1. Good Practice
Leading learning in ICT
Lecture 12, 23 April 2013

2. This morning

3. Since we last met…
Ministers reviewed the draft ICT curriculum and requested
several amendments:
• shorter statement of subject aims
• increased emphasis on computer science and
programming content at Key Stages 1-3
• stronger links to mathematics curriculum
• digital skills content to be edited and condensed
Department officials worked with appropriate experts to
make these changes – final version published 7th February
DfE

4. Further BCS / RAEng
advice
When DfE invited the Royal Academy of Engineering and
BCS to develop a new PoS it was made clear that this would
be treated as expert advice and that DfE reserved the right to
amend the final draft PoS as they saw fit. In December 2012,
after the draft PoS had been submitted to DfE, the Royal
Academy of Engineering and BCS were asked for their
advice on how to amplify the Computer Science component
of the PoS in order to emphasise that teaching Computer
Science is of paramount importance. The draft PoS
published by the DfE on February 7 2013 closely reflects the
additional expert advice provided by the Royal Academy of
Engineering and BCS.

5. Gove, 7th Feb 2013
“We have also replaced the
old information and
communications
technology curriculum with
a new computing
curriculum, with help from
Google, Facebook and
some of Britain’s most
brilliant computer
scientists.”

6. What is the
curriculum for?

7. What is the
curriculum for?

8. Computing Curriculum
At the core of computing is the science and engineering
discipline of computer science, in which pupils are
taught how digital systems work, how they are designed
and programmed, and the fundamental principles of
information and computation. Building on this core,
computing equips pupils to apply information
technology to create products and solutions. A
computing education also ensures that pupils become
digitally literate – able to use, and express themselves
through, information and communication technology –
at a level suitable for the future workplace and as active
participants in a digital world.

9. • can understand and apply the fundamental principles of
computer science, including logic, algorithms, data
representation, and communication
• can analyse problems in computational terms, and have
repeated practical experience of writing computer
programs in order to solve such problems
• can evaluate and apply information technology,
including new or unfamiliar technologies, analytically to
solve problems
• are responsible, competent, confident and creative
users of information and communication technology.
Aims for computing

10. KS1
understand what algorithms are, how they are implemented as
programs on digital devices, and that programs execute by
following a sequence of instructions
write and test simple programs
use logical reasoning to predict the behaviour of simple programs
organise, store, manipulate and retrieve data in a range of digital
formats
communicate safely and respectfully online, keeping personal
information private, and recognise common uses of information
technology beyond school.

11. understand what algorithms are, how
they are implemented as programs on
digital devices, and that programs
execute by following a sequence of
instructions

12. write and test simple programs

13. use logical reasoning to predict the
behaviour of simple programs

14. organise, store, manipulate and
retrieve data in a range of
digital formats

15. communicate safely and respectfully
online, keeping personal information
private, and recognise common uses of
information technology beyond school.

16. KS2
design and write programs that accomplish specific goals, including
controlling or simulating physical systems; solve problems by
decomposing them into smaller parts
use sequence, selection, and repetition in programs; work with
variables and various forms of input and output; generate appropriate
inputs and predicted outputs to test programs
use logical reasoning to explain how a simple algorithm works and to
detect and correct errors in algorithms and programs
understand computer networks including the internet; how they can
provide multiple services, such as the world-wide web; and the
opportunities they offer for communication and collaboration

17. KS2 continued
describe how internet search engines find and store data; use
search engines effectively; be discerning in evaluating digital
content; respect individuals and intellectual property; use
technology responsibly, securely and safely
select, use and combine a variety of software (including internet
services) on a range of digital devices to accomplish given goals,
including collecting, analysing, evaluating and presenting data
and information.

18. Arduino the Cat and Breadboard the Mouse - Seaweed Studio
design and write programs that
accomplish specific goals, including
controlling or simulating physical
systems; solve problems by decomposing
them into smaller parts

19. use sequence, selection, and repetition in
programs; work with variables and
various forms of input and output;
generate appropriate inputs and predicted
outputs to test programs

20. Glasshead Studios for BBC Cracking the Code
use logical reasoning to explain how a
simple algorithm works and to detect and
correct errors in algorithms and programs

21. BBC Virtual Revolution
understand computer networks including
the internet; how they can provide
multiple services, such as the world-wide
web; and the opportunities they offer for
communication and collaboration

22. understand computer networks including
the internet; how they can provide
multiple services, such as the world-wide
web; and the opportunities they offer for
communication and collaboration

23. understand computer networks including
the internet; how they can provide
multiple services, such as the world-wide
web; and the opportunities they offer for
communication and collaboration

24. describe how internet search engines find
and store data; use search engines
effectively; be discerning in evaluating
digital content; respect individuals and
intellectual property; use technology
responsibly, securely and safely

25. select, use and combine a variety of
software (including internet services) on a
range of digital devices to accomplish
given goals, including collecting,
analysing, evaluating and presenting data
and information.

26. select, use and combine a variety of
software (including internet services) on a
range of digital devices to accomplish
given goals, including collecting,
analysing, evaluating and presenting data
and information.

27. Teaching

28. Dewey (1859-1952)
• Engaging with experience
• Enlarging experience
• Interaction and environments
• The importance of reflection
• Education for all
• Project based learning
http://www.infed.org/thinkers/et-dewey.htm

29. Piaget (1896-1980)
• Constructing schema
• Assimilation and accommodation
• Stages of development
• Concrete and formal operation
http://www.learningandteaching.info/learning/piaget.htm

30. Piaget (1961)
“Experience of objects plays, naturally, a very
important role in the establishment of dynamic
structures”
“All exchange between the organism and the
environment is composed of two poles:
A) of the assimilation of the given external to the
previous internal structures, and
B) of the accommodation of these structures to the
given ones.” From Piaget (1961) A genetic approach to the psychology of thought

31. Vygotsky (1896-1934)
• The centrality of social interaction
• The more knowledgeable other
• The zone of proximal development
• Scaffolding (Bruner)
http://www.learning-theories.com/vygotskys-social-learning-theory.html

32. Constructionism
• Constructivist learning happens best when
‘constructing a public entity’
• “Constructionism boils down to demanding that
everything be understood by being constructed”
• “Concrete” materials rather than abstract
propositions
• “Soap-sculpture math”
http://www.papert.org/articles/SituatingConstructionism.html

33. Connectivism
CC by jean-louis zimmermannCC by-sa Hijod.Huskona
CC by-nc-sa Mr Ush http://www.connectivism.ca/

34. Meaningful Learning
CC by-nc-nd Laura Burton, CC by Matti Mattila, CC by-nc-nd Mundocuardo, CC by-nc-nd Parl, CC by mawel

35. Characteristics of good practice
Use ICT to support good practice

36. Use ICT to scaffold & extend learning

37. Agile Pedagogy
• Individuals and interactions
over processes and tools.
• Working software
over comprehensive documentation.
• Customer collaboration
over contract negotiation.
• Responding to change
over following a plan.

38. Teaching craftsmanship
• Not only working software,
but also well-crafted software
• Not only responding to change,
but also steadily adding value
• Not only individuals and interactions,
but also a community of professionals
• Not only customer collaboration,
but also productive partnerships

39. Outstanding teaching
• Consistently at least good
• Rapid and sustained progress
• High expectations
• Literacy and numeracy across the curriculum
• Engagement and commitment
• Inspirational teaching strategies
• Homework
• Support and intervention for individuals

40. Outstanding teaching in ICT
• Excellent subject knowledge
• Specialist knowledge and technical skills
• Development of understanding of concepts; making
connections
• Responsive and stimulating
• Higher expectations, enthusiasm, passion
• Challenge and inspire
• Innovative and imaginative resources and strategies

41. Good or Outstanding
• Lessons were well planned with a good variety of activity and resources.
• Assessment for learning was embedded throughout the lesson with feedback,
frequent marking and praise linked into planning the next lesson.
• Lessons were brisk with smooth transitions so that no time was lost for
learning.
• Teachers encouraged well-structured peer and self-assessment.
• Students were clear about their own current level and what they needed to do
to improve.
• Learning activities were expertly differentiated to meet individual students’
needs.
• Questioning was used to deepen understanding, rather than just to check
knowledge.
• Key terminology was introduced and reinforced.
• Relevant and practical contexts were used to bring tasks to life.

42. Two lessons (1)
Year 7 students were being taught to use software to write
instructions to control an animated figure on the screen. The
introduction to the lesson was too lengthy and did not include
sufficient strategies to engage all students. This resulted in
persistent low-level disruption from the start and too few students
subsequently following the teacher’s instructions. However, the
students were already quite able and the teacher had
underestimated their capability. Many students worked out very
quickly for themselves how to get the image of the cat on the
screen to move and how to change the colour of the cat, but were
then not challenged to move beyond this. The teacher did not
assess how well students were progressing during the course of the
lesson and, as a result, his expectations of what they could achieve
remained too low. The lesson was not sufficiently well structured;
it was too teacher-directed and did not take sufficient account of
students’ prior aptitudes or needs.
Ofsted 2011

43. Two lessons (2)
Two pupils who attended gifted and talented provision at their local secondary
school were introduced to a freeware application (Scratch) which enabled them
to design and program a two-dimensional computer game. Their enthusiasm on
and to introduce a new unit of work based around it. Pupils were asked to
design the graphics, layout and functionality of their own computer game and to
subsequently write the program to implement their ideas. Over a series of
lessons, pupils used a paint application to design their game backgrounds and
moveable icons. Having completed the graphical elements of their game they
wrote scripts to control the movement and interaction. This required them to
utilise sophisticated programming constructs such as ‘repeat until’ and ‘if then’
in capturing keyboard input and managing variables. The choice of task and
software motivated pupils who were enabled to make good progress. Most were
able to write a series of executable instructions to implement the features of their
game design. One autistic pupil excelled at this task and made better progress
than his peers. He made outstanding use of loops, conditional jumps and
incremental counters in his program. His skills exceeded those of his teacher, to
whom he had to explain the principles of what he had done
Ofsted 2011

44. Becta:
ICT Mark Teaching
Teaching enables most pupils to use and develop all
aspects of their ICT capability through a wide range of
experiences and contexts that are consistently matched
to their needs, abilities and learning preferences.

45. Visible Learning
Hattie (2009)
The use of computers is more effective when:
•There is a diversity of teaching strategies
•There is teacher pre-training in the use of computers as a teaching
and learning tool
•There are multiple opportunities for learning
•The student, not the teacher, is in control of the learning
•Peer learning is optimised
•Feedback is optimised

46. Visible Learning
Hattie (2009)
Effect size:
Web-based learning 0.18
Interactive video 0.52
Audio/Visual 0.22
Simulations 0.33
Programmed instruction
0.24
One year of teaching 0.30

47. Assessment

48. Becta:
ICT Mark Assessment
The assessment and recording of ICT capability are
reliable and consistent. They are informed by the use of
ICT in other curriculum areas and by moderation
within the school. Statutory requirements for reporting
to parents are met.
Pupils regularly assess their own and other pupils’ ICT
capability based on criteria they have identified and
developed. This contributes to their understanding of
what constitutes good quality and helps them to
improve.

49. Ofsted on outstanding assessment
• Systematically and effectively check understanding
throughout lessons
• High quality marking and constructive feedback

50. Ofsted on Assessment in ICT
The use of assessment was judged to be no better than
satisfactory in 53 of the 86 primary schools visited for
which this was observed, and 42 of the secondary schools,
suggesting that the weaknesses identified previously
persisted to a large extent in many schools.

51. Ofsted on ICT Assessment
The headteacher of one school in which ICT was judged
to be inadequate commented that there was no incentive to
collect information on ICT levels or to monitor outcomes.
In other schools some teachers had little understanding of
what was required for a pupil to reach a certain level. In
several schools no assessment of what pupils had achieved
in ICT took place at all. In many schools performance in
ICT was only assessed in specific ICT classes. This meant
that pupils’ considerable use of ICT in other subjects was
not monitored or built into planned development.

52. More from Ofsted
• Thorough baselining of pupils’ current level was used, at entry
to, or prior to starting the school
• Pupils were made aware of their current level and what they
needed to do to improve
• Opportunities for peer and self-review were embedded in
lessons
• There was regular standardisation and moderation between
teachers and particularly between schools
• A progress tracking system accessible to staff and pupils and
embracing ICT across all subjects was used
• Pupils were given detailed written feedback on their work
• Parents were kept regularly updated on
their child’s progress in ICT

53. Becta:
ICT Mark Assessment
The assessment and recording of ICT capability are
reliable and consistent. They are informed by the
use of ICT in other curriculum areas and by
moderation within the school. Statutory
requirements for reporting to parents are met.
Pupils regularly assess their own and other pupils’
ICT capability based on criteria they have identified
and developed. This contributes to their
understanding of what constitutes good quality and
helps them to improve.

54. Assessment for Learning
• “Enable teachers to sift the rich data that
arise in class discussion and activity so
that professional judgments can be made
about the next steps in learning”
• Question and answer
• Observation of students
• Oral and written feedback on hardcopy
• Peer-, self- and e- assessment

55. National Curriculum Review
[Levels] may actually inhibit the overall
performance of our system and undermine
learning… it actually has a significant
effect of exacerbating social
differentiation… pupils become more
concerned for ‘what level they are’ than for
the substance of what they know, can do
and understand.

56. Recommendations
The focus of ‘standard attained’ should be
… specific elements, rather than a
generalised notion of a level…
All assessment and other processes should
bring people back to the content of the
curriculum … instead of focusing on
abstracted and arbitrary expressions of the
curriculum such as ‘levels’.

57. Response
In order to ensure that every child is
expected to master this content, I have,
as the panel recommended, decided that
the current system of levels and level
descriptors should be removed and not
replaced.

58. The 2014 National Curriculum
Attainment targets
By the end of each key stage, pupils are expected to
know, apply and understand the matters, skills and
processes specified in the relevant programme of study.

59. Digital Badges

60. Open Badges
Mozilla, 2012

61. Games

62. E-safety

63. Article 13
1. The child shall have the right to freedom of expression; this
right shall include freedom to seek, receive and impart
information and ideas of all kinds, regardless of frontiers, either
orally, in writing or in print, in the form of art, or through any
other media of the child's choice.
2. The exercise of this right may be subject to certain restrictions,
but these shall only be such as are provided by law and are
necessary:
(a) For respect of the rights or reputations of others; or
(b) For the protection of national security or of public order, or of
public health or morals.
UN Convention on the Rights of the
Child

65. The risks
• Content
• exposure to inappropriate content, including online pornography, ignoring age ratings
in games (exposure to violence associated with often racist language), substance abuse
• lifestyle websites, for example pro-anorexia/self-harm/suicide sites
• hate sites
• content validation: how to check authenticity and accuracy of online content
• Contact
• grooming
• cyber-bullying in all forms
• identity theft (including ‘frape’ (hacking Facebook profiles)) and sharing passwords
• Conduct
• privacy issues, including disclosure of personal information
• digital footprint and online reputation
• health and well-being (amount of time spent online (internet or gaming))
• sexting (sending and receiving of personally intimate images) also referred to as SGII
(self generated indecent images)
• copyright (little care or consideration for intellectual property and ownership – such as
music and film)

66. Good / outstanding
practice
• Consistent, whole school approach
• robust and integrated reporting routines
• Regular and up to date training, inc CEOP or EPICT
• Rigorous, integrated, plain English policies inc AUP
• Teach pupils how to stay safe, protect themselves and take
responsibility
• Filtering and active monitoring
• Assess impact through use of data
• Data protection requirements observed

67. Roehampton 1st
Years
http://is.gd/fUkO9e

68. Becta on AUPs
• Be clear and concise
• Reflect your setting
• Encourage end-user input
• Be written in an appropriate
style for your users
• Promote positive use of new
and emerging technologies
• Clearly outline acceptable
and unacceptable behaviours
for school and personal
technology
• Outline what monitoring
takes place
• Outline sanctions for
unacceptable use
• Be regularly reviewed
• Be widely and regularly
communicated to all
stakeholders

69. Some legislation
• Data Protection Act:
http://is.gd/1zRnEy
• Freedom of Information
Act
http://is.gd/0O6H8U
• Copyright
http://is.gd/DEAdgE
• Digital Economy Act
http://is.gd/Lq1WYF
• Regulation of Investigatory
Powers Act
http://is.gd/Drr1AK
• Computer Misuse Act
http://is.gd/AQIcdv