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In English ICT can enhance teaching and learning by enabling pupils to:

 plan, draft, revise and edit their own writing using a word processor and
other desktop publishing packages;
 easily locate and read significant parts of the text by using search
strategies;
 locate information quickly, confidently and accurately;
 publish writing in a variety of forms;
 have access to a wider number of texts online e.g. newspapers;
 communicate with a wider group of people e.g. via e-mail, newsgroups,
online conferencing;
 integrate different media into one text;
 use a wider range of texts to:
o compare the way information is presented;
o identify the features of particular text types;
o discuss the merits and limitations of particular text types;
o investigate how reading strategies are adapted to suit different texts.

These are specific skills where ICT is particularly referred to (see - DfEE The
National Literacy Strategy 1998), however many other objectives for both reading
comprehension and writing composition can be supported by use of ICT.

You can explore these ideas further now if you like, by looking at the English ICT
in the Curriculum pages on the Virtual Teacher Centre (VTC). There are lots of
further ideas in the Primary Curriculum links pages, (look for the English section)
and in the Primary Teaching and Learning with ICT area. (The VTC English area
is well worth a thorough exploration. It gives you many useful links as well as
teaching ideas.)
Examples of the ways in which ICT can support English

The following table has been compiled to illustrate possible links between the
DfES Information Technology scheme of work and the National Literacy Strategy
for Key Stages one and two. Refer to the units listed below for examples of how
ICT can enhance teaching and learning in English. You will also find some useful
ideas in the Lewisham Literacy Strategy.

IT Scheme of Work Literacy Framework (Sample activities for


text level work)
Year 1 Unit 1A Year: 1 Term: 1

Title: Assembling Text Text 11: Pupils could write sentences describing five
familiar objects. They could use a program like My
World or ClarisWorks to match sentences to clipart
pictures of the objects. They could also match
beginning and ending of sentences or complete the
sentences and match them with the pictures.
Year 1 Unit 1D Year: 1 Term: 1

Title: Labelling and Text 14 & 16: Pupils could use a prepared word
classifying bank with names, shapes, sizes and colours of
objects in your class or objects related to your topic.
Pupils could then choose appropriate words for
objects to make labels which could then be printed.
Year 1 Unit 1C Year: 1 Term: 2

Title: The Information Text 17 & 20: Pupils could use the 'Living Books'
around us CD-ROM of "Just Grandma and Me" or the Oxford
Reading Tree CD-ROM containing a mixture of text,
pictures and icons. Pupils could have a go at the
'Fun with the Characters' activity where they focus
on a particular page and name the characters they
can see; they could click on them and describe their
actions and feelings. Afterwards they could click on
other objects and start to predict what might happen
next. They should recognise that sounds, text and
pictures convey information.
Year 1 Unit 1B Year: 1 Term: 3

Title: Using a word Text 13 & 14: Pupils could select words from a word
bank bank or word list on a word processor to complete
sentences. Ask pupils to produce a piece of text
about themselves or write simple stories based on
previous reading using words from a word bank.
Year 2 Unit 2A Year: 2 Term: 1 - 3

Title: Writing stories: Pupils could do a range of activities with text using a
communicating word processor or a DTP program; this could run
information using text throughout the year.

This includes typing labels, writing simple sentences,


rearranging lines in a poem, arranging a string of ten
items from a shopping list into a horizontal list, typing
speech into a speech bubble or deleting words to
break up longer sentences. Pupils could produce a
picture book by writing text to go with the pictures to
tell the story.

Text 11 & 15: Pupils should use their understanding


of the language of time to write simple sentences on
events that happened in a sequence. They could
write simple instructions e.g. getting top school or
playing a game.
Year 2 Unit 2C Year: 2 Term: 2

Title: Finding Text 16, 17 & 18: Pupils could use a CD-ROM
information dictionary to find definitions for unusual words
encountered in texts related to the class topic. They
could make a record of interesting definitions to be
kept in a class or personal dictionary or glossary.
Year: 2 Term: 3

Text 19 & 20: Pupils should use a book, a database,


a CD-ROM encyclopaedia or the Internet to gather
information on a topic which could be used to draft
sentences on what they found out.
Year 3 Unit 3A Year: 3 Term: 1

Title: Combining text Text 11, 13 & 14: Pupils should write a description
and graphics of a setting in a known story. They could write shape
poems and present it using templates done with
ClarisWorks.

Text 15: Pupils could produce a class newsletter


which includes pictures, captions and font effects,
with the text punctuated and arranged in paragraphs.
Year: 3 Term: 2

Text 8: Pupils could write portraits of characters and


present them in a variety of ways such as a poster,
or a labelled diagram. This could also be a poster on
a topic of concern and the other pupils could
respond with written comments.
Year 3 Unit 3E Year: 3 Term: 3

Title: E-mail Text 16 & 20: Pupils should use e-mail to write to a
range of people. This could be to pupils in another
school involved in a joint e-mail project or an
organisation from which they require information for
the class topic.

Pupils could exchange first drafts of stories which


are then reviewed by other pupils who send back
their comments on how the story could be improved.
They could jointly design a questionnaire which
could be used to collect information in their
respective schools.
Year 4 Unit 4A Year: 4 Term: 1

Title: Writing for Text 17, 18, 19, 20: They should use web sites of
different audiences national and local newspapers to read a variety of
reports. They should look at the layout and common
features. They could collect, list and compare
opening sentences. They could compare several
reports on the same subject and categorise what is
fact and opinion. Pupils could write articles in pairs
and amend them over a period of time. Their articles
could then be used to produce a class newspaper,
but they should focus on the content of their articles
and consider the layout and presentation later.
Follow these links for a Year: 4 Term: 1
lesson plan and resources
to develop the ICT
technique of using Cut and Text Level work Non fiction: Re-ordering a sequence
Paste to re-order a piece of of instructions using Cut and Paste
text (Claris and Apple
Works files only) Text 22: to identify features of instructional texts:
clearly set out sequential stages
 Lesson Plan
 Cleaning Teeth
Text 26: to improve the cohesion of written
 Cleaning Teeth
(mixed) instructions and directions through the use of link
 Toast - hard phrases, sub headings and numbering
 Toast - hard
(mixed)
 Cup of Tea (mixed)

Year: 4 Term: 2

Text 9 & 12: Pupils could collaborate with others to


write stories in chapters, with particular audiences in
mind e.g. horror stories for junior pupils.
Year: 4 Term: 3

Text 12, 13, 15 & 25: Pupils could write alternative


ending for a known story or write longer stories from
story plans. They could produce polished poetry
through revision by deleting, adding, changing or
reorganising words and lines. Pupils could also
design an advertisement such as a poster or radio
jingle using HyperStudio, for a school fair or an
imaginary product.
Year 5 Unit 5B Year: 5 Term: 1

Analysing data and Text 13: Pupils should record, their ideas, reflections
asking questions: and predictions about a book. They could do this in a
using complex class reading log or journal, which could be set up as
searches a database to be accessed by other pupils. Pupils
could then ask further questions based on their own
data.

Pupils could use prepared databases on CD-ROMs,


or search engines on the Internet to search for and
analyse information using 'AND', 'OR' as part of the
query.
Year 5 Unit 5C Year: 5 Term: 2
Evaluating information, Text 17, 18 & 19: Pupils could locate information on
checking accuracy and a CD-ROM or on the Internet by using the contents
questioning plausibility pages, indexes and bookmarks. Pupils in groups
could compare and evaluate critically the information
from different sources and be able to check the
accuracy or reliability of the information.

Text 20 & 21: Pupils could make notes and rewrite


the information in their own words. They should
always record and acknowledge sources in their
writing.
Year: 5 Term: 3

Text 17 & 18: Pupils should draft and write


individual, group or class letters for real purposes.
For example, they could present a point of view, or
write a protest on an issue of concern. They should
use a range of tools to present the issues such as
numbered lists, bullet points etc.
Year 6 Unit 6A Year: 6 Term: 1

Title: Multimedia Text 6 & 18: Pupils could be asked to write and
presentation publish a modern version of favourite fairy tales for
KS1 pupils. They could make books, using a word
processor, story maker CD-ROM, desktop publishing
package or HyperStudio They should then compare
the finished products to evaluate the best method.
Year: 6 Term: 2

Text 1, 18 & 19: Pupils should consider what


adaptations they would need to make to a story in
order to change it to a newspaper report using a
desktop publishing package. They could also publish
their newspaper electronically as a web page.
Year: 6 Term: 3

Text 13: Pupils could write a sequence of poems


which are linked to a theme (e.g. water, bullying) or
poems in a particular form (e.g. haiku). This could be
published as a book or as a multimedia book using
HyperStudio
Why use ICT?

ICT is increasingly used in education and in the business and leisure industries.
This means children have access to ICT in many different aspects of their lives. It
is essential, therefore, that we give them a wide variety of opportunities to
explore how the technology can support them in their learning. For example,
while pupils are using a desk top publishing package to create a school
newspaper they are also developing their ability to communicate more effectively.
This provides both a context and a meaning for the ICT activity. Taking the IT out
of context and teaching IT skills separately, not only decontextualises ICT but
also places additional burdens on curriculum time. The use of ICT therefore
should be a meaningful part of an activity where it is used to consolidate or
extend pupils' learning.

Some examples of how ICT can be used to support pupils learning are:

1. word processors to write up and present their work;


2. using a spreadsheet to enter their data collected as part of an
investigation, creating charts, and interpreting the results);
3. using a database to enter data collected as part of an investigation,
interrogating the database by searching and sorting, in order to answer
questions to help solve problems which form part of the investigation;
4. using hypermedia to write up, lay out and present their work for publication
on the Internet;
5. using the Internet and CD-ROMs to help with research during an
investigation.
Planning for ICT in the Curriculum

Planning for ICT in the curriculum should take place at whole school level and as
well as plans for individual classroom activities. Schools should have a policy for
planning which ensures that pupils' school experiences with ICT are planned to
ensure continuity and progression. Schools may be using their own schemes of
work, LEA schemes such as the Lewisham IT scheme published in the
Lewisham "Planning for Learning" document published in 1996. Many schools
are using and adapting the DfES Schemes of Work for Information Technology
(DfEE, 1998). The de scheme provides a set of units together with guidance on
sequencing the units to produce a coherent progressive curriculum. These are
proving to be very helpful to teachers in planning ICT in the curriculum.

Schools will also need to ensure coverage of the National Curriculum. The
strands in the new National Curriculum, the software requirements and how
children might progress in their use of software have already been outlined in
Module 2 and you may find it helpful to refer to this when you are planning
activities.

When planning activities you will need to ensure that you build in opportunities to
develop and extend pupils' learning. However, you will need to become familiar
with the software, CD-ROMs or web sites you are intending to use so that you
can identify how they can contribute to pupils' learning. You will, therefore, need
to build in time to evaluate some ICT resources so that you are familiar with their
strengths and weaknesses.

You will also need to find a way of identifying what pupils have learned. You may
do this by observing pupils while they are using ICT. Guidelines for carrying out
pupil observations are included in this module.

Evaluating ICT Resources

Before using an ICT resource you will need to try it out for yourself in order to see
the strengths and weaknesses and identify how it might support your teaching
aims. Below are some questions to help you.

Design

 Do children find it easy to work out how to use it?


 Is it fairly self-explanatory?
 Is it easy to navigate - can children use it independently?
 Is it straightforward to enter data or instructions?
 Does it give feedback, if so what kind?
 Can you customise it to suit the needs of the children you are
working with?

Content

 Are there useful support materials which come with the package?
 Is the language and information suitable for the age range and
special needs of the children you are working with?
 Is the content non-sexist? Are both girls and boys in active, positive
roles? Is the subject interesting and motivating to both sexes? (this
question shouldn't apply to generic software)
 Does it encourage cultural diversity?
 Is it relevant to your scheme of work?
 What links are offered to other sites? (web sites only)

Teaching and Learning

 How long will it retain children's attention, interest and motivation?


 Does it support a range of teaching and learning styles and models
of classroom management?
 Does it encourage open or closed responses from pupils?
 Will it support the learning of less able pupils?
 Can it extend the learning of highly able pupils?
 Will it support and enhance teaching? In what way?
 Does it support the teaching of Literacy and Numeracy?
Reflecting on the impact of ICT

Reflecting on practice is an important part of a teacher's learning. When planning


future activities it is helpful to be clear in your mind about which strategies were
effective and why, or what software was not appropriate for a particular group of
pupils and why.

Techniques used in Action Research:

In order to help you reflect on your practice you may find it useful to draw on
some of the techniques of 'Action Research'. Action Research is the kind of
research which you carry out in the course of your teaching. It is a way of helping
you, as you teach, to become a more reflective teacher, and it can be built into
your normal lessons. They include the use of:

 diaries;
 document analysis;
 photographic evidence;
 tape or video recordings and transcripts;
 observation;
 interviews and
 questionnaires.

For example, when planning an ICT activity you might also plan to observe pupils
at work, so that you can identify what they are learning while they are engaged in
this activity (see Module 3 for more on planning, and Module 4 for more on
assessment and observation techniques). If you are interested in reading more
on Action Research, you should find the following book helpful: 'Teachers
investigate their work' by Altrichter, H., Posch, P. & Somekh, B. (1993).

Using your Portfolio to assist in evaluating the impact of ICT

You may also by now have completed a portfolio which contains your reflective
notes, pictures of pupils, samples of pupils' work, software evaluations, notes on
your observations of pupils, and so on (see the Talent Guide for more on this).
The process of collating this material and reflecting on your practice will have
helped you to identify strengths and weaknesses both in your teaching strategies
and in the software you were using.

Reflecting on pupils' learning

You will by now want to summarise your reflections on your use of ICT in
teaching your pupils. The following series of questions will help you think about
what your pupils have learned as a result of the use of ICT in your teaching.

What do you think the pupils achieved:


- in the subject?

- in developing their ICT skills?

What evidence is there that specific learning objectives have been met?

Were there any unexpected learning outcomes? If so, how did they arise?

Were any of your learning objectives not met? If so, what impeded progress?

What were the plus factors for the pupils in using ICT?

Were there any negative factors for the pupils in using ICT?

What contribution did the use of ICT make to advance:

- the pupils' subject knowledge and understanding?

- the pupils' ICT capability?

If you offer these particular ICT activities again, what changes would you make?

How do you plan to consolidate and build on the learning gains that the pupils
have made?

Reflecting on your own learning

In addition to reflecting on what the pupils have learned you will also want to
reflect on what you have learned. By the end of this training you should have:

 gained knowledge and understanding of ICT to support effective teaching;


 achieved a good understanding of the role of ICT in teaching English,
maths and science;
 developed the confidence to integrate ICT appropriately into curriculum
activities that will meet all pupils' needs and abilities.

At the beginning of the training you will have used a range of resources to help
you identify your training needs. These included:

 Lewisham ICT Skills/Curriculum Audit for teachers


 TTA Needs Identification Booklet
 TTA Needs Identification CD-ROM
You may find it useful to revisit the Audit to assist planning of NOF ICT
Training for Primary Phase including Foundation Stage again and compare
your results at the end of the training with those at the beginning. Alternatively
you may want to revisit the TTA Needs Identification booklet or the CD-ROM in
order to identify the progress you have made.

Reflecting on Your Future Action Plan

When you have completed your training you will find it helpful to draw up an
action plan to map out where you want to go next in terms of your own
professional development in ICT. Revisiting the needs identification materials
indicated above will help you to identify what you have learned and what areas
you feel would benefit from further training. You may find it helpful to map your
portfolio against the level 4 qualification: "Professional Development Certificate in
ICT for Teachers", awarded by Edexcel. Achieving this award might be one of
your targets for future progress. Click here to see a checklist of the objectives.

Reflecting on the impact of ICT at the whole school level

You may also want to review the impact of ICT at the whole school level. In this
context, Headteachers and ICT Co-ordinators should find the following websites
helpful:

The NAACE "Implementing IT" materials (www.naace.org/imp): look at section 9


on professional development.

The Becta Building the Grid site (www.becta.org.uk/buildingthegrid): this will lead
to a wealth of useful tools for schools wishing to review and evaluate the impact
of the NOF ICT training.

The Lewisham ICT Advice web site (ecs.lewisham.gov.uk/ICTAdvice) provides


advice on reviewing and evaluating ICT. Click on:Support for Schools'
Development Planning to see what is available.

Your school Headteacher, Inset Co-ordinator, Head of Department or ICT Co-


ordinator may want to collate data about your progress in order to help them
identify the school's progress against targets in its ICT development plan. This
data will also help the Talent Consortium Management Team to evaluate the
effectiveness of the training programme. The TTA will also be asking teachers at
the end of their training to complete an 'on-line' questionnaire on the
effectiveness of the training in helping teachers to use ICT in the teaching and
learning process.
IWB files

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