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Vital started out in July 2009 as a government funded project to enhance 'ICT teaching' in state funded 5-19 education in England. Vital's remit covered ICT, IT and Computer Science as specialist subjects, as well as the use of digital technology across the curriculum. The Open University (OU) developed Vital until the end of March 2013, when Jisc Advance took over the Vital brand and website.

Please note: These resources are hosted on this site as a record of the Vital project. The courses and resources in this project have not been updated since the project ended and none of them have course completion tracking set up or a Statement of Participation.

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Vital started out in July 2009 as a government funded project to enhance 'ICT teaching' in state funded 5-19 education in England. Vital's remit covered ICT, IT and Computer Science as specialist subjects, as well as the use of digital technology across the curriculum.

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Starting a PLN on Twitter: A Quick Guide For Teachers

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Open learn

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teachers sharing resources online: 2.3 a personal learning network

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This free course, Teachers sharing resources online, is designed to help you learn about how learning resources can be shared using online repositories, i.e. websites that allow for the uploading...

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Busy teacher

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When other teachers, even other ESL teachers, hear I’m teaching an ESL conversation class, they often say it sounds “relaxing,” or “fun” or “easy.” Most t…

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Literature review on the impact of digital technology on learning and teaching

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Literature review on the impact of digital technology on learning and teaching

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Week 26 Scottish Government, 2015, pp. 18–21 and 23–4

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Literature review on the impact of Digital technology on learning and teaching - scottish 

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Code-it.co.uk

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Jam Sandwich Algorithm – code-it supported by HIAS, Hampshire Inspection and Advisory Service

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There is an updated verion of this activity here.

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Gaming disorder is defined in the 11th Revision of the International Classification of Diseases (ICD-11) as a pattern of gaming behavior ("digital-gaming" or "video-gaming") characterized by impaired control over gaming, increasing priority given to gaming over other activities to the extent that gaming takes precedence over other interests and daily activities, and continuation or escalation of gaming despite the occurrence of negative consequences.

For gaming disorder to be diagnosed, the behaviour pattern must be of sufficient severity to result in significant impairment in personal, family, social, educational, occupational or other important areas of functioning and would normally have been evident for at least 12 months.

The International Classification of Diseases (ICD) is the basis for identification of health trends and statistics globally and the international standard for reporting diseases and health conditions. It is used by medical practitioners around the world to diagnose conditions and by researchers to categorize conditions.

The inclusion of a disorder in ICD is a consideration which countries take into account when planning public health strategies and monitoring trends of disorders.

WHO released the 11th revision of the International Classification of Diseases (ICD-11) in mid-2018.

A decision on inclusion of gaming disorder in ICD-11 is based on reviews of available evidence and reflects a consensus of experts from different disciplines and geographical regions that were involved in the process of technical consultations undertaken by WHO in the process of ICD-11 development.

The inclusion of gaming disorder in ICD-11 follows the development of treatment programmes for people with health conditions identical to those characteristic of gaming disorder in many parts of the world, and will result in the increased attention of health professionals to the risks of development of this disorder and, accordingly, to relevant prevention and treatment measures.

Studies suggest that gaming disorder affects only a small proportion of people who engage in digital- or video-gaming activities. However, people who partake in gaming should be alert to the amount of time they spend on gaming activities, particularly when it is to the exclusion of other daily activities, as well as to any changes in their physical or psychological health and social functioning that could be attributed to their pattern of gaming behaviour.

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Gaming disorder is defined in the 11th Revision of the International Classification of Diseases (ICD-11) as a pattern of gaming behavior ("digital-gaming" or "video-gaming") characterized by impaired control over gaming, increasing priority given to gaming over other activities to the extent that gaming takes precedence over other interests and daily activities, and continuation or escalation of gaming despite the occurrence of negative consequences.

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Multiplication Challenge

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Week 25 25.4

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J2Logo is a logo based programming tool that covers the National Curriculum computing programmes of study for KS1 and KS2. It is completely free of charge to UK schools.

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Week 25 25.2

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Scratch Programming Plan

"How to teach primary programming using Scratch", teacher book and student workbooks, available on Amazon via the picture links below. Find out more here.
You can now purchase all the pupil books in one PDF download to print as many as you like within your school.

Teacher Book

Workbook 1

Workbook 2

Workbook 3

Workbook 4

Introductory

Magic Carpet
This introductory module is designed for lower KS2 (7-9) pupils. Similar to the Smoking Car and Travel Europe modules so only do one of them. It draws out formative assessment opportunities in much more depth and includes a better method of decomposing. Written for both Scratch 1.4 & Scratch 2.0.
Pupils decompose a game and then create their version of it.
Planning is here
I welcome comments or suggestions for improvements via my twitter stream Direct Message @baggiepr or email me.
(Y3)(3 Sessions)

Smoking Car
This is a simple program. It links keyboard inputs to directions, movement and other simple game functions.
The final challenge is to create a sequence of movement that will move
the car from start to finish.
Detailed planning here including catch-up and extension cards.
(Y3)(2-3 sessions) Most up to date version in book

Music Machine
This program asks pupils to create simple screen buttons and then link
sounds to each button. Pupils use a mouse input to control the program building on their understanding in the Smoking Car module. Simple repeat x times loops are met for the first time. More able pupils can
use loops inside loops and multiple coding blocks to mix sound.
Planning including catch-up and extension cards is here.
(Y3)(2-4 sessions) Most up to date version in book

Dressing Up Program
This is a very simple program that I now use to start pupils programming in Year 3, however it could easily be used in KS1. Pupils design a simple dressing up game that changes what the sprite is wearing when you click on him or her.
I have detailed planning including support cards here.
(Y3)(2-3 sessions) Most up to date version in book

Conversation
This module was re-written to include problem solving skills, algorithmic thinking and formative assessment. It was revised after my Scratch book and replaces the book version. It is designed for lower KS2 (7-9) and could be completed in 2-3 hours depending on the complexity of the writing assignment. I welcome comments or suggestions for improvements via my twitter stream Direct Message @baggiepr or email me. Planning

Exploring Right Angles
This module was written to include problem solving skills, algorithmic thinking, algorithmic evaluation and formative assessment. It is designed for lower KS2 (7-9) and can be completed in three hours. I welcome comments or suggestions for improvements via my twitter stream Direct Message @baggiepr or email me. Planning

Maths Quiz
Pupils create a maths quiz. They use selection to determine if the answer is right or wrong and a variable to hold the score. They can also extend the quiz into changing the background if the answer is right or wrong through the broadcast command. After the maths quiz it is a good idea to get pupils to create a quiz of there own choosing. This gives pupils the chance to re-use and adapt code. Pupils will often ask their users to type complicated answers and then wonder why their users get questions wrong. This is a good chance to talk about simplifying choices to avoid spelling issues (y=yes n=no or 1=London 2=Edinburgh) unless your quiz is a spelling quiz. The planning is here.
(Y4) Most up to date version in book

Slug Trail Game
This is my most simple gaming planning. Helping pupils to bridge the gap between action programming and more complex game ideas such as forever loops and conditional selection.
Full planning here
(Y4)(2-3 sessions) Most up to date version in book

Selection Investigation
A great module to use after the slug trail and quiz in Y4 before the
assessment activity. Pupils use skill of generalisation (adapting a
solution that solved one thing to solve another) to investigate how
many uses of selection they can find when touching a colour.
Planning Here
(Y4-5) (1-2 sessions) Most up to date version in book

Y4 Creative Assessment Opportunity
Pupils need to have completed the majority of the introductory programming modules before completing this module. Planning here.
(Y4) (2 sessions) Not included in the book

Gaming

Crab Maze
This is the game I used to start with until I found out that KS2 pupils needed a more gradual introduction to programming in Scratch. There is a PDF version available along with catch-up cards and success criteria here. Some pupils go on to create multiple levels and a coin scoring system which is included in the planning. Before sharing these I ask pupils what they would like to add and give pupils time to think through ideas/adaptations of their own however I tend to cover this in more detail in my primary games maker modules.
(Y4-6)(2-4 sessions) Most up to date version in book

Primary Games Maker
As a class we choose a gaming genre. I show pupils a working model of most basic game. Pupils get together in small groups to decide how they will extend and adapt the basic idea. Pupils then move on to using an A3 Decompose planner. Full planning and resources here. There is enough planning for three modules here a platform game, flappy bird mod and a snail trail.
(Y5-6)(3-4 sessions per game) Most up to date version in book

Maths

Perimeter Program
Calculate perimeter of regular 2D shapes. Pupils then learn how to make a menu system so that the user can choose which type of shape they wish the perimeter to be calculated for.
Planning, extension and catch up cards hereRewritten to include algorithmic thinking, generalisation and
evaluation
(Y4-6)(2 sessions) Most up to date version in book

Counting Machine
Pupils follow a flowchart design to program a variable that changes within a loop. They then adapt the loop to make it count in 2s, backwards in halves etc. The planning then splits and they could make the program count into a loop or design a count down timer for their teacher.
Planning is here.
(Y5-6)(2 sessions) Most up to date version in book

Times Tables Game
Create a times tables game where users click on the correct number sprite to increase their score. Pupils choose a table that they are learning to increase their own tables knowledge. Why not upload there creations to the Scratch website and link on your school website to help other students learn their tables. Planning and resources here.
Rewritten to include decomposition.
(Y5-6)(2-3 sessions) Most up to date version in book

Plan and Create a Clock
In this module pupils
1, start by thinking through clock patterns such as how the seconds go through a 60 second loop before resetting to zero and moving the minutes on.
2, Complete the final few blocks of a clock operation flow diagram
3, Match Scratch blocks with the flow diagramming blocks.
4, Program the clock in Scratch using the annotated flow chart to help them.
Planning is here.
(Y5-6)(2-3 sessions) Most up to date version in book

Coin Program
Investigating less than, greater than and equals to culminating in building a machine to calculate the most efficient change to give for any given number of pennies. A flowchart is used to help pupils think through what us happening before programming. Planning is here. Rewritten to include pattern spotting
(Y5-6)(2-3 sessions) Most up to date version in book

Cartesian Coordinates
A simple lesson that introduces x and y values and uses them to draw a range of shapes in the 1st Quadrant culminating in pupils reflecting shapes into the 2nd, 3rd and 4th quadrants.
Planning and resources here.
(Y5-6)(1-3 sessions) Most up to date version in book

Cartesian Coordinate Translation, Enlargement
& 1/4 Turn Rotation
The program could be downloaded and used as part of a Maths lesson to
help pupils explore how coordinates can be translated, enlarged or
rotated. It could also be used by more able Maths and computing science pupils as a project to
decompose and build themselves. Or the source code could be examined to find ways to randomise the initial shape.
Planning and resources are here
(Y6) (1-3 Sessions) Most up to date version in book

Investigate the properties of regular 2D shapes
Create the simple program by following differentiated pseudo code (code written in English) then use the program to investigate the properties regular 2D shapes. Planning & resources here. The complexity here is the use of pseudocode which is why I only recommend this to Y6
(Y6)(1-2 sessions) Not included in the book

Odd Even
This module investigates the properties of odd and even numbers through looking at their remainders when divided by 2. This knowledge is then used to create a program that randomly chooses a number and then asks the user if it is odd or even. A point is given if they select the right choice. This planning includes a pupil booklet so pupils can work at their own pace.
Planning is Here
(Y5-6)(2-3 sessions) Not included in the book
Algebra Inverse
New planning added June 2016 Algebra Inverse is a self generating quiz program that tests pupils knowledge of solving simple algebra expressions through using the inverse operation. Teachers work with pupils to understand how a human might write this program as an algorithm. Pupils then convert the algorithm into code. The project is designed for Year 6 pupils or KS3. Planning is here.
(Y6 or KS3) (3-4 sessions) Written after the book

Lego Wedo

Toilet Fan
Pupils design their own Lego Wedo fan with distance sensor to remove nasty smells. They then program it in Scratch in an increasing level of challenges. Planning is here.
(Y5-6)(2 sessions but best done in one long session 1 & 1/2 to 2 hours)
Most up to date version in book Car Park Barrier
Build a car park barrier using Lego Wedo (Box 9580) and them program it using Scratch 1.4. This is a great module to do after the toilet fan module. You could also spend more time building the model and incorporate some form of gearing to help the barrier move more smoothly but this might need more lego than is in the box. Planning is here
(Y5-6)(2 sessions but best done in one long session 1 & 1/2 to 2 hours)
Most up to date version in book

General

Random Word
Combine letters, words and phrases to create all sorts of random words, phrases and sentences. There are lots of literacy or fun possibilities with this idea.
Planning Here
(Y5-6)(1+ session) Most up to date version in book

Music as Code
Turn music into an algorithm and then into code by using abstraction.
Planning is here
(bottom plan)
(Y5-6) (1-2 sessions) Most up to date version in book

Music score to code
Turn a music score (algorithm) into a Scratch program
Planning is here (top
plan)
Y4-6) (1-2 sessions) Most up to date version in book

Experimental

Here are some older planning ideas for you to consider here. but please consider adapting them to include computational thinking and problem solving before using them as they are.

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Scratch Programming Plan "How to teach primary programming using Scratch", teacher book and student workbooks, available on Amazon via the picture links below. Find out more here.You can now purchase all the pupil books in one PDF download to print as many as you like within your school.

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Week 25 25.2

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Scratch Maths Quiz Selection

Age:

7-11 years

Concepts / Approaches:

Debugging, Collaborating, Selection, Programming

Curriculum Links:

Maths

Pupils create a maths quiz in Scratch and learn about selection which, in this activity, allows the flow of the program to be altered depending on the player's answers to questions. Initially pupils will use an 'If... then...' selection command, before moving on to using an 'If...then... else...' command.

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Supporting primary school teaching | Barefoot Computing

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DISCOVER how Barefoot Computing equips teachers with the confidence, knowledge, skills and resources to teach computer science in primary schools.

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Week 25 25.2

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Week 25 Audit

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Week 25 25.2 IPC Mapping the IPC curriculum onto the English national curriculum

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Week 25 25.2 NI

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Week 25 25.2 NI

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Key Using ICT Documents
Levels of Progressions for Using ICT
The Levels of Progression for Using ICT are set out in can-do statements. They set the standards of what is expected for pupil competence in Using ICT. They can help teachers make judgements about the levels pupils are working at and are a guide to progression in this skill.

There are progression statements for each of the 5 'E's, which are the curriculum requirements for Using ICT.

The expected level for the end of:

Key Stage 1 is Level 2: and

Key Stage 2 is Level 4.

Expansion of the Levels of Progression
We have developed the Expansion of the Levels of Progression in Using ICT to help teachers better understand the Levels of Progression statements. The guidance includes examples that show how each broad progression statement might look in practice.

These examples are not exhaustive and do not represent complete activities. However, they do show typical ways in which pupils work at each level in Using ICT.
Desirable Features
The Desirable Features are guidance statements for different types of ICT (Desktop Publishing, Film and Animation, Interactive Design, Managing Data, Music and Sound, Online Communication, Presenting, Working with Images). They can help teachers see the context behind the statements in the statutory Levels of Progression.

We have created them to support teachers in planning for progression in Using ICT and to help them make assessment judgements about pupil work.

Teachers will need to choose more than one type of ICT activity to cover the curriculum requirements for Using ICT.

The Desirable Features guidance statements describe what the standards for different types of ICT look like in practice. They align with the Levels of Progression. When teachers are assigning a level to a pupil's piece of work, they can use the statements to see what is desirable in that ICT activity at each level.

However, when making a holistic judgement about a pupil's overall level of competence in Using ICT, teachers should also refer to the Levels of Progression.

The Desirable Features don't stand alone. Teachers should look at how the type of ICT can support learning in other areas such as literacy. They are not designed to be a checklist so that teachers have to cover every single point in a specific activity. Instead, they can guide teachers when covering different types of ICT.

Using ICT Tasks

There are a range of optional CCEA Tasks for primary schools to use.

The tasks can help teachers plan for and carry out ICT work that contributes to the Using ICT curriculum requirements. Most of the tasks are generic, so they can be used more than once.

They cover a range of different types of ICT and are written for a range of different platforms, such as PCs, MacBooks, programmable devices and tablets. Each task clearly indicates which platform is suitable. Most of the tasks are suitable for a range of levels.

Teachers can also use the tasks for assessment. Teachers must make sure that their pupils have already acquired the skills they need to complete the task if using it for assessment.

The library also has samples of pupil work for most of the tasks and commentaries explaining how the pupil work illustrates the standards of the Levels of Progression.

To access the Task and Exemplification Library, go to Skills and Learning: Interactive Support. Teachers do not have to log in for the Task Library but they do have to log in for the Exemplification Library to access pupils' actual work.

Using ICT in Practice

The Using ICT in Practice videos show how some schools have embedded Using ICT across the curriculum.
Holy Cross Girls' Primary School Case Study
In this video, you'll hear how the staff at Holy Cross Girls' Primary School in Belfast embed and develop Using ICT across the curriculum.
Gaelscoil na bhFál and Gaelscoil na Daróige Irish Medium Case Study Gaelscoil na bhFál and Gaelscoil na Daróige Irish Medium Case Study (English Subtitles)
In this video, you'll hear how the staff at Gaelscoil na bhFál and Gaelscoil na Daróige embed Using ICT across the curriculum to develop pupils' communication skills.

E-Safety

The Levels of Progression for Using ICT include this statement: 'Pupils should demonstrate, when and where appropriate, knowledge and understanding of e-safety including acceptable online behaviour.'

This is not a separate assessment criterion. Schools should embed e-safety education into teaching and learning in the Areas of Learning through relevant topics. This will give pupils opportunities to develop their knowledge and understanding of e-safety.

For more information on internet safety education for pupils, see the Department of Education's article on Education in Safe and Effective Practices.

The Department of Education's 2016/27 circular on e-safety provides guidance about keeping pupils safe online and prioritising online safety within a school's curriculum and safeguarding policy.

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Levels of Progressions for Using ICT The Levels of Progression for Using ICT are set out in can-do statements. They set the standards of what is expected for pupil competence in Using ICT. They can help teachers make judgements about the levels pupils are working at and are a guide to progression in this skill.

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Week 25 25.2 NI

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Week 25 25.2 Wales

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Curriculum for Excellence Technologies Principles and Practice

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Curriculum for Excellence Technologies Principles and Practice

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Week 25 25.2 Scotland

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Curriculum for Excellence Technologies Principles and Practice

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Curriculum for Excellence Technologies Experiences and Outcomes

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Curriculum for Excellence Technologies Experiences and Outcomes

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Week 25 25.2 Scotland

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Curriculum for Excellence Technologies Experiences and Outcomes

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Professional Learning Paper Significant Aspects of Learning Assessing Progress and Achieve

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Professional Learning Paper Significant Aspects of Learning Assessing Progress and Achieve

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Week 25 25.2 Scotland

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Professional Learning Paper Significant Aspects of Learning Assessing Progress and Achieve

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Week 25 25.2 Scotland

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Assessing Progress and Achievement: Technologies

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Assessing Progress and Achievement: Technologies

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Week 25 25.2 Scotland

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This resource supplements the advice in the Principles and Practice paper for technologies to support practitioners in capturing what children and young people have achieved as a result of learning related to significant aspects of learning in technologies.
*NEW* PDF file: Professional learning paper: Assessing progress and achievement in technologies significant aspects of learning *NEW* PDF file: Technologies progression framework
Significant aspects of learning in technologies

Assessment of learning in Technologies in early years establishments, special education establishments, primary schools and secondary schools is supported and made manageable by the identification of significant aspects of learning (SALs). These significant aspects of learning, listed here, ensure that learning is coherent for children and young people.

There are 13 significant aspects of learning in the Technologies. They are bulleted under the organiser headings below:
Technological Developments in Society and Business
SALs must be common to all levels from early to fourth, the outcomes and experiences for business are at 3rd and 4th level only. Children and young people begin to understand how technologies affect the world of work and their impact on society more generally from their early years experiences onwards therefore it is logical to merge these organisers for the purpose of assessing progress and achievement.

Awareness of technological developments (Past, Present and Future), including how they work

Impact, contribution, and relationship of technologies on business, the economy, politics, and the environment

Digital Literacy
As with literacy, numeracy and health and wellbeing, digital literacy should be placed at the heart of all learning, not only the technologies area of the curriculum.

Using digital products and services in a variety of contexts to achieve a purposeful outcome

Searching, processing and managing information responsibly

Cyber resilience and internet safety

Computing Science

Understanding the world through computational thinking

Understanding and analysing computing technology

Designing, building and testing computing solutions

Food and Textile Technologies
Food and textiles like other technological organisers cuts across different curricular areas. For further information on this SAL please also refer to Health and Wellbeing.

Food and textile technologies
Craft, Design, Engineering and Graphics

Designing and constructing models/products

Exploring uses of materials

Representing ideas, concepts and products through a variety of graphic media

Application of engineering

Using this resource

This resource outlines significant aspects of learning and describes what breadth, challenge and application looks like to support practitioners in assessing learners' progress in technologies. It should be used when planning learning and assessment. It will also contribute to the moderation and profiling processes to help create a reliable picture of learners' progress and achievement. It should be used as a guide and is not intended as an assessment criteria checklist.

The following workshops have been developed to support practitioners' engagement with the professional learning resource and can be used as professional learning opportunities.

Familiarisation of the curriculum paper
PowerPoint file: A structured process for engaging with the professional learning paper
What is breadth, challenge and application?

Matching task: this activity is designed to allow for discussion around the concepts breadth, challenge and application.

The first file is set out as a grid containing a number of statements which should be cut out to create individual 'tags', shuffled and issued as a set. Participants should then try to match each of these tags to the three main headings - breadth, challenge and application. Practitioners may wish to go on to discuss further examples from their own practice.

The second file contains the answers according to the curriculum paper.

PDF file: Breadth, challenge and application activity PowerPoint file: Breadth, challenge and application - answers

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Assessing Progress and Achievement: Technologies

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This resource supplements the advice in the Principles and Practice paper for technologies to support practitioners in capturing what children and young people have achieved as a result of learning related to significant aspects of learning in technologies.

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Week 25 25.2 England

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Computing programmes of study: key stages 1 and 2

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Computing programmes of study: key stages 1 and 2

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Week 25 25.2 England

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Week 25 Intro