Presentation on theme: "A Blended Curriculum for Bermuda Public Primary Schools"— Presentation transcript:
1A Blended Curriculum for Bermuda Public Primary Schools
2Why do we need to change the curriculum? Current curriculum over a decade oldEducational Technology Standards have changedTechnologies have changedGlobal economy has changedImpact on society changingRefreshed curriculum and refocus attention on technology as a tool to leverage instruction andNets changed to reflect a 21st century focusContent had to be updatedStudents must develop skills with technology toolsDigital citizenship has become a major priorityCyber crime to Internet safety and privacy issues; students must self govern themselves to deal with the new social standards being established
3Students need to develop: Skills and knowledge to live, learn and work in today’s technological worldResponsible and safe use of technology
4Blended Curriculum 21st Century Learning Skills with technology Safe use of technology
5Skills with technology: Cambridge ICT StartersVery similar to our curriculumEasily integrated into other subject areasEasy transition for teachersHas focus on key topic areasCertification issued by CambridgeOffer the benefits of both sectors: ICT curriculum and meeting the need to protect students who were cyber savvy.
6Responsible use of technology: CSM Digital Citizenship CurriculumBridge the gap between previous module and present needsTakes an integrated approach to 8 key content areasCan be taught across a variety of subject areasExcellent instructional resourcesOffer the benefits of both sectors: ICT curriculum and meeting the need to protect students who were cyber savvy.
7Cambridge ICT Starters Programmes pg 7 or pg 8 Initial Stepsuse ICT equipment and software confidently and purposefullycommunicate and handle informationsupport their problem-solving, recording and expressive workreflect, discuss and consider the implications of using ICT equipmentNext Stepsextend the range of ICT tools they use for communication, investigation and controlselect information, sources and media that are suitable for their purposeassess the value of ICT in their work.
11Looking Deeper at Progression Starting with TextExploring DocumentsEnter simple words using, using keyboard or other deviceCreate and amend a text documentSelect and edit textAmend text for a specific audienceSelect basic iconsAdd images or other objects to a documentName, save, retrieve documentsRefine and organize the layout of a document for a specific audienceUse appropriate methods to check text is error freeEvaluate a finished document
12Looking Deeper at Progression Starting ImagesExploring ImagesUse simple shapes and lines to create pictures or patternsCreate repeating patterns using stamps and or copy toolsEdit pictures, using visual effectsCreate pictures using a variety of tools and effectsAdd details to an existing picture, using straight lines or geometric shapesSelect appropriate objects, copy and resize themAdd or delete a character or objectSave drafts showing the development of the designUse save as to store edited pictures
13Looking Deeper at Progression Starting GraphsExploring SpreadsheetsStore and classify informationEnter labels or numbers into a spreadsheetPresent information in charts or graphsEnter and copy simple formulasUse graphs and charts to answer simple questionsCreate a graphDraw simple conclusions from charts or graphsUse a spreadsheet to answer a modelled scenario
14Exploring the module layout Introduction: module description; what are the big picture aimsLearning Objectives: target skills; exactly what is performed during assessment.Pass/Merit: Score attached to performance of objective; Merit worth more than PassAssessment Evidence: Artefact of objective masteryAmplification of Assessment: detailed description of what would be observed during the assessment for either a Pass or Merit
15Getting Started: helpful preparation hints and tips in advance of instruction Prior Knowledge: foundation skills/knowledge; can be first targets for instructionNew Words: vocabulary taught during the lesson; helps form the contentAssessment Guidelines: conditions for testing; describes what is observed for Pass or Merit
17Schedule for Implementation CurriculumTeachers deliver Stage One ModulesP1-P3: Initial StepsStarting TextStarting ImagesStarting GraphsP4-P6: Next StepsExploring DocumentsExploring ImagesExploring SpreadsheetsTeachers include Stage Two ModulesStarting SearchesStartingOptional: Starting ControlExploring the InternetExploringExploring MultimediaOptional: Exploring ControlTeachers deliver full curriculumP1-P3: Initial Steps All ModulesP4-P6: Next Steps All ModulesIdentify candidates for ICT Starters examinationAssessmentMarch- July 2014 simulate examinations using Cambridge Assessment Criteria as guidelinesCurriculum Committee using Cambridge Assessment Criteria to develop common assessmentsSimulate examinations using common materials with Cambridge Assessment Criteria as guidelinesStudents sit actual exam Stage One and Stage Two