14-19 ICT PGCE Assignments 07/08

14-19 ICT PGCE Assignments 07/08

This document gives details of the three subject assignments for the 14-19 ICT PGCE for the academic year 2007/2008. The GPS assignment is given separately in the CPP documentation. Electronic copies of this document can be obtained from the 14-19 ICT PGCE BB site.

PGCE 14-19 ICT / Assignment 1 / 20 credit points at L5
Developments in the 14-19 ICT Curriculum
Unit Code 77-5875-00S / Hand in date: 20th November 2007 ?

You are required to produce a summative report of approximately 3,000 words in which you analyse and reflect upon the teaching and learning of 14-19 information and communications technology (ICT) in schools, with particular reference to

your first placement school/college.

You should:

·  illustrate the context of your placement school with reference to its OfSTED reports, ‘league tables’ and socio-economic indicators. You should take account of the views of the staff within the department and school;

·  distinguish between ICT as a subject and as a tool for teaching and learning;

·  identify relevant aspects of the National Curriculum programmes of study and the National Strategy for Key Stage 3 ICT and their influence on teaching and learning within the 14-19 age group;

·  demonstrate an understanding of key assessment and monitoring procedures used within 1419 ICT;

·  identify the pathways for progression between successive Key Stages from Key Stage 3 to post -16 in school and non-traditional settings

·  understand the nature and range of the specifications for Key Stage 4 and post-16 qualifications in ICT.

Illustrate your report with specific examples of how the requirements of the 14-19 ICT curriculum are met in your placement school, including such things as:

·  how much ICT teaching is experienced by pupils in each year group

·  which departments deliver the various aspects of ICT and the extent to which responsibility for teaching lies with ICT specialists and how this changes for the 14-19 age range

·  the frequency of ICT homework, the nature of its content and how it is assessed

·  how the delivery of the ICT entitlement to individual pupils is monitored

·  how the pupils’ progress is assessed, monitored, recorded and reported: to whom are reports made; who is accountable

·  the distribution of computing facilities in the school

·  what the foreseeable changes to the 14-19 ICT curriculum and qualifications are in your school and nationally

You should use tables, charts or other suitable methods to make your data understandable.

Criteria for Assessment

Evidence of:

·  good presentation and correct use of English

·  appropriate consultation and research within the placement school

·  an understanding of and explicit reference to relevant research literature

·  a critical awareness of the key issues and policies currently connected with the development of ICT and of the teaching and learning methodologies used

·  an understanding of the importance of assessment in planning and teaching ICT

·  analysis and reflection about school-based ICT

Indicative Reading

BECTa / 2003 / ICT supporting teaching: developing effective practice http://www.becta.org.uk/research/research.cfm?section=1&id=2747 BECTa
BECTa / 2003 / What the research says about ICT and initial teacher training http://www.becta.org.uk/research/reports/wtrs.cfm BECTa
DfES / 2002 / Survey of Information and Communications Technology in Schools, England 2002, DfES downloaded 10/11/02 from http://www.dfes.gov.uk/statistics/DB/SBU/b0360/sb07-2002.pdf
Bell, B; Fox, P et al / 1996 / Delivering Capability in IT: examples of delivery of IT to children at KS3 & KS4, NCET
OFSTED / 2003 / Information and communication technology in secondary schools, Ofsted subject reports series 2001/02 http://www.ofsted.gov.uk/publications/docs/3178.doc OFSTED
OFSTED / 2002 / ICT in Schools – effect of government initiatives http://www.ofsted.gov.uk/publications/docs/19.pdf OFSTED
Hayward, Bruce / 2002 / Young People and ICT 2002 : Findings from a survey conducted in Autumn 2002, DfES / BECTa
BECTA / 2005 / ICT in Secondary Schools
http://www.ictadvice.org.uk
Teachernet / 2005 / ICT in teaching and learning – also various DVDs available on a range of related topics
http://www.teachernet.gov.uk/
Donovan, G / 2005 / Teaching 14-19, David Fulton Publishers
Freedman, T. / 2006 / http://stiveshaslemere.com/mgb/Coming_of_age.pdf
Useful book on emerging technology in education
Gardner, J. / 2006 / Assessment and Learning – useful book on all aspects of assessment and learning in the classroom
Davies, S. / 2006 / The essential guide to teaching
A general book covering many aspects of teaching and learning in schools
Moon, J. / 2005 / Reflection in Learning and Professional Development
A useful starting point for trainee reflective practitioners
Gillespie, H et al / 2007 / Learning and Teaching with Virtual Learning Environments
A book that covers the many ways you can use ICT/e-learning technology in class – linked to QTS
Dickens, C / 1854 / Hard Times – teaching as it was…
Delderfield, R.F. / 1971 / To Serve them All My Days – teaching in the private sector…

Access to a wide range of electronic journals is available with your Athens account – see the learning centre page http://www.shu.ac.uk/services/lc/ejournal.html. In particular you should consult the Journal of Computer Assisted Learning, and the Journal Of Information Technology for Teacher Education (from the first issue of Volume 12, 2003, this journal changed its title from Journal of Information Technology for Teacher Education (ISSN 0962-029X) to Technology, Pedagogy and Education (ISSN 1475-939X).

You should also refer to relevant 14-19 ICT curriculum publications, to the most recent OfSTED report for your school, and to the syllabuses for the qualifications that the pupils will undertake.

PGCE 14-19 ICT / Assignment 2 / 20 credit points at L6/7
Developing Professional Practice in 14-19 ICT
Unit Code 77-7959-00L / Hand in date: 7th January 2008?

A  Medium and Short Term Planning

You are required to provide evidence of your ability to undertake and implement short and medium planning for teaching and learning in the 14-19 ICT curriculum. This will take the form of a Scheme of Work for a full half term (or an equivalent period of 6-8 weeks) within your placement school detailing the lessons for a KS4 or KS5 qualification that you are teaching. In addition to this, you will also be required to produce at least 6 consecutive lesson plans that you are responsible for teaching within this scheme.

The scheme must include a statement of the topic area, clearly stated aims and objectives/outcomes for the pupils, an outline of the work undertaken by the pupils, likely problematic areas, references to appropriate pupil resources and materials, homework and assessment points.

The lesson plans should show in detail the position of the lessons within the scheme, the specific objectives for the lessons, the sequence of work undertaken by you and your pupils, how expected difficulties are to be dealt with, provision to assess the pupils progress, differentiation, homework, provision for the evaluation of your teaching and so on.

Note that you must make explicit:

·  the school/classroom context for the scheme of work, giving the course, class, age range, ability and other relevant information about the school.

·  how the pupils' progress will be assessed and recorded and how the assessments relate to your desired outcomes

B  Critical Reflection

You are required to produce a 2500 to 3000 word report reflecting on how well the teaching went, critically evaluating your experience of delivering a scheme of work and its effectiveness in promoting pupil learning, together with copies of the scheme of work and lesson plans actually used. You should evaluate your progress over the course of the placement. You may wish to keep a blog or diary of your progress in order to assist you in this assignment. Blogs can be provided for you on BB if you wish to use them.

You should comment on the differences between your pre-experience planning and that which evolved during teaching on placement. You should include supporting evidence for your observations and analysis such as annotations on the lesson plans, observation critiques by your mentor or the class teacher, personal lesson evaluations, examples of pupils' work, examples of marked homework and so on.

Criteria for Assessment

You must demonstrate good use of English and good presentation skills and present evidence of:

For part A, Medium and Short Term Planning

·  appropriate medium and short term planning techniques – showing aims and objectives; subject content; classroom organisation and management etc.

·  appropriate provision for assessment and evaluation within the planning

·  suitable and balanced array of pupil resource materials and activities to support the specified teaching and learning objectives

·  specific provision for issues of differentiation and equal opportunities

·  reflective use of appropriate literature

For part B, Critical Reflection

·  a critical consideration of pupils as learners, their stage and rate of development and their differing individual needs

·  awareness and appreciation of subject content, making informed judgements about particular contentious or difficult areas

·  critically reflect on and evaluate your classroom experience – showing evidence of your development as a reflective practitioner

Indicative Reading

BECTa / 2003 / ICT supporting teaching: developing effective practice http://www.becta.org.uk/research/research.cfm?section=1&id=2747 BECTa
BECTa / 2003 / What the research says about ICT and initial teacher training http://www.becta.org.uk/research/reports/wtrs.cfm BECTa
DfES / 2002 / Survey of Information and Communications Technology in Schools, England 2002, DfES downloaded 10/11/02 from http://www.dfes.gov.uk/statistics/DB/SBU/b0360/sb07-2002.pdf
Bell, B; Fox, P et al / 1996 / Delivering Capability in IT: examples of delivery of IT to children at KS3 & KS4, NCET
OFSTED / 2003 / Information and communication technology in secondary schools, Ofsted subject reports series 2001/02 http://www.ofsted.gov.uk/publications/docs/3178.doc OFSTED
OFSTED / 2002 / ICT in Schools – effect of government initiatives http://www.ofsted.gov.uk/publications/docs/19.pdf OFSTED
Hayward, Bruce / 2002 / Young People and ICT 2002 : Findings from a survey conducted in Autumn 2002, DfES / BECTa
BECTA / 2005 / ICT in Secondary Schools
http://www.ictadvice.org.uk
Teachernet / 2005 / ICT in teaching and learning
http://www.teachernet.gov.uk/
Donovan, G / 2005 / Teaching 14-19, David Fulton Publishers
Freedman, T / 2006 / http://stiveshaslemere.com/mgb/Coming_of_age.pdf
Useful book on emerging technology in education
Gardner, J. / 2006 / Assessment and Learning – useful book on all aspects of assessment and learning in the classroom
Davies, S. / 2006 / The essential guide to teaching
A general book covering many aspects of teaching and learning in schools
Moon, J. / 2005 / Reflection in Learning and Professional Development
A useful starting point for trainee reflective practitioners
Pollard, A (ed) / 2002 / Readings for reflective teaching
A collection of reflective writing for all aspects of teaching
Entwistle, N / 1999 / Styles of Learning and Teaching
An interesting book covering this subject from an educational psychology point of view
Simmons, D / 1991 / Summer of Night
A diversion that should scare you witless

Access to a wide range of electronic journals is available with your Athens account – see the learning centre page http://www.shu.ac.uk/services/lc/ejournal.html. In particular you should consult the Journal of Computer Assisted Learning, Blackwell and the Journal Of Information Technology for Teacher Education (from the first issue of Volume 12, 2003, this journal changed its title from Journal of Information Technology for Teacher Education (ISSN 0962-029X) to Technology, Pedagogy and Education (ISSN 1475-939X). There is also a Blackwells reading list that you can access from the BB site, and the site also has regular updated reference lists added to it that you can browse.

You should also refer to relevant 14-19 ICT curriculum publications, to the most recent OfSTED report for your school, and to the syllabuses for the qualifications that the pupils will undertake (accessed from the appropriate web sites, for example, QCA, AQA, Edexcel and so on).

PGCE 14-19 ICT / Assignment 3 / 40 credit points at L6/7
Developing Critical Reflection in 14-19 ICT Education: A School Based Enquiry
Unit Code 77-7958-00L / Handing in date: A: 31st October 2007
B: 18th April 2008

This assignment has two components: you must submit both. You will be given feedback on each component; a pass for the assignment will be awarded on the overall quality of both components

Part A

You will be given a paper from an ICT journal, together with two related articles.

You are required to submit a reflective critique of the paper (approximately 1500 words) together with an annotated bibliography of at least five related papers from the recent literature. The annotations should take the form of an abstract (not more than 200 words) indicating the content, relevance and standing of the chosen papers. It is expected that the total number of words in the annotated bibliography will not exceed 1000.

Part B

You are required to submit a report of your enquiry (3000 to 4000 words) into an agreed area of the ICT curriculum within your placement school. The topic area and methods chosen must be agreed with your university tutor and your school mentor.

You will individually present a summary of your initial ideas and plans to the PGCE 14-19 ICT group, who will give feedback in the form of questions and comments. You may wish to consider incorporating these ideas as you proceed with the assignment.

The report should include

·  a description of the context for the enquiry (schools, pupils and curricula);

·  the reasons for the choice of topic;

·  a statement of the research question;

·  a review of the recent and relevant literature;

·  your chosen methods;

·  a critical analysis of your findings, in the context of the wider literature;

·  conclusions and recommendations.

In the report, you must demonstrate critical awareness and analysis of policies and theories relating to your chosen topic, and also be able to show how your own professional judgement and development as a teacher relates to this. You should also describe the pedagogical implications of your findings within the school based context.

In this report you should:

For Level 6 (professional certificate) / For Level 7 (post graduate certificate)
·  Take responsibility for identifying, amending and achieving the aims and outcomes appropriate to your investigation, including:
o  making appropriate use of the literature
o  Identifying and explaining essential ideas or theories about teaching and learning in Applied ICT
o  seeking, evaluating and using direct and indirect feedback to inform your practice
o  monitoring and reviewing progress to enable you to make appropriate adaptations and amendments
o  implementing your plans and activities within a timescale / ·  Take full responsibility for selecting, amending and achieving the aims and outcomes appropriate to your investigation, including:
o  making appropriate use of the literature
o  Identifying and explaining essential ideas or theories about teaching and learning in Applied ICT
o  seeking, evaluating and using direct and indirect feedback to inform your practice
o  monitoring and reviewing progress to enable you to make appropriate adaptations and amendments
o  implementing your plans and activities within a timescale
·  Identify and use appropriate methods / techniques to conduct, evaluate and disseminate an enquiry, having regard to the relevant ethical considerations / ·  Develop or adapt appropriate methods / techniques to conduct, critique and disseminate an enquiry, having regard to the relevant ethical considerations
·  Make judgements by critically analysing your findings / ·  Make informed judgements by critically evaluating your findings
·  Reflect on and evaluate the key strengths and limitations which have had an impact on achievement of aims and desired outcomes / ·  Reflect on and critically evaluate the key strengths and limitations which have had an impact on achievement of aims and desired outcomes.
·  Identify appropriate conclusions / recommendations, supported by your evaluated evidence. / ·  Derive appropriate conclusions / recommendations, supported by your evaluated evidence.

Criteria for Assessment

You must demonstrate good use of English and good presentation skills and present evidence of: