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Getting started – support for reflection and engagement the technologies.

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Presentation on theme: "Getting started – support for reflection and engagement the technologies."— Presentation transcript:

1 Getting started – support for reflection and engagement the technologies

2 What changes have been made since the publication of the draft technologies framework? Overall, there was much enthusiasm for the draft experiences and outcomes for technologies. However, important changes have been made. What was said? Some experiences and outcomes required clarification of terminology. Consistency of terminology required when referring to Scotland. Request that the framework should have an international perspective. The use of subject labels, and the terms 'ICT and ALL' was found to be confusing. A requirement to support non- specialists in ICT/technologies. What was done: Experiences and outcomes edited/refined and explanations included. The term Scotland or beyond has been used consistently throughout the framework. Wording amended to introduce a more international perspective. Document restructured to improve accessibility and a definition of ICT and computer science included in the principles and practice. Glow and LTS online have been utilised to help overtake CPD needs.

3 Reflecting on the principles and practice in the technologies What are the main purposes of learning in the technologies? What does learning in the technologies enable children and young people to do? What skills are developed in the technologies? What is the difference between computing and ICT? How can I make connections within and beyond the technologies?

4 How are the experiences and outcomes structured in the technologies? The technologies framework has six organisers, namely: Technological developments in society ICT to enhance learning Business Computing science Food and textiles Craft, design, engineering and graphics. The final four organisers are contexts for developing technological skills and knowledge. They recognise the special contribution made by each context for learning, whilst enabling practitioners to plan opportunities to reflect individual and local needs.

5 Experiences and outcomes in the technologies (1) Why do some statements cross more than one level? These describe learning which needs to be revisited, applied in new contexts and deepened over a more extended period. Why is there a dotted line between third and fourth level? This is to demonstrate the close relationship and likely overlap between the two levels. Fourth level will provide the depth of experiences based on prior learning from third level.

6 Experiences and outcomes in the technologies (2) Why are there sometimes fewer statements at third level than in second and fourth? This happens because of the particular significance of the third level as part of the entitlement for all young people. They represent a drawing together of a number of aspects of learning within the technologies. Why are some statement in italics? All staff have a responsibility to contribute to these. A further group of experiences and outcomes, relating to the use of information and communications technology to enhance learning, are to be found within the technologies framework. Why are some statements in lighter text? These are experiences and outcomes which are essential building blocks for a particular aspect of learning and development but which are to be found in a different curriculum area.

7 Getting started in the technologies: some questions for discussion Building on your current practice, what are the implications for what and how you teach? How will you ensure the needs of all learners are met? Which experiences and outcomes could you link within the technologies, across other curriculum areas and the world of work to provide a coherent experience for learners? How might you ensure that learning and teaching reflects the values, purposes and principles of Curriculum for Excellence?

8 Where do you go from here? The journey may be different for everyone, but you may wish to consider some first steps towards change, for example: identifying and sharing effective practice identifying and prioritising professional development needs experimenting with learning and teaching approaches.

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