1. A Blended Curriculum for Bermuda Public Primary Schools

2. Why do we need to change the curriculum?
Current curriculum over a decade old
Educational Technology Standards have changed
Technologies have changed
Global economy has changed
Impact on society changing
Refreshed curriculum and refocus attention on technology as a tool to leverage instruction and
Nets changed to reflect a 21st century focus
Content had to be updated
Students must develop skills with technology tools
Digital citizenship has become a major priority
Cyber crime to Internet safety and privacy issues; students must self govern themselves to deal with the new social standards being established

3. Students need to develop:
Skills and knowledge to live, learn and work in today’s technological world
Responsible and safe use of technology

4. Blended Curriculum 21st Century Learning Skills with technology
Safe use of technology

5. Skills with technology:
Cambridge ICT Starters
Very similar to our curriculum
Easily integrated into other subject areas
Easy transition for teachers
Has focus on key topic areas
Certification issued by Cambridge
Offer the benefits of both sectors: ICT curriculum and meeting the need to protect students who were cyber savvy.

6. Responsible use of technology:
CSM Digital Citizenship Curriculum
Bridge the gap between previous module and present needs
Takes an integrated approach to 8 key content areas
Can be taught across a variety of subject areas
Excellent instructional resources
Offer the benefits of both sectors: ICT curriculum and meeting the need to protect students who were cyber savvy.

7. Cambridge ICT Starters Programmes pg 7 or pg 8
Initial Steps
use ICT equipment and software confidently and purposefully
communicate and handle information
support their problem-solving, recording and expressive work
reflect, discuss and consider the implications of using ICT equipment
Next Steps
extend the range of ICT tools they use for communication, investigation and control
select information, sources and media that are suitable for their purpose
assess the value of ICT in their work.

8. Programmes of Study pg 7 or pg 8

9. Progression pg 6
P1 – P3
P4 – P6
M1 – M3

10. Cambridge ICT Starters pg 6
P1 – P3
Initial Steps Modules
Stage 1
Starting Text
Starting Images
Starting Graphs
Stage 2
Starting Control
Starting Searches
Starting
P4 – P6
Next Steps Modules
Stage 1
Exploring Documents
Exploring Images
Exploring Spreadsheets
Exploring databases
Stage 2
Exploring Control
Exploring the Internet
Exploring
Exploring Multimedia

11. Looking Deeper at Progression
Starting with Text
Exploring Documents
Enter simple words using, using keyboard or other device
Create and amend a text document
Select and edit text
Amend text for a specific audience
Select basic icons
Add images or other objects to a document
Name, save, retrieve documents
Refine and organize the layout of a document for a specific audience
Use appropriate methods to check text is error free
Evaluate a finished document

12. Looking Deeper at Progression
Starting Images
Exploring Images
Use simple shapes and lines to create pictures or patterns
Create repeating patterns using stamps and or copy tools
Edit pictures, using visual effects
Create pictures using a variety of tools and effects
Add details to an existing picture, using straight lines or geometric shapes
Select appropriate objects, copy and resize them
Add or delete a character or object
Save drafts showing the development of the design
Use save as to store edited pictures

13. Looking Deeper at Progression
Starting Graphs
Exploring Spreadsheets
Store and classify information
Enter labels or numbers into a spreadsheet
Present information in charts or graphs
Enter and copy simple formulas
Use graphs and charts to answer simple questions
Create a graph
Draw simple conclusions from charts or graphs
Use a spreadsheet to answer a modelled scenario

14. Exploring the module layout
Introduction: module description; what are the big picture aims
Learning Objectives: target skills; exactly what is performed during assessment.
Pass/Merit: Score attached to performance of objective; Merit worth more than Pass
Assessment Evidence: Artefact of objective mastery
Amplification of Assessment: detailed description of what would be observed during the assessment for either a Pass or Merit

15. Getting Started: helpful preparation hints and tips in advance of instruction
Prior Knowledge: foundation skills/knowledge; can be first targets for instruction
New Words: vocabulary taught during the lesson; helps form the content
Assessment Guidelines: conditions for testing; describes what is observed for Pass or Merit

17. Schedule for Implementation
Curriculum
Teachers deliver Stage One Modules
P1-P3: Initial Steps
Starting Text
Starting Images
Starting Graphs
P4-P6: Next Steps
Exploring Documents
Exploring Images
Exploring Spreadsheets
Teachers include Stage Two Modules
Starting Searches
Starting
Optional: Starting Control
Exploring the Internet
Exploring
Exploring Multimedia
Optional: Exploring Control
Teachers deliver full curriculum
P1-P3: Initial Steps All Modules
P4-P6: Next Steps All Modules
Identify candidates for ICT Starters examination
Assessment
March- July 2014 simulate examinations using Cambridge Assessment Criteria as guidelines
Curriculum Committee using Cambridge Assessment Criteria to develop common assessments
Simulate examinations using common materials with Cambridge Assessment Criteria as guidelines
Students sit actual exam Stage One and Stage Two