My last module at University (ICT306) was based around the role of the ICT Coordinator. Due to ICT being reformed with the rise of the new draft curriculum our group was given the task of devising a 2 year plan to deliver a robust response to the 2014 Primary Computing Curriculum. During this module we were given an example school (one form entry) and the equipment audit of their current technology. Within our plan we were given a £3000 budget for software and training.
Before beginning the task my group decided to carry out research to actually gain a secure understanding of what the new curriculum intends children should learn. Thanks to many blogs we were able to gain a greater understanding. Due to it being a new curriculum in primary education there was a limited range of research on the internet, however, from using examples from schools that have already implemented computing technology and from professionals within this field we were able to create a plan.
Our finished plan can be accessed below:
Contributors: Samantha Curry, Holly Dytham, James Horne and Lucy Kitching.
We decided on a 2 year plan that began in September 2013 to ensure it was implemented by 2014. As a group we felt that computational thinking was a basis to start to ensure children began to think in this way from the beginning of Key Stage One.
As shown, we felt that teachers need to be fully trained to ensure computing to be taught successfully and with confidence, creativity and competence. As you can see we had not spent all of the budget within our first year to ensure money was left for training that may be needed for the future.
Progression is shown throughout the plan in terms of the technology used and the skills that are required for the technology. For example, as shown within programming children begin by using Bee-Bots and will develop on to more language based technologies such as iPad apps Hopscotch and Daisy Dino. Continuing on from this a wider range of technologies will be used such as Raspberry Pi and Mozilla Thimble/Hackasaurus to begin coding. There is also progression in the field of gaming, for example we begin with the Sketch iPad app and then develop onto Game Salad and Kodu. We aimed to give children transferable skills for the future.
Some key points within our plan are ‘problem finders term’ (based on Ewan Mcintosh’s ideas which can be found here: http://edu.blogs.com/edublogs/2011/11/tedxlondon-the-problem-finders-video.html). We aimed to give children the freedom (within a success criteria) to find a problem within the school or community to solve using technology. Another key point within our plan was play-based learning to allow children to experiment through play, learning about computational thinking and programming. This was taken from Steve Bunce’s (http://www.youtube.com/watch?v=XK3PdVprtMM) idea of knitting to develop programming skills from an early age and Miles Berry’s idea of play-based learning. Steve Bunce indicates that there are many skills that can be learnt from knitting such as social, debugging, sequencing…
This was a first attempt at writing an implementation plan and we had limited time of a week to complete the written plan and research.
Feedback would be good as this is something very new to me. Thank you : – ).