I had imagination - I had too use my imagination to interpret facts presented to me. I couldn't travel, there were very few school visits so my experience was shaped in those days by a relatively limited environment whe= n compared to today's potential. Whilst classrooms are the place for society's education norms, the exciting phase in learning today is that this need not be, any longer, the place where learning is to take place. Much of society and its expectations are now reflected and displayed virtually. Learner's expectation of what they learn and how they learn causes us to reflect about the role of teachers - no longer the sole providers of knowledge but more the guides in a rapidly expanding vista of information. As always the answer may be 42 but what was the question again? Jeremy Meades Principal Consultant e-learning 4 schools e: info@elearning4schools.com w: http://elearning4schools.com 2009/11/17 Ian Lynch > On Tue, Nov 17, 2009 at 10:02 AM, J Meades wrote: > >> Hi Ray and everone >> >> Big question, "How does virtual learning occur?". I suspect each of us >> involved in the area will promote a different set of understandings abou= t >> how learning occurs in a virtual world. >> >> From my perspective, I understand that learners learn continuously, bein= g >> informed by their surroundings and contact with others. When I grew up, >> there was no virtual aspect to my world - surroundings were physical and >> personal contact was face-to-face. Today, young people can include an >> additional dimension - the virtual world both for their surroundings and >> personal contacts. >> > > Did you not use a telephone, tape recorder, read books and imagine things= ? > Piaget classified different stages in cognition. At the lowest levels > concrete things are about those directly tangible like feeling the shape = of > a ball. At the top end is metacognition - thinking about the way we think= . > Virtual worlds can form a bridge between the concrete and the purely > cognitive. Films are passive virtual worlds. Books interactive virtual > worlds but without some of the support scaffold you would get from a mode= rn > IT system. > > >> Unfortunately, as teachers, we deal with the people in front of us in th= e >> classroom and can almost delude ourselves into believing that this conta= ct >> is paramount to the process of learning. In the process we deny the >> existence of other influences such as alternative sources of information >> whether they be provided in a physical way or virtually. This actually >> prevents us from utilising those additional influences in a positive way= and >> in some cases using them in a negative and deconstructive way thereby >> curtailing learning - all because we believe learning must take place on= ly >> in the classroom or in the physical world. >> > > Even before computers, it was generally scknowledged that a child learns > more by the age of 5 than subsequently (though how you can objectively > measure that is beyond me :-) ) That implies more learning in a life time > will take place outside the classroom than in it irrespective of ICT. Wha= t > classrooms have done traditionally is teach specifics that the culture an= d > society deem to be important for the individual, he stuff outside the > classroom is what the individual decides (consciously or unconsciously) i= s > important to them. There will of course be overlap. > > >> >> The reality, is that we all learn beyond the classroom - the activity in >> the classroom is not even the catalyst but rather the 'jumping-off' poin= t >> for learning. A skilled teacher will make use of the virtual world to ex= tend >> the reality of their subject or teaching. By engaging in this world, the= ir >> dynamic with the learners alters, becomes less controlling but more invo= lved >> in learning - teaching becomes a facilitation process and involvement in >> learning. >> >> Rather than trying to build the nexus from the inside-out I would attemp= t >> to understand the whole, i.e. the whole life experience of the learner a= nd >> then discover how the input of education can influence, shape or support >> learning. I don't believe we deal with a two-dimensional world today - i= t's >> a three-dimensional world that young people experience and will continue= to >> experience throughout the immediate future. As teachers we must engage w= ith >> that third dimension if we haven't already done so. >> >> Who knows, maybe a fourth dimension will add itself in years to come - h= ow >> exciting! >> > > String Theory says the universe we live in has eleven dimensions, out of > which three spacial dimensions and a temporal one. The other "virtual" > dimensions help explain the stuff that we can't access or hasn't happened > yet :-) > > The answer is of course 42. > and the space-time environment we experience daily. > > > >> >> Jeremy Meades, NAACE Member >> >> >> Principal Consultant >> e-learning 4 schools >> >> e: info@elearning4schools.com >> w: http://elearning4schools.com >> >> >> >> 2009/11/15 Ray Tolley >> >>> For some two or three years now I have been questioning how the >>> establishment of a VLE in a school would affect Teaching & Learning. T= his >>> is becoming significantly more urgent as the Home Access Programme cont= inues >>> to roll out. >>> >>> >>> At an initial level I was looking at the various ways in which two-way >>> communications, revision of classwork, homeworks and extended/additiona= l >>> studies might be fostered in that which might be called =91The Home-Sch= ool >>> Nexus=92 =96 ie the area shaded with a blue background on the attached = graphic. >>> >>> >>> >>> However, the functionality of the VLE is not just limited to the >>> Home-School nexus, but to a much wider range of connections whether thr= ough >>> the Internet or direct connectivity. I therefore see some seven primar= y >>> areas which connect to the school and to which both staff and students = have >>> appropriate access. As far as a two-dimensional Venn diagram will allo= w I >>> have tried to represent (slightly) the size and degree of overlap of th= ese >>> seven areas. - Have I got it right? Is my next job to sub-divide eac= h of >>> these seven areas? >>> >>> Obviously, I have further attached the all-embracing connectivity >>> provided by the Internet which, to some degree, can by-pass the school. >>> >>> >>> >>> As we move towards =91schools without walls=92 I wonder just how effici= ently >>> we as teachers are able to guide our students towards virtual learning? >>> >>> >>> >>> Recently I have been following other blogs and forums (primarily in HE) >>> where VL this is already becoming an increasing reality. Please see my >>> brief notes at: >>> >>> >>> >>> >>> http://efoliointheuk.blogspot.com/2009/11/where-does-learning-take-plac= e.html >>> >>> >>> >>> and >>> >>> >>> >>> >>> http://efoliointheuk.blogspot.com/2009/11/intro-goes-here-online-educat= ion-book.html >>> >>> >>> >>> Kind Regards, >>> >>> >>> >>> 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' >>> >>> >>> >> >> > --00151747bfe2409c3d047891eabb Content-Type: text/html; charset=windows-1252 Content-Transfer-Encoding: quoted-printable Oh dear - Ian doesn't know how old I really am??!!

In my teens I= did a stint in a boarding school attached to a grammar that became a compr= ehensive that built a sixth form. I did not have access to a telephone or t= ape recorder. I did read books but found that experience difficult not beca= use I had difficulty reading but just because the books were sooo boring - = a text book was not an exciting place in which to travel. Yes, I had imagin= ation - I had too use my imagination to interpret facts presented to me. I = couldn't travel, there were very few school visits so my experience was= shaped in those days by a relatively limited environment when compared to = today's potential.

Whilst classrooms are the place for society's education norms, the = exciting phase in learning today is that this need not be, any longer, the = place where learning is to take place. Much of society and its expectations= are now reflected and displayed virtually. Learner's expectation of wh= at they learn and how they learn causes us to reflect about the role of tea= chers - no longer the sole providers of knowledge but more the guides in a = rapidly expanding vista of information.

As always the answer may be 42 but what was the question again?

= Jeremy Meades

Principal Consultant
e-learning 4 schools

e:= info@elearning4schools.com
w: http://elearning4schools.com



2009/11/17 Ian Lynch <ianrlynch@googlema= il.com>
On Tue, Nov 17, 2009 at 10:02 AM, J Meades <meades@gmail.com> wrote:
Hi Ray and everone

Big question, "How does virtual learning occ= ur?". I suspect each of us involved in the area will promote a differe= nt set of understandings about how learning occurs in a virtual world.

From my perspective, I understand that learners learn continuously, bei= ng informed by their surroundings and contact with others. When I grew up, = there was no virtual aspect to my world - surroundings were physical and pe= rsonal contact was face-to-face. Today, young people can include an additio= nal dimension - the virtual world both for their surroundings and personal = contacts.

Did you not use a telephone, tape recorder, rea= d books and imagine things? Piaget classified different stages in cognition= . At the lowest levels concrete things are about those directly tangible li= ke feeling the shape of a ball. At the top end is metacognition - thinking = about the way we think. Virtual worlds can form a bridge between the concre= te and the purely cognitive. Films are passive virtual worlds. Books intera= ctive virtual worlds but without some of the support scaffold you would get= from a modern IT system.
=A0
Unfortunately, as teachers, we deal with the people in front = of us in the classroom and can almost delude ourselves into believing that = this contact is paramount to the process of learning. In the process we den= y the existence of other influences such as alternative sources of informat= ion whether they be provided in a physical way or virtually. This actually = prevents us from utilising those additional influences in a positive way an= d in some cases using them in a negative and deconstructive way thereby cur= tailing learning - all because we believe learning must take place only in = the classroom or in the physical world.

Even before computers, it was generally scknowl= edged that a child learns more by the age of 5 than subsequently (though ho= w you can objectively measure that is beyond me :-) ) That implies more lea= rning in a life time will take place outside the classroom than in it irres= pective of ICT. What classrooms have done traditionally is teach specifics = that the culture and society deem to be important for the individual, he st= uff outside the classroom is what the individual decides (consciously or un= consciously) is important to them. There will of course be overlap.
=A0

The reality, is that we all learn beyond the classroom - the activity i= n the classroom is not even the catalyst but rather the 'jumping-off= 9; point for learning. A skilled teacher will make use of the virtual world= to extend the reality of their subject or teaching. By engaging in this wo= rld, their dynamic with the learners alters, becomes less controlling but m= ore involved in learning - teaching becomes a facilitation process and invo= lvement in learning.

Rather than trying to build the nexus from the inside-out I would attem= pt to understand the whole, i.e. the whole life experience of the learner a= nd then discover how the input of education can influence, shape or support= learning. I don't believe we deal with a two-dimensional world today -= it's a three-dimensional world that young people experience and will c= ontinue to experience throughout the immediate future. As teachers we must = engage with that third dimension if we haven't already done so.

Who knows, maybe a fourth dimension will add itself in years to come - = how exciting!

Stri= ng Theory says the universe we live in has eleven dimensions, out of which = three spacial dimensions and a temporal one. The other "virtual" dimens= ions help explain the stuff that we can't access or hasn't happened= yet :-)

The answer is of course 42.
and the space-time environment we experience daily.

=A0

Jeremy Meades, NAACE Member


Principal Consultant
e-learning 4 schools

e: info@elearning4schools.= com
w: http://elearn= ing4schools.com



20= 09/11/15 Ray Tolley <rjt@maximise-ict.co.uk>

For some two or three years now I have been question= ing how the establishment of a VLE in a school would affect Teaching & Learning.=A0 This is becoming significantly more urgent as the Home Access = Programme continues to roll out.



At an initial level I was looking at the various ways in which two-way comm= unications, revision of classwork, homeworks and extended/additional studies might be fostered in that which might be called =91The Home-School Nexus=92 =96 ie the area shaded with a blue background on the attached graphic.

=A0

However, the functionality of the VLE is not just li= mited to the Home-School nexus, but to a much wider range of connections whether thr= ough the Internet or direct connectivity.=A0 I therefore see some seven primary areas which connect to the school and to which both staff and students have appropriate access.=A0 As far as a two-dimensional Venn diagram will allow = I have tried to represent (slightly) the size and degree of overlap of these seven areas.=A0 -=A0 Have I got it right?=A0 Is my next job to sub-divide each of these seven areas?

Obviously, I have further attached the all-embracing connectivity provided = by the Internet which, to some degree, can by-pass the school.

=A0

As we move towards =91schools without walls=92 I wonder just how efficiently we as teachers are able to guide our students t= owards virtual learning?=A0

=A0

Recently I have been following other blogs and forum= s (primarily in HE) where VL this is already becoming an increasing reality.= =A0 Please see my brief notes at:

=A0

http://efoliointheu= k.blogspot.com/2009/11/where-does-learning-take-place.html

=A0

and

=A0

http://efoli= ointheuk.blogspot.com/2009/11/intro-goes-here-online-education-book.html

=A0

Kind Regards,

=A0

Ray Tolley=A0 FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P:=A0 http://raytolley.= v2efolioworld.mnscu.edu/

B:=A0 http://www.efoli= ointheuk.blogspot.com/
W:=A0 http://www.maximi= se-ict.co.uk/eFolio-01.htm
Winner of th= e IMS 'Leadership Regional Award 2009'

=A0




--00151747bfe2409c3d047891eabb-- From paul.springford@naace.org Tue Nov 17 14:35:43 2009 From: paul.springford@naace.org (Paul Springford) Date: Tue, 17 Nov 2009 14:35:43 +0000 Subject: [Advisory] British views of the American Revolution? Message-ID: --0023545bdb8089fc5b0478920ad3 Content-Type: text/plain; charset=ISO-8859-1 Colleagues Via ISTE, a request from an American school: Our 7th grade US History students had some questions in class today regarding the American Revolution and we would love to have some help answering them! 1. How do UK students view the American Revolution? 2. How much time do you dedicate to the Revolution in your curriculum? 3. What perspective or general views are conveyed about the American Revolution? There are more questions, but this should give you an idea of what we would be looking for. Thanks for your consideration! Rob J. Rob Jacklin rjacklin@gmail.com blog: http://techilc.blogspot.com/ Please respond directly to Rob if you are able to contribute from a UK perspective. Paul --0023545bdb8089fc5b0478920ad3 Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Colleagues

Via ISTE, a request from an American school:

Our 7th grade US History students had=20 some questions in class today regarding the American Revolution and we woul= d=20 love to have some help answering them!

1. How do UK students view th= e=20 American Revolution?
2. How much time do you dedicate to the Revolution = in=20 your curriculum?
3. What perspective or general views are conveyed about= the=20 American Revolution?

There are more questions, but this should give = you=20 an idea of what we would be looking for.

Thanks for your=20 consideration!
Rob J.

=A0

Rob=20 Jacklin

rj= acklin@gmail.com

=20

Please respond directly to Rob if you are able to contrib= ute from a UK perspective.

Paul
--0023545bdb8089fc5b0478920ad3-- From allison.allen@outstream.co.uk Tue Nov 17 20:41:10 2009 From: allison.allen@outstream.co.uk (Allison Allen) Date: Tue, 17 Nov 2009 20:41:10 +0000 Subject: [Advisory] BMS data In-Reply-To: References: Message-ID: <05B61107ADE5754D95CFDABCB010BD9438A0B1BC08@MAIL3.lgflmail.org> --_000_05B61107ADE5754D95CFDABCB010BD9438A0B1BC08MAIL3lgflmail_ Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable Colleagues I recall last year sometime, seeing a resource for schools; it was based o= n building management systems (BMS) - collecting the data for Science/Maths= to cover modelling & control. I've told a school about it, but can I find any trace of it now - 'course n= ot! Anyone out there know where to find this?? Deep gratitude in anticipation... Best Wishes Allison Outstream, London --_000_05B61107ADE5754D95CFDABCB010BD9438A0B1BC08MAIL3lgflmail_ Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

Colleagues

 

 I recall last year sometime, seeing a resource for schools; it was based on building management systems (BMS) – collecting the data for Science/M= aths to cover modelling & control.

 

I’ve told a school about it, but can I find any trace of it now – ‘c= ourse not!

 

Anyone out there know where to find this??

 

Deep gratitude in anticipation...

 

Best Wishes

 

Allison

 

Outstream, London

 

--_000_05B61107ADE5754D95CFDABCB010BD9438A0B1BC08MAIL3lgflmail_-- From rjt@maximise-ict.co.uk Tue Nov 17 21:45:07 2009 From: rjt@maximise-ict.co.uk (Ray Tolley) Date: Tue, 17 Nov 2009 21:45:07 -0000 Subject: [Advisory] The use of Instructional Technology in Schools Message-ID: <000701ca67cf$3afb0120$b0f10360$@co.uk> This is a multi-part message in MIME format. ------=_NextPart_000_0008_01CA67CF.3AFB0120 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: 7bit A history of 'technology' in schools around the world is a most thought-provoking book. My copy is now well-thumbed despite only having been published quite recently! http://shop.acer.edu.au/acer-shop/product/A4084BK/35;jsessionid=166550F3BB02 E34BE2DB145934BE8601 As I had provided a very modest input concerning the UK scene over the last 50 years, Mal sent me the following recent news: Hi Mal and Arthur 'The Use of Instructional Technology in Schools' has been selected for inclusion in the Outstanding Academic Title for Choice magazine's annual list. The list will be published in Jan 2010 issue of Choice. Choice is a publication of the Association of College and Research Libraries, A division of the American Library Association. More information about the title can be found at: http://www.ala.org/ala/mgrps/divs/acrl/publications/choice/index.cfm On reflection, I'd suggest that this neat little book (266 pages) should be required reading for every trainee teacher (and those already in post!) Best Wishes, 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' ------=_NextPart_000_0008_01CA67CF.3AFB0120 Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

A history of ‘technology’ in schools = around the world is a most thought-provoking book.  My copy is now well-thumbed = despite only having been published quite recently!

 

http://shop.acer.edu.au/acer-shop/produ= ct/A4084BK/35;jsessionid=3D166550F3BB02E34BE2DB145934BE8601

 

As I had provided a very modest input concerning = the UK scene over the last 50 years, Mal sent me the following recent = news:

 

Hi Mal and = Arthur

‘The Use of = Instructional Technology in Schools’ has been selected for inclusion in the = Outstanding Academic Title for Choice magazine’s annual list. = The list will be published in Jan 2010 issue of Choice. Choice is a publication of the = Association of College and Research Libraries, A division of the American Library = Association.

 More information about = the title can be found at:

http://www.ala.org/ala/mgrps/divs/acrl/publications/choice/index.cfm=

 

On reflection, I’d suggest that this neat = little book (266 pages) should be required reading for every trainee teacher (and = those already in post!)

 

Best Wishes,

 

Ray Tolley  FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P:  ht= tp://raytolley.v2efolioworld.mnscu.edu/

B:  ht= tp://www.efoliointheuk.blogspot.com/
W:  ht= tp://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award = 2009'

 

------=_NextPart_000_0008_01CA67CF.3AFB0120-- From rjt@maximise-ict.co.uk Wed Nov 18 09:53:05 2009 From: rjt@maximise-ict.co.uk (Ray Tolley) Date: Wed, 18 Nov 2009 09:53:05 -0000 Subject: [Advisory] Virtual Learning 2 Message-ID: <000001ca6834$ed607470$c8215d50$@co.uk> This is a multi-part message in MIME format. ------=_NextPart_000_0001_01CA6834.ED607470 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: 7bit There appears to be a growing demand for on-line or Virtual Learning (VL) not only in adult education but also for K-12 if the following article is to be believed: http://www.eschoolnews.com/news/top-news/index.cfm?i=61825 Thus my question is, 'Is there any guidance for families about on-line learning in the UK?' We know that children do not have to go to a conventional school if adequate home-schooling is provided. It just seems to me that there could very well be an explosion in VL if the Home-Access Programme enables more families to get on line - even if NOT communicating with their neighbourhood school. Further questions become obvious: Are there on-line courses similar to INGOTS but for other subject areas? Are the Home-schooling support groups ready for VL? Does NAACE or Vital see a role for extra-curricula VL advice/support? BW 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' ------=_NextPart_000_0001_01CA6834.ED607470 Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

There appears to be a growing demand for on-line or = Virtual Learning (VL) not only in adult education but also for K-12 if the following = article is to be believed:

 

htt= p://www.eschoolnews.com/news/top-news/index.cfm?i=3D61825<= /p>

 

Thus my question is, ‘Is there any = guidance for families about on-line learning in the UK?’   We = know that children do not have to go to a conventional school if adequate = home-schooling is provided.  It just seems to me that there could very well be an explosion in VL if the Home-Access Programme enables more families to = get on line – even if NOT communicating with their neighbourhood = school.

 

Further questions become obvious:  Are there = on-line courses similar to INGOTS but for other subject areas?  Are the Home-schooling support groups ready for VL?  Does NAACE or Vital = see a role for extra-curricula VL advice/support?

 

BW

 

Ray Tolley  FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P:  ht= tp://raytolley.v2efolioworld.mnscu.edu/

B:  ht= tp://www.efoliointheuk.blogspot.com/
W:  ht= tp://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award = 2009'

 

------=_NextPart_000_0001_01CA6834.ED607470-- From mberry@bcs.org Wed Nov 18 10:39:27 2009 From: mberry@bcs.org (Miles Berry) Date: Wed, 18 Nov 2009 10:39:27 +0000 Subject: [Advisory] The use of Instructional Technology in Schools In-Reply-To: <000701ca67cf$3afb0120$b0f10360$@co.uk> References: <000701ca67cf$3afb0120$b0f10360$@co.uk> Message-ID: <5946b8ad0911180239t67599630j1b1a2311a30cb2e@mail.gmail.com> You might enjoy watching http://www.youtube.com/watch?v=EXR9Ft8rzhk if you can access it. Tempora mutantur Miles. 2009/11/17 Ray Tolley : > A history of ‘technology’ in schools around the world is a most > thought-provoking book.  My copy is now well-thumbed despite only having > been published quite recently! > > > > http://shop.acer.edu.au/acer-shop/product/A4084BK/35;jsessionid=166550F3BB02E34BE2DB145934BE8601 > > > > As I had provided a very modest input concerning the UK scene over the last > 50 years, Mal sent me the following recent news: > > > > Hi Mal and Arthur > > ‘The Use of Instructional Technology in Schools’ has been selected for > inclusion in the Outstanding Academic Title for Choice magazine’s annual > list. The list will be published in Jan 2010 issue of Choice. Choice is a > publication of the Association of College and Research Libraries, A division > of the American Library Association. > >  More information about the title can be found at: > > http://www.ala.org/ala/mgrps/divs/acrl/publications/choice/index.cfm > > > > On reflection, I’d suggest that this neat little book (266 pages) should be > required reading for every trainee teacher (and those already in post!) > > > > Best Wishes, > > > > 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' > > -- Miles Berry Senior Lecturer, ICT | Roehampton University | roehampton.ac.uk | 0208 392 3241 Community Manager | Open Source Schools | opensourceschools.org.uk | 07779 628656 Blogger | milesberry.net Twit | twitter.com/mberry From rjt@maximise-ict.co.uk Wed Nov 18 12:34:33 2009 From: rjt@maximise-ict.co.uk (Ray Tolley) Date: Wed, 18 Nov 2009 12:34:33 -0000 Subject: [Advisory] The use of Instructional Technology in Schools In-Reply-To: <5946b8ad0911180239t67599630j1b1a2311a30cb2e@mail.gmail.com> References: <000701ca67cf$3afb0120$b0f10360$@co.uk> <5946b8ad0911180239t67599630j1b1a2311a30cb2e@mail.gmail.com> Message-ID: <001701ca684b$7b8a0840$729e18c0$@co.uk> Yes, Miles, The times might change but not always the thinking! - I never was a Skinnerian! Despite the above, I spent almost 3 years of my 'spare time' developing a visual version of a 'teaching Machine' in the early '70s. Using a reel of 35 mm film with the various multiple-choice questions on and according to a keyed response the machine then moved on to the next slide. However, it did not get into Mall & Arthur's book, as neither did my great lumbering epidiascope, as I didn't keep any photos :-( BW 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' -----Original Message----- From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of Miles Berry Sent: 18 November 2009 10:39 To: advisory@talk.naace.org Subject: Re: [Advisory] The use of Instructional Technology in Schools You might enjoy watching http://www.youtube.com/watch?v=EXR9Ft8rzhk if you can access it. Tempora mutantur Miles. 2009/11/17 Ray Tolley : > A history of ‘technology’ in schools around the world is a most > thought-provoking book.  My copy is now well-thumbed despite only having > been published quite recently! > > > > http://shop.acer.edu.au/acer-shop/product/A4084BK/35;jsessionid=166550F3BB02 E34BE2DB145934BE8601 > > > > As I had provided a very modest input concerning the UK scene over the last > 50 years, Mal sent me the following recent news: > > > > Hi Mal and Arthur > > ‘The Use of Instructional Technology in Schools’ has been selected for > inclusion in the Outstanding Academic Title for Choice magazine’s annual > list. The list will be published in Jan 2010 issue of Choice. Choice is a > publication of the Association of College and Research Libraries, A division > of the American Library Association. > >  More information about the title can be found at: > > http://www.ala.org/ala/mgrps/divs/acrl/publications/choice/index.cfm > > > > On reflection, I’d suggest that this neat little book (266 pages) should be > required reading for every trainee teacher (and those already in post!) > > > > Best Wishes, > > > > 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' > > -- Miles Berry Senior Lecturer, ICT | Roehampton University | roehampton.ac.uk | 0208 392 3241 Community Manager | Open Source Schools | opensourceschools.org.uk | 07779 628656 Blogger | milesberry.net Twit | twitter.com/mberry _______________________________________________ Advisory mailing list Advisory@talk.naace.org http://talk.naace.org/mm/listinfo/advisory To unsubscribe send a message to Advisory-admin@talk.naace.org with the body text: unsubscribe Advisory YourEmailAddress or: send a message to Advisory-request@talk.naace.org with the body text: unsubscribe YourPassword YourEmailAddress From Roger@BroadieAssociates.co.uk Wed Nov 18 14:20:07 2009 From: Roger@BroadieAssociates.co.uk (Roger Broadie) Date: Wed, 18 Nov 2009 14:20:07 +0000 Subject: [Advisory] Community Cohesion In-Reply-To: References: Message-ID: --Apple-Mail-32--1073550229 Content-Type: text/plain; charset=US-ASCII; format=flowed; delsp=yes Content-Transfer-Encoding: 7bit Adrian, Several examples available amongst Frog schools - I'll email you off- list with more info (and anyone else wanting specifics please email me off-list). However, it's worth saying on-list, that this comes in several flavours: - Community portals enabling conversation between community organisations, local police etc and the kids in school. - Engagement of community businesses through online approaches, and helping community businesses develop their online presence. - Full community regeneration, particularly where the school is using its ICT systems to develop family access and learning. Roger. Roger Broadie Roger@BroadieAssociates.co.uk Business Development Director, Frogtrade Roger.Broadie@Frogtrade.com On 16 Nov 2009, at 16:06, Adrian Lyth wrote: > Colleagues > I have been asked to present a session at a forthcoming > headteachers' conference on using ICT to support community cohesion. > If any of you have any examples of this I would be very grateful to > hear from you. > > Many thanks in anticipation. > > > > Adrian W. Lyth > > Teaching and Learning Consultant (Primary ICT) > East Sussex School Improvement Service > St Marks House, 14 Upperton Road, > Eastbourne, East Sussex, BN21 1EP > Tel: Work 01323 466820 > Mobile 07919 167 660 > > e-mail: adrian.lyth@eastsussex.gov.uk > > This message is intended for the use of the addressee only and may > contain confidential or privileged information. If you have received > it in > error please notify the sender and destroy it. You may not use it or > copy > it to anyone else. > > E-mail is not a secure communications medium. Please be aware of this > when replying. All communications sent to or from the County Council > may be subject to recording and/or monitoring in accordance with > relevant legislation. > > Although East Sussex County Council has taken steps to ensure that > this > e-mail and any attachments are virus free, we can take no > responsibility > if a virus is actually present and you are advised to ensure that the > appropriate checks are made. > > You can visit our website at http://www.eastsussex.gov.uk --Apple-Mail-32--1073550229 Content-Type: text/html; charset=US-ASCII Content-Transfer-Encoding: quoted-printable Roger@BroadieAssociates.co.u= k

Business Development Director, = Frogtrade




On 16 Nov 2009, at 16:06, Adrian Lyth wrote:

=

Colleagues
I = have been asked to present a session at a forthcoming headteachers' = conference on using ICT to support community cohesion. If any of you = have any examples of this I would be very grateful to hear from = you.

Many thanks in = anticipation.



Adrian W. Lyth

Teaching and Learning Consultant (Primary ICT) =
East Sussex School Improvement = Service
St Marks House, 14 = Upperton Road,
Eastbourne, = East Sussex, BN21 1EP
Tel: = Work 01323 466820
Mobile = 07919 167 660

e-mail: adrian.lyth@eastsussex.gov.u= k 

This message is intended for the use of the =
addressee only and may
contain confidential or privileged information. If you have received it =
in
error please notify the sender and destroy it. You may not use it or =
copy
it to anyone else.

E-mail is not a secure communications medium. Please be aware of this
when replying. All communications sent to or from the County Council=20
may be subject to recording and/or monitoring in accordance with=20
relevant legislation.

Although East Sussex County Council has taken steps to ensure that this
e-mail and any attachments are virus free, we can take no responsibility
if a virus is actually present and you are advised to ensure that the
appropriate checks are made.

You can visit our website at http://www.eastsussex.gov.uk

= --Apple-Mail-32--1073550229-- From rjt@maximise-ict.co.uk Thu Nov 19 15:21:50 2009 From: rjt@maximise-ict.co.uk (Ray Tolley) Date: Thu, 19 Nov 2009 15:21:50 -0000 Subject: [Advisory] Free Video resources Message-ID: <009d01ca692c$046c89e0$0d459da0$@co.uk> This is a multi-part message in MIME format. ------=_NextPart_000_009E_01CA692C.046C89E0 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: 7bit >From 'Curriculum Matters' at http://blogs.edweek.org/edweek/curriculum/2009/11/the-creator-of-wikipedia-t urns.html The co-founder of Wikipedia has launched a Web site designed to offer free access to thousands of education-related videos for students ages 3-18. Larry Sanger, who helped create Wikipedia and has since left the organization, says the new site, www.watchknow.org , will allow students and teachers to sort through a library of online videos by content, and pick out what they need. Topics range from math and science to history. The site is meant to house and organize videos that are free and available online, yet which most people don't know how to find. Looks excellent, as far as those that I have checked out so far (not all 11,000!) 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' ------=_NextPart_000_009E_01CA692C.046C89E0 Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

From ‘Curriculum Matters’ at http://blogs.edweek.org/edweek/curriculum/2009/11/t= he-creator-of-wikipedia-turns.html

The co-founder of Wikipedia has launched a Web site designed to offer free = access to thousands of education-related videos for students ages = 3-18.

Larry Sanger, who helped create Wikipedia and has since left the organization, = says the new site, www.watchknow.org, will allow students and teachers to sort through a library of online videos = by content, and pick out what they need. Topics range from math and science = to history. The site is meant to house and organize videos that are free = and available online, yet which most people don't know how to = find.

Looks excellent, as far as those that I have = checked out so far (not all 11,000!)

 

Ray Tolley  FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P:  ht= tp://raytolley.v2efolioworld.mnscu.edu/

B:  ht= tp://www.efoliointheuk.blogspot.com/
W:  ht= tp://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award = 2009'

 

------=_NextPart_000_009E_01CA692C.046C89E0-- From Terry Freedman" References: <009d01ca692c$046c89e0$0d459da0$@co.uk> Message-ID: <28D4C2C9377A4C128609B05DE6DEC20C@E> This is a multi-part message in MIME format. ------=_NextPart_000_0187_01CA695A.67F1E680 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Colleagues I have been testing this site for around a week, in various subject = areas, and I'm impressed, and agree with Ray's evaluation. Some of the = videos reside on YouTube, which will be an issue for some schools, but = there are lots of others.The search facility is good, as are the = categories although, as might be expected, they have an American slant. = It's better than many other such services I've seen. Terry Freedman, Independent Educational Technology Consultant=20 Website: http://www.ictineducation.org -------------------------------------------------------------------------= ------- The contents of this email and any attachments may contain software = viruses that could damage your own computer systems.=20 Whilst Terry Freedman Ltd has taken every precaution to minimise this = risk, we cannot accept liability for any damage that you may sustain as = a result of software viruses. This email is confidential and intended = for the recipient only. If you have received this email in error, please = inform us immediately and then delete it. Unless it specifically states = otherwise, this email does not form part of a contract. ----- Original Message -----=20 From: Ray Tolley=20 To: advisory@talk.naace.org ; secondary@talk.naace.org=20 Sent: Thursday, November 19, 2009 3:21 PM Subject: [Advisory] Free Video resources From 'Curriculum Matters' at = http://blogs.edweek.org/edweek/curriculum/2009/11/the-creator-of-wikipedi= a-turns.html The co-founder of Wikipedia has launched a Web site designed to offer = free access to thousands of education-related videos for students ages = 3-18. Larry Sanger, who helped create Wikipedia and has since left the = organization, says the new site, www.watchknow.org, will allow students = and teachers to sort through a library of online videos by content, and = pick out what they need. Topics range from math and science to history. = The site is meant to house and organize videos that are free and = available online, yet which most people don't know how to find. Looks excellent, as far as those that I have checked out so far (not = all 11,000!) =20 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' =20 ------=_NextPart_000_0187_01CA695A.67F1E680 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable
Colleagues
I have been testing this site for = around a week, in=20 various subject areas, and I'm impressed, and agree with Ray's = evaluation. Some=20 of the videos reside on YouTube, which will be an issue for some = schools, but=20 there are lots of others.The search facility is good, as are the = categories=20 although, as might be expected, they have an American slant. It's better = than=20 many other such services I've seen.

Terry Freedman, = Independent Educational=20 Technology Consultant

Website: http://www.ictineducation.org

The contents of this email and any attachments may contain software = viruses=20 that could damage your own computer systems.

Whilst Terry Freedman Ltd has taken every precaution to minimise this = risk,=20 we cannot accept liability for any damage that you may sustain as a = result of=20 software viruses. This email is confidential and intended for the = recipient=20 only. If you have received this email in error, please inform us = immediately and=20 then delete it. Unless it specifically states otherwise, this email does = not=20 form part of a contract.

----- Original Message -----
From:=20 Ray=20 Tolley
To: advisory@talk.naace.org ; = secondary@talk.naace.org =
Sent: Thursday, November 19, = 2009 3:21=20 PM
Subject: [Advisory] Free Video=20 resources

From =91Curriculum Matters=92 at http://blogs.edweek.org/edweek/curriculum/2009/11/t= he-creator-of-wikipedia-turns.html

The = co-founder of=20 Wikipedia has launched a Web site designed to offer free access to = thousands=20 of education-related videos for students ages = 3-18.

Larry = Sanger, who=20 helped create Wikipedia and has since left the organization, says the = new=20 site, www.watchknow.org, will = allow=20 students and teachers to sort through a library of online videos by = content,=20 and pick out what they need. Topics range from math and science to = history.=20 The site is meant to house and organize videos that are free and = available=20 online, yet which most people don't know how to=20 find.

Looks excellent, as far as those that I have = checked out so=20 far (not all 11,000!)

 

Ray=20 Tolley  FEIDCT, NAACE Fellow, MBILD
ICT Education=20 Consultant
Maximise ICT Ltd
P:  http://raytolley.v2efolioworld.mnscu.edu/

B: =20 http://www.efoliointheuk.blogspot.com/
W: =20 http://www.maximise-ict.co.uk/eFolio-01.htm
Winner=20 of the IMS 'Leadership Regional Award 2009'

 

 

 

------=_NextPart_000_0187_01CA695A.67F1E680-- From mberry@bcs.org Fri Nov 20 10:56:06 2009 From: mberry@bcs.org (Miles Berry) Date: Fri, 20 Nov 2009 10:56:06 +0000 Subject: [Advisory] New curriculum signed off Message-ID: <5946b8ad0911200256i6e48c6aep4be05746ac6fbf6b@mail.gmail.com> The following text is from http://www.dcsf.gov.uk/news/content.cfm?landing=major_reform_of_curriculum_at_the_heart_of_a_renewed_push_to_drive_up_standards&type=1 Any comments? Miles. - Major reform of curriculum at the heart of a renewed push to drive up standards In the news feed 19 November 2009 Schools Minister Vernon Coaker has today confirmed plans to bring in a new curriculum to shake-up primary education – with overwhelming support from pupils, parents, teachers and experts. He said that it is time for Government to step back and let schools take more responsibility for their own curriculum. New legislation introduced today on primary curriculum reform in England will drive up education standards across the board. Vernon Coaker confirmed that evolution will become a compulsory part of science education and that British history will be a key, and permanent, feature of the historical, geographical and social understanding area of learning. The new legislation is based on recommendations from an independent review of the primary curriculum by Sir Jim Rose, which sought the views of teachers, parents, pupils and subject experts and took over a year to complete. The Government accepted Jim Rose’s recommendations in full in April this year. The reforms included creating six ‘Areas of learning’ that will shape what children learn from September 2011, the right to learn a foreign language for seven-year-olds, a new focus on speaking and listening, increased expectations of ICT skills, and giving all parents the option to send their child to school in the September after they are four. Along with the final six areas of learning, the Government today also published the findings of the public consultation, showing overwhelming support – with over 70 per cent of teachers, parents, pupils and education experts saying the new curriculum will provide a sound basis for primary education. The results also showed that seven out of ten people think Jim Rose’s proposals will reduce prescription in teaching, and increase flexibility in learning. Schools Minister Vernon Coaker said: What and how our children learn lies at the heart of our policies to raise standards. We’ve seen that an inspiring and rigorous curriculum can transform failing schools, which is why these plans are based on the very best practice from this country’s top-class teachers. Ten years ago, we had to take a direct approach to drive up standards in primary schools – and fast. We introduced new national strategies to get children up to speed with the three Rs and we now have pioneering programmes like Every Child a Reader and Every Child Counts. Coupled with record increases in per pupil funding, we know our interventions have worked. Since the mid-nineties, we’ve leapt from 17th to 7th in the international league tables for maths, around 100,000 more 11-year-olds now leave primary school secure in English and science results at Key Stage two have risen by 19 percentage points since 1997. Laying firm foundations in our primary schools was vital, but it resulted in a top-down approach with too much prescription from the centre and a curriculum cluttered with too many must-dos. If we truly expect schools to reach the next level and become not just good, but great, the power has to rest with Heads to drive their own improvement. This is why we’re moving to a new curriculum, with 6 areas of learning rather than stand alone subjects. Teachers will have more freedom to use their professional judgement and creativity to make links between subjects that make sense to their pupils: from linking history to the arts, or science to PE. But what we are absolutely clear on is that a more flexible, more locally determined curriculum will still focus on the basics. We’re making literacy, numeracy and ICT the backbone of every lesson and are underpinning everything schools do with developing pupils’ personal, emotional and social skills. And along with the guarantee of 1 to 1 tuition for those falling behind in English and maths, all pupils should leave primary school with the skills they need. I believe that giving schools the freedom and flexibility to build on the solid foundations of Jim Rose’s new curriculum will set a new standard in primary education in this country. Sir Jim Rose said: I am delighted that the recommendations of the Primary Curriculum Review have been accepted. This is a curriculum for the 21st Century that seeks to secure the best possible progress and outcomes for every child, throughout their primary years. The findings of the consultation showed high levels of support for Sir Jim’s main proposals. In addition: * 71 per cent agreed that they will help children make useful links between related subjects * 83 per cent agreed that the proposals to integrate ICT through the curriculum will help children use technology to enhance their learning * 70 per cent agreed that the proposed curriculum will give schools more flexibility to adapt to the needs of their children * 69 per cent agreed that the proposed curriculum is less prescriptive than the existing curriculum and provides schools with greater flexibility to adapt the curriculum to the needs of their pupils. Due to the positive response to Jim Rose’s proposals, few changes were made to the proposed Areas of Learning. However, after consulting with parents, teachers, the science community and other interested parties, pupils will be expected to explicitly cover evolution as part of their learning. Learning about evolution is an important part of science education, and pupils already learn about it at secondary school. The revised Area of Learning for historical, geographical and social understanding also confirms that learning about British history will be a key feature of the new primary curriculum. Further information See the press notice for more. The Review in addition to supporting documents, can be viewed on the DCSF's publications page. Ed Balls has laid a Written Ministerial Statement before the House on primary schools. Vernon Coaker has written a piece for today's 'Comment is free' section of the online Guardian on the new primary curriculum. View Vernon Coaker's article in this site's 'Articles and letters' section. Today’s announcement on primary curriculum reform includes the results of surveys and polling conducted as part of the QCDA consultation. It found that three out of four respondents to the survey (75 per cent) agreed that the proposed curriculum aims provide an appropriate foundation for primary education. Seven in ten respondents (70 per cent) agreed that the six areas of learning help teachers plan meaningful learning experiences. The same number of respondents (71 per cent) agreed that these areas of learning will help children make useful links between related subjects. The consultation report and the final Areas of Learning can be found on the Teachernet publications pages. The independent review of the primary curriculum, the first in ten years, was led by educational expert Sir Jim Rose and began in spring 2008. During the review, he listened to thousands of teachers, children and parents and met with education specialists. He looked at what is already happening in good schools to bring learning to life. And he looked at what other successful countries are doing with their national curricula. In April 2009 Sir Jim Rose published the findings of his review and made a series of recommendations to modernise the curriculum for 21st century pupils. Ed Balls, Secretary of State for Children, Schools and Families, accepted all of the recommendations which can be found online. The new curriculum has been reorganised into six areas of learning. These are: * understanding English, communication and languages * mathematical understanding * understanding the arts * historical, geographical and social understanding * understanding physical development, health and well-being * scientific and technological understanding. The areas of learning will continue to incorporate traditional subjects - such as English, mathematics, science, history and geography for example - but will also contain more provision for ICT, personal development and health and wellbeing and include essential skills for learning and life. The range of learning will allow for more cross-curriculum activities and give teachers more opportunities to provide interactive and practical lessons. -- Miles Berry Senior Lecturer, ICT | Roehampton University | roehampton.ac.uk | 0208 392 3241 Community Manager | Open Source Schools | opensourceschools.org.uk | 07779 628656 Blogger | milesberry.net Twit | twitter.com/mberry From csmith@csmith.info Fri Nov 20 13:42:37 2009 From: csmith@csmith.info (Chris Smith) Date: Fri, 20 Nov 2009 20:42:37 +0700 Subject: [Advisory] REPLY: Free Video resources In-Reply-To: <20091120121511.27565.93210.Mailman@mx4.rmplc.co.uk> References: <20091120121511.27565.93210.Mailman@mx4.rmplc.co.uk> Message-ID: I read recently that there are now over 3,000 locations on the web hosting free videos ... the Shambles list continues to grow. ;-) http://www.shambles.net/pages/school/videoOL/ I remember starting this list several years ago ... what a growth. Chris Shambles listed in top ten websites by (UK) Teachers TV http://www.teachers.tv/video/4946 Second Life: Shamblesguru Voom Twitter: shamblesguru Skype: cthsmith ePortfolio www.shambles.net/csmith w-shops www.shambles.net/csmith/workshops ----------------------------------------------------------- Chris Smith : email: csmith@csmith.info Personal Learning Network: www.shambles.net/csmith/pln YouTube Channel: www.youtube.com/shamblesguru Based in Thailand, working across S.E.Asia The Education Project Asia www.shambles.net Support for ICT across the Curriculum (consultancy) 'It's out there somewhere, the trick is finding it' ----------------------------------------------------------- International Schools Island in Second Life Indexing S.L. for Educators in S.L. itself SLURL http://tinyurl.com/2o44dw ----------------------------------------------------------- From allison.allen@outstream.co.uk Fri Nov 20 19:00:15 2009 From: allison.allen@outstream.co.uk (Allison Allen) Date: Fri, 20 Nov 2009 19:00:15 +0000 Subject: [Advisory] RE: [Primary] New curriculum signed off In-Reply-To: <5946b8ad0911200256i6e48c6aep4be05746ac6fbf6b@mail.gmail.com> References: <5946b8ad0911200256i6e48c6aep4be05746ac6fbf6b@mail.gmail.com> Message-ID: <05B61107ADE5754D95CFDABCB010BD9438A0B1BF94@MAIL3.lgflmail.org> --_000_05B61107ADE5754D95CFDABCB010BD9438A0B1BF94MAIL3lgflmail_ Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable I see that the new curriculum has been reorganised into six areas of learni= ng - ICT is once again inferred and not explicit. Will this give us the sa= me problems all over again? I refer to *understanding English, communication and languages *mathematical understanding *understanding the arts *historical, geographical and social understanding *understanding physical development, health and well-being *scientific and technological understanding. Best Wishes Allison Allen Outstream, London w: http://www.outstream.co.uk/ vle: http://www.outstream.lgfl.net ple: http://www.aallen.outstream.lgfl.net -----Original Message----- From: primary-admin@talk.naace.org [mailto:primary-admin@talk.naace.org] On= Behalf Of Miles Berry Sent: 20 November 2009 10:56 To: advisory@talk.naace.org; primary@talk.naace.org Subject: [Primary] New curriculum signed off The following text is from http://www.dcsf.gov.uk/news/content.cfm?landing=3Dmajor_reform_of_curriculu= m_at_the_heart_of_a_renewed_push_to_drive_up_standards&type=3D1 Any comments? Miles. - Major reform of curriculum at the heart of a renewed push to drive up stand= ards In the news feed 19 November 2009 Schools Minister Vernon Coaker has today confirmed plans to bring in a new curriculum to shake-up primary education - with overwhelming support from pupils, parents, teachers and experts. He said that it is time for Government to step back and let schools take more responsibility for their own curriculum. New legislation introduced today on primary curriculum reform in England will drive up education standards across the board. Vernon Coaker confirmed that evolution will become a compulsory part of science education and that British history will be a key, and permanent, feature of the historical, geographical and social understanding area of learning. The new legislation is based on recommendations from an independent review of the primary curriculum by Sir Jim Rose, which sought the views of teachers, parents, pupils and subject experts and took over a year to complete. The Government accepted Jim Rose's recommendations in full in April this year. The reforms included creating six 'Areas of learning' that will shape what children learn from September 2011, the right to learn a foreign language for seven-year-olds, a new focus on speaking and listening, increased expectations of ICT skills, and giving all parents the option to send their child to school in the September after they are four. Along with the final six areas of learning, the Government today also published the findings of the public consultation, showing overwhelming support - with over 70 per cent of teachers, parents, pupils and education experts saying the new curriculum will provide a sound basis for primary education. The results also showed that seven out of ten people think Jim Rose's proposals will reduce prescription in teaching, and increase flexibility in learning. Schools Minister Vernon Coaker said: What and how our children learn lies at the heart of our policies to raise standards. We've seen that an inspiring and rigorous curriculum can transform failing schools, which is why these plans are based on the very best practice from this country's top-class teachers. Ten years ago, we had to take a direct approach to drive up standards in primary schools - and fast. We introduced new national strategies to get children up to speed with the three Rs and we now have pioneering programmes like Every Child a Reader and Every Child Counts. Coupled with record increases in per pupil funding, we know our interventions have worked. Since the mid-nineties, we've leapt from 17th to 7th in the international league tables for maths, around 100,000 more 11-year-olds now leave primary school secure in English and science results at Key Stage two have risen by 19 percentage points since 1997. Laying firm foundations in our primary schools was vital, but it resulted in a top-down approach with too much prescription from the centre and a curriculum cluttered with too many must-dos. If we truly expect schools to reach the next level and become not just good, but great, the power has to rest with Heads to drive their own improvement. This is why we're moving to a new curriculum, with 6 areas of learning rather than stand alone subjects. Teachers will have more freedom to use their professional judgement and creativity to make links between subjects that make sense to their pupils: from linking history to the arts, or science to PE. But what we are absolutely clear on is that a more flexible, more locally determined curriculum will still focus on the basics. We're making literacy, numeracy and ICT the backbone of every lesson and are underpinning everything schools do with developing pupils' personal, emotional and social skills. And along with the guarantee of 1 to 1 tuition for those falling behind in English and maths, all pupils should leave primary school with the skills they need. I believe that giving schools the freedom and flexibility to build on the solid foundations of Jim Rose's new curriculum will set a new standard in primary education in this country. Sir Jim Rose said: I am delighted that the recommendations of the Primary Curriculum Review have been accepted. This is a curriculum for the 21st Century that seeks to secure the best possible progress and outcomes for every child, throughout their primary years. The findings of the consultation showed high levels of support for Sir Jim's main proposals. In addition: * 71 per cent agreed that they will help children make useful links between related subjects * 83 per cent agreed that the proposals to integrate ICT through the curriculum will help children use technology to enhance their learning * 70 per cent agreed that the proposed curriculum will give schools more flexibility to adapt to the needs of their children * 69 per cent agreed that the proposed curriculum is less prescriptive than the existing curriculum and provides schools with greater flexibility to adapt the curriculum to the needs of their pupils. Due to the positive response to Jim Rose's proposals, few changes were made to the proposed Areas of Learning. However, after consulting with parents, teachers, the science community and other interested parties, pupils will be expected to explicitly cover evolution as part of their learning. Learning about evolution is an important part of science education, and pupils already learn about it at secondary school. The revised Area of Learning for historical, geographical and social understanding also confirms that learning about British history will be a key feature of the new primary curriculum. Further information See the press notice for more. The Review in addition to supporting documents, can be viewed on the DCSF's publications page. Ed Balls has laid a Written Ministerial Statement before the House on primary schools. Vernon Coaker has written a piece for today's 'Comment is free' section of the online Guardian on the new primary curriculum. View Vernon Coaker's article in this site's 'Articles and letters' section. Today's announcement on primary curriculum reform includes the results of surveys and polling conducted as part of the QCDA consultation. It found that three out of four respondents to the survey (75 per cent) agreed that the proposed curriculum aims provide an appropriate foundation for primary education. Seven in ten respondents (70 per cent) agreed that the six areas of learning help teachers plan meaningful learning experiences. The same number of respondents (71 per cent) agreed that these areas of learning will help children make useful links between related subjects. The consultation report and the final Areas of Learning can be found on the Teachernet publications pages. The independent review of the primary curriculum, the first in ten years, was led by educational expert Sir Jim Rose and began in spring 2008. During the review, he listened to thousands of teachers, children and parents and met with education specialists. He looked at what is already happening in good schools to bring learning to life. And he looked at what other successful countries are doing with their national curricula. In April 2009 Sir Jim Rose published the findings of his review and made a series of recommendations to modernise the curriculum for 21st century pupils. Ed Balls, Secretary of State for Children, Schools and Families, accepted all of the recommendations which can be found online. The new curriculum has been reorganised into six areas of learning. These a= re: * understanding English, communication and languages * mathematical understanding * understanding the arts * historical, geographical and social understanding * understanding physical development, health and well-being * scientific and technological understanding. The areas of learning will continue to incorporate traditional subjects - such as English, mathematics, science, history and geography for example - but will also contain more provision for ICT, personal development and health and wellbeing and include essential skills for learning and life. The range of learning will allow for more cross-curriculum activities and give teachers more opportunities to provide interactive and practical lessons. -- Miles Berry Senior Lecturer, ICT | Roehampton University | roehampton.ac.uk | 0208 392 = 3241 Community Manager | Open Source Schools | opensourceschools.org.uk | 07779 628656 Blogger | milesberry.net Twit | twitter.com/mberry _______________________________________________ Primary mailing list Primary@talk.naace.org http://talk.naace.org/mm/listinfo/primary --_000_05B61107ADE5754D95CFDABCB010BD9438A0B1BF94MAIL3lgflmail_ Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

I see that the new curriculum has been reorganised = into six areas of learning - ICT is once again inferred and not explicit.  = Will this give us the same problems all over again?

 

I refer to

•understanding English, communication and lan= guages

•mathematical understanding

•understanding the arts

•historical, geographical and social understa= nding

•understanding physical development, health a= nd well-being

•scientific and technological understanding.<= o:p>

 

Best Wishe= s

 

Allison= Allen

 <= o:p>

Outstream, London=

 

w:   http://www.outstream.co.uk/    &n= bsp;  

vle: = http://www.outstream.lgfl.net     

ple: = http://www.aallen.outstream.= lgfl.net

 

-----Original Message-----
From: primary-admin@talk.naace.org [mailto:primary-admin@talk.naace.org] On Behalf Of Miles Berry
Sent: 20 November 2009 10:56
To: advisory@talk.naace.org; primary@talk.naace.org
Subject: [Primary] New curriculum signed off

 

The following text is from

http://www.dcsf.gov.uk/news/content.cfm?landing=3Dm= ajor_reform_of_curriculum_at_the_heart_of_a_renewed_push_to_drive_up_standa= rds&type=3D1

 

Any comments?

 

Miles.

 

-

 

Major reform of curriculum at the heart of a renewe= d push to drive up standards

 

In the news feed

19 November 2009

 

Schools Minister Vernon Coaker has today confirmed = plans to bring in a

new curriculum to shake-up primary education –= ; with overwhelming

support from pupils, parents, teachers and experts.= He said that it is

time for Government to step back and let schools ta= ke more

responsibility for their own curriculum.=

 

New legislation introduced today on primary curricu= lum reform in

England will drive up education standards across th= e board. Vernon

Coaker confirmed that evolution will become a compu= lsory part of

science education and that British history will be = a key, and

permanent, feature of the historical, geographical = and social

understanding area of learning.

 

The new legislation is based on recommendations fro= m an independent

review of the primary curriculum by Sir Jim Rose, w= hich sought the

views of teachers, parents, pupils and subject expe= rts and took over a

year to complete. The Government accepted Jim Rose&= #8217;s recommendations

in full in April this year.

 

The reforms included creating six ‘Areas of l= earning’ that will shape

what children learn from September 2011, the right = to learn a foreign

language for seven-year-olds, a new focus on speaki= ng and listening,

increased expectations of ICT skills, and giving al= l parents the

option to send their child to school in the Septemb= er after they are

four.

 

Along with the final six areas of learning, the Government today also

published the findings of the public consultation, showing

overwhelming support – with over 70 per cent = of teachers, parents,

pupils and education experts saying the new curricu= lum will provide a

sound basis for primary education. The results also showed that seven

out of ten people think Jim Rose’s proposals = will reduce prescription

in teaching, and increase flexibility in learning.<= o:p>

 

Schools Minister Vernon Coaker said:

 

    What and how our children learn = lies at the heart of our policies

to raise standards. We’ve seen that an inspir= ing and rigorous

curriculum can transform failing schools, which is = why these plans are

based on the very best practice from this country&#= 8217;s top-class

teachers.

 

    Ten years ago, we had to take a = direct approach to drive up

standards in primary schools – and fast. We i= ntroduced new national

strategies to get children up to speed with the thr= ee Rs and we now

have pioneering programmes like Every Child a Reade= r and Every Child

Counts.  Coupled with record increases in per = pupil funding, we know

our interventions have worked. Since the mid-nineti= es, we’ve leapt

from 17th to 7th in the international league tables= for maths, around

100,000 more 11-year-olds now leave primary school = secure in English

and science results at Key Stage two have risen by = 19 percentage

points since 1997.

 

    Laying firm foundations in our p= rimary schools was vital, but it

resulted in a top-down approach with too much prescription from the

centre and a curriculum cluttered with too many mus= t-dos. If we truly

expect schools to reach the next level and become n= ot just good, but

great, the power has to rest with Heads to drive th= eir own

improvement.

 

    This is why we’re moving t= o a new curriculum, with 6 areas of

learning rather than stand alone subjects. Teachers= will have more

freedom to use their professional judgement and creativity to make

links between subjects that make sense to their pup= ils: from linking

history to the arts, or science to PE.

 

    But what we are absolutely clear= on is that a more flexible, more

locally determined curriculum will still focus on t= he basics. We’re

making literacy, numeracy and ICT the backbone of e= very lesson and are

underpinning everything schools do with developing pupils’ personal,

emotional and social skills. And along with the gua= rantee of 1 to 1

tuition for those falling behind in English and mat= hs, all pupils

should leave primary school with the skills they ne= ed.

 

    I believe that giving schools th= e freedom and flexibility to build

on the solid foundations of Jim Rose’s new cu= rriculum will set a new

standard in primary education in this country.=

 

Sir Jim Rose said:

 

    I am delighted that the recommen= dations of the Primary Curriculum

Review have been accepted. This is a curriculum for= the 21st Century

that seeks to secure the best possible progress and outcomes for every

child, throughout their primary years.

 

The findings of the consultation showed high levels= of support for Sir

Jim’s main proposals. In addition:=

 

    * 71 per cent agreed that they w= ill help children make useful

links between related subjects

    * 83 per cent agreed that the pr= oposals to integrate ICT through

the curriculum will help children use technology to enhance their

learning

    * 70 per cent agreed that the pr= oposed curriculum will give

schools more flexibility to adapt to the needs of t= heir children

    * 69 per cent agreed that the pr= oposed curriculum is less

prescriptive than the existing curriculum and provi= des schools with

greater flexibility to adapt the curriculum to the = needs of their

pupils.

 

Due to the positive response to Jim Rose’s pr= oposals, few changes were

made to the proposed Areas of Learning. However, af= ter consulting with

parents, teachers, the science community and other interested parties,

pupils will be expected to explicitly cover evoluti= on as part of their

learning. Learning about evolution is an important = part of science

education, and pupils already learn about it at sec= ondary school. The

revised Area of Learning for historical, geographic= al and social

understanding also confirms that learning about Bri= tish history will

be a key feature of the new primary curriculum.

 

Further information

 

See the press notice for more.

 

The Review in addition to supporting documents, can= be viewed on the

DCSF's publications page.

 

Ed Balls has laid a Written Ministerial Statement b= efore the House on

primary schools.

 

Vernon Coaker has written a piece for today's 'Comm= ent is free'

section of the online Guardian on the new primary curriculum.

 

View Vernon Coaker's article in this site's 'Articl= es and letters' section.

 

Today’s announcement on primary curriculum re= form includes the results

of surveys and polling conducted as part of the QCD= A consultation. It

found that three out of four respondents to the sur= vey (75 per cent)

agreed that the proposed curriculum aims provide an appropriate

foundation for primary education.

 

 Seven in ten respondents (70 per cent) agreed= that the six areas of

learning help teachers plan meaningful learning experiences. The same

number of respondents (71 per cent) agreed that the= se areas of

learning will help children make useful links betwe= en related

subjects.

 

The consultation report and the final Areas of Lear= ning can be found

on the Teachernet publications pages.

 

The independent review of the primary curriculum, t= he first in ten

years, was led by educational expert Sir Jim Rose a= nd began in spring

2008. During the review, he listened to thousands o= f teachers,

children and parents and met with education special= ists. He looked at

what is already happening in good schools to bring learning to life.

And he looked at what other successful countries ar= e doing with their

national curricula.

 

In April 2009 Sir Jim Rose published the findings o= f his review and

made a series of recommendations to modernise the curriculum for 21st

century pupils. Ed Balls, Secretary of State for Children, Schools and

Families, accepted all of the recommendations which= can be found

online.

 

The new curriculum has been reorganised into six ar= eas of learning. These are:

 

    * understanding English, communi= cation and languages

    * mathematical understanding

    * understanding the arts

    * historical, geographical and s= ocial understanding

    * understanding physical develop= ment, health and well-being

    * scientific and technological u= nderstanding.

 

 

 

 

The areas of learning will continue to incorporate traditional

subjects - such as English, mathematics, science, h= istory and

geography for example - but will also contain more provision for ICT,

personal development and health and wellbeing and i= nclude essential

skills for learning and life. The range of learning= will allow for

more cross-curriculum activities and give teachers = more opportunities

to provide interactive and practical lessons.<= /o:p>

 

 

--

Miles Berry

Senior Lecturer, ICT | Roehampton University | roehampton.ac.uk | 0208 392 3241

Community Manager | Open Source Schools | opensourceschools.org.uk |

07779 628656

Blogger | milesberry.net

Twit | twitter.com/mberry

 

_______________________________________________

Primary mailing list

Primary@talk.naace.org

http://talk.naace.org/mm/listinfo/primary

--_000_05B61107ADE5754D95CFDABCB010BD9438A0B1BF94MAIL3lgflmail_-- From ian.lynch@theingots.org Fri Nov 20 19:11:32 2009 From: ian.lynch@theingots.org (Ian) Date: Fri, 20 Nov 2009 19:11:32 +0000 Subject: [Advisory] RE: [Primary] New curriculum signed off In-Reply-To: <05B61107ADE5754D95CFDABCB010BD9438A0B1BF94@MAIL3.lgflmail.org> References: <5946b8ad0911200256i6e48c6aep4be05746ac6fbf6b@mail.gmail.com> <05B61107ADE5754D95CFDABCB010BD9438A0B1BF94@MAIL3.lgflmail.org> Message-ID: <1258744292.2542.33.camel@Zaphod> On Fri, 2009-11-20 at 19:00 +0000, Allison Allen wrote: > I see that the new curriculum has been reorganised into six areas of > learning - ICT is once again inferred and not explicit. Will this > give us the same problems all over again? Presumably schools will have to show OFSTED etc that they cover the NC and the new APP requirements will make it very difficult to avoid ICT. To be honest I think a fair bit of ICT stuff should be in scientific and technological understanding as well as using the tools. With these generic headings we could say where is the fine art or the chemistry? Which periods in history etc. As usual the devil is in the detail. > I refer to > > ā€¢understanding English, communication and languages > > ā€¢mathematical understanding > > ā€¢understanding the arts > > ā€¢historical, geographical and social understanding > > ā€¢understanding physical development, health and well-being > > ā€¢scientific and technological understanding. > > > > Best Wishes > > > > Allison Allen > > > > Outstream, London > > > > w: http://www.outstream.co.uk/ > > vle: http://www.outstream.lgfl.net > > ple: http://www.aallen.outstream.lgfl.net > > > > -----Original Message----- > From: primary-admin@talk.naace.org > [mailto:primary-admin@talk.naace.org] On Behalf Of Miles Berry > Sent: 20 November 2009 10:56 > To: advisory@talk.naace.org; primary@talk.naace.org > Subject: [Primary] New curriculum signed off > > > > The following text is from > > http://www.dcsf.gov.uk/news/content.cfm?landing=major_reform_of_curriculum_at_the_heart_of_a_renewed_push_to_drive_up_standards&type=1 > > > > Any comments? > > > > Miles. > > > > - > > > > Major reform of curriculum at the heart of a renewed push to drive up > standards > > > > In the news feed > > 19 November 2009 > > > > Schools Minister Vernon Coaker has today confirmed plans to bring in a > > new curriculum to shake-up primary education ā€“ with overwhelming > > support from pupils, parents, teachers and experts. He said that it is > > time for Government to step back and let schools take more > > responsibility for their own curriculum. > > > > New legislation introduced today on primary curriculum reform in > > England will drive up education standards across the board. Vernon > > Coaker confirmed that evolution will become a compulsory part of > > science education and that British history will be a key, and > > permanent, feature of the historical, geographical and social > > understanding area of learning. > > > > The new legislation is based on recommendations from an independent > > review of the primary curriculum by Sir Jim Rose, which sought the > > views of teachers, parents, pupils and subject experts and took over a > > year to complete. The Government accepted Jim Roseā€™s recommendations > > in full in April this year. > > > > The reforms included creating six ā€˜Areas of learningā€™ that will shape > > what children learn from September 2011, the right to learn a foreign > > language for seven-year-olds, a new focus on speaking and listening, > > increased expectations of ICT skills, and giving all parents the > > option to send their child to school in the September after they are > > four. > > > > Along with the final six areas of learning, the Government today also > > published the findings of the public consultation, showing > > overwhelming support ā€“ with over 70 per cent of teachers, parents, > > pupils and education experts saying the new curriculum will provide a > > sound basis for primary education. The results also showed that seven > > out of ten people think Jim Roseā€™s proposals will reduce prescription > > in teaching, and increase flexibility in learning. > > > > Schools Minister Vernon Coaker said: > > > > What and how our children learn lies at the heart of our policies > > to raise standards. Weā€™ve seen that an inspiring and rigorous > > curriculum can transform failing schools, which is why these plans are > > based on the very best practice from this countryā€™s top-class > > teachers. > > > > Ten years ago, we had to take a direct approach to drive up > > standards in primary schools ā€“ and fast. We introduced new national > > strategies to get children up to speed with the three Rs and we now > > have pioneering programmes like Every Child a Reader and Every Child > > Counts. Coupled with record increases in per pupil funding, we know > > our interventions have worked. Since the mid-nineties, weā€™ve leapt > > from 17th to 7th in the international league tables for maths, around > > 100,000 more 11-year-olds now leave primary school secure in English > > and science results at Key Stage two have risen by 19 percentage > > points since 1997. > > > > Laying firm foundations in our primary schools was vital, but it > > resulted in a top-down approach with too much prescription from the > > centre and a curriculum cluttered with too many must-dos. If we truly > > expect schools to reach the next level and become not just good, but > > great, the power has to rest with Heads to drive their own > > improvement. > > > > This is why weā€™re moving to a new curriculum, with 6 areas of > > learning rather than stand alone subjects. Teachers will have more > > freedom to use their professional judgement and creativity to make > > links between subjects that make sense to their pupils: from linking > > history to the arts, or science to PE. > > > > But what we are absolutely clear on is that a more flexible, more > > locally determined curriculum will still focus on the basics. Weā€™re > > making literacy, numeracy and ICT the backbone of every lesson and are > > underpinning everything schools do with developing pupilsā€™ personal, > > emotional and social skills. And along with the guarantee of 1 to 1 > > tuition for those falling behind in English and maths, all pupils > > should leave primary school with the skills they need. > > > > I believe that giving schools the freedom and flexibility to build > > on the solid foundations of Jim Roseā€™s new curriculum will set a new > > standard in primary education in this country. > > > > Sir Jim Rose said: > > > > I am delighted that the recommendations of the Primary Curriculum > > Review have been accepted. This is a curriculum for the 21st Century > > that seeks to secure the best possible progress and outcomes for every > > child, throughout their primary years. > > > > The findings of the consultation showed high levels of support for Sir > > Jimā€™s main proposals. In addition: > > > > * 71 per cent agreed that they will help children make useful > > links between related subjects > > * 83 per cent agreed that the proposals to integrate ICT through > > the curriculum will help children use technology to enhance their > > learning > > * 70 per cent agreed that the proposed curriculum will give > > schools more flexibility to adapt to the needs of their children > > * 69 per cent agreed that the proposed curriculum is less > > prescriptive than the existing curriculum and provides schools with > > greater flexibility to adapt the curriculum to the needs of their > > pupils. > > > > Due to the positive response to Jim Roseā€™s proposals, few changes were > > made to the proposed Areas of Learning. However, after consulting with > > parents, teachers, the science community and other interested parties, > > pupils will be expected to explicitly cover evolution as part of their > > learning. Learning about evolution is an important part of science > > education, and pupils already learn about it at secondary school. The > > revised Area of Learning for historical, geographical and social > > understanding also confirms that learning about British history will > > be a key feature of the new primary curriculum. > > > > Further information > > > > See the press notice for more. > > > > The Review in addition to supporting documents, can be viewed on the > > DCSF's publications page. > > > > Ed Balls has laid a Written Ministerial Statement before the House on > > primary schools. > > > > Vernon Coaker has written a piece for today's 'Comment is free' > > section of the online Guardian on the new primary curriculum. > > > > View Vernon Coaker's article in this site's 'Articles and letters' > section. > > > > Todayā€™s announcement on primary curriculum reform includes the results > > of surveys and polling conducted as part of the QCDA consultation. It > > found that three out of four respondents to the survey (75 per cent) > > agreed that the proposed curriculum aims provide an appropriate > > foundation for primary education. > > > > Seven in ten respondents (70 per cent) agreed that the six areas of > > learning help teachers plan meaningful learning experiences. The same > > number of respondents (71 per cent) agreed that these areas of > > learning will help children make useful links between related > > subjects. > > > > The consultation report and the final Areas of Learning can be found > > on the Teachernet publications pages. > > > > The independent review of the primary curriculum, the first in ten > > years, was led by educational expert Sir Jim Rose and began in spring > > 2008. During the review, he listened to thousands of teachers, > > children and parents and met with education specialists. He looked at > > what is already happening in good schools to bring learning to life. > > And he looked at what other successful countries are doing with their > > national curricula. > > > > In April 2009 Sir Jim Rose published the findings of his review and > > made a series of recommendations to modernise the curriculum for 21st > > century pupils. Ed Balls, Secretary of State for Children, Schools and > > Families, accepted all of the recommendations which can be found > > online. > > > > The new curriculum has been reorganised into six areas of learning. > These are: > > > > * understanding English, communication and languages > > * mathematical understanding > > * understanding the arts > > * historical, geographical and social understanding > > * understanding physical development, health and well-being > > * scientific and technological understanding. > > > > > > > > > > The areas of learning will continue to incorporate traditional > > subjects - such as English, mathematics, science, history and > > geography for example - but will also contain more provision for ICT, > > personal development and health and wellbeing and include essential > > skills for learning and life. The range of learning will allow for > > more cross-curriculum activities and give teachers more opportunities > > to provide interactive and practical lessons. > > > > > > -- > > Miles Berry > > Senior Lecturer, ICT | Roehampton University | roehampton.ac.uk | 0208 > 392 3241 > > Community Manager | Open Source Schools | opensourceschools.org.uk | > > 07779 628656 > > Blogger | milesberry.net > > Twit | twitter.com/mberry > > > > _______________________________________________ > > Primary mailing list > > Primary@talk.naace.org > > http://talk.naace.org/mm/listinfo/primary > > -- Ian Ofqual Accredited IT Qualifications A new approach to assessment for learning www.theINGOTs.org - 01827 305940 You have received this email from the following company: The Learning Machine Limited, Reg Office, 36 Ashby Road, Tamworth, Staffordshire, B79 8AQ. Reg No: 05560797, Registered in England and Wales. From mberry@bcs.org Fri Nov 20 19:44:46 2009 From: mberry@bcs.org (Miles Berry) Date: Fri, 20 Nov 2009 19:44:46 +0000 Subject: [Advisory] Re: [Primary] New curriculum signed off In-Reply-To: <1258744292.2542.33.camel@Zaphod> References: <5946b8ad0911200256i6e48c6aep4be05746ac6fbf6b@mail.gmail.com> <05B61107ADE5754D95CFDABCB010BD9438A0B1BF94@MAIL3.lgflmail.org> <1258744292.2542.33.camel@Zaphod> Message-ID: <5946b8ad0911201144g5b598c4bl596767149ed2001d@mail.gmail.com> ICT is given a place within the core 'essentials for learning and life', with a description which isn't that far removed from the existing 1999 curriculum. The detailed (and I believe statutory) programmes of learning for the six areas are available, as Word files :-(, at http://publications.teachernet.gov.uk/default.aspx?PageFunction=productdetails&PageMode=publications&ProductId=QCDA/09/4355 , /each/ of which contains a number of statements concerning the ICT which 'children shall be taught' within the context of that area of learning. IMHO, there's some good, meaty stuff in there. I've not found a final version of the draft document which draws together all the ICT from these six programmes, still available at http://www.qcda.gov.uk/22274.aspx. I don't think there have been significant changes. Do you think it safe to assume that these will take effect in September 2011, or should we be concerned that a change of government might bring a change of curriculum? Miles. 2009/11/20 Ian : > On Fri, 2009-11-20 at 19:00 +0000, Allison Allen wrote: >> I see that the new curriculum has been reorganised into six areas of >> learning - ICT is once again inferred and not explicit.  Will this >> give us the same problems all over again? > > Presumably schools will have to show OFSTED etc that they cover the NC > and the new APP requirements will make it very difficult to avoid ICT. > > To be honest I think a fair bit of ICT stuff should be in scientific and > technological understanding as well as using the tools. With these > generic headings we could say where is the fine art or the chemistry? > Which periods in history etc. As usual the devil is in the detail. > > >> I refer to >> >> •understanding English, communication and languages >> >> •mathematical understanding >> >> •understanding the arts >> >> •historical, geographical and social understanding >> >> •understanding physical development, health and well-being >> >> •scientific and technological understanding. >> >> >> >> Best Wishes >> >> >> >> Allison Allen >> >> >> >> Outstream, London >> >> >> >> w:   http://www.outstream.co.uk/ >> >> vle: http://www.outstream.lgfl.net >> >> ple: http://www.aallen.outstream.lgfl.net >> >> >> >> -----Original Message----- >> From: primary-admin@talk.naace.org >> [mailto:primary-admin@talk.naace.org] On Behalf Of Miles Berry >> Sent: 20 November 2009 10:56 >> To: advisory@talk.naace.org; primary@talk.naace.org >> Subject: [Primary] New curriculum signed off >> >> >> >> The following text is from >> >> http://www.dcsf.gov.uk/news/content.cfm?landing=major_reform_of_curriculum_at_the_heart_of_a_renewed_push_to_drive_up_standards&type=1 >> >> >> >> Any comments? >> >> >> >> Miles. >> >> >> >> - >> >> >> >> Major reform of curriculum at the heart of a renewed push to drive up >> standards >> >> >> >> In the news feed >> >> 19 November 2009 >> >> >> >> Schools Minister Vernon Coaker has today confirmed plans to bring in a >> >> new curriculum to shake-up primary education – with overwhelming >> >> support from pupils, parents, teachers and experts. He said that it is >> >> time for Government to step back and let schools take more >> >> responsibility for their own curriculum. >> >> >> >> New legislation introduced today on primary curriculum reform in >> >> England will drive up education standards across the board. Vernon >> >> Coaker confirmed that evolution will become a compulsory part of >> >> science education and that British history will be a key, and >> >> permanent, feature of the historical, geographical and social >> >> understanding area of learning. >> >> >> >> The new legislation is based on recommendations from an independent >> >> review of the primary curriculum by Sir Jim Rose, which sought the >> >> views of teachers, parents, pupils and subject experts and took over a >> >> year to complete. The Government accepted Jim Rose’s recommendations >> >> in full in April this year. >> >> >> >> The reforms included creating six ‘Areas of learning’ that will shape >> >> what children learn from September 2011, the right to learn a foreign >> >> language for seven-year-olds, a new focus on speaking and listening, >> >> increased expectations of ICT skills, and giving all parents the >> >> option to send their child to school in the September after they are >> >> four. >> >> >> >> Along with the final six areas of learning, the Government today also >> >> published the findings of the public consultation, showing >> >> overwhelming support – with over 70 per cent of teachers, parents, >> >> pupils and education experts saying the new curriculum will provide a >> >> sound basis for primary education. The results also showed that seven >> >> out of ten people think Jim Rose’s proposals will reduce prescription >> >> in teaching, and increase flexibility in learning. >> >> >> >> Schools Minister Vernon Coaker said: >> >> >> >>     What and how our children learn lies at the heart of our policies >> >> to raise standards. We’ve seen that an inspiring and rigorous >> >> curriculum can transform failing schools, which is why these plans are >> >> based on the very best practice from this country’s top-class >> >> teachers. >> >> >> >>     Ten years ago, we had to take a direct approach to drive up >> >> standards in primary schools – and fast. We introduced new national >> >> strategies to get children up to speed with the three Rs and we now >> >> have pioneering programmes like Every Child a Reader and Every Child >> >> Counts.  Coupled with record increases in per pupil funding, we know >> >> our interventions have worked. Since the mid-nineties, we’ve leapt >> >> from 17th to 7th in the international league tables for maths, around >> >> 100,000 more 11-year-olds now leave primary school secure in English >> >> and science results at Key Stage two have risen by 19 percentage >> >> points since 1997. >> >> >> >>     Laying firm foundations in our primary schools was vital, but it >> >> resulted in a top-down approach with too much prescription from the >> >> centre and a curriculum cluttered with too many must-dos. If we truly >> >> expect schools to reach the next level and become not just good, but >> >> great, the power has to rest with Heads to drive their own >> >> improvement. >> >> >> >>     This is why we’re moving to a new curriculum, with 6 areas of >> >> learning rather than stand alone subjects. Teachers will have more >> >> freedom to use their professional judgement and creativity to make >> >> links between subjects that make sense to their pupils: from linking >> >> history to the arts, or science to PE. >> >> >> >>     But what we are absolutely clear on is that a more flexible, more >> >> locally determined curriculum will still focus on the basics. We’re >> >> making literacy, numeracy and ICT the backbone of every lesson and are >> >> underpinning everything schools do with developing pupils’ personal, >> >> emotional and social skills. And along with the guarantee of 1 to 1 >> >> tuition for those falling behind in English and maths, all pupils >> >> should leave primary school with the skills they need. >> >> >> >>     I believe that giving schools the freedom and flexibility to build >> >> on the solid foundations of Jim Rose’s new curriculum will set a new >> >> standard in primary education in this country. >> >> >> >> Sir Jim Rose said: >> >> >> >>     I am delighted that the recommendations of the Primary Curriculum >> >> Review have been accepted. This is a curriculum for the 21st Century >> >> that seeks to secure the best possible progress and outcomes for every >> >> child, throughout their primary years. >> >> >> >> The findings of the consultation showed high levels of support for Sir >> >> Jim’s main proposals. In addition: >> >> >> >>     * 71 per cent agreed that they will help children make useful >> >> links between related subjects >> >>     * 83 per cent agreed that the proposals to integrate ICT through >> >> the curriculum will help children use technology to enhance their >> >> learning >> >>     * 70 per cent agreed that the proposed curriculum will give >> >> schools more flexibility to adapt to the needs of their children >> >>     * 69 per cent agreed that the proposed curriculum is less >> >> prescriptive than the existing curriculum and provides schools with >> >> greater flexibility to adapt the curriculum to the needs of their >> >> pupils. >> >> >> >> Due to the positive response to Jim Rose’s proposals, few changes were >> >> made to the proposed Areas of Learning. However, after consulting with >> >> parents, teachers, the science community and other interested parties, >> >> pupils will be expected to explicitly cover evolution as part of their >> >> learning. Learning about evolution is an important part of science >> >> education, and pupils already learn about it at secondary school. The >> >> revised Area of Learning for historical, geographical and social >> >> understanding also confirms that learning about British history will >> >> be a key feature of the new primary curriculum. >> >> >> >> Further information >> >> >> >> See the press notice for more. >> >> >> >> The Review in addition to supporting documents, can be viewed on the >> >> DCSF's publications page. >> >> >> >> Ed Balls has laid a Written Ministerial Statement before the House on >> >> primary schools. >> >> >> >> Vernon Coaker has written a piece for today's 'Comment is free' >> >> section of the online Guardian on the new primary curriculum. >> >> >> >> View Vernon Coaker's article in this site's 'Articles and letters' >> section. >> >> >> >> Today’s announcement on primary curriculum reform includes the results >> >> of surveys and polling conducted as part of the QCDA consultation. It >> >> found that three out of four respondents to the survey (75 per cent) >> >> agreed that the proposed curriculum aims provide an appropriate >> >> foundation for primary education. >> >> >> >>  Seven in ten respondents (70 per cent) agreed that the six areas of >> >> learning help teachers plan meaningful learning experiences. The same >> >> number of respondents (71 per cent) agreed that these areas of >> >> learning will help children make useful links between related >> >> subjects. >> >> >> >> The consultation report and the final Areas of Learning can be found >> >> on the Teachernet publications pages. >> >> >> >> The independent review of the primary curriculum, the first in ten >> >> years, was led by educational expert Sir Jim Rose and began in spring >> >> 2008. During the review, he listened to thousands of teachers, >> >> children and parents and met with education specialists. He looked at >> >> what is already happening in good schools to bring learning to life. >> >> And he looked at what other successful countries are doing with their >> >> national curricula. >> >> >> >> In April 2009 Sir Jim Rose published the findings of his review and >> >> made a series of recommendations to modernise the curriculum for 21st >> >> century pupils. Ed Balls, Secretary of State for Children, Schools and >> >> Families, accepted all of the recommendations which can be found >> >> online. >> >> >> >> The new curriculum has been reorganised into six areas of learning. >> These are: >> >> >> >>     * understanding English, communication and languages >> >>     * mathematical understanding >> >>     * understanding the arts >> >>     * historical, geographical and social understanding >> >>     * understanding physical development, health and well-being >> >>     * scientific and technological understanding. >> >> >> >> >> >> >> >> >> >> The areas of learning will continue to incorporate traditional >> >> subjects - such as English, mathematics, science, history and >> >> geography for example - but will also contain more provision for ICT, >> >> personal development and health and wellbeing and include essential >> >> skills for learning and life. The range of learning will allow for >> >> more cross-curriculum activities and give teachers more opportunities >> >> to provide interactive and practical lessons. >> >> >> >> >> >> -- >> >> Miles Berry >> >> Senior Lecturer, ICT | Roehampton University | roehampton.ac.uk | 0208 >> 392 3241 >> >> Community Manager | Open Source Schools | opensourceschools.org.uk | >> >> 07779 628656 >> >> Blogger | milesberry.net >> >> Twit | twitter.com/mberry >> >> >> >> _______________________________________________ >> >> Primary mailing list >> >> Primary@talk.naace.org >> >> http://talk.naace.org/mm/listinfo/primary >> >> > > > -- > Ian > Ofqual Accredited IT Qualifications > A new approach to assessment for learning > www.theINGOTs.org - 01827 305940 > > You have received this email from the following company: The Learning > Machine Limited, Reg Office, 36 Ashby Road, Tamworth, Staffordshire, B79 > 8AQ. Reg No: 05560797, Registered in England and Wales. > > _______________________________________________ > Primary mailing list > Primary@talk.naace.org > http://talk.naace.org/mm/listinfo/primary > -- Miles Berry Senior Lecturer, ICT | Roehampton University | roehampton.ac.uk | 0208 392 3241 Community Manager | Open Source Schools | opensourceschools.org.uk | 07779 628656 Blogger | milesberry.net Twit | twitter.com/mberry From heinrich@ntlworld.com Fri Nov 20 20:42:51 2009 From: heinrich@ntlworld.com (Paul Heinrich) Date: Fri, 20 Nov 2009 20:42:51 +0000 Subject: [Advisory] Re: [Primary] New curriculum signed off In-Reply-To: <5946b8ad0911201144g5b598c4bl596767149ed2001d@mail.gmail.com> References: <5946b8ad0911200256i6e48c6aep4be05746ac6fbf6b@mail.gmail.com> <05B61107ADE5754D95CFDABCB010BD9438A0B1BF94@MAIL3.lgflmail.org> <1258744292.2542.33.camel@Zaphod> <5946b8ad0911201144g5b598c4bl596767149ed2001d@mail.gmail.com> Message-ID: <4B06FF4B.5090407@ntlworld.com> This is a multi-part message in MIME format. --------------010805090703020608040400 Content-Type: text/plain; charset=windows-1252; format=flowed Content-Transfer-Encoding: 8bit Evening All, I would suggest that we all look at the core of the Education Bill and at Balls Statement to the House before going any further! Firstly, the revised curriculum is a section of the Bill - that has to go through both Houses before we can cheer . Secondly, Balls stressed the importance of ICT in his Statement (copy attached with relevant sections highlighted). Note especially the bit about "increased expectations". My understanding is that QCDA will issue more detailed ICT guidelines in January 2010. Paul Miles Berry wrote: > ICT is given a place within the core 'essentials for learning and > life', with a description which isn't that far removed from the > existing 1999 curriculum. > > The detailed (and I believe statutory) programmes of learning for the > six areas are available, as Word files :-(, at > http://publications.teachernet.gov.uk/default.aspx?PageFunction=productdetails&PageMode=publications&ProductId=QCDA/09/4355 > , /each/ of which contains a number of statements concerning the ICT > which 'children shall be taught' within the context of that area of > learning. IMHO, there's some good, meaty stuff in there. > > I've not found a final version of the draft document which draws > together all the ICT from these six programmes, still available at > http://www.qcda.gov.uk/22274.aspx. I don't think there have been > significant changes. > > Do you think it safe to assume that these will take effect in > September 2011, or should we be concerned that a change of government > might bring a change of curriculum? > > Miles. > > 2009/11/20 Ian : > >> On Fri, 2009-11-20 at 19:00 +0000, Allison Allen wrote: >> >>> I see that the new curriculum has been reorganised into six areas of >>> learning - ICT is once again inferred and not explicit. Will this >>> give us the same problems all over again? >>> >> Presumably schools will have to show OFSTED etc that they cover the NC >> and the new APP requirements will make it very difficult to avoid ICT. >> >> To be honest I think a fair bit of ICT stuff should be in scientific and >> technological understanding as well as using the tools. With these >> generic headings we could say where is the fine art or the chemistry? >> Which periods in history etc. As usual the devil is in the detail. >> >> >> >>> I refer to >>> >>> •understanding English, communication and languages >>> >>> •mathematical understanding >>> >>> •understanding the arts >>> >>> •historical, geographical and social understanding >>> >>> •understanding physical development, health and well-being >>> >>> •scientific and technological understanding. >>> >>> >>> >>> Best Wishes >>> >>> >>> >>> Allison Allen >>> >>> >>> >>> Outstream, London >>> >>> >>> >>> w: http://www.outstream.co.uk/ >>> >>> vle: http://www.outstream.lgfl.net >>> >>> ple: http://www.aallen.outstream.lgfl.net >>> >>> >>> >>> -----Original Message----- >>> From: primary-admin@talk.naace.org >>> [mailto:primary-admin@talk.naace.org] On Behalf Of Miles Berry >>> Sent: 20 November 2009 10:56 >>> To: advisory@talk.naace.org; primary@talk.naace.org >>> Subject: [Primary] New curriculum signed off >>> >>> >>> >>> The following text is from >>> >>> http://www.dcsf.gov.uk/news/content.cfm?landing=major_reform_of_curriculum_at_the_heart_of_a_renewed_push_to_drive_up_standards&type=1 >>> >>> >>> >>> Any comments? >>> >>> >>> >>> Miles. >>> >>> >>> >>> - >>> >>> >>> >>> Major reform of curriculum at the heart of a renewed push to drive up >>> standards >>> >>> >>> >>> In the news feed >>> >>> 19 November 2009 >>> >>> >>> >>> Schools Minister Vernon Coaker has today confirmed plans to bring in a >>> >>> new curriculum to shake-up primary education – with overwhelming >>> >>> support from pupils, parents, teachers and experts. He said that it is >>> >>> time for Government to step back and let schools take more >>> >>> responsibility for their own curriculum. >>> >>> >>> >>> New legislation introduced today on primary curriculum reform in >>> >>> England will drive up education standards across the board. Vernon >>> >>> Coaker confirmed that evolution will become a compulsory part of >>> >>> science education and that British history will be a key, and >>> >>> permanent, feature of the historical, geographical and social >>> >>> understanding area of learning. >>> >>> >>> >>> The new legislation is based on recommendations from an independent >>> >>> review of the primary curriculum by Sir Jim Rose, which sought the >>> >>> views of teachers, parents, pupils and subject experts and took over a >>> >>> year to complete. The Government accepted Jim Rose’s recommendations >>> >>> in full in April this year. >>> >>> >>> >>> The reforms included creating six ‘Areas of learning’ that will shape >>> >>> what children learn from September 2011, the right to learn a foreign >>> >>> language for seven-year-olds, a new focus on speaking and listening, >>> >>> increased expectations of ICT skills, and giving all parents the >>> >>> option to send their child to school in the September after they are >>> >>> four. >>> >>> >>> >>> Along with the final six areas of learning, the Government today also >>> >>> published the findings of the public consultation, showing >>> >>> overwhelming support – with over 70 per cent of teachers, parents, >>> >>> pupils and education experts saying the new curriculum will provide a >>> >>> sound basis for primary education. The results also showed that seven >>> >>> out of ten people think Jim Rose’s proposals will reduce prescription >>> >>> in teaching, and increase flexibility in learning. >>> >>> >>> >>> Schools Minister Vernon Coaker said: >>> >>> >>> >>> What and how our children learn lies at the heart of our policies >>> >>> to raise standards. We’ve seen that an inspiring and rigorous >>> >>> curriculum can transform failing schools, which is why these plans are >>> >>> based on the very best practice from this country’s top-class >>> >>> teachers. >>> >>> >>> >>> Ten years ago, we had to take a direct approach to drive up >>> >>> standards in primary schools – and fast. We introduced new national >>> >>> strategies to get children up to speed with the three Rs and we now >>> >>> have pioneering programmes like Every Child a Reader and Every Child >>> >>> Counts. Coupled with record increases in per pupil funding, we know >>> >>> our interventions have worked. Since the mid-nineties, we’ve leapt >>> >>> from 17th to 7th in the international league tables for maths, around >>> >>> 100,000 more 11-year-olds now leave primary school secure in English >>> >>> and science results at Key Stage two have risen by 19 percentage >>> >>> points since 1997. >>> >>> >>> >>> Laying firm foundations in our primary schools was vital, but it >>> >>> resulted in a top-down approach with too much prescription from the >>> >>> centre and a curriculum cluttered with too many must-dos. If we truly >>> >>> expect schools to reach the next level and become not just good, but >>> >>> great, the power has to rest with Heads to drive their own >>> >>> improvement. >>> >>> >>> >>> This is why we’re moving to a new curriculum, with 6 areas of >>> >>> learning rather than stand alone subjects. Teachers will have more >>> >>> freedom to use their professional judgement and creativity to make >>> >>> links between subjects that make sense to their pupils: from linking >>> >>> history to the arts, or science to PE. >>> >>> >>> >>> But what we are absolutely clear on is that a more flexible, more >>> >>> locally determined curriculum will still focus on the basics. We’re >>> >>> making literacy, numeracy and ICT the backbone of every lesson and are >>> >>> underpinning everything schools do with developing pupils’ personal, >>> >>> emotional and social skills. And along with the guarantee of 1 to 1 >>> >>> tuition for those falling behind in English and maths, all pupils >>> >>> should leave primary school with the skills they need. >>> >>> >>> >>> I believe that giving schools the freedom and flexibility to build >>> >>> on the solid foundations of Jim Rose’s new curriculum will set a new >>> >>> standard in primary education in this country. >>> >>> >>> >>> Sir Jim Rose said: >>> >>> >>> >>> I am delighted that the recommendations of the Primary Curriculum >>> >>> Review have been accepted. This is a curriculum for the 21st Century >>> >>> that seeks to secure the best possible progress and outcomes for every >>> >>> child, throughout their primary years. >>> >>> >>> >>> The findings of the consultation showed high levels of support for Sir >>> >>> Jim’s main proposals. In addition: >>> >>> >>> >>> * 71 per cent agreed that they will help children make useful >>> >>> links between related subjects >>> >>> * 83 per cent agreed that the proposals to integrate ICT through >>> >>> the curriculum will help children use technology to enhance their >>> >>> learning >>> >>> * 70 per cent agreed that the proposed curriculum will give >>> >>> schools more flexibility to adapt to the needs of their children >>> >>> * 69 per cent agreed that the proposed curriculum is less >>> >>> prescriptive than the existing curriculum and provides schools with >>> >>> greater flexibility to adapt the curriculum to the needs of their >>> >>> pupils. >>> >>> >>> >>> Due to the positive response to Jim Rose’s proposals, few changes were >>> >>> made to the proposed Areas of Learning. However, after consulting with >>> >>> parents, teachers, the science community and other interested parties, >>> >>> pupils will be expected to explicitly cover evolution as part of their >>> >>> learning. Learning about evolution is an important part of science >>> >>> education, and pupils already learn about it at secondary school. The >>> >>> revised Area of Learning for historical, geographical and social >>> >>> understanding also confirms that learning about British history will >>> >>> be a key feature of the new primary curriculum. >>> >>> >>> >>> Further information >>> >>> >>> >>> See the press notice for more. >>> >>> >>> >>> The Review in addition to supporting documents, can be viewed on the >>> >>> DCSF's publications page. >>> >>> >>> >>> Ed Balls has laid a Written Ministerial Statement before the House on >>> >>> primary schools. >>> >>> >>> >>> Vernon Coaker has written a piece for today's 'Comment is free' >>> >>> section of the online Guardian on the new primary curriculum. >>> >>> >>> >>> View Vernon Coaker's article in this site's 'Articles and letters' >>> section. >>> >>> >>> >>> Today’s announcement on primary curriculum reform includes the results >>> >>> of surveys and polling conducted as part of the QCDA consultation. It >>> >>> found that three out of four respondents to the survey (75 per cent) >>> >>> agreed that the proposed curriculum aims provide an appropriate >>> >>> foundation for primary education. >>> >>> >>> >>> Seven in ten respondents (70 per cent) agreed that the six areas of >>> >>> learning help teachers plan meaningful learning experiences. The same >>> >>> number of respondents (71 per cent) agreed that these areas of >>> >>> learning will help children make useful links between related >>> >>> subjects. >>> >>> >>> >>> The consultation report and the final Areas of Learning can be found >>> >>> on the Teachernet publications pages. >>> >>> >>> >>> The independent review of the primary curriculum, the first in ten >>> >>> years, was led by educational expert Sir Jim Rose and began in spring >>> >>> 2008. During the review, he listened to thousands of teachers, >>> >>> children and parents and met with education specialists. He looked at >>> >>> what is already happening in good schools to bring learning to life. >>> >>> And he looked at what other successful countries are doing with their >>> >>> national curricula. >>> >>> >>> >>> In April 2009 Sir Jim Rose published the findings of his review and >>> >>> made a series of recommendations to modernise the curriculum for 21st >>> >>> century pupils. Ed Balls, Secretary of State for Children, Schools and >>> >>> Families, accepted all of the recommendations which can be found >>> >>> online. >>> >>> >>> >>> The new curriculum has been reorganised into six areas of learning. >>> These are: >>> >>> >>> >>> * understanding English, communication and languages >>> >>> * mathematical understanding >>> >>> * understanding the arts >>> >>> * historical, geographical and social understanding >>> >>> * understanding physical development, health and well-being >>> >>> * scientific and technological understanding. >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> The areas of learning will continue to incorporate traditional >>> >>> subjects - such as English, mathematics, science, history and >>> >>> geography for example - but will also contain more provision for ICT, >>> >>> personal development and health and wellbeing and include essential >>> >>> skills for learning and life. The range of learning will allow for >>> >>> more cross-curriculum activities and give teachers more opportunities >>> >>> to provide interactive and practical lessons. >>> >>> >>> >>> >>> >>> -- >>> >>> Miles Berry >>> >>> Senior Lecturer, ICT | Roehampton University | roehampton.ac.uk | 0208 >>> 392 3241 >>> >>> Community Manager | Open Source Schools | opensourceschools.org.uk | >>> >>> 07779 628656 >>> >>> Blogger | milesberry.net >>> >>> Twit | twitter.com/mberry >>> >>> >>> >>> _______________________________________________ >>> >>> Primary mailing list >>> >>> Primary@talk.naace.org >>> >>> http://talk.naace.org/mm/listinfo/primary >>> >>> >>> >> -- >> Ian >> Ofqual Accredited IT Qualifications >> A new approach to assessment for learning >> www.theINGOTs.org - 01827 305940 >> >> You have received this email from the following company: The Learning >> Machine Limited, Reg Office, 36 Ashby Road, Tamworth, Staffordshire, B79 >> 8AQ. Reg No: 05560797, Registered in England and Wales. >> >> _______________________________________________ >> Primary mailing list >> Primary@talk.naace.org >> http://talk.naace.org/mm/listinfo/primary >> >> > > > > -- Visit the Talyllyn Railway at Tywyn on the Mid-Wales Coast. The World's first preserved railway complete with original Victorian locomotives and rolling stock. 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//////////////////////////////////////////////////////////////////////// /////////////////////////////////////////////wEA/v8DCgAA/////wYJAgAAAAAA wAAAAAAAAEYfAAAATWljcm9zb2Z0IE9mZmljZSBXb3JkIERvY3VtZW50AAoAAABNU1dvcmRE b2MAEAAAAFdvcmQuRG9jdW1lbnQuOAD0ObJxAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAA --------------010805090703020608040400-- From rjt@maximise-ict.co.uk Fri Nov 20 20:52:18 2009 From: rjt@maximise-ict.co.uk (Ray Tolley) Date: Fri, 20 Nov 2009 20:52:18 -0000 Subject: [Advisory] RE: [Primary] New curriculum signed off In-Reply-To: <05B61107ADE5754D95CFDABCB010BD9438A0B1BF94@MAIL3.lgflmail.org> References: <5946b8ad0911200256i6e48c6aep4be05746ac6fbf6b@mail.gmail.com> <05B61107ADE5754D95CFDABCB010BD9438A0B1BF94@MAIL3.lgflmail.org> Message-ID: <007a01ca6a23$5994e410$0cbeac30$@co.uk> This is a multi-part message in MIME format. ------=_NextPart_000_007B_01CA6A23.5994E410 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: 7bit Allison, When the Rose Review first came out there was a lot of discussion about this very problem. But apart from the 70% "of teachers, parents, pupils and education experts saying the new curriculum will provide a sound basis for primary education" I just wonder why no mention is made of the other significant 30% - was that the ICT lobby? Were we totally ignored? Are there any caveats in terms of ICT? Or can Primary school teachers choose to ignore ICT if they wish? BW 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-admin@talk.naace.org] On Behalf Of Allison Allen Sent: 20 November 2009 19:00 To: Miles Berry; advisory@talk.naace.org; primary@talk.naace.org Subject: [Advisory] RE: [Primary] New curriculum signed off I see that the new curriculum has been reorganised into six areas of learning - ICT is once again inferred and not explicit. Will this give us the same problems all over again? I refer to .understanding English, communication and languages .mathematical understanding .understanding the arts .historical, geographical and social understanding .understanding physical development, health and well-being .scientific and technological understanding. Best Wishes Allison Allen Outstream, London w: http://www.outstream.co.uk/ vle: http://www.outstream.lgfl.net ple: http://www.aallen.outstream.lgfl.net -----Original Message----- From: primary-admin@talk.naace.org [mailto:primary-admin@talk.naace.org] On Behalf Of Miles Berry Sent: 20 November 2009 10:56 To: advisory@talk.naace.org; primary@talk.naace.org Subject: [Primary] New curriculum signed off The following text is from http://www.dcsf.gov.uk/news/content.cfm?landing=major_reform_of_curriculum_a t_the_heart_of_a_renewed_push_to_drive_up_standards&type=1 Any comments? Miles. - Major reform of curriculum at the heart of a renewed push to drive up standards In the news feed 19 November 2009 Schools Minister Vernon Coaker has today confirmed plans to bring in a new curriculum to shake-up primary education - with overwhelming support from pupils, parents, teachers and experts. He said that it is time for Government to step back and let schools take more responsibility for their own curriculum. New legislation introduced today on primary curriculum reform in England will drive up education standards across the board. Vernon Coaker confirmed that evolution will become a compulsory part of science education and that British history will be a key, and permanent, feature of the historical, geographical and social understanding area of learning. The new legislation is based on recommendations from an independent review of the primary curriculum by Sir Jim Rose, which sought the views of teachers, parents, pupils and subject experts and took over a year to complete. The Government accepted Jim Rose's recommendations in full in April this year. The reforms included creating six 'Areas of learning' that will shape what children learn from September 2011, the right to learn a foreign language for seven-year-olds, a new focus on speaking and listening, increased expectations of ICT skills, and giving all parents the option to send their child to school in the September after they are four. Along with the final six areas of learning, the Government today also published the findings of the public consultation, showing overwhelming support - with over 70 per cent of teachers, parents, pupils and education experts saying the new curriculum will provide a sound basis for primary education. The results also showed that seven out of ten people think Jim Rose's proposals will reduce prescription in teaching, and increase flexibility in learning. Schools Minister Vernon Coaker said: What and how our children learn lies at the heart of our policies to raise standards. We've seen that an inspiring and rigorous curriculum can transform failing schools, which is why these plans are based on the very best practice from this country's top-class teachers. Ten years ago, we had to take a direct approach to drive up standards in primary schools - and fast. We introduced new national strategies to get children up to speed with the three Rs and we now have pioneering programmes like Every Child a Reader and Every Child Counts. Coupled with record increases in per pupil funding, we know our interventions have worked. Since the mid-nineties, we've leapt from 17th to 7th in the international league tables for maths, around 100,000 more 11-year-olds now leave primary school secure in English and science results at Key Stage two have risen by 19 percentage points since 1997. Laying firm foundations in our primary schools was vital, but it resulted in a top-down approach with too much prescription from the centre and a curriculum cluttered with too many must-dos. If we truly expect schools to reach the next level and become not just good, but great, the power has to rest with Heads to drive their own improvement. This is why we're moving to a new curriculum, with 6 areas of learning rather than stand alone subjects. Teachers will have more freedom to use their professional judgement and creativity to make links between subjects that make sense to their pupils: from linking history to the arts, or science to PE. But what we are absolutely clear on is that a more flexible, more locally determined curriculum will still focus on the basics. We're making literacy, numeracy and ICT the backbone of every lesson and are underpinning everything schools do with developing pupils' personal, emotional and social skills. And along with the guarantee of 1 to 1 tuition for those falling behind in English and maths, all pupils should leave primary school with the skills they need. I believe that giving schools the freedom and flexibility to build on the solid foundations of Jim Rose's new curriculum will set a new standard in primary education in this country. Sir Jim Rose said: I am delighted that the recommendations of the Primary Curriculum Review have been accepted. This is a curriculum for the 21st Century that seeks to secure the best possible progress and outcomes for every child, throughout their primary years. The findings of the consultation showed high levels of support for Sir Jim's main proposals. In addition: * 71 per cent agreed that they will help children make useful links between related subjects * 83 per cent agreed that the proposals to integrate ICT through the curriculum will help children use technology to enhance their learning * 70 per cent agreed that the proposed curriculum will give schools more flexibility to adapt to the needs of their children * 69 per cent agreed that the proposed curriculum is less prescriptive than the existing curriculum and provides schools with greater flexibility to adapt the curriculum to the needs of their pupils. Due to the positive response to Jim Rose's proposals, few changes were made to the proposed Areas of Learning. However, after consulting with parents, teachers, the science community and other interested parties, pupils will be expected to explicitly cover evolution as part of their learning. Learning about evolution is an important part of science education, and pupils already learn about it at secondary school. The revised Area of Learning for historical, geographical and social understanding also confirms that learning about British history will be a key feature of the new primary curriculum. Further information See the press notice for more. The Review in addition to supporting documents, can be viewed on the DCSF's publications page. Ed Balls has laid a Written Ministerial Statement before the House on primary schools. Vernon Coaker has written a piece for today's 'Comment is free' section of the online Guardian on the new primary curriculum. View Vernon Coaker's article in this site's 'Articles and letters' section. Today's announcement on primary curriculum reform includes the results of surveys and polling conducted as part of the QCDA consultation. It found that three out of four respondents to the survey (75 per cent) agreed that the proposed curriculum aims provide an appropriate foundation for primary education. Seven in ten respondents (70 per cent) agreed that the six areas of learning help teachers plan meaningful learning experiences. The same number of respondents (71 per cent) agreed that these areas of learning will help children make useful links between related subjects. The consultation report and the final Areas of Learning can be found on the Teachernet publications pages. The independent review of the primary curriculum, the first in ten years, was led by educational expert Sir Jim Rose and began in spring 2008. During the review, he listened to thousands of teachers, children and parents and met with education specialists. He looked at what is already happening in good schools to bring learning to life. And he looked at what other successful countries are doing with their national curricula. In April 2009 Sir Jim Rose published the findings of his review and made a series of recommendations to modernise the curriculum for 21st century pupils. Ed Balls, Secretary of State for Children, Schools and Families, accepted all of the recommendations which can be found online. The new curriculum has been reorganised into six areas of learning. These are: * understanding English, communication and languages * mathematical understanding * understanding the arts * historical, geographical and social understanding * understanding physical development, health and well-being * scientific and technological understanding. The areas of learning will continue to incorporate traditional subjects - such as English, mathematics, science, history and geography for example - but will also contain more provision for ICT, personal development and health and wellbeing and include essential skills for learning and life. The range of learning will allow for more cross-curriculum activities and give teachers more opportunities to provide interactive and practical lessons. -- Miles Berry Senior Lecturer, ICT | Roehampton University | roehampton.ac.uk | 0208 392 3241 Community Manager | Open Source Schools | opensourceschools.org.uk | 07779 628656 Blogger | milesberry.net Twit | twitter.com/mberry _______________________________________________ Primary mailing list Primary@talk.naace.org http://talk.naace.org/mm/listinfo/primary ------=_NextPart_000_007B_01CA6A23.5994E410 Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

Allison,

 

When the Rose = Review first came out there was a lot of discussion about this very problem.  = But apart from the 70% “of teachers, parents, pupils = and education experts saying the new curriculum = will provide a sound basis for primary education” I just wonder why no mention is made of the = other significant 30% - was that the ICT lobby?  Were we totally = ignored?  Are there any caveats in terms of ICT?  Or can Primary school = teachers choose to ignore ICT if they wish?

 

BW

 

Ray Tolley  FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P:  http://raytolley.v2efolioworld.mnscu.ed= u/

B:  http://www.efoliointheuk.blogspot.com/<= /span>
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-admin@talk.naace.org] On Behalf Of Allison = Allen
Sent: 20 November 2009 19:00
To: Miles Berry; advisory@talk.naace.org; = primary@talk.naace.org
Subject: [Advisory] RE: [Primary] New curriculum signed = off

 

I see that the new curriculum has been = reorganised into six areas of learning - ICT is once again inferred and not = explicit.  Will this give us the same problems all over again?

 

I refer to

•understanding English, communication and = languages

•mathematical understanding

•understanding the arts

•historical, geographical and social = understanding

•understanding physical development, = health and well-being

•scientific and technological = understanding.

 

Best = Wishes

 

Allison Allen

 

Outstream, = London

 

w:   http://www.outstream.co.uk/ = ;      

vle: http://www.outstream.lgfl.net=     

ple: http://www.aallen.outstrea= m.lgfl.net

 

-----Original = Message-----
From: primary-admin@talk.naace.org [mailto:primary-admin@talk.naace.org] = On Behalf Of Miles Berry
Sent: 20 November 2009 10:56
To: advisory@talk.naace.org; primary@talk.naace.org
Subject: [Primary] New curriculum signed off

 

The following text is from

http://www.dcsf.gov.uk/news/content.cfm?landing=3Dma= jor_reform_of_curriculum_at_the_heart_of_a_renewed_push_to_drive_up_stand= ards&type=3D1

 

Any comments?

 

Miles.

 

-

 

Major reform of curriculum at the heart of a = renewed push to drive up standards

 

In the news feed

19 November 2009

 

Schools Minister Vernon Coaker has today = confirmed plans to bring in a

new curriculum to shake-up primary education = – with overwhelming

support from pupils, parents, teachers and = experts. He said that it is

time for Government to step back and let schools = take more

responsibility for their own = curriculum.

 

New legislation introduced today on primary = curriculum reform in

England will drive up education standards across = the board. Vernon

Coaker confirmed that evolution will become a = compulsory part of

science education and that British history will = be a key, and

permanent, feature of the historical, = geographical and social

understanding area of learning.

 

The new legislation is based on recommendations = from an independent

review of the primary curriculum by Sir Jim = Rose, which sought the

views of teachers, parents, pupils and subject = experts and took over a

year to complete. The Government accepted Jim Rose’s recommendations

in full in April this year.

 

The reforms included creating six ‘Areas = of learning’ that will shape

what children learn from September 2011, the = right to learn a foreign

language for seven-year-olds, a new focus on = speaking and listening,

increased expectations of ICT skills, and giving = all parents the

option to send their child to school in the = September after they are

four.

 

Along with the final six areas of learning, the Government today also

published the findings of the public = consultation, showing

overwhelming support – with over 70 per = cent of teachers, parents,

pupils and education experts saying the new = curriculum will provide a

sound basis for primary education. The results = also showed that seven

out of ten people think Jim Rose’s = proposals will reduce prescription

in teaching, and increase flexibility in = learning.

 

Schools Minister Vernon Coaker = said:

 

    What and how our children = learn lies at the heart of our policies

to raise standards. We’ve seen that an = inspiring and rigorous

curriculum can transform failing schools, which = is why these plans are

based on the very best practice from this = country’s top-class

teachers.

 

    Ten years ago, we had to take = a direct approach to drive up

standards in primary schools – and fast. = We introduced new national

strategies to get children up to speed with the = three Rs and we now

have pioneering programmes like Every Child a = Reader and Every Child

Counts.  Coupled with record increases in = per pupil funding, we know

our interventions have worked. Since the = mid-nineties, we’ve leapt

from 17th to 7th in the international league = tables for maths, around

100,000 more 11-year-olds now leave primary = school secure in English

and science results at Key Stage two have risen = by 19 percentage

points since 1997.

 

    Laying firm foundations in = our primary schools was vital, but it

resulted in a top-down approach with too much prescription from the

centre and a curriculum cluttered with too many = must-dos. If we truly

expect schools to reach the next level and = become not just good, but

great, the power has to rest with Heads to drive = their own

improvement.

 

    This is why we’re = moving to a new curriculum, with 6 areas of

learning rather than stand alone subjects. = Teachers will have more

freedom to use their professional judgement and creativity to make

links between subjects that make sense to their = pupils: from linking

history to the arts, or science to = PE.

 

    But what we are absolutely = clear on is that a more flexible, more

locally determined curriculum will still focus = on the basics. We’re

making literacy, numeracy and ICT the backbone = of every lesson and are

underpinning everything schools do with = developing pupils’ personal,

emotional and social skills. And along with the = guarantee of 1 to 1

tuition for those falling behind in English and = maths, all pupils

should leave primary school with the skills they = need.

 

    I believe that giving schools = the freedom and flexibility to build

on the solid foundations of Jim Rose’s new curriculum will set a new

standard in primary education in this = country.

 

Sir Jim Rose said:

 

    I am delighted that the recommendations of the Primary Curriculum

Review have been accepted. This is a curriculum = for the 21st Century

that seeks to secure the best possible progress = and outcomes for every

child, throughout their primary = years.

 

The findings of the consultation showed high = levels of support for Sir

Jim’s main proposals. In = addition:

 

    * 71 per cent agreed that = they will help children make useful

links between related subjects

    * 83 per cent agreed that the proposals to integrate ICT through

the curriculum will help children use technology = to enhance their

learning

    * 70 per cent agreed that the = proposed curriculum will give

schools more flexibility to adapt to the needs = of their children

    * 69 per cent agreed that the = proposed curriculum is less

prescriptive than the existing curriculum and = provides schools with

greater flexibility to adapt the curriculum to = the needs of their

pupils.

 

Due to the positive response to Jim Rose’s proposals, few changes were

made to the proposed Areas of Learning. However, = after consulting with

parents, teachers, the science community and = other interested parties,

pupils will be expected to explicitly cover = evolution as part of their

learning. Learning about evolution is an = important part of science

education, and pupils already learn about it at = secondary school. The

revised Area of Learning for historical, = geographical and social

understanding also confirms that learning about = British history will

be a key feature of the new primary = curriculum.

 

Further information

 

See the press notice for more.

 

The Review in addition to supporting documents, = can be viewed on the

DCSF's publications page.

 

Ed Balls has laid a Written Ministerial = Statement before the House on

primary schools.

 

Vernon Coaker has written a piece for today's = 'Comment is free'

section of the online Guardian on the new = primary curriculum.

 

View Vernon Coaker's article in this site's = 'Articles and letters' section.

 

Today’s announcement on primary curriculum = reform includes the results

of surveys and polling conducted as part of the = QCDA consultation. It

found that three out of four respondents to the = survey (75 per cent)

agreed that the proposed curriculum aims provide = an appropriate

foundation for primary education.

 

 Seven in ten respondents (70 per cent) = agreed that the six areas of

learning help teachers plan meaningful learning experiences. The same

number of respondents (71 per cent) agreed that = these areas of

learning will help children make useful links = between related

subjects.

 

The consultation report and the final Areas of = Learning can be found

on the Teachernet publications = pages.

 

The independent review of the primary = curriculum, the first in ten

years, was led by educational expert Sir Jim = Rose and began in spring

2008. During the review, he listened to = thousands of teachers,

children and parents and met with education = specialists. He looked at

what is already happening in good schools to = bring learning to life.

And he looked at what other successful countries = are doing with their

national curricula.

 

In April 2009 Sir Jim Rose published the = findings of his review and

made a series of recommendations to modernise = the curriculum for 21st

century pupils. Ed Balls, Secretary of State for Children, Schools and

Families, accepted all of the recommendations = which can be found

online.

 

The new curriculum has been reorganised into six = areas of learning. These are:

 

    * understanding English, = communication and languages

    * mathematical = understanding

    * understanding the = arts

    * historical, geographical = and social understanding

    * understanding physical = development, health and well-being

    * scientific and = technological understanding.

 

 

 

 

The areas of learning will continue to = incorporate traditional

subjects - such as English, mathematics, = science, history and

geography for example - but will also contain = more provision for ICT,

personal development and health and wellbeing = and include essential

skills for learning and life. The range of = learning will allow for

more cross-curriculum activities and give = teachers more opportunities

to provide interactive and practical = lessons.

 

 

--

Miles Berry

Senior Lecturer, ICT | Roehampton University | roehampton.ac.uk | 0208 392 3241

Community Manager | Open Source Schools | opensourceschools.org.uk |

07779 628656

Blogger | milesberry.net

Twit | twitter.com/mberry

 

_______________________________________________=

Primary mailing list

Primary@talk.naace.org

http://talk.naace.org/mm/listinfo/primary=

------=_NextPart_000_007B_01CA6A23.5994E410-- From rjt@maximise-ict.co.uk Fri Nov 20 21:28:49 2009 From: rjt@maximise-ict.co.uk (Ray Tolley) Date: Fri, 20 Nov 2009 21:28:49 -0000 Subject: [Advisory] Re: [Primary] New curriculum signed off In-Reply-To: <4B06FF4B.5090407@ntlworld.com> References: <5946b8ad0911200256i6e48c6aep4be05746ac6fbf6b@mail.gmail.com> <05B61107ADE5754D95CFDABCB010BD9438A0B1BF94@MAIL3.lgflmail.org> <1258744292.2542.33.camel@Zaphod> <5946b8ad0911201144g5b598c4bl596767149ed2001d@mail.gmail.com> <4B06FF4B.5090407@ntlworld.com> Message-ID: <000201ca6a28$732cc370$59864a50$@co.uk> Thanks, Paul! 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' -----Original Message----- From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of Paul Heinrich Sent: 20 November 2009 20:43 To: Miles Berry Cc: advisory@talk.naace.org; primary@talk.naace.org Subject: Re: [Advisory] Re: [Primary] New curriculum signed off Evening All, I would suggest that we all look at the core of the Education Bill and at Balls Statement to the House before going any further! Firstly, the revised curriculum is a section of the Bill - that has to go through both Houses before we can cheer . Secondly, Balls stressed the importance of ICT in his Statement (copy attached with relevant sections highlighted). Note especially the bit about "increased expectations". My understanding is that QCDA will issue more detailed ICT guidelines in January 2010. Paul Miles Berry wrote: > ICT is given a place within the core 'essentials for learning and > life', with a description which isn't that far removed from the > existing 1999 curriculum. > > The detailed (and I believe statutory) programmes of learning for the > six areas are available, as Word files :-(, at > http://publications.teachernet.gov.uk/default.aspx?PageFunction=produc > tdetails&PageMode=publications&ProductId=QCDA/09/4355 > , /each/ of which contains a number of statements concerning the ICT > which 'children shall be taught' within the context of that area of > learning. IMHO, there's some good, meaty stuff in there. > > I've not found a final version of the draft document which draws > together all the ICT from these six programmes, still available at > http://www.qcda.gov.uk/22274.aspx. I don't think there have been > significant changes. > > Do you think it safe to assume that these will take effect in > September 2011, or should we be concerned that a change of government > might bring a change of curriculum? > > Miles. > > 2009/11/20 Ian : > >> On Fri, 2009-11-20 at 19:00 +0000, Allison Allen wrote: >> >>> I see that the new curriculum has been reorganised into six areas of >>> learning - ICT is once again inferred and not explicit. Will this >>> give us the same problems all over again? >>> >> Presumably schools will have to show OFSTED etc that they cover the >> NC and the new APP requirements will make it very difficult to avoid ICT. >> >> To be honest I think a fair bit of ICT stuff should be in scientific >> and technological understanding as well as using the tools. With >> these generic headings we could say where is the fine art or the chemistry? >> Which periods in history etc. As usual the devil is in the detail. >> >> >> >>> I refer to >>> >>> •understanding English, communication and languages >>> >>> •mathematical understanding >>> >>> •understanding the arts >>> >>> •historical, geographical and social understanding >>> >>> •understanding physical development, health and well-being >>> >>> •scientific and technological understanding. >>> >>> >>> >>> Best Wishes >>> >>> >>> >>> Allison Allen >>> >>> >>> >>> Outstream, London >>> >>> >>> >>> w: http://www.outstream.co.uk/ >>> >>> vle: http://www.outstream.lgfl.net >>> >>> ple: http://www.aallen.outstream.lgfl.net >>> >>> >>> >>> -----Original Message----- >>> From: primary-admin@talk.naace.org >>> [mailto:primary-admin@talk.naace.org] On Behalf Of Miles Berry >>> Sent: 20 November 2009 10:56 >>> To: advisory@talk.naace.org; primary@talk.naace.org >>> Subject: [Primary] New curriculum signed off >>> >>> >>> >>> The following text is from >>> >>> http://www.dcsf.gov.uk/news/content.cfm?landing=major_reform_of_curr >>> iculum_at_the_heart_of_a_renewed_push_to_drive_up_standards&type=1 >>> >>> >>> >>> Any comments? >>> >>> >>> >>> Miles. >>> >>> >>> >>> - >>> >>> >>> >>> Major reform of curriculum at the heart of a renewed push to drive >>> up standards >>> >>> >>> >>> In the news feed >>> >>> 19 November 2009 >>> >>> >>> >>> Schools Minister Vernon Coaker has today confirmed plans to bring in >>> a >>> >>> new curriculum to shake-up primary education – with overwhelming >>> >>> support from pupils, parents, teachers and experts. He said that it >>> is >>> >>> time for Government to step back and let schools take more >>> >>> responsibility for their own curriculum. >>> >>> >>> >>> New legislation introduced today on primary curriculum reform in >>> >>> England will drive up education standards across the board. Vernon >>> >>> Coaker confirmed that evolution will become a compulsory part of >>> >>> science education and that British history will be a key, and >>> >>> permanent, feature of the historical, geographical and social >>> >>> understanding area of learning. >>> >>> >>> >>> The new legislation is based on recommendations from an independent >>> >>> review of the primary curriculum by Sir Jim Rose, which sought the >>> >>> views of teachers, parents, pupils and subject experts and took over >>> a >>> >>> year to complete. The Government accepted Jim Rose’s recommendations >>> >>> in full in April this year. >>> >>> >>> >>> The reforms included creating six ‘Areas of learning’ that will >>> shape >>> >>> what children learn from September 2011, the right to learn a >>> foreign >>> >>> language for seven-year-olds, a new focus on speaking and listening, >>> >>> increased expectations of ICT skills, and giving all parents the >>> >>> option to send their child to school in the September after they are >>> >>> four. >>> >>> >>> >>> Along with the final six areas of learning, the Government today >>> also >>> >>> published the findings of the public consultation, showing >>> >>> overwhelming support – with over 70 per cent of teachers, parents, >>> >>> pupils and education experts saying the new curriculum will provide >>> a >>> >>> sound basis for primary education. The results also showed that >>> seven >>> >>> out of ten people think Jim Rose’s proposals will reduce >>> prescription >>> >>> in teaching, and increase flexibility in learning. >>> >>> >>> >>> Schools Minister Vernon Coaker said: >>> >>> >>> >>> What and how our children learn lies at the heart of our >>> policies >>> >>> to raise standards. We’ve seen that an inspiring and rigorous >>> >>> curriculum can transform failing schools, which is why these plans >>> are >>> >>> based on the very best practice from this country’s top-class >>> >>> teachers. >>> >>> >>> >>> Ten years ago, we had to take a direct approach to drive up >>> >>> standards in primary schools – and fast. We introduced new national >>> >>> strategies to get children up to speed with the three Rs and we now >>> >>> have pioneering programmes like Every Child a Reader and Every Child >>> >>> Counts. Coupled with record increases in per pupil funding, we know >>> >>> our interventions have worked. Since the mid-nineties, we’ve leapt >>> >>> from 17th to 7th in the international league tables for maths, >>> around >>> >>> 100,000 more 11-year-olds now leave primary school secure in English >>> >>> and science results at Key Stage two have risen by 19 percentage >>> >>> points since 1997. >>> >>> >>> >>> Laying firm foundations in our primary schools was vital, but it >>> >>> resulted in a top-down approach with too much prescription from the >>> >>> centre and a curriculum cluttered with too many must-dos. If we >>> truly >>> >>> expect schools to reach the next level and become not just good, but >>> >>> great, the power has to rest with Heads to drive their own >>> >>> improvement. >>> >>> >>> >>> This is why we’re moving to a new curriculum, with 6 areas of >>> >>> learning rather than stand alone subjects. Teachers will have more >>> >>> freedom to use their professional judgement and creativity to make >>> >>> links between subjects that make sense to their pupils: from linking >>> >>> history to the arts, or science to PE. >>> >>> >>> >>> But what we are absolutely clear on is that a more flexible, >>> more >>> >>> locally determined curriculum will still focus on the basics. We’re >>> >>> making literacy, numeracy and ICT the backbone of every lesson and >>> are >>> >>> underpinning everything schools do with developing pupils’ personal, >>> >>> emotional and social skills. And along with the guarantee of 1 to 1 >>> >>> tuition for those falling behind in English and maths, all pupils >>> >>> should leave primary school with the skills they need. >>> >>> >>> >>> I believe that giving schools the freedom and flexibility to >>> build >>> >>> on the solid foundations of Jim Rose’s new curriculum will set a new >>> >>> standard in primary education in this country. >>> >>> >>> >>> Sir Jim Rose said: >>> >>> >>> >>> I am delighted that the recommendations of the Primary >>> Curriculum >>> >>> Review have been accepted. This is a curriculum for the 21st Century >>> >>> that seeks to secure the best possible progress and outcomes for >>> every >>> >>> child, throughout their primary years. >>> >>> >>> >>> The findings of the consultation showed high levels of support for >>> Sir >>> >>> Jim’s main proposals. In addition: >>> >>> >>> >>> * 71 per cent agreed that they will help children make useful >>> >>> links between related subjects >>> >>> * 83 per cent agreed that the proposals to integrate ICT through >>> >>> the curriculum will help children use technology to enhance their >>> >>> learning >>> >>> * 70 per cent agreed that the proposed curriculum will give >>> >>> schools more flexibility to adapt to the needs of their children >>> >>> * 69 per cent agreed that the proposed curriculum is less >>> >>> prescriptive than the existing curriculum and provides schools with >>> >>> greater flexibility to adapt the curriculum to the needs of their >>> >>> pupils. >>> >>> >>> >>> Due to the positive response to Jim Rose’s proposals, few changes >>> were >>> >>> made to the proposed Areas of Learning. However, after consulting >>> with >>> >>> parents, teachers, the science community and other interested >>> parties, >>> >>> pupils will be expected to explicitly cover evolution as part of >>> their >>> >>> learning. Learning about evolution is an important part of science >>> >>> education, and pupils already learn about it at secondary school. >>> The >>> >>> revised Area of Learning for historical, geographical and social >>> >>> understanding also confirms that learning about British history will >>> >>> be a key feature of the new primary curriculum. >>> >>> >>> >>> Further information >>> >>> >>> >>> See the press notice for more. >>> >>> >>> >>> The Review in addition to supporting documents, can be viewed on the >>> >>> DCSF's publications page. >>> >>> >>> >>> Ed Balls has laid a Written Ministerial Statement before the House >>> on >>> >>> primary schools. >>> >>> >>> >>> Vernon Coaker has written a piece for today's 'Comment is free' >>> >>> section of the online Guardian on the new primary curriculum. >>> >>> >>> >>> View Vernon Coaker's article in this site's 'Articles and letters' >>> section. >>> >>> >>> >>> Today’s announcement on primary curriculum reform includes the >>> results >>> >>> of surveys and polling conducted as part of the QCDA consultation. >>> It >>> >>> found that three out of four respondents to the survey (75 per cent) >>> >>> agreed that the proposed curriculum aims provide an appropriate >>> >>> foundation for primary education. >>> >>> >>> >>> Seven in ten respondents (70 per cent) agreed that the six areas of >>> >>> learning help teachers plan meaningful learning experiences. The >>> same >>> >>> number of respondents (71 per cent) agreed that these areas of >>> >>> learning will help children make useful links between related >>> >>> subjects. >>> >>> >>> >>> The consultation report and the final Areas of Learning can be found >>> >>> on the Teachernet publications pages. >>> >>> >>> >>> The independent review of the primary curriculum, the first in ten >>> >>> years, was led by educational expert Sir Jim Rose and began in >>> spring >>> >>> 2008. During the review, he listened to thousands of teachers, >>> >>> children and parents and met with education specialists. He looked >>> at >>> >>> what is already happening in good schools to bring learning to life. >>> >>> And he looked at what other successful countries are doing with >>> their >>> >>> national curricula. >>> >>> >>> >>> In April 2009 Sir Jim Rose published the findings of his review and >>> >>> made a series of recommendations to modernise the curriculum for >>> 21st >>> >>> century pupils. Ed Balls, Secretary of State for Children, Schools >>> and >>> >>> Families, accepted all of the recommendations which can be found >>> >>> online. >>> >>> >>> >>> The new curriculum has been reorganised into six areas of learning. >>> These are: >>> >>> >>> >>> * understanding English, communication and languages >>> >>> * mathematical understanding >>> >>> * understanding the arts >>> >>> * historical, geographical and social understanding >>> >>> * understanding physical development, health and well-being >>> >>> * scientific and technological understanding. >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> The areas of learning will continue to incorporate traditional >>> >>> subjects - such as English, mathematics, science, history and >>> >>> geography for example - but will also contain more provision for >>> ICT, >>> >>> personal development and health and wellbeing and include essential >>> >>> skills for learning and life. The range of learning will allow for >>> >>> more cross-curriculum activities and give teachers more >>> opportunities >>> >>> to provide interactive and practical lessons. >>> >>> >>> >>> >>> >>> -- >>> >>> Miles Berry >>> >>> Senior Lecturer, ICT | Roehampton University | roehampton.ac.uk | >>> 0208 >>> 392 3241 >>> >>> Community Manager | Open Source Schools | opensourceschools.org.uk | >>> >>> 07779 628656 >>> >>> Blogger | milesberry.net >>> >>> Twit | twitter.com/mberry >>> >>> >>> >>> _______________________________________________ >>> >>> Primary mailing list >>> >>> Primary@talk.naace.org >>> >>> http://talk.naace.org/mm/listinfo/primary >>> >>> >>> >> -- >> Ian >> Ofqual Accredited IT Qualifications >> A new approach to assessment for learning www.theINGOTs.org - 01827 >> 305940 >> >> You have received this email from the following company: The Learning >> Machine Limited, Reg Office, 36 Ashby Road, Tamworth, Staffordshire, >> B79 8AQ. Reg No: 05560797, Registered in England and Wales. >> >> _______________________________________________ >> Primary mailing list >> Primary@talk.naace.org >> http://talk.naace.org/mm/listinfo/primary >> >> > > > > -- Visit the Talyllyn Railway at Tywyn on the Mid-Wales Coast. The World's first preserved railway complete with original Victorian locomotives and rolling stock. See www.talyllyn.co.uk From ian.lynch@theingots.org Fri Nov 20 23:48:22 2009 From: ian.lynch@theingots.org (Ian) Date: Fri, 20 Nov 2009 23:48:22 +0000 Subject: [Advisory] Re: [Primary] New curriculum signed off In-Reply-To: References: Message-ID: <1258760902.2542.345.camel@Zaphod> On Fri, 2009-11-20 at 19:40 +0000, Bush Andrew wrote: > I think the crux of the issue is how schools address coverage and > progression in ICT capability. Is this what you're referring to? > I heard someone from QCA speaking on the new curriculum about a month > ago. He specifically mentioned ICT and concerns about teachers still > just teaching what they're comfortable with and how schools ensure > progression BUT didn't have any answers. > Hmmm Quite a bit is down to the March OFSTED report the importance of ICT. Here is one answer or at least strategy to get to the answer. We have Entry level qualifications currently being reviewed by e-skills that we will soon be accrediting in the new QCF. They are designed to also map directly to the NC and APP criteria so Entry 1 ----> NC Level 1 http://theingots.org/community/Bronze1 Entry 2 ----> NC level 2 http://theingots.org/community/Bronze2 Entry 3 ----> NC level 3 http://theingots.org/community/Bronze3 Entry 3 pass with merit NC Level 4 Level 1 ITQ NC Level 5 http://theingots.org/community/Silver4 This means every child can leave primary school with a recognised qualification in IT and the higher attainers will be able to achieve the National Vocational Qualification in IT at level 1 which is also compatible with the KS3 National strategy so there is a focus for cross-phase transition. We will be putting free supporting resources on the web so anyone will be able to use them without having to install any software and we are planning a free social networking site for primary that can be securely managed by the schools. http://www.theingots.org/tux/ Teachers won't need to worry about what they are comfortable with because there will be web support and tutorials so children can teach themselves as long as the teacher is supportive and we will provide for free web based systems for recording attainment, printing certificates and generally satisfying the assessment demands. We will run training courses for teachers allied to the Teacher Learning Academy stages system and gain support from secondary schools that have a mandate and funding to support their primary schools through the Specialist Schools community programme. We have an EU grant of 276,000 Euros to start this over the next two years and income from certification will drive this further. By using Open Source software and methods we can eventually provide all the supporting resources for the entire primary curriculum free from the internet. We just have to hope sufficient schools take up the certification to help accelerate progress - however we will also be applying for more grants through the Lifelong Learning program. Where there is a will there is a way :-) -- Ian Ofqual Accredited IT Qualifications A new approach to assessment for learning www.theINGOTs.org - 01827 305940 You have received this email from the following company: The Learning Machine Limited, Reg Office, 36 Ashby Road, Tamworth, Staffordshire, B79 8AQ. Reg No: 05560797, Registered in England and Wales. From ian.lynch@theingots.org Sat Nov 21 13:15:59 2009 From: ian.lynch@theingots.org (Ian) Date: Sat, 21 Nov 2009 13:15:59 +0000 Subject: [Advisory] Re: [Primary] New curriculum signed off In-Reply-To: References: Message-ID: <1258809360.2542.1097.camel@Zaphod> On Sat, 2009-11-21 at 12:11 +0000, Bush Andrew wrote: > I don't understand how that is going to help primary teachers embed > ICT into their school's curriculum. > I also can't see many primary schools wanting to get external > assessors into to assess their pupils and the workload that will > bring. Perhaps i've misunderstood? Yes, you have misunderstood. The idea is to rationalise many initiatives into one thing that is simple and focused on rewarding learning. The teachers are trained as assessors - ok, an overhead but then they should be taking part in CPD in any case because how else are they going to understand APP, the weaknesses OFSTED identified in assessment let alone changes in IT and the curriculum? Or indeed any other developments. If they are very up to date in assessment methods they won't need much training so it will just be a matter of recognising and rewarding good practice that already exists. Embedding is simply a matter taking a range of curriculum contexts to support the learning objectives. We will over time provide a range of those contexts freely on the web partly funded by EU grants and partly by certification income. There is support and an annual visit but this is not so much an assessment as a support visit to ensure that there is some consistency and that support is targeted on individual needs without having to get teachers out of school. That in turn will help when OFSTED visit which is unavoidable. We know from delivering thousands of certificates in primary schools that they are motivating for pupils (to be fair, cub scout and brownie leaders have known this for years ;-) ) and motivated pupils are easier to teach. The Specialist schools program provides typically 20k + a year for this sort of support in raising standards via the secondary schools and the certification focus then aids cross-phase transition. Some secondary schools will supply a TA or teacher to the primary schools to support this work so the training can be integrated into general classroom practice. Then there is the school's own CPD budget. They can also save money to put into staff development and support if we provide the supporting learning resources freely on the internet. So what we are trying to do is actually save time and effort through focus on good practice that should already be present and for which there are identified funding resources to take people from where they are now to where they need to be later. Of course some people might choose to spend those resources differently but that can be said of any initiative. Nothing is perfect, the question is more about whether it is better than doing nothing or the alternatives :-) > > ----- Original Message ----- > From: Ian > To: Bush Andrew > Cc: allison.allen@outstream.co.uk ; > mberry@bcs.org ; advisory@talk.naace.org > ; primary@talk.naace.org > > Sent: Fri Nov 20 23:48:22 2009 > Subject: Re: [Primary] New curriculum signed off > > On Fri, 2009-11-20 at 19:40 +0000, Bush Andrew wrote: > > I think the crux of the issue is how schools address coverage and > > progression in ICT capability. Is this what you're referring to? > > I heard someone from QCA speaking on the new curriculum about a > month > > ago. He specifically mentioned ICT and concerns about teachers still > > just teaching what they're comfortable with and how schools ensure > > progression BUT didn't have any answers. > > Hmmm > > Quite a bit is down to the March OFSTED report the importance of ICT. > Here is one answer or at least strategy to get to the answer. > > We have Entry level qualifications currently being reviewed by > e-skills > that we will soon be accrediting in the new QCF. They are designed to > also map directly to the NC and APP criteria so > > Entry 1 ----> NC Level 1 > http://theingots.org/community/Bronze1 > Entry 2 ----> NC level 2 > http://theingots.org/community/Bronze2 > Entry 3 ----> NC level 3 > http://theingots.org/community/Bronze3 > Entry 3 pass with merit NC Level 4 > > Level 1 ITQ NC Level 5 > http://theingots.org/community/Silver4 > > This means every child can leave primary school with a recognised > qualification in IT and the higher attainers will be able to achieve > the > National Vocational Qualification in IT at level 1 which is also > compatible with the KS3 National strategy so there is a focus for > cross-phase transition. > > We will be putting free supporting resources on the web so anyone will > be able to use them without having to install any software and we are > planning a free social networking site for primary that can be > securely > managed by the schools. > http://www.theingots.org/tux/ > > Teachers won't need to worry about what they are comfortable with > because there will be web support and tutorials so children can teach > themselves as long as the teacher is supportive and we will provide > for > free web based systems for recording attainment, printing certificates > and generally satisfying the assessment demands. We will run training > courses for teachers allied to the Teacher Learning Academy stages > system and gain support from secondary schools that have a mandate and > funding to support their primary schools through the Specialist > Schools > community programme. > > We have an EU grant of 276,000 Euros to start this over the next two > years and income from certification will drive this further. By using > Open Source software and methods we can eventually provide all the > supporting resources for the entire primary curriculum free from the > internet. We just have to hope sufficient schools take up the > certification to help accelerate progress - however we will also be > applying for more grants through the Lifelong Learning program. Where > there is a will there is a way :-) > > > -- > Ian > Ofqual Accredited IT Qualifications > A new approach to assessment for learning > www.theINGOTs.org - 01827 305940 > > You have received this email from the following company: The Learning > Machine Limited, Reg Office, 36 Ashby Road, Tamworth, Staffordshire, > B79 > 8AQ. Reg No: 05560797, Registered in England and Wales. > > > > > > Back the Bid! Back Sheffield's bid to be a host city for the FIFA > World Cup in 2018. To support the bid just text Sheffield to 62018 or > go to www.sheffield2018.co.uk > > > The information in this email is intended for the addressee(s) only. > If you are not the addressee, please tell us by using the reply > facility in your email software as soon as possible. Sheffield City > Council cannot accept any responsibility for the accuracy or > completeness of this message as it has been transmitted over a public > network. If you suspect that the message may have been intercepted or > amended please tell us as soon as possible. > Sheffield City Council may monitor all email passing through its > networks. -- Ian Ofqual Accredited IT Qualifications A new approach to assessment for learning www.theINGOTs.org - 01827 305940 You have received this email from the following company: The Learning Machine Limited, Reg Office, 36 Ashby Road, Tamworth, Staffordshire, B79 8AQ. Reg No: 05560797, Registered in England and Wales. From Kathy.Smedley@longcrest.co.uk Sat Nov 21 14:13:02 2009 From: Kathy.Smedley@longcrest.co.uk (Kathy Smedley) Date: Sat, 21 Nov 2009 14:13:02 -0000 Subject: [Advisory] RE: [Primary] New curriculum signed off In-Reply-To: References: <5946b8ad0911200256i6e48c6aep4be05746ac6fbf6b@mail.gmail.com> <05B61107ADE5754D95CFDABCB010BD9438A0B1BF94@MAIL3.lgflmail.org> Message-ID: <282F1DBC41475F4A9E6F370FA12DE325141E0F@longcrestsrv01.longcrest.co.uk> Hi does anyone have any more details on APP mentioned here. Is there going to be a Primary APP for ICT? Kathy Kathy Smedley ICT Consultant www.supporting-ict.co.uk The information transmitted is intended only for the person or entity to which it is addressed and may contain confidential and/or privileged material. Any review, retransmission, dissemination or other use of, or taking of any action in reliance upon, this information by persons or entities other than the intended recipient is prohibited. If you receive this in error, please contact the sender and delete the material from any computer. Although this message and any attachments are believed to be free of any virus or other defect that might affect any computer system into which it is received and opened it is the responsibility of the recipient to ensure that it is virus free and no responsibility is accepted by Longcrest Systems Ltd for any loss or damage in any way arising from its use. The views expressed in this e-mail do not necessarily reflect Longcrest Systems Ltd policy. -----Original Message----- From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of Ian Sent: 20 November 2009 20:01 To: Allison Allen Cc: advisory@talk.naace.org; primary@talk.naace.org Subject: [Advisory] RE: [Primary] New curriculum signed off On Fri, 2009-11-20 at 19:00 +0000, Allison Allen wrote: > I see that the new curriculum has been reorganised into six areas of > learning - ICT is once again inferred and not explicit. Will this > give us the same problems all over again? Presumably schools will have to show OFSTED etc that they cover the NC and the new APP requirements will make it very difficult to avoid ICT. To be honest I think a fair bit of ICT stuff should be in scientific and technological understanding as well as using the tools. With these generic headings we could say where is the fine art or the chemistry? Which periods in history etc. As usual the devil is in the detail. > I refer to > > *understanding English, communication and languages > > *mathematical understanding > > *understanding the arts > > *historical, geographical and social understanding > > *understanding physical development, health and well-being > > *scientific and technological understanding. > > > > Best Wishes > > > > Allison Allen > > > > Outstream, London > > > > w: http://www.outstream.co.uk/ > > vle: http://www.outstream.lgfl.net > > ple: http://www.aallen.outstream.lgfl.net > > > > -----Original Message----- > From: primary-admin@talk.naace.org > [mailto:primary-admin@talk.naace.org] On Behalf Of Miles Berry > Sent: 20 November 2009 10:56 > To: advisory@talk.naace.org; primary@talk.naace.org > Subject: [Primary] New curriculum signed off > > > > The following text is from > > http://www.dcsf.gov.uk/news/content.cfm?landing=major_reform_of_curric > ulum_at_the_heart_of_a_renewed_push_to_drive_up_standards&type=1 > > > > Any comments? > > > > Miles. > > > > - > > > > Major reform of curriculum at the heart of a renewed push to drive up > standards > > > > In the news feed > > 19 November 2009 > > > > Schools Minister Vernon Coaker has today confirmed plans to bring in a > > new curriculum to shake-up primary education - with overwhelming > > support from pupils, parents, teachers and experts. He said that it is > > time for Government to step back and let schools take more > > responsibility for their own curriculum. > > > > New legislation introduced today on primary curriculum reform in > > England will drive up education standards across the board. Vernon > > Coaker confirmed that evolution will become a compulsory part of > > science education and that British history will be a key, and > > permanent, feature of the historical, geographical and social > > understanding area of learning. > > > > The new legislation is based on recommendations from an independent > > review of the primary curriculum by Sir Jim Rose, which sought the > > views of teachers, parents, pupils and subject experts and took over a > > year to complete. The Government accepted Jim Rose's recommendations > > in full in April this year. > > > > The reforms included creating six 'Areas of learning' that will shape > > what children learn from September 2011, the right to learn a foreign > > language for seven-year-olds, a new focus on speaking and listening, > > increased expectations of ICT skills, and giving all parents the > > option to send their child to school in the September after they are > > four. > > > > Along with the final six areas of learning, the Government today also > > published the findings of the public consultation, showing > > overwhelming support - with over 70 per cent of teachers, parents, > > pupils and education experts saying the new curriculum will provide a > > sound basis for primary education. The results also showed that seven > > out of ten people think Jim Rose's proposals will reduce prescription > > in teaching, and increase flexibility in learning. > > > > Schools Minister Vernon Coaker said: > > > > What and how our children learn lies at the heart of our policies > > to raise standards. We've seen that an inspiring and rigorous > > curriculum can transform failing schools, which is why these plans are > > based on the very best practice from this country's top-class > > teachers. > > > > Ten years ago, we had to take a direct approach to drive up > > standards in primary schools - and fast. We introduced new national > > strategies to get children up to speed with the three Rs and we now > > have pioneering programmes like Every Child a Reader and Every Child > > Counts. Coupled with record increases in per pupil funding, we know > > our interventions have worked. Since the mid-nineties, we've leapt > > from 17th to 7th in the international league tables for maths, around > > 100,000 more 11-year-olds now leave primary school secure in English > > and science results at Key Stage two have risen by 19 percentage > > points since 1997. > > > > Laying firm foundations in our primary schools was vital, but it > > resulted in a top-down approach with too much prescription from the > > centre and a curriculum cluttered with too many must-dos. If we truly > > expect schools to reach the next level and become not just good, but > > great, the power has to rest with Heads to drive their own > > improvement. > > > > This is why we're moving to a new curriculum, with 6 areas of > > learning rather than stand alone subjects. Teachers will have more > > freedom to use their professional judgement and creativity to make > > links between subjects that make sense to their pupils: from linking > > history to the arts, or science to PE. > > > > But what we are absolutely clear on is that a more flexible, more > > locally determined curriculum will still focus on the basics. We're > > making literacy, numeracy and ICT the backbone of every lesson and are > > underpinning everything schools do with developing pupils' personal, > > emotional and social skills. And along with the guarantee of 1 to 1 > > tuition for those falling behind in English and maths, all pupils > > should leave primary school with the skills they need. > > > > I believe that giving schools the freedom and flexibility to build > > on the solid foundations of Jim Rose's new curriculum will set a new > > standard in primary education in this country. > > > > Sir Jim Rose said: > > > > I am delighted that the recommendations of the Primary Curriculum > > Review have been accepted. This is a curriculum for the 21st Century > > that seeks to secure the best possible progress and outcomes for every > > child, throughout their primary years. > > > > The findings of the consultation showed high levels of support for Sir > > Jim's main proposals. In addition: > > > > * 71 per cent agreed that they will help children make useful > > links between related subjects > > * 83 per cent agreed that the proposals to integrate ICT through > > the curriculum will help children use technology to enhance their > > learning > > * 70 per cent agreed that the proposed curriculum will give > > schools more flexibility to adapt to the needs of their children > > * 69 per cent agreed that the proposed curriculum is less > > prescriptive than the existing curriculum and provides schools with > > greater flexibility to adapt the curriculum to the needs of their > > pupils. > > > > Due to the positive response to Jim Rose's proposals, few changes were > > made to the proposed Areas of Learning. However, after consulting with > > parents, teachers, the science community and other interested parties, > > pupils will be expected to explicitly cover evolution as part of their > > learning. Learning about evolution is an important part of science > > education, and pupils already learn about it at secondary school. The > > revised Area of Learning for historical, geographical and social > > understanding also confirms that learning about British history will > > be a key feature of the new primary curriculum. > > > > Further information > > > > See the press notice for more. > > > > The Review in addition to supporting documents, can be viewed on the > > DCSF's publications page. > > > > Ed Balls has laid a Written Ministerial Statement before the House on > > primary schools. > > > > Vernon Coaker has written a piece for today's 'Comment is free' > > section of the online Guardian on the new primary curriculum. > > > > View Vernon Coaker's article in this site's 'Articles and letters' > section. > > > > Today's announcement on primary curriculum reform includes the results > > of surveys and polling conducted as part of the QCDA consultation. It > > found that three out of four respondents to the survey (75 per cent) > > agreed that the proposed curriculum aims provide an appropriate > > foundation for primary education. > > > > Seven in ten respondents (70 per cent) agreed that the six areas of > > learning help teachers plan meaningful learning experiences. The same > > number of respondents (71 per cent) agreed that these areas of > > learning will help children make useful links between related > > subjects. > > > > The consultation report and the final Areas of Learning can be found > > on the Teachernet publications pages. > > > > The independent review of the primary curriculum, the first in ten > > years, was led by educational expert Sir Jim Rose and began in spring > > 2008. During the review, he listened to thousands of teachers, > > children and parents and met with education specialists. He looked at > > what is already happening in good schools to bring learning to life. > > And he looked at what other successful countries are doing with their > > national curricula. > > > > In April 2009 Sir Jim Rose published the findings of his review and > > made a series of recommendations to modernise the curriculum for 21st > > century pupils. Ed Balls, Secretary of State for Children, Schools and > > Families, accepted all of the recommendations which can be found > > online. > > > > The new curriculum has been reorganised into six areas of learning. > These are: > > > > * understanding English, communication and languages > > * mathematical understanding > > * understanding the arts > > * historical, geographical and social understanding > > * understanding physical development, health and well-being > > * scientific and technological understanding. > > > > > > > > > > The areas of learning will continue to incorporate traditional > > subjects - such as English, mathematics, science, history and > > geography for example - but will also contain more provision for ICT, > > personal development and health and wellbeing and include essential > > skills for learning and life. The range of learning will allow for > > more cross-curriculum activities and give teachers more opportunities > > to provide interactive and practical lessons. > > > > > > -- > > Miles Berry > > Senior Lecturer, ICT | Roehampton University | roehampton.ac.uk | 0208 > 392 3241 > > Community Manager | Open Source Schools | opensourceschools.org.uk | > > 07779 628656 > > Blogger | milesberry.net > > Twit | twitter.com/mberry > > > > _______________________________________________ > > Primary mailing list > > Primary@talk.naace.org > > http://talk.naace.org/mm/listinfo/primary > > -- Ian Ofqual Accredited IT Qualifications A new approach to assessment for learning www.theINGOTs.org - 01827 305940 You have received this email from the following company: The Learning Machine Limited, Reg Office, 36 Ashby Road, Tamworth, Staffordshire, B79 8AQ. Reg No: 05560797, Registered in England and Wales. _______________________________________________ Advisory mailing list Advisory@talk.naace.org http://talk.naace.org/mm/listinfo/advisory To unsubscribe send a message to Advisory-admin@talk.naace.org with the body text: unsubscribe Advisory YourEmailAddress or: send a message to Advisory-request@talk.naace.org with the body text: unsubscribe YourPassword YourEmailAddress From rjt@maximise-ict.co.uk Sat Nov 21 14:56:39 2009 From: rjt@maximise-ict.co.uk (Ray Tolley) Date: Sat, 21 Nov 2009 14:56:39 -0000 Subject: [Advisory] (no subject) Message-ID: <002501ca6aba$d4ee78a0$7ecb69e0$@co.uk> This is a multi-part message in MIME format. ------=_NextPart_000_0026_01CA6ABA.D4EE78A0 Content-Type: multipart/alternative; boundary="----=_NextPart_001_0027_01CA6ABA.D4EE78A0" ------=_NextPart_001_0027_01CA6ABA.D4EE78A0 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: 7bit Some of us have been involved with Learning Platforms, MLEs or VLEs for many years, and yet, in some parts of the world we are only just beginning to see a 'VLE awareness' and to consider their appropriateness to a range of Teaching & Learning situations. VLEs, I must admit, stir up wide variety of passions, from 'the best thing that ever happened to our school' to violent reactions of anger, frustration or disgust - and yet others ignorant of the actual term. Sometimes teachers might have had a say in the design of their VLE and in other cases a VLE is thrust upon them with neither support nor resources. Again, according to how the Home Access Programme or on-line reporting is promoted locally, it can have a very significant impact on the use of a school's VLE. I have been asked to present on the subject of VLEs to an international audience and wish to re-visit the subject that I first researched in the UK almost three years ago. Admittedly, things have moved on in the intervening years, however, I attach the subsequent paper produced at that time. May I, therefore, ask for your comments, however brief or erudite, on YOUR opinions and/or experiences of the success or failure of VLEs? Please feel free to comment through this forum or directly to me if you prefer, Many thanks, 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' ------=_NextPart_001_0027_01CA6ABA.D4EE78A0 Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

Some of us have been involved with Learning Platforms, = MLEs or VLEs for many years, and yet, in some parts of the world we are only = just beginning to see a 'VLE awareness' and to consider their appropriateness to a = range of Teaching & Learning situations.

VLEs, I must admit, stir up wide variety of passions, from 'the best = thing that ever happened to our school' to violent reactions of anger, frustration or disgust – and yet others ignorant of the actual = term. Sometimes teachers might have had a say in the design of their VLE and = in other cases a VLE is thrust upon them with neither support nor = resources.  Again, according to how the Home Access Programme or on-line reporting = is promoted locally, it can have a very significant impact on the use of a = school’s VLE.

I have been asked to present on the subject of VLEs to an international audience and wish to re-visit the subject that I first researched in the = UK almost three years ago. Admittedly, things have moved on in the = intervening years, however, I attach the subsequent paper produced at that time.

May I, therefore, ask for your comments, however brief or erudite, on = YOUR opinions and/or experiences of the success or failure of = VLEs?

 

Please feel free to comment through this forum or = directly to me if you prefer,

 

Many thanks,

 

Ray Tolley  FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P:  ht= tp://raytolley.v2efolioworld.mnscu.edu/

B:  ht= tp://www.efoliointheuk.blogspot.com/
W:  ht= tp://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award = 2009'

 

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<807B3C0143AF4D4CBC3B827CD9BE4C49017ADF27@Mail-Svr01.Nelincs.gov.uk> <002e01ca5be3$71e24b00$55a6e100$@co.uk> <1C7B7962749E81458A2DE52EF2E06EA306CFE4A9@KIM.cnxnotts.co.uk> <05B61107ADE5754D95CFDABCB010BD9438A08BB7CC@MAIL3.lgflmail.org> Message-ID: <002701ca66a4$ffc794e0$ff56bea0$@co.uk> This is a multi-part message in MIME format. ------=_NextPart_000_0028_01CA66A4.FFC794E0 Content-Type: multipart/alternative; boundary="----=_NextPart_001_0029_01CA66A4.FFC9DED0" ------=_NextPart_001_0029_01CA66A4.FFC9DED0 Content-Type: text/plain; charset="utf-8" Content-Transfer-Encoding: quoted-printable Sorry to catch up very late on this thread, but I just wanted to share = our ideas in case any colleagues found them useful. =20 One of the approaches that we have taken in Gloucestershire is to devise = our own progression ladders for ICT, based around Key Questions for each = =E2=80=98strand=E2=80=99 of ICT. The idea is that the Key Questions can = be used to guide a process that pupils might go through if undertaking a = significant piece of work in that strand (i.e. the equivalent to a unit = of work=E2=80=A6.NOT every time they quickly pick up ICT to do an = incidental task) and can also be used by the teacher to help plan a = teaching sequence. They are not a scheme of work, but we hope they help = provide some more detailed suggestions about progression of learning in = ICT capability than can be gathered from the programme of study and = level descriptors alone, from which medium term plans (or new units of = work) could be developed.=20 =20 The outcome statements against the Key Questions are set out to = illustrate what progression of learning might look like across different = stages. These stages relate to age-related expectations where relevant = (either ICT level descriptors or relevant content within other = subjects). However, we deliberately chose not to label each column as = Y1, Y2, etc and coined the phrase =E2=80=98Stages not ages=E2=80=99 to = encourage teachers to think about what stage their pupils might be at = for each Key Question and develop plans which help to move them to the = next stage. Our dread would be that the Y3 strip is cut out and = presented to the Y3 teacher to teach (much as QCA units used to be = dished out to different year group teachers). =20 There is obviously much advice that we give schools when we work to = support them in using these resources and we have planned a programme of = courses around them, so I=E2=80=99d ask that if anyone likes them and = wishes to make use of them then they might bear that in mind and get in = touch if they want to ask more. I=E2=80=99ve attached an example from = Communicating Information =E2=80=93 the document is intended to be blown = up to A3 on the photocopier! - though the others are available on our = primary website at www.glosict.org.uk We are still adding to the = resources and the modelling strand is being worked on at present (should = be completed soon). =20 We are finding that schools are struggling with planning - mainly, I = think, because they have become so used to relying on QCA units, so we = are having to work hard to support that process. But, the progression = ladders are helping teachers to think beyond QCA and begin to see the = bigger picture of what learning within each strand of ICT should be = about, in its broadest ICT capability sense, not as a technical skills = list. =20 As we say to our schools=E2=80=A6.use them if you think they will help, = but if you don=E2=80=99t like them then just ignore them! Sandra =20 =20 Sandra Parker ICT Consultant Gloucestershire County Council From: advisory-admin@talk.naace.org = [mailto:advisory-admin@talk.naace.org] On Behalf Of Allison Allen Sent: 03 November 2009 14:51 To: advisory@talk.naace.org Subject: RE: [Advisory] primary curriculum re development =20 For a really good illustration of breadth of use look at = http://www.mindmeister.com/25663129/chan-sook-learner-eportfolio . Many = of our schools are catching up on even this big picture! =20 Best Wishes =20 Allison Allen =20 Outstream, London =20 From: advisory-admin@talk.naace.org = [mailto:advisory-admin@talk.naace.org] On Behalf Of Gillian Coker Sent: 03 November 2009 09:08 To: Peter Yeomans; Ian Lynch Cc: Ray Tolley; advisory@talk.naace.org Subject: RE: [Advisory] primary curriculum re development =20 Pete, Another narrow view on what an e-portfolio is? When I get a chance to = draw breath, I will publicise more on what is happening in = Nottinghamshire.. but in the meantime, Ray is the best man to explain = the lifelong and lifewide potential of e-portfolios.. but I would = stress, they are nothing without a framework and an understanding of = where they fit in the curriculum..and where they can enhance the = progression of young people through their learning journey.. OK back to = business.. I=E2=80=99ve got an e-portfolio to roll out.. and = it=E2=80=99s proving popular in our schools J Gill =20 From: advisory-admin@talk.naace.org = [mailto:advisory-admin@talk.naace.org] On Behalf Of Peter Yeomans Sent: 02 November 2009 20:07 To: Ian Lynch Cc: Ray Tolley; advisory@talk.naace.org Subject: Re: [Advisory] primary curriculum re development =20 Hi ian, =20 =20 Is there just a slim chance that eportfolios will never catch on because = they are not cost effective in terms of time vs learning gain? I seem = to recall that governments are not always the best judges of all that is = sane and sensible.....eportfolios are a bit emperors new clothes it = seems to me and I should declare that I have no investment in an anti = eportfolio product- my thoughts are unbiased! =20 The reason children gain in literacy is because if they are lucky they = have teacher with a greater level of literacy than they. There is a = much more slender chance of that where technology is involved. =20 This is a fascinating debate. =20 Pete=20 =20 Sent from my iPhone On 2 Nov 2009, at 19:24, Ian Lynch wrote: =20 On Mon, Nov 2, 2009 at 6:08 PM, Peter Yeomans = wrote: In support of Ray, have a look at the hole in the wall project on = ted.com. 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!=20 =20 Yes kids are resourceful and no doubt many would become literate without = specialist English lessons. That would depend on home support, having = the right teachers, the right motivation and the right curriculum though = if most kids were not to remain semi-literate at best. Take = e-portfolios. How much are they being used across all subjects in all = schools? If you look at the skill set required to put together an = e-portfolio its Level 2ish in the QCF, that is A*-C level at GCSE based = on the criteria in the Using Collaborative Technologies unit in the ITQ = which is based on the national occupational standards (its more than = just operating technologies in isolation just as English is more than = spelling and punctuation but we still think it is important to teach = these things). Now who is systematically providing the learning for both = children and their teachers in order that the government (and EU) = aspiration for all to have an e-portfolio by 2010 actually happens? = Putting some frameworks and funding out is easy. Getting mass take up = and productive use is much more difficult. It's rather like having a = largely illiterate population and decreeing everyone will record all = their learning in exercise books without any English lessons. Let's get = all those English teachers out of the way ;-). Anyone want to bet on the = likelihood of picking a learner of say age 14 at random in a school in = say science and finding all their experiments written up on line by 2010 = with appropriate sized and resolution graphics files? At the current = rate I'd be willing to bet a fiver on that not being the case in most = schools in 2015. I'd look at it the other way round. Good teaching in = En, Ma and IT could deliver 90% of the subject content in all the other = areas because all the knowledge based subject content is out there on = the internet. I'll take calls to abolish IT lessons seriously when we = stop getting reports like the Importance of ICT (OFSTED 2009), we stop = wasting 500 million a go on COL and things like e-porfolios actually get = implemented effectively. All the evidence seems to me that there is too = little emphasis on supporting appropriate learning in ICT so saying = teachers get in the way is fanciful. I do agree that we don't have = anywhere near enough teachers who really are capable so the key thing is = to do more to support them and change the styles of learning so that = there is less dependency on specific technical knowledge. This in itself = is a tall order but probably the only real chance of proviing a proper = learning entitlement to the people that matter. Ian ------=_NextPart_001_0029_01CA66A4.FFC9DED0 Content-Type: text/html; charset="utf-8" Content-Transfer-Encoding: quoted-printable

Sorry to catch up very late on this thread, but I just = wanted to share our ideas in case any colleagues found them = useful.

 

One of the approaches that we have taken in = Gloucestershire is to devise our own progression ladders for ICT, based around Key = Questions for each =E2=80=98strand=E2=80=99 of ICT. The idea is that the Key Questions = can be used to guide a process that pupils might go through if undertaking a significant piece = of work in that strand (i.e. the equivalent to a unit of work=E2=80=A6.NOT every = time they quickly pick up ICT to do an incidental task) and can also be used by = the teacher to help plan a teaching sequence. They are not a scheme of work, = but we hope they help provide some more detailed suggestions about progression = of learning in ICT capability than can be gathered from the programme of = study and level descriptors alone, from which medium term plans (or new units of = work) could be developed.

 

The outcome statements against the Key Questions are set = out to illustrate what progression of learning might look like across different = stages. These stages relate to age-related expectations where relevant (either = ICT level descriptors or relevant content within other subjects). However, = we deliberately chose not to label each column as Y1, Y2, etc and coined = the phrase =E2=80=98Stages not ages=E2=80=99 to encourage teachers to think = about what stage their pupils might be at for each Key Question and develop plans which help to = move them to the next stage. Our dread would be that the Y3 strip is cut out = and presented to the Y3 teacher to teach (much as QCA units used to be = dished out to different year group teachers).

 

There is obviously much advice that we give schools when = we work to support them in using these resources and we have planned a programme = of courses around them, so I=E2=80=99d ask that if anyone likes them and = wishes to make use of them then they might bear that in mind and get in touch if they = want to ask more. I=E2=80=99ve attached an example from Communicating = Information =E2=80=93 the document is intended to be blown up to A3 on the photocopier! - = though the others are available on our primary website at www.glosict.org.uk We are still = adding to the resources and the modelling strand is being worked on at present = (should be completed soon).

 

We are finding that schools are struggling with planning = - mainly, I think, because they have become so used to relying on QCA units, so we = are having to work hard to support that process. But, the progression = ladders are helping teachers to think beyond QCA and begin to see the bigger picture = of what learning within each strand of ICT should be about, in its broadest = ICT capability sense, not as a technical skills list.

 

As we say to our schools=E2=80=A6.use them if you think = they will help, but if you don=E2=80=99t like them then just ignore = them!


Sandra

 

 

Sandra Parker

ICT Consultant

Gloucestershire County Council

From: advisory-admin@talk.naace.org = [mailto:advisory-admin@talk.naace.org] On Behalf Of Allison Allen
Sent: 03 November 2009 14:51
To: advisory@talk.naace.org
Subject: RE: [Advisory] primary curriculum re = development

 

For a really good illustration of breadth of use look at http://www.mindmeister.com/25663129/chan-sook-learner-eportfolio .  Many of our schools are catching up on even this big = picture!

 

Best Wishes

 

Allison Allen

 

Outstream, London

 

From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of Gillian = Coker
Sent: 03 November 2009 09:08
To: Peter Yeomans; Ian Lynch
Cc: Ray Tolley; advisory@talk.naace.org
Subject: RE: [Advisory] primary curriculum re = development

 

Pete,

Another narrow view on what an e-portfolio is? When I get = a chance to draw breath, I will publicise more on what is happening in Nottinghamshire.. but in the meantime, Ray is the best man to explain = the lifelong and lifewide potential of e-portfolios..  but I would = stress, they are nothing without a framework and an understanding of where they = fit in the curriculum..and where they can enhance the progression of young = people through their learning journey.. OK back to business.. I=E2=80=99ve got = an e-portfolio to roll out.. and it=E2=80=99s proving popular in our schools = J

Gill

 

From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of Peter = Yeomans
Sent: 02 November 2009 20:07
To: Ian Lynch
Cc: Ray Tolley; advisory@talk.naace.org
Subject: Re: [Advisory] primary curriculum re = development

 

Hi ian,  

 

Is there just a slim chance that eportfolios will = never catch on because they are not cost effective in terms of time vs learning = gain?  I seem to recall that governments are not always the best judges = of all that is sane and sensible.....eportfolios are a bit emperors new clothes = it seems to me and I should declare that I have no investment in an anti eportfolio product- my thoughts are unbiased!

 

The reason children gain in literacy is because if = they are lucky they have teacher with a greater level of literacy than they. =  There is a much more slender chance of that where technology is = involved.

 

This is a fascinating debate.

 

Pete 

 



Sent from my iPhone


On 2 Nov 2009, at 19:24, Ian Lynch <ianrlynch@googlemail.com>= wrote:

 

On Mon, Nov 2, 2009 at 6:08 PM, Peter Yeomans = <peteyeomans@hotmail.com> = wrote:

In support of Ray,  have a look at the hole in = the wall project on ted.com.  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! 

 


Yes kids are resourceful and no doubt many would become literate without specialist English lessons. That would depend on home support, having = the right teachers, the right motivation and the right curriculum though if most = kids were not to remain semi-literate at best. Take e-portfolios. How much = are they being used across all subjects in all schools? If you look at the skill = set required to put together an e-portfolio its Level 2ish in the QCF, that = is A*-C level at GCSE based on the criteria in the Using Collaborative = Technologies unit in the ITQ which is based on the national occupational standards = (its more than just operating technologies in isolation just as English is more = than spelling and punctuation but we still think it is important to teach = these things). Now who is systematically providing the learning for both = children and their teachers in order that the government (and EU) aspiration for all = to have an e-portfolio by 2010 actually happens? Putting some frameworks and = funding out is easy. Getting mass take up and productive use is much more = difficult. It's rather like having a largely illiterate population and decreeing = everyone will record all their learning in exercise books without any English = lessons. Let's get all those English teachers out of the way ;-). Anyone want to = bet on the likelihood of picking a learner of say age 14 at random in a school = in say science and finding all their experiments written up on line by 2010 = with appropriate sized and resolution graphics files? At the current rate I'd = be willing to bet a fiver on that not being the case in most schools in 2015.   I'd look at it the other way round. Good teaching in = En, Ma and IT could deliver 90% of the subject content in all the other areas = because all the knowledge based subject content is out there on the internet. = I'll take calls to abolish IT lessons seriously when we stop getting reports like = the Importance of ICT (OFSTED 2009), we stop wasting 500 million a go on COL = and things like e-porfolios actually get implemented effectively. All the = evidence seems to me that there is too little emphasis on supporting appropriate learning in ICT so saying teachers get in the way is fanciful. I do = agree that we don't have anywhere near enough teachers who really are capable so = the key thing is to do more to support them and change the styles of learning so = that there is less dependency on specific technical knowledge. This in itself = is a tall order but probably the only real chance of proviing a proper = learning entitlement to the people that matter.

Ian

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//////////////////////////////////////////////////////////////////////////// //////////////////////////////////////////////////////////////////////////// //////////////////////////////////////////////////////////////////////////// //////////////////////////////////////////////////////////////////////////// //////////////////////////////////////////////////////////////////////////// /////////////////////////zxiOlNvdXJjZXMgeG1sbnM6Yj0iaHR0cDovL3NjaGVtYXMub3Bl bnhtbGZvcm1hdHMub3JnL29mZmljZURvY3VtZW50LzIwMDYvYmlibGlvZ3JhcGh5IiB4bWxucz0i aHR0cDovL3NjaGVtYXMub3BlbnhtbGZvcm1hdHMub3JnL29mZmljZURvY3VtZW50LzIwMDYvYmli bGlvZ3JhcGh5IiBTZWxlY3RlZFN0eWxlPSJcQVBBLlhTTCIgU3R5bGVOYW1lPSJBUEEiLz4AAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA8P3htbCB2ZXJz aW9uPSIxLjAiIGVuY29kaW5nPSJVVEYtOCIgc3RhbmRhbG9uZT0ibm8iPz4NCjxkczpkYXRhc3Rv cmVJdGVtIGRzOml0ZW1JRD0iezAxOUE4NTIxLTRFQTUtNDBEMC1CRjA0LUMxMjlBODIzNzM4Q30i IHhtbG5zOmRzPSJodHRwOi8vc2NoZW1hcy5vcGVueG1sZm9ybWF0cy5vcmcvb2ZmaWNlRG9jdW1l bnQvMjAwNi9jdXN0b21YbWwiPjxkczpzY2hlbWFSZWZzPjxkczpzY2hlbWFSZWYgZHM6dXJpPSJo dHRwOi8vc2NoZW1hcy5vcGVueG1sZm9ybWF0cy5vcmcvb2ZmaWNlRG9jdW1lbnQvMjAwNi9iaWJs aW9ncmFwaHkiLz48L2RzOnNjaGVtYVJlZnM+PC9kczpkYXRhc3RvcmVJdGVtPgAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAABAP7/AwoAAP////8GCQIAAAAAAMAAAAAA AABGJwAAAE1pY3Jvc29mdCBPZmZpY2UgV29yZCA5Ny0yMDAzIERvY3VtZW50AAoAAABNU1dvcmRE b2MAEAAAAFdvcmQuRG9jdW1lbnQuOAD0ObJxAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAA= ------=_NextPart_000_0028_01CA66A4.FFC794E0-- From jasonohler@gmail.com Mon Nov 16 17:17:36 2009 From: jasonohler@gmail.com (jason ohler) Date: Mon, 16 Nov 2009 09:17:36 -0800 Subject: [Advisory] community cohesion Message-ID: <4B018930.5090308@gmail.com> Adrian and others- You might be interested in my evaluation of a one to one laptop program, one of the results of which was the facilitation of some elements of community cohesion. A general information page about the program can be found at: http://web.mac.com/aasb.cdl/Consortium_for_Digital_Learning/Home_Page.html The actual report can be downloaded from: http://web.mac.com/aasb.cdl/Consortium_for_Digital_Learning/CDL_Progress_Report.html If you have questions feel free to ask. Regards- Jason -- Dr. Jason Ohler Professor Emeritus, Educational Technology www.jasonohler.com From ianrlynch@googlemail.com Tue Nov 17 12:39:09 2009 From: ianrlynch@googlemail.com (Ian Lynch) Date: Tue, 17 Nov 2009 12:39:09 +0000 Subject: [Advisory] Re: [Secondary] How does Virtual Learning occur? In-Reply-To: References: <000101ca663e$01d62f60$05828e20$@co.uk> Message-ID: --000e0ce0091e9b9487047890691e Content-Type: text/plain; charset=windows-1252 Content-Transfer-Encoding: quoted-printable On Tue, Nov 17, 2009 at 10:02 AM, J Meades wrote: > Hi Ray and everone > > Big question, "How does virtual learning occur?". I suspect each of us > involved in the area will promote a different set of understandings about > how learning occurs in a virtual world. > > From my perspective, I understand that learners learn continuously, being > informed by their surroundings and contact with others. When I grew up, > there was no virtual aspect to my world - surroundings were physical and > personal contact was face-to-face. Today, young people can include an > additional dimension - the virtual world both for their surroundings and > personal contacts. > Did you not use a telephone, tape recorder, read books and imagine things? Piaget classified different stages in cognition. At the lowest levels concrete things are about those directly tangible like feeling the shape of a ball. At the top end is metacognition - thinking about the way we think. Virtual worlds can form a bridge between the concrete and the purely cognitive. Films are passive virtual worlds. Books interactive virtual worlds but without some of the support scaffold you would get from a modern IT system. > Unfortunately, as teachers, we deal with the people in front of us in the > classroom and can almost delude ourselves into believing that this contac= t > is paramount to the process of learning. In the process we deny the > existence of other influences such as alternative sources of information > whether they be provided in a physical way or virtually. This actually > prevents us from utilising those additional influences in a positive way = and > in some cases using them in a negative and deconstructive way thereby > curtailing learning - all because we believe learning must take place onl= y > in the classroom or in the physical world. > Even before computers, it was generally scknowledged that a child learns more by the age of 5 than subsequently (though how you can objectively measure that is beyond me :-) ) That implies more learning in a life time will take place outside the classroom than in it irrespective of ICT. What classrooms have done traditionally is teach specifics that the culture and society deem to be important for the individual, he stuff outside the classroom is what the individual decides (consciously or unconsciously) is important to them. There will of course be overlap. > > The reality, is that we all learn beyond the classroom - the activity in > the classroom is not even the catalyst but rather the 'jumping-off' point > for learning. A skilled teacher will make use of the virtual world to ext= end > the reality of their subject or teaching. By engaging in this world, thei= r > dynamic with the learners alters, becomes less controlling but more invol= ved > in learning - teaching becomes a facilitation process and involvement in > learning. > > Rather than trying to build the nexus from the inside-out I would attempt > to understand the whole, i.e. the whole life experience of the learner an= d > then discover how the input of education can influence, shape or support > learning. I don't believe we deal with a two-dimensional world today - it= 's > a three-dimensional world that young people experience and will continue = to > experience throughout the immediate future. As teachers we must engage wi= th > that third dimension if we haven't already done so. > > Who knows, maybe a fourth dimension will add itself in years to come - ho= w > exciting! > String Theory says the universe we live in has eleven dimensions, out of which three spacial dimensions and a temporal one. The other "virtual" dimensions help explain the stuff that we can't access or hasn't happened yet :-) The answer is of course 42. and the space-time environment we experience daily. > > Jeremy Meades, NAACE Member > > > Principal Consultant > e-learning 4 schools > > e: info@elearning4schools.com > w: http://elearning4schools.com > > > > 2009/11/15 Ray Tolley > >> For some two or three years now I have been questioning how the >> establishment of a VLE in a school would affect Teaching & Learning. Th= is >> is becoming significantly more urgent as the Home Access Programme conti= nues >> to roll out. >> >> >> At an initial level I was looking at the various ways in which two-way >> communications, revision of classwork, homeworks and extended/additional >> studies might be fostered in that which might be called =91The Home-Scho= ol >> Nexus=92 =96 ie the area shaded with a blue background on the attached g= raphic. >> >> >> >> However, the functionality of the VLE is not just limited to the >> Home-School nexus, but to a much wider range of connections whether thro= ugh >> the Internet or direct connectivity. I therefore see some seven primary >> areas which connect to the school and to which both staff and students h= ave >> appropriate access. As far as a two-dimensional Venn diagram will allow= I >> have tried to represent (slightly) the size and degree of overlap of the= se >> seven areas. - Have I got it right? Is my next job to sub-divide each= of >> these seven areas? >> >> Obviously, I have further attached the all-embracing connectivity provid= ed >> by the Internet which, to some degree, can by-pass the school. >> >> >> >> As we move towards =91schools without walls=92 I wonder just how efficie= ntly >> we as teachers are able to guide our students towards virtual learning? >> >> >> >> Recently I have been following other blogs and forums (primarily in HE) >> where VL this is already becoming an increasing reality. Please see my >> brief notes at: >> >> >> >> >> http://efoliointheuk.blogspot.com/2009/11/where-does-learning-take-place= .html >> >> >> >> and >> >> >> >> >> http://efoliointheuk.blogspot.com/2009/11/intro-goes-here-online-educati= on-book.html >> >> >> >> Kind Regards, >> >> >> >> 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' >> >> >> > > --000e0ce0091e9b9487047890691e Content-Type: text/html; charset=windows-1252 Content-Transfer-Encoding: quoted-printable On Tue, Nov 17, 2009 at 10:02 AM, J Meades <meades@gmail.com> wrote:
Hi Ray and everone

Big question, "How does virtual learning occ= ur?". I suspect each of us involved in the area will promote a differe= nt set of understandings about how learning occurs in a virtual world.

From my perspective, I understand that learners learn continuously, bei= ng informed by their surroundings and contact with others. When I grew up, = there was no virtual aspect to my world - surroundings were physical and pe= rsonal contact was face-to-face. Today, young people can include an additio= nal dimension - the virtual world both for their surroundings and personal = contacts.

Did you not use a telephone, tape recorder, read book= s and imagine things? Piaget classified different stages in cognition. At t= he lowest levels concrete things are about those directly tangible like fee= ling the shape of a ball. At the top end is metacognition - thinking about = the way we think. Virtual worlds can form a bridge between the concrete and= the purely cognitive. Films are passive virtual worlds. Books interactive = virtual worlds but without some of the support scaffold you would get from = a modern IT system.
=A0
Unfo= rtunately, as teachers, we deal with the people in front of us in the class= room and can almost delude ourselves into believing that this contact is pa= ramount to the process of learning. In the process we deny the existence of= other influences such as alternative sources of information whether they b= e provided in a physical way or virtually. This actually prevents us from u= tilising those additional influences in a positive way and in some cases us= ing them in a negative and deconstructive way thereby curtailing learning -= all because we believe learning must take place only in the classroom or i= n the physical world.

Even before computers, it was generally scknowledged = that a child learns more by the age of 5 than subsequently (though how you = can objectively measure that is beyond me :-) ) That implies more learning = in a life time will take place outside the classroom than in it irrespectiv= e of ICT. What classrooms have done traditionally is teach specifics that t= he culture and society deem to be important for the individual, he stuff ou= tside the classroom is what the individual decides (consciously or unconsci= ously) is important to them. There will of course be overlap.
=A0

The reality, is that we all learn beyond the classroom - the activity i= n the classroom is not even the catalyst but rather the 'jumping-off= 9; point for learning. A skilled teacher will make use of the virtual world= to extend the reality of their subject or teaching. By engaging in this wo= rld, their dynamic with the learners alters, becomes less controlling but m= ore involved in learning - teaching becomes a facilitation process and invo= lvement in learning.

Rather than trying to build the nexus from the inside-out I would attem= pt to understand the whole, i.e. the whole life experience of the learner a= nd then discover how the input of education can influence, shape or support= learning. I don't believe we deal with a two-dimensional world today -= it's a three-dimensional world that young people experience and will c= ontinue to experience throughout the immediate future. As teachers we must = engage with that third dimension if we haven't already done so.

Who knows, maybe a fourth dimension will add itself in years to come - = how exciting!

String Theory says the universe we live in has eleven dimensions, o= ut of which three spacial dimensions and a temporal one. The other "virtual" dimens= ions help explain the stuff that we can't access or hasn't happened= yet :-)

The answer is of course 42.
and the space-time environment we experience daily.

=A0

Jeremy Mea= des, NAACE Member


Principal Consultant
e-learning 4 schools

e: info@elearning4schools.= com
w: http://elearn= ing4schools.com



2009/11/15 Ray Tolley <rjt@maximise-ict.co.uk>

For some two or three years now I have been question= ing how the establishment of a VLE in a school would affect Teaching & Learning.=A0 This is becoming significantly more urgent as the Home Access = Programme continues to roll out.



At an initial level I was looking at the various ways in which two-way comm= unications, revision of classwork, homeworks and extended/additional studies might be fostered in that which might be called =91The Home-School Nexus=92 =96 ie the area shaded with a blue background on the attached graphic.

=A0

However, the functionality of the VLE is not just li= mited to the Home-School nexus, but to a much wider range of connections whether thr= ough the Internet or direct connectivity.=A0 I therefore see some seven primary areas which connect to the school and to which both staff and students have appropriate access.=A0 As far as a two-dimensional Venn diagram will allow = I have tried to represent (slightly) the size and degree of overlap of these seven areas.=A0 -=A0 Have I got it right?=A0 Is my next job to sub-divide each of these seven areas?

Obviously, I have further attached the all-embracing connectivity provided = by the Internet which, to some degree, can by-pass the school.

=A0

As we move towards =91schools without walls=92 I wonder just how efficiently we as teachers are able to guide our students t= owards virtual learning?=A0

=A0

Recently I have been following other blogs and forum= s (primarily in HE) where VL this is already becoming an increasing reality.= =A0 Please see my brief notes at:

=A0

http://efoliointheu= k.blogspot.com/2009/11/where-does-learning-take-place.html

=A0

and

=A0

http://efoli= ointheuk.blogspot.com/2009/11/intro-goes-here-online-education-book.html

=A0

Kind Regards,

=A0

Ray Tolley=A0 FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P:=A0 http://raytolley.= v2efolioworld.mnscu.edu/

B:=A0 http://www.efoli= ointheuk.blogspot.com/
W:=A0 http://www.maximi= se-ict.co.uk/eFolio-01.htm
Winner of th= e IMS 'Leadership Regional Award 2009'

=A0



--000e0ce0091e9b9487047890691e-- From ianrlynch@googlemail.com Tue Nov 17 22:16:02 2009 From: ianrlynch@googlemail.com (Ian Lynch) Date: Tue, 17 Nov 2009 22:16:02 +0000 Subject: [Advisory] Re: [Secondary] How does Virtual Learning occur? In-Reply-To: References: <000101ca663e$01d62f60$05828e20$@co.uk> Message-ID: --0015174bdcc8b4a01204789878f6 Content-Type: text/plain; charset=windows-1252 Content-Transfer-Encoding: quoted-printable On Tue, Nov 17, 2009 at 2:26 PM, J Meades wrote: > Oh dear - Ian doesn't know how old I really am??!! > > In my teens I did a stint in a boarding school attached to a grammar that > became a comprehensive that built a sixth form. Sounds quite similar to the school I attended - well no boarding though. :-= ) And we didn't have a telephone at home but I had used call boxes and those in frieds houses. We did have a TV and radio. > I did not have access to a telephone or tape recorder. I did read books b= ut > found that experience difficult not because I had difficulty reading but > just because the books were sooo boring - a text book was not an exciting > place in which to travel. Yes, I had imagination - I had too use my > imagination to interpret facts presented to me. I couldn't travel, there > were very few school visits so my experience was shaped in those days by = a > relatively limited environment when compared to today's potential. > > Whilst classrooms are the place for society's education norms, the exciti= ng > phase in learning today is that this need not be, any longer, the place > where learning is to take place. My point was that really classrooms as we know them have never been THE place for learning in the widest sense and they didn't exist on any scale a= t all until around 100 years ago. > Much of society and its expectations are now reflected and displayed > virtually. Learner's expectation of what they learn and how they learn > causes us to reflect about the role of teachers - no longer the sole > providers of knowledge but more the guides in a rapidly expanding vista o= f > information. > I do agree that the speed of technological development threatens to make schools as we know them largely redundant. Home schooling is on the increas= e and some children already vote with their feet but since children go to school to be with their friends rather than to learn, school as a social focus is likely to persist even if the curriculum is massively out of step with technological development. As always the answer may be 42 but what was the question again? 7 x 6 :-) > Jeremy Meades > > > Principal Consultant > e-learning 4 schools > > e: info@elearning4schools.com > w: http://elearning4schools.com > > > > 2009/11/17 Ian Lynch > > On Tue, Nov 17, 2009 at 10:02 AM, J Meades wrote: >> >>> Hi Ray and everone >>> >>> Big question, "How does virtual learning occur?". I suspect each of us >>> involved in the area will promote a different set of understandings abo= ut >>> how learning occurs in a virtual world. >>> >>> From my perspective, I understand that learners learn continuously, bei= ng >>> informed by their surroundings and contact with others. When I grew up, >>> there was no virtual aspect to my world - surroundings were physical an= d >>> personal contact was face-to-face. Today, young people can include an >>> additional dimension - the virtual world both for their surroundings an= d >>> personal contacts. >>> >> >> Did you not use a telephone, tape recorder, read books and imagine thing= s? >> Piaget classified different stages in cognition. At the lowest levels >> concrete things are about those directly tangible like feeling the shape= of >> a ball. At the top end is metacognition - thinking about the way we thin= k. >> Virtual worlds can form a bridge between the concrete and the purely >> cognitive. Films are passive virtual worlds. Books interactive virtual >> worlds but without some of the support scaffold you would get from a mod= ern >> IT system. >> >> >>> Unfortunately, as teachers, we deal with the people in front of us in t= he >>> classroom and can almost delude ourselves into believing that this cont= act >>> is paramount to the process of learning. In the process we deny the >>> existence of other influences such as alternative sources of informatio= n >>> whether they be provided in a physical way or virtually. This actually >>> prevents us from utilising those additional influences in a positive wa= y and >>> in some cases using them in a negative and deconstructive way thereby >>> curtailing learning - all because we believe learning must take place o= nly >>> in the classroom or in the physical world. >>> >> >> Even before computers, it was generally scknowledged that a child learns >> more by the age of 5 than subsequently (though how you can objectively >> measure that is beyond me :-) ) That implies more learning in a life tim= e >> will take place outside the classroom than in it irrespective of ICT. Wh= at >> classrooms have done traditionally is teach specifics that the culture a= nd >> society deem to be important for the individual, he stuff outside the >> classroom is what the individual decides (consciously or unconsciously) = is >> important to them. There will of course be overlap. >> >> >>> >>> The reality, is that we all learn beyond the classroom - the activity i= n >>> the classroom is not even the catalyst but rather the 'jumping-off' poi= nt >>> for learning. A skilled teacher will make use of the virtual world to e= xtend >>> the reality of their subject or teaching. By engaging in this world, th= eir >>> dynamic with the learners alters, becomes less controlling but more inv= olved >>> in learning - teaching becomes a facilitation process and involvement i= n >>> learning. >>> >>> Rather than trying to build the nexus from the inside-out I would attem= pt >>> to understand the whole, i.e. the whole life experience of the learner = and >>> then discover how the input of education can influence, shape or suppor= t >>> learning. I don't believe we deal with a two-dimensional world today - = it's >>> a three-dimensional world that young people experience and will continu= e to >>> experience throughout the immediate future. As teachers we must engage = with >>> that third dimension if we haven't already done so. >>> >>> Who knows, maybe a fourth dimension will add itself in years to come - >>> how exciting! >>> >> >> String Theory says the universe we live in has eleven dimensions, out of >> which three spacial dimensions and a temporal one. The other "virtual" >> dimensions help explain the stuff that we can't access or hasn't happene= d >> yet :-) >> >> The answer is of course 42. >> and the space-time environment we experience daily. >> >> >> >>> >>> Jeremy Meades, NAACE Member >>> >>> >>> Principal Consultant >>> e-learning 4 schools >>> >>> e: info@elearning4schools.com >>> w: http://elearning4schools.com >>> >>> >>> >>> 2009/11/15 Ray Tolley >>> >>>> For some two or three years now I have been questioning how the >>>> establishment of a VLE in a school would affect Teaching & Learning. = This >>>> is becoming significantly more urgent as the Home Access Programme con= tinues >>>> to roll out. >>>> >>>> >>>> At an initial level I was looking at the various ways in which two-way >>>> communications, revision of classwork, homeworks and extended/addition= al >>>> studies might be fostered in that which might be called =91The Home-Sc= hool >>>> Nexus=92 =96 ie the area shaded with a blue background on the attached= graphic. >>>> >>>> >>>> >>>> However, the functionality of the VLE is not just limited to the >>>> Home-School nexus, but to a much wider range of connections whether th= rough >>>> the Internet or direct connectivity. I therefore see some seven prima= ry >>>> areas which connect to the school and to which both staff and students= have >>>> appropriate access. As far as a two-dimensional Venn diagram will all= ow I >>>> have tried to represent (slightly) the size and degree of overlap of t= hese >>>> seven areas. - Have I got it right? Is my next job to sub-divide ea= ch of >>>> these seven areas? >>>> >>>> Obviously, I have further attached the all-embracing connectivity >>>> provided by the Internet which, to some degree, can by-pass the school= . >>>> >>>> >>>> >>>> As we move towards =91schools without walls=92 I wonder just how effic= iently >>>> we as teachers are able to guide our students towards virtual learning= ? >>>> >>>> >>>> >>>> Recently I have been following other blogs and forums (primarily in HE= ) >>>> where VL this is already becoming an increasing reality. Please see m= y >>>> brief notes at: >>>> >>>> >>>> >>>> >>>> http://efoliointheuk.blogspot.com/2009/11/where-does-learning-take-pla= ce.html >>>> >>>> >>>> >>>> and >>>> >>>> >>>> >>>> >>>> http://efoliointheuk.blogspot.com/2009/11/intro-goes-here-online-educa= tion-book.html >>>> >>>> >>>> >>>> Kind Regards, >>>> >>>> >>>> >>>> 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' >>>> >>>> >>>> >>> >>> >> > --0015174bdcc8b4a01204789878f6 Content-Type: text/html; charset=windows-1252 Content-Transfer-Encoding: quoted-printable

On Tue, Nov 17, 2009 at 2:26 PM, J Meade= s <meades@gmail.co= m> wrote:
Oh dear - Ian doesn't know how old I really am??!!

In my teens I= did a stint in a boarding school attached to a grammar that became a compr= ehensive that built a sixth form.

Sounds quite simila= r to the school I attended - well no boarding though. :-) And we didn't= have a telephone at home but I had used call boxes and those in frieds hou= ses. We did have a TV and radio.
=A0
I did no= t have access to a telephone or tape recorder. I did read books but found t= hat experience difficult not because I had difficulty reading but just beca= use the books were sooo boring - a text book was not an exciting place in w= hich to travel. Yes, I had imagination - I had too use my imagination to in= terpret facts presented to me. I couldn't travel, there were very few s= chool visits so my experience was shaped in those days by a relatively limi= ted environment when compared to today's potential.

Whilst classrooms are the place for society's education norms, the = exciting phase in learning today is that this need not be, any longer, the = place where learning is to take place.

My point was t= hat really classrooms as we know them have never been THE place for learnin= g in the widest sense and they didn't exist on any scale at all until a= round 100 years ago.

=A0
Much= of society and its expectations are now reflected and displayed virtually.= Learner's expectation of what they learn and how they learn causes us = to reflect about the role of teachers - no longer the sole providers of kno= wledge but more the guides in a rapidly expanding vista of information.

I do agree that the speed of technological developmen= t threatens to make schools as we know them largely redundant. Home schooli= ng is on the increase and some children already vote with their feet but si= nce children go to school to be with their friends rather than to learn, sc= hool as a social focus is likely to persist even if the curriculum is massi= vely out of step with technological development.

As always the answer may be 42 but what was the question again?

7 x 6 :-)
=A0
Jeremy Meades


Principal Consultant
e-learning 4= schools

e: info@elearning4schools.com
w: http://elearn= ing4schools.com



2009/11= /17 Ian Lynch <ianrlynch@googlemail.com>

On Tue, Nov = 17, 2009 at 10:02 AM, J Meades <meades@gmail.com> wrote:
Hi Ray and everone

Big question, "How does virtual learning occ= ur?". I suspect each of us involved in the area will promote a differe= nt set of understandings about how learning occurs in a virtual world.

From my perspective, I understand that learners learn continuously, bei= ng informed by their surroundings and contact with others. When I grew up, = there was no virtual aspect to my world - surroundings were physical and pe= rsonal contact was face-to-face. Today, young people can include an additio= nal dimension - the virtual world both for their surroundings and personal = contacts.

Did you not use a telephone, tape recorder, rea= d books and imagine things? Piaget classified different stages in cognition= . At the lowest levels concrete things are about those directly tangible li= ke feeling the shape of a ball. At the top end is metacognition - thinking = about the way we think. Virtual worlds can form a bridge between the concre= te and the purely cognitive. Films are passive virtual worlds. Books intera= ctive virtual worlds but without some of the support scaffold you would get= from a modern IT system.
=A0
Unfortunately, as teachers, we deal with the people in front of us in the = classroom and can almost delude ourselves into believing that this contact = is paramount to the process of learning. In the process we deny the existen= ce of other influences such as alternative sources of information whether t= hey be provided in a physical way or virtually. This actually prevents us f= rom utilising those additional influences in a positive way and in some cas= es using them in a negative and deconstructive way thereby curtailing learn= ing - all because we believe learning must take place only in the classroom= or in the physical world.

Even before computers, it was generally scknowl= edged that a child learns more by the age of 5 than subsequently (though ho= w you can objectively measure that is beyond me :-) ) That implies more lea= rning in a life time will take place outside the classroom than in it irres= pective of ICT. What classrooms have done traditionally is teach specifics = that the culture and society deem to be important for the individual, he st= uff outside the classroom is what the individual decides (consciously or un= consciously) is important to them. There will of course be overlap.
=A0

The reality, is that we all learn beyond the classroom - the activity i= n the classroom is not even the catalyst but rather the 'jumping-off= 9; point for learning. A skilled teacher will make use of the virtual world= to extend the reality of their subject or teaching. By engaging in this wo= rld, their dynamic with the learners alters, becomes less controlling but m= ore involved in learning - teaching becomes a facilitation process and invo= lvement in learning.

Rather than trying to build the nexus from the inside-out I would attem= pt to understand the whole, i.e. the whole life experience of the learner a= nd then discover how the input of education can influence, shape or support= learning. I don't believe we deal with a two-dimensional world today -= it's a three-dimensional world that young people experience and will c= ontinue to experience throughout the immediate future. As teachers we must = engage with that third dimension if we haven't already done so.

Who knows, maybe a fourth dimension will add itself in years to come - = how exciting!

Stri= ng Theory says the universe we live in has eleven dimensions, out of which = three spacial dimensions and a temporal one. The other "virtual" dimens= ions help explain the stuff that we can't access or hasn't happened= yet :-)

The answer is of course 42.
and the space-time environment we experience daily.

=A0

Jeremy Meades, NAACE Member


Principal Consultant
e-learning 4 schools

e: info@elearning4schools.= com
w: http://elearn= ing4schools.com



20= 09/11/15 Ray Tolley <rjt@maximise-ict.co.uk>

For some two or three years now I have been question= ing how the establishment of a VLE in a school would affect Teaching & Learning.=A0 This is becoming significantly more urgent as the Home Access = Programme continues to roll out.



At an initial level I was looking at the various ways in which two-way comm= unications, revision of classwork, homeworks and extended/additional studies might be fostered in that which might be called =91The Home-School Nexus=92 =96 ie the area shaded with a blue background on the attached graphic.

=A0

However, the functionality of the VLE is not just li= mited to the Home-School nexus, but to a much wider range of connections whether thr= ough the Internet or direct connectivity.=A0 I therefore see some seven primary areas which connect to the school and to which both staff and students have appropriate access.=A0 As far as a two-dimensional Venn diagram will allow = I have tried to represent (slightly) the size and degree of overlap of these seven areas.=A0 -=A0 Have I got it right?=A0 Is my next job to sub-divide each of these seven areas?

Obviously, I have further attached the all-embracing connectivity provided = by the Internet which, to some degree, can by-pass the school.

=A0

As we move towards =91schools without walls=92 I wonder just how efficiently we as teachers are able to guide our students t= owards virtual learning?=A0

=A0

Recently I have been following other blogs and forum= s (primarily in HE) where VL this is already becoming an increasing reality.= =A0 Please see my brief notes at:

=A0

http://efoliointheu= k.blogspot.com/2009/11/where-does-learning-take-place.html

=A0

and

=A0

http://efoli= ointheuk.blogspot.com/2009/11/intro-goes-here-online-education-book.html

=A0

Kind Regards,

=A0

Ray Tolley=A0 FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P:=A0 http://raytolley.= v2efolioworld.mnscu.edu/

B:=A0 http://www.efoli= ointheuk.blogspot.com/
W:=A0 http://www.maximi= se-ict.co.uk/eFolio-01.htm
Winner of th= e IMS 'Leadership Regional Award 2009'

=A0





--0015174bdcc8b4a01204789878f6-- From ianrlynch@googlemail.com Thu Nov 19 21:53:47 2009 From: ianrlynch@googlemail.com (Ian Lynch) Date: Thu, 19 Nov 2009 21:53:47 +0000 Subject: [Advisory] The use of Instructional Technology in Schools In-Reply-To: <001701ca684b$7b8a0840$729e18c0$@co.uk> References: <000701ca67cf$3afb0120$b0f10360$@co.uk> <5946b8ad0911180239t67599630j1b1a2311a30cb2e@mail.gmail.com> <001701ca684b$7b8a0840$729e18c0$@co.uk> Message-ID: --001517447a74d880960478c06434 Content-Type: text/plain; charset=ISO-8859-1 Google announce an Open Source web based operating systemfor next year. What are the implications for schools? Few thoughts to kick off. - Nothing to install - Low cost netbook and smartphone terminals - No viruses or spyware - nothing user-installed on the terminal - No need for local servers or storage - Reduce management all round - Increase collaboration and co-operative learning strategies Overall a massive reduction in costs for school ICT to the extent where every child has a portable terminal. End of exercise books? Perhaps we need to revisit the e-strategy. Note that with such an operating system all applications are web based so the concept of a single learning platform from one supplier is akin to saying a desktop only need one mega-application from one supplier. Even if it was possible it would be highly undesirable. We know what technological monopolies do. Good thing about the web is Open Standards so its not hard to integrate many different applications. And before anyone says what about Google gaining a monopoly, it's Open Source so any other company can do the same thing using Google's code. I'd expect Mozilla to do a version based on Firefox, probably Canonical too. --001517447a74d880960478c06434 Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable
Google announce an Open Source web based operating system for ne= xt year. What are the implications for schools? Few thoughts to kick off.
  • Nothing to install
  • Low cost netbook and smartphone terminal= s
  • No viruses or spyware - nothing user-installed on the terminal
  • No need for local servers or storage
  • Reduce management all ro= und
  • Increase collaboration and co-operative learning strategies
    • Overall a massive reduction in costs for school ICT to the extent where e= very child has a portable terminal. End of exercise books?

    Perhaps w= e need to revisit the e-strategy.

    Note that with such an operating system all applications are web based = so the concept of a single learning platform from one supplier is akin to s= aying a desktop only need one mega-application from one supplier. Even if i= t was possible it would be highly undesirable. We know what technological m= onopolies do. Good thing about the web is Open Standards so its not hard to= integrate many different applications. And before anyone says what about G= oogle gaining a monopoly, it's Open Source so any other company can do = the same thing using Google's code. I'd expect Mozilla to do a vers= ion based on Firefox, probably Canonical too.



    --001517447a74d880960478c06434--